CONFLUENCE ACADEMY SAINT LOUIS...
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CONFLUENCE ACADEMY SAINT LOUIS MISSOURI
Transcript of CONFLUENCE ACADEMY SAINT LOUIS...
C O N F LU E N C E A C A D E M Y S A I N T L O U I S M I S S O U R I
Craig Glover ChairmanSonya Henry Vice-ChairmanPaul Tice TreasurerArmando Siliceo-Roman Secretary
Jeanice BakerJames BufordDr. Harvey FieldsJennifer KovarTim RowbottomDr. Kia Swan-MooreDr. Susan Uchitelle Chair Emerita
BOARD OF DIRECTORS :: 2010/2011
MISSION STATEMENT
The mission of Confluence Academy is to provide the highest quality pre-collegiate education to the students attending the program. The Academy campuses will be independent public schools serving as teacher/learning laboratories designed to implement and evaluate the very best practices available for preparing young men and women of the St. Louis community for successful careers, particularly in the fields of math, science and technology.
In order to achieve this mission, the goals of Confluence Academy are to:
have high academic standards, strict accountability, and high levels of parent participation to prepare children for success as students, workers, parents, citizens, and consumers;
meet the unique educational demands of low-income and disadvantaged students;
accelerate and significantly improve student performance in a manner that closes the achieve-ment gap between minority and non-minority students;
motivate students to successfully complete the program – potentially be providing long term contact with mentors, opportunities to network with successful men and women, and frequent on-site experiences in various occupational environments that lead to career awareness;
identify and adopt particular teaching and learning strategies that promise the greatest chance for young women and men to succeed in the fields of science, math and technology;
implement a system of instruction and support services that allows all students to achieve success no matter what gifts and needs they possess;
stimulate interest, and high achievement, in math, science, and technology by providing directed experiences linked to the workplace;
engender a respect for the natural world; and foster an understanding of scientific concepts as they apply to everyday life;
work in collaboration with the Missouri University of Science and Technology to involve high school students in the University’s program in an effort to encourage these students to stay in school and better prepare them academically for the collegiate experience;
provide the social/emotional artistic, athletic, physical fitness, and health related supports neces-sary to sustain and motivate our students; and
instill in the students an array of social and interpersonal competencies, along with leisure time interests, that are essential to success and happiness in life, work and family.
on the cover: Confluence Preparatory Academy Atrium
OLD NORTH ST. LOUIS3017 North 13th StreetSt. Louis, MO 63107314.241.1110 ph
SOUTH CITY3112 Meramec StreetSt. Louis, MO 63118314.481.4700 ph
WALNUT PARK5421 Thekla AvenueSt. Louis, MO 63120314.383.8900 ph
CONFLUENCE PREP310 North 15th StreetSt. Louis, MO 63103
314.588.1088 ph
CENTRAL OFFICE611 North Tenth Street
Suite 550St. Louis, MO 63101
314.588.8554 ph
cover
Overview 1
At-A-Glance 3
Academic Achievement 6
2011/2012 School Improvement Plan 13
2011/2012 Confluence Prep Course Offerings 18
Appendix
2010/2011 School Calendar
2010/2011 Board of Directors
Confluence Connections
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TABLE OF CONTENTS
cover
OVERVIEW
1
Confluence Academy is a multi-campus, non-profit public charter school system in St. Louis, Missouri that strives to provide the highest quality pre-collegiate education to students in kindergarten through high school. Sponsored by the Missouri University of Science and Technology, Confluence Academy is governed by an independent Board of Directors.
Since its establishment in 2003, Confluence Academy has grown as a public charter school from one campus to a network of five inner city schools. The Confluence Board contracts with two different education service providers to manage its schools – EdisonLearning (Confluence – Old North, Confluence – South City, Confluence – Walnut Park and Confluence Prep) and American Quality Schools (Grand Center Arts Academy). Grand Center Arts Academy is sponsored by St. Louis University.
In its initial eight years, Confluence Academy has worked hard to create a school culture conducive to learning and student achievement. This Accountability Report focuses on the four Confluence campuses and provides highlights of the past year, including results of the annual academic assessments.
We are proud of what our team is accomplishing. Consider the following:
We have grown our school enrollment from 245 students in grades K-3 in 2003/2004 to more than 3,100 students in grades K-11 today. We are serving students in need from throughout the entire City of St. Louis. 95.8% of these students qualify for the free and reduced lunch program.
We are on target with our long-range plan to complete our high school. Confluence Prep expanded to 11th grade and added a new library, several technology enriched classrooms and science labs – with a new gymnasium opening in 2012.
During the year, our district placed added focus on grades K-2 and implemented an enhanced support system that included specialized coaches and tutors. Teachers in all the elementary grades continued to implement the Response to Intervention (RTI) model, which is a multi-tiered approach to providing academic and behavioral support to students, as well as the Positive Behavior Support (PBS) program to support a safe and effective learning environment. Each K-8 campus has also incorporated 90 minutes per day of remediation time to further reinforce skills, for students who qualify.
New classroom libraries were added to each campus, signifi-cantly increasing the number of books available for students. More than $500,000 was invested in this important literacy initiative, which resulted in more than 60,000 additional books!
Confluence Academy provided additional academic support to students through the Supplemental Educational Service (SES) free tutoring sessions for students in grades 3-8 who qualify, as well as a free summer school program in July. More than 800 students took advantage of this summer learning opportunity. Confluence Prep initiated a new program in their summersession in which students were provided with academic enrichment, as well as credit recovery programs.
Teachers benefited from Confluence’s strong professional development program that utilized the expertise of both local and national trainers. Our District also implemented a tuition-reimbursement program to further encourage professional growth.
Our institution and our students both continue to benefit from Missouri University of Science and Technology’s sponsorship. During the summer, over 40 students participated in engineering and technology oriented summer camps at the University, in which they stay in the dormitories and learn about engineering, aerospace, and robotics. Confluence also hosted students from MS&T and provided them with an opportunity to learn more about our schools and our students.
Confluence also was pleased to continue the Robert F. Henry Scholarship Program, which awarded nine undergraduate students at MS&T with a partial tuition scholarship, as well as the opportunities for paid employment at Confluence’s summer school program.
OVERVIEW
Confluence Academy continues to take advantage of exceptional community programs and partnerships as well. Confluence Connections – our district newsletter – highlights many of these. They range from visits to cultural institutions (such as the St. Louis Art Museum, Science Center, History Museum, Symphony, and others), to hosting presentations from organizations (such as the YMCA and Junior Achievement), to partnering with organizations that provide ongoing support to our students (such as the St. Louis University and University of Missouri – St. Louis counseling programs).
The Board enhanced its professional staff and worked closely with EdisonLearning to implement a strategic plan to transition management of Confluence Prep to the local central staff. The Board believes that by expanding its business model to include locally self-managed schools, as well as others managed by independent partners, it will be able to provide all of its students with a fiscally sound network of schools, providing a high quality, college preparatory education.
Academic progress, as measured by the Missouri Assessment Program (MAP), showed mixed results. While measurable progress has been made in a number of areas of student academic achievement, in others, we continue to work toward the desired results. This Accountability Report spells out these metrics in detail in the pages that follow. The Confluence Academy Board of Directors is committed to significantly increasing the rate of academic progress by our students and has developed a Comprehensive School Improvement Plan to help guide efforts during the 2011/2012 school year.
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AT-A-GLANCE
NUMBER OF STUDENTS ENROLLED BY GRADE
500
400
300
200
100
0
K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th
361398
354371 365
311
222 226
147168 157
98
GENDER: 1,603 F 1,575 M
GRADES SERVED: Kindergarten - 11th Grade
RACE & ETHNICITY:
89.1% African American
0.5% Asian
2.8% Caucasian
7.5% Hispanic
Percentage of students qualifying for free and reduced price school lunch programPercentage of students with special educationIEP’s
Average Daily Attendance
Student/Teacher Ratio
Classification as English Language Learners
95.8%
8.6%
91.05%
18 to 1
7.9%
DISTRICT PROFILE
STUDENTS ENROLLED :: 2003-2011
3,500
3,000
2,500
2,000
1,500
1,000
500
0
2003-2004
245
963
1,448
1,794
2,219
2,732
2,9923,178
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
84233
425
LEGEND K-8 Enrollment High School Enrollment
Old North St. Louis
South City
Walnut Park
Confluence Prep
2003
2006
2004
2008
K-8
K-8
K-8
9-11
CAMPUS YEARSTARTED GRADES STUDENTS
904
937
912
425
CONFLUENCE ACADEMY CAMPUS SUMMARY
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Confluence District
Old North St. Louis
South City
Walnut Park
Confluence Prep
91.6%
91.7%
91.8%
92.3%
88.1%
91.05%
91.5%
91.5%
91.9%
86.4%
CAMPUS 2010 2011
ATTENDANCE
(through May)
AT-A-GLANCE
Enrollment has grown steadily since Confluence Academy first opened in August 2003. Old North, South City and Walnut Park serve students in grades K-8 with enrollments of 904, 937 and 912 students respectively. The maps below highlight the primary areas from which students are drawn for each of the campuses.
STUDENT ENROLLMENT
Confluence Preparatory Academy added grade 11 in the 2010/2011 school year and grew enrollment by 82%, from 233 to 425. Students came from all parts of the city, with the majority coming from areas around the Old North, South City and Walnut Park campuses. In order to accommodate the high school's strategic growth, the school completed an additional 40,000 sq. feet of space, adding technology enriched classrooms, science labs, office and tutoring rooms, as well as a new library.
ONSL Area
Walnut Park Area
South City Area
Student
Location of School
Elementary Primary
Attendance Area
Highways
LOCATION OF STUDENTS IN GRADES K-8
LOCATION OF CONFLUENCE PREPSTUDENTS
NN
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One of the tools Confluence Academy utilizes to measure the level of satisfaction and its success with its teachers, parents and students is the Harris Interactive School Poll. The surveys are administered anonymously and confidentially in the spring of each year to promote an atmosphere of honesty as well as to protect the integrity of the responses.
STAKEHOLDER SATISFACTION
AT-A-GLANCE
Teachers who responded that the school expects academic excellence from all students
Teachers who responded they enjoy their work
Teachers who feel that they are an important part of the school
74%
79%
89%
TEACHER SATISFACTION
Parents whose overall level of satisfaction was an A or B
Parents who gave their student's teacher an A or B
Parents who responded that they feel welcome in their child's classroom
Parents who responded that they believe the school provides a safe environment
Percentage of parents who are proud of their child's school
Percentage of parents who would recommend the school to other parents
78%
86%
94%
93%
82%
82%
PARENT SATISFACTION
Percentage of students who are planning to go to college some day
Percentage of students who responded they are making progress on Student Learning Contract goals
Percentage of students who responded that their education is very important to them
96%
88%
93%
STUDENT SATISFACTION
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LEGEND
Confluence Academy
State Average
State Targets
ACADEMIC ACHIEVEMENT
The Missouri State Department of Elementary and Secondary Education (MO DESE) has set annual benchmarks to guide student achievement in Missouri. Through the Missouri Assess-ment Program (MAP) and end-of-course (EOC) exam scores for high school students, MO DESE measures adequate yearly progress (AYP) as part of the Federal “No Child Left Behind” Act. Grade levels and all groups, such as minorities or children on the Free and Reduced Lunch program, must meet target scores to meet AYP. Attendance is an additional indicator.
The target is raised each year until 2014, when 100 percent of students would have to score proficient or advanced.
The 2011 MAP results indicate that 26.4% of Confluence Academy students achieved proficient or advanced scores in communication arts and 26.9% of students achieved proficient or advanced scores in mathematics. These did not meet state targets and overall showed a decline from 2010 scores. A review of scores from the individual Confluence campuses on the following pages shows a more complete picture of results, with half of the scores increasing and half of the scores declining.
Over the course of the past seven years, the percentage of Confluence Academy students scoring proficient or advanced in communication arts has increased 24.5 percentage points. Over six years, the percentage of Confluence Academy students scoring proficient or advanced in mathematics has increased by 13 percentage points.
CONFLUENCE ACADEMY MAP RESULTS :: 2004-2011
MISSOURI ASSESSMENT PROGRAMSUMMARY 2011
80
70
60
50
40
30
20
10
0
Communication Arts
26.4
54.6
75
26.9
54.2
72.5
Mathematics
Per
cent
Pro
ficie
nt a
nd A
dvan
ced
35
30
25
20
15
10
5
0
Communication Arts
1.9
7.1
14.9
17.3 18.319.3
28.426.4
Per
cent
Pro
ficie
nt a
nd A
dvan
ced
Mathematics
13.9
17.8
24.222.6
17.8
33.3
26.9
N/A
LEGEND 2004 2005 2006 2007 2008 2009 2010 2011
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The charts on this page highlight student performance by campus on the communication arts and mathematics MAP tests for students in grades 3-8, as well as the End-of-Course tests for students taking high school subjects.
MAP RESULTS :: 2008-2011
ACADEMIC ACHIEVEMENT
COMMUNICATION ARTS
60
50
40
30
20
10
0
Old North
19.7
25.3
19.117.1
55.758.3
Confluence Prep
28.426.4
18.319.3
District
Per
cent
Pro
ficie
nt a
nd A
dvan
ced
26.8
30.1
13.1
27.4
South City
34.4
18.219.717.3
Walnut Park
MATHEMATICS
70
60
50
40
30
20
10
0
Old North
24.125.9
23
14.4
64
27.6
Confluence Prep
33.3
26.922.6
17.8
District
Per
cent
Pro
ficie
nt a
nd A
dvan
ced
34.731.3
20.521.5
South City
37.2
24.323.620.1
Walnut Park
LEGEND 2008 2009 2010 2011
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ACADEMIC ACHIEVEMENT
The charts on this page highlight student performance in science (grades 5, 8 and Biology) as well as results for students identified as English Language Learners (ELL) or those with Limited English Proficiency (LEP) and special education students with an Individualized Education Program (IEP).
Scores for students with an IEP increased in both subject areas. From 2008 to 2011, IEP communication arts grew from 9.3 percentage points and IEP mathematics grew 9 percentage points.
Scores for ELL/LEP students declined in both communication arts and mathematics. However, over the past four years, scores grew 12.7 and 11.6 percentage points respectively on communication arts and mathematics.
The percentage of students scoring proficient or advanced in science in 5th and 8th grades declined, while scores in Biology increased by 11.4 percentage points.
LEGEND
2008
2009
2010
2011
IEP CONFLUENCE DISTRICT
16
14
12
10
8
6
4
2
0
Per
cent
Pro
ficie
nt a
nd A
dvan
ced
11.2
14.1
5.1
1.7
MathematicsCommunication Arts
8.3
10.3
11.7
ELL/LEP CONFLUENCE DISTRICT
45
40
35
30
25
20
15
10
5
0
Per
cent
Pro
ficie
nt a
nd A
dvan
ced
28.7
17.1
20.9
MathematicsCommunication Arts
23 22.7
10
27.3
41
SCIENCE
50
45
40
35
30
25
20
15
10
5
0
Per
cent
Pro
ficie
nt a
nd A
dvan
ced
9.19.26.8
8th Grade5th Grade
17.7
8.96
2.8
17.8
47.1
Biology
35.8
8
These charts use the MAP index scores to compare Confluence Academy and St. Louis Public Schools grade level performance. The MAP Performance Index (MPI) is an alternate way to highlight student performance on the MAP. The following equation is used to calculate student performance based on the MPI: MAP Index = (Below Basic x 6) + (Basic x 7) + (Proficient x 8) + (Advanced x 9).
In terms of grade level performance, St. Louis Public Schools outperformed Confluence in the 3rd and 4th grades, as well as in English 2. Confluence outperformed St. Louis Public Schools in grades 5, 6, 7 and 8. In mathematics, Confluence Academy outperformed St. Louis Public Schools in grades 4, 5, 6, 7 and 8.
ST. LOUIS PUBLIC SCHOOLS AND CONFLUENCE ACADEMY GRADE LEVEL MAPINDEX COMPARISON
ACADEMIC ACHIEVEMENT
LEGEND Confluence Academy St. Louis Public Schools
MAP INDEX GRADE LEVEL COMPARISON 2011 :: COMMUNICATION ARTS
780
760
740
720
700
680
660
640
MA
P In
dex
Poi
nts
693.2
716
3rdGrade
710.1 714.7
4thGrade
727.4
711.8
6thGrade
715
706.4
7thGrade
721.1718.4
8thGrade
763.6 766.8
English 2
710
723.4
5thGrade
MAP INDEX GRADE LEVEL COMPARISON 2011 :: MATHEMATICS
740
730
720
710
700
690
680
670
MA
P In
dex
Poi
nts
710.5712.3
3rdGrade
712.9709.7
4thGrade
722.2
713.7
6thGrade
707
699.6
7thGrade
708.3
695.9
8thGrade
714.9
734.6
Algebra
715.8712.3
5thGrade
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DEMOGRAPHIC COMPARISON OF ST. LOUIS CHARTER AND PUBLIC SCHOOLS
ACADEMIC ACHIEVEMENT
The following chart includes a comparison of grades served, enrollment and the percentage of students eligible for the free and reduced lunch program for the charter schools in St. Louis, St. Louis Public Schools as well as the State. Confluence Academy is the largest charter school district in St. Louis and has the highest percentage students eligible for the free and reduced lunch program.
SCHOOL DISTRICT GRADES ENROLLMENTFREE AND
REDUCED LUNCH
City Garden Montessori
KIPP STL
Grand Center Arts Academy
Carondelet Leadership Academy
Construction Careers
Gateway Science Academy
Lift for Life Academy
Imagine Academy of Academic Success
St. Louis Charter
Imagine Academy of Environmental Science & Math
Imagine Academy of Careers
CONFLUENCE ACADEMY
St. Louis Public Schools
STATE AVERAGE
K-4
5-6
6-7
K-6
9-12
K-8
6-12
K-8
K-8
K-8
K-12
K-12
K-12
K-12
102
178
206
214
321
340
504
872
939
1,343
1,551
3,178
23,576
889,887
47.2%
89%
62.8%
75.8%
79%
35.1%
92.3%
95.7%
68.7%
92%
87.7%
95.8%
85.7%
47.8%
Source: Missouri Department of Elementary and Secondary Education, District Report Card, 2011
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ACADEMIC ACHIEVEMENT
LEGEND
Construction Careers
Gateway Science Academy
KIPP STL
St. Louis Charter
City Garden Montessori
Grand Center Arts Academy
Confluence - South City
Confluence Prep
Confluence - Old North
Lift for Life Academy
Confluence - Walnut Park
Carondelet Leadership Academy
Imagine Academy of Environmental Science and Math
Imagine Academy of Careers - Middle School
Imagine College Prep
Imagine Academy of Academic Success
Imagine Academy of Careers - Elementary School
ST. LOUIS CHARTER SCHOOLS 2011 MAP RESULTS COMPARISON ::COMMUNICATION ARTS
60
50
40
30
20
10
0
MA
P S
core
56.1 56.1
43.6
37.5
31.3
27.6 25.9 25.8 24.3
18.214
9.4 8.9 8.45.6
36.7 35.2
ST. LOUIS CHARTER SCHOOLS 2011 MAP RESULTS COMPARISON ::MATHEMATICS
70
60
50
40
30
20
10
0
MA
P S
core
66.761.1
58.354.4
32.930.1
28.325.3 23.1
18.216.4 14.5 14.3
5.4 3.9
39.1 38.5
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The following provides a summary of Adequate Yearly Progress (AYP) results by District and individual campus.
OVERVIEW OF AYP RESULTS
ACADEMIC ACHIEVEMENT
A subgroup includes 30 or more students from the following categories: School Total, Black, Free/Reduced, SPED/IEP, Hispanic, ELL/LEP.1
DISTRICT RESULTS
Confluence Academy did not reach AYP targets in communication arts. In 2010, 28.4% of students scored proficient or advanced. In 2011, 26.4% of students scored proficient or advanced. This represents a 2 percentage point decrease from 2010.
Confluence Academy did not reach AYP targets in mathematics for 2011. In 2010, 33.3% of students scored proficient or advanced. In 2011, 26.9% of students scored proficient or advanced. This represents a 6.4 percentage point decrease from 2010.
In 2010, district attendance was 91.6%. District attendance for 2011 was 91.05%.
OLD NORTH CAMPUS RESULTS
Communication Arts – Not met (0 of 4 subgroups1 met). In 2010, 19.7% of students scored proficient or advanced. In 2011, 25.3% of students scored proficient or advanced. This represents a 5.6 percentage point increase.
Math – Not met (0 of 4 subgroups met). In 2010, 24.1% of students scored proficient or advanced. In 2011, 25.9% of students scored proficient or advanced. This represents a 1.8 percentage point increase.
Average Daily Attendance – Not met, 91.5%. (Decrease of 0.2% from 2010.)
WALNUT PARK CAMPUS RESULTS
Communication Arts – Not met (0 of 4 subgroups met). In 2010, 34.4% of students scored proficient or advanced. In 2011, 18.2% of students scored proficient or advanced. This represents a 16.2 percentage point decrease.
Math – Not met (1 of 4 subgroups met). In 2010, 37.2% of students scored proficient or advanced. In 2011, 24.3% scored proficient or advanced. This represents a 12.9 percentage point decrease.
Average Daily Attendance – Not met, 91.9% (Decrease of 0.4% from 2010.)
SOUTH CITY CAMPUS RESULTS
Communication Arts – Not met (0 of 6 subgroups not met). In 2010, 26.8% of students scored proficient or advanced. In 2011, 30.1% of students scored proficient or advanced. This represents an increase of 3.3 percentage points.
Math – Not met (0 of 6 subgroups met). In 2010, 34.7% of students scored proficient or advanced. In 2011, 31.3% scored proficient or advanced. This represents a 3.4 percentage point decrease.
Average Daily Attendance – Not Met, 91.5%. (Decrease of 0.3% from 2010.)
CONFLUENCE PREP RESULTS
Communication Arts – Not met (0 of 3 subgroups met). In 2010, 55.7% of students scored proficient or advanced. In 2011, 58.3% of students scored proficient or advanced. This represents an increase of 2.6 percentage points.
Algebra – Not met (0 of 3 subgroups met). In 2010, 64% of students scored proficient or advanced. In 2011, 27.6% of students scored proficient or advanced. This represents a decrease of 36.4 percentage points.
Average Daily Attendance – Not met, 86.4%. (Decrease of 1.7% from 2010.)
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Confluence Academy prepares a Comprehensive School Improvement Plan each year to guide the District’s program. The following are excerpts from that plan.
COMPREHENSIVE SCHOOL IMPROVEMENT PLAN 2011/2012
2011/2012 SCHOOL IMPROVEMENT PLAN
Confluence Academy will meet the yearly AYP target in Communication Arts during the 2011/2012 academic year by meeting a 15 percentage point improvement of students scoring proficient or advanced on the Missouri Assessment Program (MAP) assessment.
Confluence Academy will improve student reading levels in kindergarten through second grade with 75 percent of kindergarten and first grade students meeting end of year benchmarks according to DIBELS and second grade students' Spring NWEA scores averaging a 1.5 year increase over the Fall NWEA Reading scores.
Confluence Academy will meet the yearly AYP target in Math during the 2011/2012 academic year by meeting a 15 percentage point improvement of students scoring proficient or advanced on the MAP.
Confluence Academy will improve student math levels in kindergarten through second grade with 75 percent of kindergarten and first grade students meeting the end of the year benchmarks according to AIMS Web and second grade students' Spring NWEA scores averaging a 1.5 year increase over the Fall NWEA Math scores.
Confluence Academy will meet the yearly AYP target in Science during the 2011/2012 academic year by meeting a 15 percent-age point improvement of students scoring proficient or advanced on the MAP.
The district will utilize classroom observation data collected from standardized measurement tools and informal observations to ensure quality instructional delivery for all students.
The District will improve student attendance and meet state established average daily attendance (ADA) targets overall and for all subgroups in 2011/2012.
The District will meet or exceed Missouri’s current graduation rates of 85 percent during the 2011/2012 academic year.
Confluence Preparatory Academy will meet or exceed the ACT score of 24 during the 2010/2011 academic year.
Confluence Preparatory Academy will meet the yearly AYP target in Communication Arts during the 2011/2012 academic year by meeting a 15 percentage point improvement of students scoring proficient or advanced on the MAP/End-of-Course (EOC) assessment.
Confluence Preparatory Academy will meet the yearly AYP target in Mathematics during the 2011/2012 academic year by meeting a 15 percentage point improvement of students scoring proficient or advanced on the MAP/End-of-Course (EOC) assessment.
Confluence Preparatory Academy will meet the yearly AYP target in Science during the 2011/2012 academic year by meeting a 15 percentage point improvement of students scoring proficient or advanced on the MAP/End-of-Course (EOC) assessment.
Confluence Preparatory Academy will meet the yearly AYP target in Social Studies during the 2011/2012 academic year by meeting a 15 percentage point improvement of students scoring proficient or advanced on the MAP/End-of-Course (EOC) assessment.
GOAL 1: STUDENT ACHIEVEMENTThe District will develop and enhance quality educational and instructional programs to improve student performance for all students.
OBJECTIVES
1
10
2
3
4
5
6
7
89
11
12
13
13
GOAL 2: HIGHLY QUALIFIED STAFFThe District will recruit, develop and retain highly qualified staff.
GOAL 3: FACILITIES, SUPPORT AND INSTRUCTIONAL RESOURCESThe District will provide and maintian appropriate instructional resources, support services and functional and safe facilities.
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2011/2012 SCHOOL IMPROVEMENT PLAN
The District will communicate high expectations regarding student achievement to staff, community, parents and students.
The District will continue to implement the Positive Behavior Support Program with a 25 percent decrease in office referrals from the 2010/2011 academic year.
GOAL 4: SCHOOL CLIMATEThe District will provide a safe and caring school environment that provides a focus on academic achievement and supports positive character.
OBJECTIVES
1
2
GOAL 5: GOVERNANCE & LEADERSHIPThe District will review goals and objectives of each program and service to ensure that these programs efficiently achieve their goals.
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2011/2012 SCHOOL IMPROVEMENT PLAN
slightly adapted from RTI Action Network Symposium
CONFLUENCE ACADEMY’S RTI READING PYRAMID
TARGETED
CORE
FundationsWilsonLanguage!Systems 44Read 180Great LeapsALS
DIBELsAIMS ProgressMonitoringSeries SpecificAssessmentsSRI/PRI
TriumphsTreasure ChestLanguage!Fast Forward Plus (30 min)Great LeapsALSLeveled HomeworkFlexible GroupingSmall-GroupsBig Five Resources
Progress MonitoringDIBELsAIMS Progress MonitoringSeries Specific AssessmentsFASST/CSST
Treasures (90 min, K-5)Elements of Literature(60 min, 6-12)Elements of Language(30-45 min)Step Up to WritingFast Forward (30-50 min, K-3)ALSHomeworkParent InvolvementSmall Group
Flexible GroupWorkstationsNWEADIBELs NextSeries AssessmentsBenchmarksPSAT
INTENSIVE
The Response to Intervention (RTI) model is a multi-tiered approach to providing academic and behavioral support to struggling learners. It ensures that all children have access to high quality instruction. Confluence Academy uses the RTI model in both communication arts and math.
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2011/2012 SCHOOL IMPROVEMENT PLAN
slightly adapted from RTI Action Network Symposium
CONFLUENCE ACADEMY’S RTI MATH PYRAMID
CORE
TARGETED
INTENSIVE ALSMath InterventionistMath InterventionPlan Grades 2-6
AIMS ProgressMonitoring (K-8)Series SpecificAssessments
Reasoning Minds Plus (30 min)Prentice Hall Intervention KitALSLeveled HomeworkFlexible GroupingSmall-GroupsTitle 1 Teacher/CoachMath Intervention PlanGrades 2-6
AIMS Progress Monitoring (K-5)Series Specific AssessmentsFASST/CSST
Prentice Hall (60 min, 6-8)Expressions Math (60 min, K-5)Holt Math (9-12)Reasoning Minds (30-50 min, 3-5)ALSHomeworkParent InvolvementSmall GroupFlexible GroupWorkstations
NWEAAIMS Web Benchmark (K-8)Series AssessmentsBenchmarksPSAT
17
2011/2012 SCHOOL IMPROVEMENT PLAN
slightly adapted from RTI Action Network Symposium
CONFLUENCE ACADEMY’S POSITIVE BEHAVIOR SUPPORT PYRAMID
TARGETED
CORE
INTENSIVE
Functional BehavioralAnalysisBIP1:1 Counseling SessionsSSM/SPED/Lead check-inand reinforcement listIntensive Replacement behavior instructionFASST/CSST team referral to Core Fast and potentialevaluation-weekly meetings
Individual Behavior dataClassroom Behavior ChartObservation DataBIP data
Re-teach reinforcing min-lessonsSimple Behavior chartsand reinforcement plansSmall group session aroundspecific rules (ex-SSM, role playing)Classroom observationsFBA/BIPConsideration of any neededenvironmental changesFASST/CSST Team Meeting andParent Concern Meeting with the implementation ofrecommended interventions - Twice a month minimum
Student referral dataClassroom behavior chart data(color or step)Behavior chart dataFamily DataObservation Data acrossdifferent settings
Positively stated school-wide rules,based upon data, taught to each studentand staff memberSchool-wide 4:1 positive reinforcementSchool-wide rule lessons and refresherlessons taught at specific intervalsConsistent, fairly applied consequences when appropriateCool Off ZonesSchool-wide reinforcing postersClassroom and school-wide positive student recognition plans
School-wide behavioral dataSchool-wide data regarding useof 4:1 praise
The Positive Behavior Support (PBS) program is a proactive approach to creating safe and effective schools. It is based on a three-tiered model of prevention and intervention. Emphasis is placed on teaching and reinforcing important social skills and data-based problem solving to address behavior concerns.
18
2011/2012 CONFLUENCE PREP COURSE OFFERINGS
**A
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APPENDIX
August 16September 6September 24October 8October 29November 11November 24-26December 20-31January 17January 20January 28February 21April 18-22May 30June 3June 29
First day of ClassesLabor Day – No ClassesProfessional Development – No ClassesStudent Learning Contracts – No ClassesProfessional Development – No ClassesVeterans Day – No ClassesThanksgiving Holiday – No ClassesWinter Break – No ClassesMartin Luther King Day – No ClassesProfessional Development – No ClassesStudent Learning Contracts – No ClassesPresidents’ Day – No ClassesSpring Break – No ClassesMemorial Day – No ClassesNo ClassesLast Day of School
2010/2011 SCHOOL CALENDAR
2010/2011 BOARD OF DIRECTORS
Craig Glover ChairmanMr. Craig Glover holds a Bachelor of Business Administration degree from Fontbonne University and a Master’s of Business Administra-tion degree from Washington University in St. Louis. He is the President and CEO of Central Counties Health Centers in Springfield, IL. Mr. Glover is a board member of the St. Louis Black Leadership Roundtable and Progressive Youth Connection.
Sonya Henry Vice-ChairmanMs. Henry graduated from Howard University cum Laude with a Bachelor of Arts degree in Communications, majoring in Public Relations and Computer Science. She is a Microsoft Certified Systems Engineer and studied business at the University of Norway. Ms. Henry manages a team of Technical Systems Engineers located throughout the U.S. with IBM. She is a member of the Howard Alumni Associa-tion, President of the Black Network Group for IBM and a member of the National Society of Black Engineers.
Paul N. Tice TreasurerMr. Tice is the Chief Investment Officer for Argos Investment Advisors, LLC. Prior to his employment at Argos, he worked at DFC Group as a financial analyst focused on real estate transactions. He also practiced law at Rosenblum, Goldenhersh, Silverstein & Zafft, P.C. and was a tax accountant at Price WaterhouseCoopers, LLP. Mr. Tice holds a law degree from Washington University in St. Louis and a BSBA from the John M. Olin School of Business at Washington University. He is a licensed CPA, member of the Missouri Bar and a CFA.
Armando Siliceo-Roman SecretaryMr. Siliceo-Roman is a 16-year veteran in the high tech software industry with a breadth of experience in Sales Management, Productivity Infrastructure Optimization, Enterprise Project Management and Knowledge/Content Management. He is V.P. of Client Services at Blade Technologies where he oversees all business development efforts. Prior to joining Blade Technologies, Mr. Siliceo-Roman was a Solution Strategist for Microsoft Corporation. He is very active in the St. Louis community as a member of the Board of Directors of the Urban League of Metropolitan St. Louis and FOCUS St. Louis. He is also a graduate of FOCUS St. Louis – Leadership St. Louis class of 2005-2006. Mr. Siliceo-Roman holds a Bachelor of Arts degree in Political Theory from Southern Illinois Univeristy, Carbondale, Illinois.
Jeanice BakerJeanice Baker holds a Bachelor of Science in Business Administration and a MBA from Fontbonne University specializing in Finance and Accounting. She is currently employed by Monsanto Company where she is the Revenue and Accounts Receivable Lead. She has been very active in the St. Louis community as a member of the Urban League Young Professionals, Delta Sigma Theta Sorority Incorporated and currently serves as Vice President of the National Association of Black Accountants St. Louis Chapter.
19
James BufordJames H. Buford, a native St. Louisan, has served as President and Chief Executive Officer of the Urban League of Metropolitan St. Louis since 1985. Buford holds a B.A. in Human Services Administration from Elizabethtown College, Elizabethtown, PA. He holds honorary Doctorate of Humane Letters degrees from Harris-Stowe State University in 1993; University of Missouri – St. Louis in 1995; Webster University in 2000; Eden Theological Seminary in 2006; and Fontbonne University in 2008. As an advocate for social and economic parity, Buford is often a vocal spokesperson on behalf of Urban League constituents. In this role he speaks to the diverse audiences, which embody the whole community – from grass roots to corporate. Mr. Buford serves on over twenty boards and has received numerous awards and honors for his commitment to the St. Louis community.
Dr. Harvey FieldsDr. Fields holds a Ph.D. in Chemistry from Washington University in St. Louis. He previously was employed by Procter & Gamble as manager of a production facility and is currently the Retention and Academic Advisor and Director of Academic Mentoring at Washington University. Dr. Fields serves on the Board of the Humane Society of Missouri, Missouri One Church, and the St. Louis Clergy Coalition, and is a member of the Association of Black Scientists of Metropolitan St. Louis.
Jennifer KovarMs. Kovar is the owner of Kovar Law Firm, LLC in the City of St. Louis. She focuses her law practice on estate planning, business services and succession, and real estate transactions. Ms. Kovar is a Fulbright Scholar and holds a law degree from the University of Tulsa and a Bachelor of Arts degree in Anthropology from the University of Oklahoma. She is a member of the Missouri Bar and Illinois State Bar Association.
Tim RowbottomMr. Rowbottom, AIA, NCARB, LEED AP BD+C serves as co-director for the Lawrence Group's Academic and Institutional studios. Over an eighteen-year career, he has served as the Principal in Charge on a wide range of Academic, Adaptive Re-use, and Institutional projects encompassing over $500,000,000 in construction value. In addition, Mr. Rowbottom is a member of Lawrence Groups Leadership Council, assisting the firm in planning, growth management, and implementation priorities. Mr. Rowbottom earned a BARCH degree from the University of Kansas in 1993, and attended the Kansas City Urban Design Studio in 1992-1993, earning the Leadership Excellence Award. In addition to his role on the Confluence Academy Board of Directors, Mr. Rowbottom serves as Trustee of Forsyth School in St Louis and is the former Chair of the Building Committee for the Downtown Children’s Center, a nonprofit early childhood education center.
Dr. Kia Swan-MooreDr. Kia Swan-Moore is a physician specializing in Occupational and Environmental Medicine. She received her undergraduate degree in Chemical Engineering from Northwestern University and her M.D. from Rush University, both in Chicago. She also holds a Master’s degree in Public Health from St. Louis University. Dr. Moore is currently employed by Midwest Occupational Medicine in Woods River, Illinois, as its Medical Director for several plants in greater St. Louis.
Dr. Susan Uchitelle Chair EmeritaDr. Uchitelle holds a Master’s Degree in Education from Harvard and a Ph.D. in Educational Policy and Program Development from Wash-ington University in St. Louis. She has worked for the Danforth Foundation in Higher Education, taught at Washington University, and worked as Area Supervisor of Instruction for the Department of Elementary and Secondary Education for the State of Missouri. She was appointed by the U.S. District Court to implement the St. Louis Metropolitan School Desegregation Interdistrict Transfer Program, which she did from 1981 until the case was settled in 1999. Dr. Uchitelle also gives regular commentaries for the local public radio station, KWMU, and serves on several charitable boards in the St. Louis region.
20
APPENDIX
cover
OLD NORTH ST. LOUIS3017 North 13th StreetSt. Louis, MO 63107314.241.1110 ph
SOUTH CITY3112 Meramec StreetSt. Louis, MO 63118314.481.4700 ph
WALNUT PARK5421 Thekla AvenueSt. Louis, MO 63120314.383.8900 ph
CONFLUENCE PREP310 North 15th StreetSt. Louis, MO 63103
314.588.1088 ph
CENTRAL OFFICE611 North Tenth Street
Suite 550St. Louis, MO 63101
314.588.8554 ph
