THE LEONA GROUP, L.L.C.

We are a THE LEONA GROUP, L.L.C. A new kind of public school Chartered by Ferris State University

Northridge Academy 22-3 Annual Education Report 536 North St. Flint, MI 4855 81.785.8811 Year opened 1999 Grades K - 8 School leaders Dr. Nat Burtley Board of directors Rose Murphy, president Leon Adams, vice president Hazel Miller, secretary Willie E. Brown Jr., treasurer Pauline Pryor Jerri Winfrey-Carter Chartered by Ferris State University Jimmie Rodgers, director Larry Lindquist, field representative Managed by The Leona Group, L.L.C. Mission Northridge Academy is dedicated to molding students into model citizens for the 21 st century, with high expectations and achievements, by encouraging them to always do their best. The goal is to prepare students to know they can and the phrase I can t is not an option. Local school district Flint Public Schools Intermediate school district Genesee ISD Accreditation The academy, along with all other Michigan public schools, is waiting to receive its accreditation report from the state department of education. About our academy A Northridge Academy school day is devoted to instruction of its core curriculum with a variety of opportunities for personal growth and academic accomplishment. The school strives for its students to demonstrate academic achievement on every local, state and national assessment. The school staff, in conjunction with parents and guardians, aim to provide experiences that nurture high standards of academic achievement and behavior and share the responsibility of insuring the success of students. The 22-3 academic year marked the passing of our first school leader, Florene Welch. Welch, who came to Northridge in 1999, was passionate in her work to provide a loving environment and quality opportunities for young people. It was a difficult loss for the academy and the community, but her commitment and vision - developed during a 39-year career as an educator and administrator - is carried on today by students, faculty and staff, parents and guardians and new school leader, Dr. Nat Burtley. The school celebrated a number of accomplishments during the 22-3 academic year. The academy strengthened its curriculum with a focus on reading using the Direct Instruction method and increased teaching time for reading and math by moving to a block scheduling format. The school also enhanced opportunities for students with the unveiling of a new playground. Together, we celebrate our success, anticipate future challenges and explore innovative solutions to everyday problems. Enrollment process The academy, as a free public school, follows all requirements outlined by its charter authorizer and federal and state law relating to applications and enrollments. In late winter, current students re-enroll, with preference given to them and their siblings. During the spring s advertised open enrollment period, any Michigan resident may apply. If a grade is oversubscribed, a public lottery takes place to determine enrollment and a waiting list. The academy does not discriminate on the basis of intellectual or athletic ability, measures of achievement or aptitude, status as a handicapped person, religion, creed, race, sex, color or national origin. School safety The academy addresses safety and student behavior via a written policy that was included in the studentparent handbook distributed at the start of the school year. The policy contained guidelines on issues such as dress code, appropriate behavior, penalties for inappropriate behavior and the manner in which students should relate to each other as well as relationships with faculty and staff. A standard emergency protocol also was incorporated to help teachers ensure the safety of students in such situations. The school maintained a safe environment by employing a full-time security official and a hall monitor. The academy also worked with two off-duty police officers who have contributed greatly to the school climate this past year. Professional development Northridge Academy staff members actively participated in development activities that included Harry Wong s New Teacher Training, curriculum mapping, suicide and bullying prevention, Michigan s positive behavior support model, Bloom s Taxonomy and Multiple Intelligences, anger management and the Health Action Team (HAT). Through a combination of continuing education plans for current teachers and future hires, the academy s entire teaching staff will be highly qualified in core academic subject areas by the start of the 25-6 school year, as mandated by federal No Child Left Behind legislation. Detailed information regarding the highly qualified teacher plan can be requested from the academy. A quality education Northridge Academy wrote a curriculum that is aligned with the Michigan Curriculum Framework and divided into levels/standards and benchmarks. The curriculum was made available to all staff members as a guide. At the beginning of each school year, the school improvement team reviews the goals from the prior year. Using teacher narratives and student and parent surveys to determine areas of teaching and learning that require improvement, the school improvement team, working with a consultant, was able to appropriately identify and develop a plan to address the current school year s needs. Staff members were required to actively participate in professional development opportunities, curriculum development and the integration and use of technology. Most of the school s classrooms have at least two computers. There is a computer lab that housed IBMcompatible units, and a server running Windows NT for printing, file-sharing and backups. There also are two

cabinets with 25 laptops each that provide wireless access for classroom use. The academy has T1 broadband Internet access. Security and content filtering are provided by a firewall at each location to help protect the academy from hacker attacks, viruses, and inappropriate online content. Northridge had an assigned computer coordinator that worked with the school one or two days every week. This person s primary role was to maintain equipment and the network and assist staff with technology issues. The academy received two Dell work stations on rolling carts for use as assistive technology with identified special education students. These work stations include a computer, a combination printer/ scanner/copier/fax machine and a digital camera and docking station for uploading photos. Various software and assistive technology were installed based on the needs of the students. Extracurricular activities Arts and crafts Cooking African dance and modern dance Choir Martial arts Media arts Chess club Boys and girls basketball Cheerleading School improvement planning The school improvement plan was developed using the criteria set forth by the state of Michigan and incorporated core curriculum areas mandated by the state. The plan was reviewed on a monthly basis by the school improvement team, who assessed progress against established timelines and revised the plan in order to better achieve goals. School improvement team School administrators Social worker Teachers Board member Support staff Parent Community representative Goals and progress Goal 1: Improve student achievement and assessment Progress: Six of eight grades reported better-than-average growth based on comparisons between fall and spring results of Terra Nova test scores. Four grades boosted scores on post-tests by more than 2% led by grade 6, whose spring total score was 122% better than the fall score, while grade 1 achievement rose by 69%. The average rate of improvement for the academy as a whole was 3.1%. Goal 2: Increase parental involvement in the school environment Progress: The academy s parent-teacher organization grew during the 22-3 school year, resulting in better communication between administrators, faculty and staff, parents and students. Events such as Family Night and grade-level meetings also led to a jump in parent participation and communication. Goal 3: Align and implement curriculum standards based on the Michigan Framework Progress: The academy moved toward its goal of complete alignment with curriculum standards and benchmarks outlined in the Michigan Framework. The school assessed progress toward its goals and identifies areas in which change may be needed via monthly curriculum meetings and quarterly meetings with a curriculum consultant. By the numbers Enrollment... 3 Returning students 21-2... 5% 22-3... 5% Waiting list... None Free & reduced lunch... 96% Students with disabilities... 9% of student population, served within an inclusive environment Attendance rate... 85% Student-teacher ratio 21-2... 18:1 22-3... 17:1 School administrators... 2 Teaching staff 25, with % highly qualified, which is defined by No Child Left Behind Act as being certified and teaching in their area of college study or successful completion of a state test Classroom assistants 14, with 43% highly qualified, which is defined by No Child Left Behind Act as having at least two years of higher education or successful completion of a state test Support staff 2 food service, 2 office staff, 1 library assistant, 2 hall monitors, 4 custodians, 1 social worker, 1 counselor, 1 mentor and other services contracted as needed Parents can request information on the professional qualifications and licensing of their children s teachers from the school office. Parent-teacher conference attendance 21-2... 85% 22-3... 35% Parent involvement The academy s school improvement team included the president of the parent committee as a member, who conveys information to the parents. The school offered weekly reminders, monthly newsletters, a calendar of events and parent notices regarding extended learning practices. Two-way communication was encouraged by using an open-door policy, hosting parent-teacher conferences and an open house and distributing an annual survey asking parents to rate the school from their perspective. Parents were invited to attend special events such as family workshops in mathematics, science and social studies, school fairs, holiday programs, grade-level parent meetings, get-acquainted dinners, talent shows, fashion shows, fund-raising activities and honors assemblies. Parent survey results Respondents: 33, which represents 17% of the student body Overall, I rate this academy as a good school... 97% My child is getting a good education at this academy... % My child is safe and secure at this academy... 94%

Parent comments I think the school, as a whole, is doing a great job. Keep up the good work. My child is very comfortable at the academy. She is learning a lot from the staff there. Community involvement The academy worked with the Flint Police Department and had two off-duty officers assisting the school community on a part-time basis. The Old News Boys charitable organization supplied coats and hats in the winter months for those in need. The school was engaged in partnerships with Flint Community High Schools, International Academy, Northwestern Edison, Rite-Aid and Jung Do Karate School. MEAP Assessment MEAP Frequently Asked Questions Q: What does MEAP stand for? A: It s an acronym for the Michigan Educational Assessment Program. Q: What is the purpose of the test? A: The MEAP measures student performances against state standards in reading, writing, mathematics, science and social studies. Q: Who takes the test? A: Students are tested once in elementary school (either in grade 4 or 5), once in middle school (either grade 7 or 8) and once in high school (grade 11) in each of the five content areas. Q: Why is there no data for some of the categories? A: MEAP results are compiled and reported for groups that contain 1 or more tested students. By doing this, the confidentiality of individual student performance is maintained. Q: Can I measure achievement by looking at grade 4 scores in 22-3 and 21-2? A: The MEAP measures the performance of a group of students at a specific point in time. By comparing achievement from one year to another, one is comparing the performances of different groups of children who may not have common backgrounds, interests, expectations or abilities. Q: Is the same test administered every year? A: As the state s standards change or as content areas are shifted from grade to grade for testing, major changes are made to the test. For example, in 21-2, both the science and mathematics tests were totally redone. Table 1: Grade 4 Mathematics Reading Writing English/Language Arts % Proficient % Proficient % Proficient % Proficient Student Total Tested Group 22-3 22-3 21-2 2-1 22-3 21-2 2-1 22-3 21-2 2-1 22-3 21-2 2-1 All Students 36 11 9 25 38 8 25 27 -- -- 19 -- -- Female Students 16 1 21 29 1 21 24 -- -- 18 -- -- Male Students 2 2 7 3 45 7 3 3 -- -- 2 -- -- Black, Not of Hispanic Origin 36 11 9 26 38 8 26 27 -- -- 19 -- -- Students with Disabilities <1 NR NA NA NR NA NA NR -- -- NR -- -- NA = Not Available NR = Not Reported -- = Not Tested

Table 2: Grade 5 Science Social Studies % Proficient % Proficient Student Total Tested Group 22-3 22-3 21-2 2-1 22-3 21-2 2-1 All Students 29 21 5 4 Female Students 16 25 Male Students 13 15 4 7 Black, Not of Hispanic Origin 29 21 5 4 Students with Disabilities <1 NR NA NA NR NA NA NA = Not Available NR = Not Reported -- = Not Tested Table 3: Grade 7 Reading Writing English/Language Arts % Proficient % Proficient % Proficient Student Total Tested Group 22-3 22-3 21-2 2-1 22-3 21-2 2-1 22-3 21-2 2-1 All Students 34 12 5 47 21 8 15 -- -- Female Students 2 5 5 5 31 1 1 -- -- Male Students 14 21 6 NR 43 8 NR 21 -- -- Black, Not of Hispanic Origin 34 12 6 47 21 9 15 -- -- NA = Not Available NR = Not Reported -- = Not Tested Table 4: Grade 8 Mathematics Science Social Studies % Proficient % Proficient % Proficient Student Total Tested Group 22-3 22-3 21-2 2-1 22-3 21-2 2-1 22-3 21-2 2-1 All Students 24 4 4 -- 9 4 Female Students 13 8 -- 8 NR NR Male Students 11 -- 1 NR Black, Not of Hispanic Origin 24 4 4 -- 9 4 NR Students with Disabilities <1 NR NA -- NR NA NA NR NA NA NA = Not Available NR = Not Reported -- = Not Tested

Terra Nova Assessment Terra Nova test results The Terra Nova Survey Plus, Form A, published by CTB/McGraw-Hill, was given to students in September 22 and again in May 23. This is a test designed to estimate a student s achievement level relative to grade-level peers across the country. The same score in both fall and spring indicates expected academic growth. A higher score in the spring reflects more than expected achievement while a lower score in the spring indicates less than expected gain. Results by subject and grade are presented in this report. Kindergartners took spring tests in reading, language and mathematics, and did not take science or social studies tests, while grade 1 students did not take fall tests in science and social studies. The total scores graph, a composite of reading, language and math scores, shows lower than expected gains in grades 2 and 5 and more than expected gains in all other grades. 5 4 3 2 1 5 4 3 2 1 Reading 74.5 Language 61. 3.1 35. 49.5 45.8 34.7 29.7 31.9 25.3 26.9 25.3 24.9 3.7 3. 39.5 34.4 31.7 31.8 34.8 33. 29.9 3.7 28.4 23.7 Mathematics 52.5 32.6 29.6 26.5 23.9 34.9 35.6 27.7 29.9 5 4 3 2 1 63. 31.2 52.5 23.2 2. 32. 31.9 25.7 3. 32.6 28.2 25.8 25.6 24.3 28.8 21.7 25.5 Science 5 4 3 2 1 47.2 3.3 23.2 23.1 24.1 27.2 32. 31. 29.4 25.3 26.3 25.5 28.5 29.3 31.8

Social Studies 5 4 3 2 1 5 4 3 2 1 47.4 3.8 31.8 31.6 32.8 35.3 28.2 3. 24.7 25.2 29.9 29. 33.2 3.8 33.8 Total Composite of reading, language and mathematics scores 68.3 29.1 49.2 3.4 25.7 25. 21.9 34.3 27.9 3.6 28.1 21.6 47.9 27. 31.4 24.4 26.8

536 North St. Flint, MI 4855 81.785.8811 Dr. Nat Burtley, school leader THE LEONA GROUP, L.L.C. A new kind of public school Chartered by Ferris State University