GROSSE POINTE PUBLIC SCHOOLS

Grosse Pointe North High

School 2010-2011
School Improvement Plan

[2010-11]

[707 VERNIER RD., GROSSE POINTE WOODS, MI 48236

313.432.3200
Grosse Pointe North High School 2010-2011

About Our School Improvement Plan

Grosse Pointe North is an excellent high school by virtually every measure. In

2010, North was ranked in the top 4% of schools nationwide by Newsweek
magazine, one of only 8 schools in the state of Michigan which has been listed in
this ranking since it began. The Michigan Department of Education gave North
an “A”, we made Adequate Yearly Progress (AYP) by NCLB standards, and are
well above the state averages on standardized testing. Our music program won a
Grammy Award as one of the Top 100 high schools in the nation, our quiz bowl
team has been undefeated for seven years, and won the State Championship
last year, and our athletic teams are perennial conference, regional and state title
contenders. Still, as Jim Collins writes in his book Good to Great, “Good is the
enemy of great”. We can‟t be complacent, and there are many areas in which we
can improve.

Like many schools across the country, North has an achievement gap between
our lowest and highest achieving students. Our improvement plan focuses on
ways to reduce this gap while still seeing our top students perform at a very high
level. In recent years, we have been experiencing enrollment of more and more
students who come to our district as 9th, 10th and 11th graders. We become
responsible for their achievement as high school students despite them not being
part of the Grosse Pointe Public School System in elementary and middle school.
Last year 20% of our junior class (tested group) came to Grosse Pointe in their
9th grade year or beyond. This presents challenges as in many cases these
students come with achievement deficiencies. This plan includes support and
assist courses designed to address those challenges.

Finally, the federal No Child Left Behind (NCLB) act sets achievement standards
culminating with a goal that all students in all schools be 100% proficient on
state standardized tests by the year 2013-2014. While this goal is admirable, it is
also obviously an extraordinarily high expectation. Our goal targets are aimed at
reaching this goal, while understanding that the gains required to do so would be
unprecedented in high school student achievement. We at North believe in the
concepts of No Child Left Behind, and are working to ensure that all of our
students achieve at a high level, and have opportunities they desire after high
school.

Thanks to all of the teachers, parents and students who worked on portions of
this plan, and thanks to our North community for their support of North high
School. Questions about North‟s school improvement plan can be directed to
Principal Tim Bearden at 313.432.3203 or tim.bearden@gpschools.org.

Go Norsemen!
Grosse Pointe North High School 2010-2011

Grosse Pointe North High School 2010-2011

Improvement Plan
DISTRICT GOAL AREA Student Achievement

SCHOOL OBJECTIVE Improve Literacy Skills

Evidences of Need Evidences of Success in

Key Performance Indicators that show a Improvement
need to spend time,
Key Performance Indicators/Performance
energy, and resources on this particular
Targets that point to success at year-end
objective.
review.

59% of 11th grade students Increase in the percent of students

passed the 2010 MME writing passing the MME writing from 59% to
portion. 72%*

16% of GPN African-American Increase sub-group proficiency from

students were proficient on the 16% to 35%**
2010 MME writing portion.

74% of 11th grade students Increase in proficiency from 74% to

passed the reading portion of the 83%*
2010 MME.

40% of GPN African-American Increase in sub-group proficiency

students passed the 2010 MME from 40% to target of 54%**
reading test.

The State target of 100% falls in 2013-2014 – three years from now. This goal % was based on achieving
33% of the difference between current scores and that target each year between now and the 2013=2014
school year.
This goal was determined by taking 33% of the current gap as a target for next year, with an ultimate goal of
eliminating the gap by the 2013-2014 school year.
Grosse Pointe North High School 2010-2011

Literacy – North H.S.

Action Person Resources Budget Dates Monitoring Monitoring

Strategies Responsible Needed to Implications of Dates Indicators
(Tasks) for Complete Activity Indicators that
point to
Implementing Task (start- success at end
Strategy to-end) of a strategy

ACT Principal, ½ day Mailing - Week of Classroom

Practice English Dept. inservice minimal Nov. 24 teacher
Test for 11th feedback,
graders MME
writing
scores

Dept. Dept. Chairs Writing $0 All Year Ongoing Classroom

weekly binder teacher
writing feedback,
MME
Writing
Scores

F.A.S.T. Administrators, Grant $0 – grant Summer Ongoing Classroom

training various funded ‟08 – teacher
teachers „11 feedback,
NWEA,
MME
scores

Freshman Teachers, .4 FTE .4 FTE All Year All Year Credit

Assist Counselors, (ongoing) earned,
Administrators NWEA
testing,
MME
scores

Freshman Teachers, Freshman Ongoing All Year All Year Credit

Academic Counselors, Assist in includes .8 earned,
Success Admin English, of support NWEA
Team Double testing.
Block Alg. I MME
scores
Grosse Pointe North High School 2010-2011

Grosse Pointe North High School 2010-2011

Improvement Plan
DISTRICT GOAL AREA Student Achievement

SCHOOL OBJECTIVE Improve Math Skills

Evidences of Need Evidences of Success in

Key Performance Indicators that show a Improvement
need to spend time,
Key Performance Indicators/Performance
energy, and resources on this particular
Targets that point to success at year-end
objective.
review.

64% of GPN students were Increase in the percent of students

proficient in the 2010 MME passing the MME math from 64%
math test. to 76%*

29% of GPN African-American Increase in percent of sub-group

students were proficient in the students proficient from 29% to
2010 MME math test. target of 45%**

The State target of 100% falls in 2013-2014 – three years from now. This goal % was based on achieving
33% of the difference between current scores and that target each year between now and the 2013-2014
school year.
This goal was determined by taking 33% of the current achievement gap as a target for next year, with an
ultimate goal of eliminating the gap by the 2013-2014 school year.
Grosse Pointe North High School 2010-2011

Grosse Pointe North High School 2010-2011

Improvement Plan
DISTRICT GOAL AREA Student Achievement

SCHOOL OBJECTIVE Improve Science Skills

Evidences of Need Evidences of Success in

Key Performance Indicators that show a Improvement
need to spend time,
Key Performance Indicators/Performance
energy, and resources on this particular
Targets that point to success at year-end
objective.
review.

67% of GPN students were Increase in the percent of students

proficient in the 2010 MME passing the MME science from
science test. 67% to 78%*

35% of GPN African-American Increase in percent of sub-group

students were proficient in the students proficient from 35% to
2010 MME science test. 49%**

The State target of 100% falls in 2013-2014 – three years from now. This goal % was based on achieving
33% of the difference between current scores and that target each year between now and the 2013=2014
school year.
This goal was determined by taking 33% of the current gap as a target for next year, with an ultimate goal of
eliminating the gap by the 2013-2014 school year.
Grosse Pointe North High School 2010-2011

Math/Science – North H.S.

Action Person Resources Budget Dates Monitoring Monitoring
Strategies Responsible Needed to Implications of Dates Indicators
(Tasks) for Complete Activity Indicators that
point to success
Implementing Task (start- at end of a
Strategy to-end) strategy

Math Principal, FTE – 1.2 FTE in Year Year long Student

support Dept. Chair, support math support long passing
teachers classes rate, MME
math
scores,
common
assessment
scores

Guided Math dept., Teacher $0 All Year Ongoing Classroom

math / asst. principal volunteers teacher
science feedback,
tutorials MME math
Scores

Struggling Curriculum $$ for T.B.A. October Ongoing Classroom

learner office, admin. trainer teacher
support feedback,
training student
pass rate,
MME math
scores

Leveling Math / science Teachers $0 Year ongoing Classroom

up teachers long teacher
feedback,
student
success
rate, MME
math and
science
scores
Grosse Pointe North High School 2010-2011

ACT / MME Math / Work time $0 Year ongoing Classroom

Formatting of Science long teacher
tests and teachers feedback,
quizzes student
success
rate, MME
math and
science
scores
ACT Reading Science Work time $150 for Year ongoing Classroom
Strategies teachers ACT prep long teacher
workbooks feedback,
student
success
rate, MME
math and
science
scores
Grosse Pointe North High School 2010-2011

North High School Improvement Plan Strategies 2010-11

School Transition

1. We ran a comprehensive “Freshman First Day” program to orient

freshmen to North High School. In addition to students completing their full
first day schedule without the pressure and stress of upperclassmen and
an additional 1100 students, they were given team building activities, went
on a North High School scavenger hunt, were given information regarding
academic and behavioral expectations for North High School, and
introduced to information regarding extracurricular activities.
2. To properly place all incoming students, we have put in place plans for
NWEA testing of all new students.
3. We will run a periodic orientation program when we have five or more new
students in a month.
4. Freshman lockers were moved to the third floor of “B” building to enhance
supervision, indoctrinate them more thoroughly to school culture of
academics vs. socialization and make them more part of the main
building.
5. We have instituted a Freshman Transition Camp for struggling learners to
introduce them to high school and our team concept in F.A.S.T. This two
day camp has been funded by the Foundation.

ELA / Math

1. We have built a “freshman academy” schedule that gives dire needs

students bookended support classes in English and math. The freshman
assist course has been given a new literacy component curriculum. We
have developed a core group of teachers with a common planning who
are working to ensure the success of these students in a team
atmosphere. This school within a school concept will hopefully be
expanded next year to include new freshman, and extend for some
upperclassmen.
2. We will again administer a practice ACT test to all juniors. A vendor has
donated practice tests for our entire junior class, and will conduct an
evening meeting for interested parents to review results.
3. ACT Manual / Review – Last year staff completed an ACT manual and
review piece for all juniors. Juniors will be given reviews during allowed
times that include test-taking strategies as well as materials for success.
4. In conjunction with the North Leadership Team, each department has
been asked to submit a plan for agreed upon regular incorporation of
writing in the department. For example – all English classes will require
two or more pieces of written work per week.
Grosse Pointe North High School 2010-2011

5. Administration is sending periodic emails suggesting writing prompts,

activities, or providing links.
6. PLCs and departments have made writing across the curriculum a
“directed topic” for idea sharing.
7. MISD reading expert Carrie Wozniak will present to staff on Close and
Critical reading strategies that are MME specific.
8. We have added additional sections of math support to fill gaps for
students in algebra, and added “double-blocked” math courses that give
students two periods of math per day from the same teacher using
manipulatives and alternative methodologies.
9. We have increased the number of “guided” tutorials that are subject
specific and include teachers actually tutoring in their content area during
tutorial.
10. We have proposed that all North sophomores take the PLAN test to give
us a database of ACT readiness that teachers can use to determine where
students have deficiencies.
11. PLCs have been given data collection tools to use to gather and record
strand specific data now that common assessments are in place. It is an
expectation this year that each PLC compile common assessment data for
each course. This data will be used for the purpose of initiating school
improvement discussions, and evaluation and re-evaluation of curriculum
and curriculum maps.
12. Teachers have been given MME strand data to focus correction on
specific areas of weakness.
13. Curriculum maps are in place for each course in the building, and are
being updated.

Science

1. The science department has made “students in the gap” a discussion topic
for each department and PLC meeting. Science teachers are sharing
ideas and developing strategies for closing the achievement gap in
science.
2. Science teachers are reviewing the curricular sequence in science to
determine if changes to sequencing would benefit our students.
3. Science teachers are “leveling students up” to challenge them.

Building Wide

1. Administrators have made classroom instruction our primary focus for

2010-2011. We have systemized our classroom walk throughs and made
a commitment that every classroom in the building is visited by an
administrator at least once per week. Administrators are observing and
looking for teacher and learning activities that fall within domains 1-3 of
the Danielson model, or within Marzano‟s list of researched strategies.
Grosse Pointe North High School 2010-2011

Each visit is followed by a teacher contact either in person or via email to

reinforce positive strategies, and make constructive suggestions.
2. Provide Leadership Team and School Improvement Team with data books
and data points for discussion in PLCs and departmental meetings.
3. HOTS PLC – We have a PLC meeting once a month to focus on Higher
Order Thinking Strategies (HOTS) and report out ideas for the entire staff.
4. Lunch & Learn – We are starting a lunch program for staff based on the
book Courageous Conversations to focus on strategies for developing
stronger relationships across ethnic boundaries.
5. Parent Initiative – We have an ongoing initiative to bring more parents into
the building, and connect with parents as partners. We are using the
automated call out and mass email blast for every significant event. In
addition, we are making personal calls to select groups of parents to notify
them of various school activities.
6. F.A.S.T. Parent dinner and open house – To bring in parents of our
struggling learners, we have welcomed them to a meal provided by our
staff, and a program to acclimate them to the building and the F.A.S.T.
program.

2011-2012

1. Reset school improvement goals based on 2011 MME performance.

2. Reset School Improvement Team (SIT) with two new parents, two new
students, new leadership team.
3. Review progress on NCA goals and recommendations from our QAR visit.
Prepare QAR update based on two recommendations.
4. Expand ACT writing to ACT ELA prep test.
5. Develop common data collection template model, uniform data collection
processes, secure inservice training on common assessment data
collection and analysis, build in time for PLC team data workshops.
6. Develop a plan for proposed EPAS sequence of data collection for
triangulated data – NWEA, EPAS, Common Assessment.
7. Develop achievement standard benchmarks for EPAS, NWEA scores.