1

2

Section 1

1.introduction of Community Charter School
Section 2
2. Bridging the Gaps
Section 3
3.Educational Research
Section 4
4.Life Skills

Section 5
5.The ITI Teaching and Learning

Section 6
6.Sharing The Vision

Section 7
7.2005-2006 School Example Improvement Plan Summary- 27

Section 8
8. True Visionaries

Section 9
9.Toledo Academy of Learning Middle School and High School
3






The Dedicated Vision"
Of Toledo
Academy of Learning
"A Community School of Choice"




The Charter School Story
Section 1

1.introduction of Community Charter School

4



Toledo Academy of Learning

Founder Denise Gwynn Toledo Ohio Former Mayor Ford Founder Margie Blackmon
Mission: To Inspire Success


5

School History
Toledo Academy of Learning (TAOL) was founded in 1999 by Margie Blackmon and Denise
Guynn as a community school of choice. The school started with 98 students in a 10,000 square
foot facility. Today Toledo Academy of Learning is located in a renovated warehouse at 301
Collingwood Blvd. in Toledo, Ohio. The school serves nearly 400 students from Kindergarten
through 10th grade in a 45,000 square foot facility. We started adding high school grades 2004-
2005 in response to the request of our parents.

Toledo Academy Of Learning


The majority of our students come from the surrounding inner city neighborhoods in fact 97%
qualify free or reduced lunch. The TAOL motto is Bridging the Gap because the majority of
our students have been unsuccessful in the traditional public schools. Parents are seeking a
school where their children can learn and make progress.
.
6


Section 3 Bridging the Gaps

Bridging the Gaps
Between Students, Families, Educators and the Community
Bridging the Gaps





Mission :
Inspire success!
Vision:
Our students will have the knowledge and skills needed to succeed in life.
Together we will bridge the learning gaps that have affected our children.
Build self-esteem and sense of purpose.
Values:
7

Meet each student where they are.
Deliver challenging academics that give students the quality education they will need to
succeed in college and career.
School-wide ownership.
Collaborative learning environment.
Goals:
Go where no other school has gone.
Engage parents as stakeholders.
Imbed positive outreach programs within a community school setting.
Create 7-12 Grade Career Based Education and Career Technical Education programs that
prepare students for 21-century careers and jobs.
Provide real world experiences in the career program that allow students to explore, investigate,
and research their prospective fields of work.
Research Finding
Smaller family-oriented schools reduce the harmful impact of poverty on students achievement.
That is why TAOL promotes a caring family-like atmosphere with character education, where
students are encourage to use the life skills they are taught. Long-Term Goals
Phase 1: Build an educational facility for grades 7-12, including a physical health/wellness center
and athletic fields.
Phase 2: Build an educational facility for grades K-6
Phase 3: Develop a community learning center and athletic center. Develop community and
neighborhood programs including community gardens, mental and physical health and nutrition
programs. 301
Section 4
Educational Research
Scouring the Educational Research

8

Margie Blackmon has been scouring the educational research trying to decide the best pedagogy
for the charter school she was designing. She hoped to serve inner city children who were not
thriving in tradition schools. Some would have learning disabilities; many would not have role
models at home in inspire them to learn. Her degrees and career direction had been in early-
childhood education, so she needed to learn as much as she could about teaching older children.
She knew that character education would be important with the population she would serve. She
knew she had to follow the state standards. It was also important to pick an approach that
influenced all the different learning styles. She went to training held by the local Catholic
diocese on the educational approach known as Integrated Thematic Instruction. It seemed that
all roads pointed to ITI.
Hands On Science


9






10

Learning About Holidays Around the World



History Lesson


History Lesson
11


Student Learning With Living History Lesson


12


Learn Ohio History Annie Oakley

Aim at a high mark and you will hit it. No, not the first time, not the second time and maybe not
the third. But keep on aiming and keep on shooting for only practice will make you perfect.
Finally youll hit the bulls-eye of success. Annie Oakley









13

Section 4
Life Skills section 4



Teaching Students Character and Life Skills
The Lifelong Guidelines
______________________________________________________________________________
Active Listening
Listen with your ears, eyes, & heart; give your undivided attention
No Put Downs
Treat each person with respect
Personal Best
Put forth your best effort
Trustworthiness
14

Be worthy of someones faith and trust in you
Truthfulness
Be honest and tell no lies
______________________________________________________________________________
_________
The Life skills
INTEGRITY: To act according to a sense of what's right & wrong
INITIATIVE: To do something because it needs to be done
FLEXIBILITY: To be willing to change plans when necessary
PERSEVERANCE: To keep at it
ORGANIZATION: To plan, arrange, & implement in an orderly way
SENSE OF HUMOR: To laugh & be playful without harming others
EFFORT: To do your best
COMMON SENSE: To use good judgment
PROBLEM SOLVING: To create solutions in difficult situations & everyday problems
RESPONSIBILITY: To respond when appropriate, to be accountable for your actions
PATIENCE: To wait calmly for someone or something
FRIENDSHIP: To make & keep a friend through mutual trust & caring
CURIOSITY: A desire to investigate & seek understanding of one's world
COOPERATION: To work together toward a common goal or purpose
CARING: To feel and show concern for others
COURAGE: To act according to one's beliefs despite fear of adverse consequences
PRIDE: Satisfaction from doing one's personal best
15

RESOURCEFULNESS: To respond to challenges and opportunities in innovative and
creative ways

By Susan Kovalik & Associates

Section 5
The ITI Teaching and Learning


The ITI Training and Learning

Example Life Skills

ITI Growing Responsible Citizens
16






Interactive Hands Learning
Class Room Example


The ITI Training and Learning

17

As Margie went through the ITI training, she realized that she had made some very wrong
assumptions. The bright red furniture was out. The bulletin boards were not appropriate. It was a
new world in education. All the new things that she thought would engage and motivate the
children were considered over-stimulating and distracting. It was all old news. The student
population of her future school was already over-stimulated and would have a very difficult time
calming down enough to learn.
Margie had home-schooled her own children, helped form a home-schooling parents group and
then spent a short time working with another charter school. Her quest to start her own charter
school grew out of the experiences, but at first, she did not tell me of her home-schooling bias,
not knowing what my position would be on that opinion. She had her education, her experience,
and the support of my office to know what to do on the administrative side. However, we
predicted that she would show the stamina and determination she has shown.
With Toledo Academy of Learning charter in place and her educational philosophy hammered
out, Margie began to hire teachers. Finding teachers that had training in the exact method she
wanted to use was impossible for a new school on a limited budget and she had little money to
have them trained. Therefore, she did what she could to impart the philosophy and begin the
school with a cohesive approach.
It was not long before all the teachers had migrated back to their own comfortable teaching
styles. Each departure from the chosen method caused a fight. Her teachers had not bought into
the method, and the more she insisted the strategy, the more they dug in their heels. However,
Margie is a visionary and she knew that she had to stay on course. Allowing each employee to
design his or her own school would not work. Consistency for the children and the parents was
the key. Being able to communicate a stable philosophy would build the credibility and
reputation of the school in the end. The short-term sacrifices were many, but they were not worth
the cost.
Interactive Group Lesson

18


The first year, T.A.O.L began with less than a hundred students and four teachers. The parents
never seemed to question the curriculum, but everything else made them angry. The business
manager made multiple mistakes, the teachers did not seem to care, and the facility was too small
and had no lunchroom. One of the components of the school concept was year-round calendar.
Students have the same forty weeks of education as traditional schools, but the breaks are spaced
out more evenly after each quarter, instead of one long break in the summer. This caused two
problems. Some of the students just left in June, saying they did not have to go to school in the
summer. In addition, the teachers pay needed to be calculated differently.


The business manager ended up overpaying the teachers, and when it was discovered, the pay
adjustments outraged the staff. By the end of the year, the teachers had quit and Margie was
filling in with substitutes. A third of the students had left or was leaving. It was a bad year. Then
it got worse.






19

Section 6
Sharing The Vision

The next year the school increased the student body to about 140 and started the year by training
their new teachers. Teachers grumbled right away, so by the time school started there was a lot
of dissension. Margie tried to allow space for teachers to develop their own style, but given an
inch, thee teachers took mile, and once again the school did not resemble Margies vision.
Though the teachers seemed to think she was living in a fantasy world, she was convinced by the
research and her training that the system would work if she could somehow put it in place.
At the same time, the school board was going through major changes. Some new board members
were much unconnected to their mission. They had a parent board the first year, but that evolved
into a regular meeting to complain about what each parent thought was going on with or her
child. Most of the parents who enrolled their children the first year had previously sent their
children mostly to Christian schools, and many of them already knew each other. They formed
networks to complain about and undermine the school. New parents who were not part of this
original clique were shunned from having any input. The same word mouth that built the school
nearly destroyed it.
At the school lost board members, some of the disgruntled parents got on the board and then the
fireworks started. The teachers began bonding with the board members, the parents began
hearing a tremendous amount of negative information and by the end of the second year, and
enrollment was down to 45 students. The teachers were quitting. Then the board locked Margie
out of the school (the school was in a building with hospital services and the board enlisted
hospital security to ban her form the building.) It was a coup by a renegade board. Margie hired
an attorney to fight for her position.
20



I had to attend board meetings to get the board to understand its role. Each member seemed to
have a personal agenda that had nothing to do with the kids or the well being of the school.

Mr. Baker I finally asked for their resignations. I did not quite have the authority to require them
to resign, but I certainly would have re-evaluated the viability of the school and would not have
renewed their charter under that same board. Therefore, Margie was back at square one with my
cautious support. She had no board, no teachers, and very few students. However, she never lost
vision. My people, at this point, would not have looked at the odds of succeeding and effort
required and gone out for a latte. What Margie did next shocked even me.
This middle-class, college educated visionary walked door to door in the inner city of Toledo
telling families about her school and inviting children to join her next year as she rebuilt the
school. She did not even have money for a brochure to hand out. Only 30 of the 45 students still
enrolled at the end of the year seemed likely to return, but they day school opened for the third
year, more than 200 students registered. The school moved to a new location and had more
space. New teachers and staff were hired and trained, the philosophy mission and vision was
clearly understood.


21

Section 8
True Visionaries

1. Something happens when true visionaries hit bottom. They do not get discouraged. They
gain focus. They leave behind the insecurities because they have seen how bad it can get
and they are not afraid anymore. Margies resolve was evident to everyone, from the
teachers to the board to the parents. They have rallied behind her. The schools facility
has grown to 30,000 square feet and in 2002 Academy expected almost 300 students that
year, served by a staff of 35.

Toledo Academy of Learning was established as a k-8 neighborhood school, drawing from a
high-poverty area of Toledo. Ninety-five percent of the kids receive free and reduced lunch.
Many have no role models at home to encouraging them or help them with their schoolwork.
Many are being raised by single parents or older siblings who must work long hours. Margie
knows that one of the few chances these kids have to break the cycle of poverty is to achieve in
the classroom. When they walk through her doors, they are students capable of learning, and it is
the schools job to find out how to make it happen. The staff is always trying new ways to
connect with parents, many of whom never finished high school.
22


A third of T.A.O.Ls students are special education students, and they are mainstreamed in the
regular classrooms. The special Ed teachers lesson include pullouts and classrooms work with
their students, but the children experience the same curriculum and are given the same
expectations as all other children. They just get more individualized help learn.

One of Margies major influences was a man names Miles Monroe. Monroe wrote that children
have a purpose, and the role of the educator is to help children to find their purpose. Purposeful
learning leads children to understand why they are being taught the things to learn, and thus to
make connections between school and the real world. Many children feel they are in school
because their parents make them go. T.A.O.Ls goal is to have the children to want to b here, to
be able to understand their world and make a difference in it.

"Purpose is when you know and understand what you were born to accomplish. Vision is when
you see it in your mind and begin to imagine it"
"The bible does not say that a man's education makes room for him, but that his gifts does.
Education is not the key to success, it does not guarantee anything; it is your gift that is the key
to success"
"Anyone who develops his gifts and talents will become a commodity"
23

"You are meant to be going somewhere, to be headed to a destination. The poorest person in the
world is a person without a dream"
The State Standards

The state standards have been a challenge for Toledo Academy of Learning because the
standards do not explain why a child needs to know certain fact or skill. This school works hard
to connect everything that is taught to a real application or process so it makes sense to these
kids. They live in a very different world than people who write standards and everything is not
obvious or taken at face value, because there is no context for it. As soon as the students know
the why of a particular teaching, then they crave the who what, when, where, and how.
T.A.O.Ls method encourages teaching the children within their environment, making learning
relevant to them right where they are growing up. For instance, why travel to the state capital if
students have not visited their own city hall? The school helps them see that the things they learn
in school are put to work right in their own community, a place where they can grow up and have
an impact.
Through all the turmoil, Margie has found her own purpose and that is what sustains her. She
strives to connect with these children and find a way for them to grow into purposeful adults. Her
needs to be well funded to a do proper job and she believes that she will find private and public
sources to make it a top school. She also knows that they would spend gifts or grants before
receiving them. Therefore, dreaming and planning are at the top of her daily to do lists.
I believe that every superintendant and school administrator has ability to dream and plan, but
many are shut down by their school district bureaucracy before anything can happen. Those like
Margie, who have the guts to see something through the face of so much adversity and daily
struggle, are rare. As I have chartered schools, I have been blessed to know several people such
as Margie and I look for new ways every day to support them and let them be at the pioneers that
they are.
Toledo Academy of Learning
Mission: To Inspire Success
School History
Toledo Academy of Learning (TAOL) was founded in 1999 by Margie Blackmon and Denise
Guynn as a community school of choice. The school started with 98 students in a 10,000 square
foot facility. By 2004, Toledo Academy of Learning relocated in a renovated warehouse at 301
Collingwood Blvd. in Toledo, Ohio. The school grew to nearly 400 students from Kindergarten
24

through 10th grade in a 45,000 square foot facility. We started adding high school grades 2004-
2005 in response to the request of our parents.



Toledo Academy Staff




Toledo Academy of Learning Toledo Ohio 1999 2009
301 Collingwood 45601

25




26

K-3 grade Student Play ground


The majority of our students come from the surrounding inner city neighborhoods and 97%
qualify free or reduced lunch. The TAOL motto is Bridging the Gap because the majority of
our students have been unsuccessful in the traditional public schools. Parents are seeking a
school where their children can learn and make progress.







27

301 Hill Street Toledo Ohio
8-12 grade 2007- 2009
.

Research Finding
Smaller family-oriented schools reduce the harmful impact of poverty on students achievement.
That is why TAOL promotes a caring family-like atmosphere with character education, where
students are encourage to use the life skills they are taught.




28



Section 7
2005-2006 School Example Improvement Plan Summary



The Toledo Academy History TAOL 2005-2006 School Example Improvement Plan
Summary

Recent literature Cawelti, 1997; Cohen, 1995; National Association of Secondary School
Principals (NASSP), 1996 consistently calls for systemic rather than incremental change. TAOL
is School Improvement Plan, derived from the NASSPs three mandates for successful high
school reform, requires system-wide enactment and support.

The three mandates are:
29


1. Those aspects that are central to teaching and learning must serve as the focus of reform
(i.e., the curriculum, instructional strategies, the school environment, use of technology
as a learning tool, use of time, as well as assessment and accountability).

2. A web of support (i.e., professional development, diversity, governance, resources, ties to
higher education and relationships) must reinforce teaching and learning elements.

3. Leadership must be diffused throughout the school community.

Out of these three mandates, the following structure for school improvement was implemented.
Three teams were created to drive the improvement plan for Toledo Academy of Learning.

A. the Academic Improvement Team consists of TAOL diverse staff members who meet
weekly to make decisions based on the needs of the whole school.

There are three main purposes for this team:
I. Implement the three school wide goals of the 2005-2006 school years:
1. To tailor instruction through differentiation.
2. To create conducive classroom environments.
3. To evaluate students growth and use assessment data to differentiate instruction.
II. Create the agenda for weekly grade level department team meetings.

30

III. Plan school improvement using the five themes that are common among past and present
Ohios State Superintendents Schools of Promise:
1. These schools deliver rigorous instruction aligned to the standards.
2. These schools provide leadership those results in continuous improvement of instruction.
3. These schools design instruction to ensure every students success.
4. These schools engage parents and the community to support student success.
5. These schools create a culture where each individual feels valued.
Members also serve on the Regional School Improvement Committee.
B. The Grade Level Department Team consists of faculty separated into 3 groups according to
the following grade levels: K-3, 4-6, 7-10.
These teams meet weekly and have the following goals:
1. Collaborative decision-making
2. To work with teachers in the grades below and above to create essential Ohio
standards to drive the instructional program
3. To meet with a different administrator weekly and focus on one of the school wide
goals of the 2005-2006 school years: tailoring instruction, conducive environment, or
assessing student growth.
Along with grade level department teams, SPED and SIT (Student Intervention Team)
teachers meet weekly to plan strategies and interventions for special education and at-risk
students.
Toledo Academy of Learning teachers also turn in a monthly journal communicating their
progress relating to the three goals and a monthly prompt.
C. Administrative Leadership Team

In 2005-2006, the Administrative Leadership at Toledo Academy is in place to support the
Teaching/Learning process in the school community.
This team meets weekly following the grade Level Department team meetings to follow up and
make administrative decisions as a team.





31

IN 2005-2006 TAOL, School Improvement Plan was the following


Goal 1 Improve Student Test Performance on OAT Reading

Objective: Based on Ohio Achievement Test scores, students in grades 3-8 will make at least a
6% gain per year in Reading to reach safe harbor and to ultimately make 100% proficient
level by 2014 according to NCLB.

Reading Achievement Goals In 2005 - 2006 TAOL Long Range Plan was the following


RDNG Baseline Goal Goal Goal Goal Goal Goal Goal Goal Goal
Grade 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
3 49 54 60 66 72 77 83 89 94 100
4 46 52 58 64 70 76 82 88 94 100
5 21 29 38 47 56 65 74 82 91 100
6 32 40 47 55 62 70 77 85 92 100
7 0 0 0 0 0 0 0 0 0 0
8 27 35 43 52 60 68 76 84 92 100



Action Plan Strategies By Whom When Resources
2nd year Implementation
of Direct Instruction
Reading Program in
grades K-6

Coordinator:
April Coy

90 minutes per day,
tested every 5
th
to
10
th
lesson
Direct Instruction
Curriculum

Coaching and an in-house
coordinator to insure
proper
Implementation of
program.

Director: Denise
Guynn

Coordinator:
April Coy

Monthly JP Associates

Differentiation: Students
are grouped according to
ability




Academic
Principal: Judi
Miller

Coordinator:
April Coy
After assessments Direct Instruction
Assessment piece

32


Small group tutoring of
students who score one or
more years below grade
level on Iowa Tests,
Dibels, and DI testing.

Reading
Specialist:
Beth Lake
Daily Dibels, Barton
Curriculum, and
Assessment Data
Provide one-on-one
tutoring through
University graduate
students.

Reading
Specialist:
Beth Lake
Two times per week Fifth year affiliation
with Bowling Green
State University
Teachers use state of Ohio
practice tests and other
test prep material to teach
all students vocabulary
and test-taking strategies

Director:
Denise Guynn

Math
Consultant:
Carlean Stone
January and
February
OAT practice and
prep materials
At risk students are
referred to the 21
st

Century Bridging the Gap
Learning Center after-
school and summer school
21
st
Century
Coordinator:
Kathy Kirby

Math Specialist:
Angela Evans
Monday Thursday Supplemental
curriculum
materials, OAT
practice and prep
materials
33

Goal 2 - Improve Student Test Performance on OAT Math

Objective: Based on Ohio Achievement Test scores, students in grades 3-8 will make at least an
8% gain per year in Math to reach safe harbor and to ultimately make 100% proficient level
by 2014 according to NCLB.



Math Achievement Goals Long Range Plan

MATH Baseline Goal Goal Goal Goal Goal Goal Goal Goal Goal
Grade 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
3 19 28 37 46 55 64 73 82 91 100
4 24 32 41 49 58 66 75 83 92 100
5 0 0 0 0 0 0 0 0 0 0
6 20 29 38 47 56 64 73 82 91 100
7 19 28 37 46 55 64 73 82 91 100
8 14 23 33 42 52 62 71 81 90 100


Action Plan Strategies By Whom When Resources
First year Implementation
of Saxon Math, A+, and
EETT programs to
respond to needs of low
performing students.

Math Consultant:
Carlean Stone



Math Specialist:
Angela Evans

Daily Saxon, A+ and
EETT curriculum
Differentiation: Ability
grouped where needed in
intermediate grades based
on data from Saxon
testing.

Academic
Principal: Judi
Miller
Ongoing Saxon and A+
Curriculum
Data from testing is
monitored to determine
Student progress toward
meeting Ohio standards.



Director: Denise
Guynn
Ongoing Saxon and A+
Curriculum
34


Small group tutoring of
students who score one or
more years below grade
level on Iowa Tests, A+
computer assessments or
built-in Saxon
assessments for small
group tutoring.

Math Consultant:
Carlean Stone

Math Specialist:
Angela Evans
Daily Saxon and A+
Curriculum
Meet with upper grade
Math Team to plan
improvement strategies for
Math instruction in grades
4 10

Director: Denise
Guynn

Academic
Principal: Judi
Miller

Math Specialist:
Angela Evans

Math Consultant:
Carlean Stone

Weekly Formative and
summative
assessments

Best Practice
Research
Teachers use state of Ohio
practice tests and other
test prep material to teach
all students vocabulary
and test-taking strategies

Director:
Denise Guynn

Math
Consultant:
Carlean Stone
January and
February
OAT practice and
prep materials
At risk students are
referred to the 21
st

Century Bridging the Gap
Learning Center after-
school and summer school
21
st
Century
Coordinator:
Kathy Kirby

Math Specialist:
Angela Evans
Monday
Thursday
Supplemental
curriculum
materials, OAT
practice and prep
materials

35

Goal 3- Improve Student Test Performance on ITBS

Objective: Based on Iowa Test of Basic Skills, students will show an increase in the areas of
reading and math. An annual increase in the number of students who show yearly growth will be
demonstrated as follows:

2005/2006 30% of students show 10% gain
2006/2007 40% of students show 10% gain
2007/2008 50% of student show 10% gain
2008/2009 60 % of student show 15% gain


Action Plan Strategies By Whom When Resources
Use ITBS to test
students for growth and
national standard
comparisons.

Director:
Denise Guynn
mid October

mid May
Iowa Test of Basic
Skills
Use test data to establish
ability groups of
students Mastery,
Mastering, and Projected
Mastery

Director: Denise
Guynn

Academic
Principal: Judi
Miller

Ongoing ITBS, Saxon pre-
assessments, KRA-
L, DI placement
tests
Maintain records of
formative and
summative test data to
track student
performance, analyze
trends, and evaluate
curriculum, groupings,
and instructional
strategies

Director: Denise
Guynn

Academic
Principal: Judi
Miller

Ongoing Data Files

Performance Indicators:

Current and previous data from Ohio State Achievement tests will be analyzed yearly for
predicted increases according to stated goals.

Data from Fall and Spring administration of Iowa Test of Basic Skills will be analyzed
for predicted increases according to stated goals.
36




Evaluation

Academic Improvement Team will review and analyze aggregate and disaggregate test data each
year to determine the effectiveness of current curriculum implementation.

Academic Improvement Team will constantly work on curriculum/instruction alignment to Ohio
academic content standards and state achievement tests.

Academic Improvement Team will analyze student progress within DI reading program and
Saxon Math.

Academic Improvement Team will use scientifically based research to strengthen the core
academic programs to meet AYP, provide an enriched and accelerated curriculum, and if
appropriate extend learning time.

Academic Improvement Team will recommend professional development in the target areas of
literacy and math.

37

Goal 4 Improve Student Attendance

Objective: Increase daily attendance rate to 93% or more to meet AYP on school report card.

ATTND Baseline Goal Goal Goal Goal Goal Goal Goal Goal Goal
TAOL 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
All 91 92 93 94 95 96 97 98 99 100

Action Plan Strategies By Whom When Resources
Contact parent/guardian
to verify legitimacy of
student absence.
Operations
Director:
Kathy Simpson
Office
Manager:
Madeline
Thomas

Daily Daily attendance
records
Contact Parent/guardian
of students who have
chronic absenteeism.

Director:
Margie
Blackmon

Parent
Coordinator:
Anise Burton
weekly Parent/Student
Handbook

Daily attendance
records
Implement positive
incentive measures in
classroom and school
wide to ensure that the
attendance rates
increase, and improve
on an annual basis.

Director:
Margie
Blackmon

School
Counselor:
Toni Banks

Quarterly and yearly Awards and
certificates,

Recognition
program

Daily attendance
records

Performance Indicator:
AYP according to State report card is met.

Evaluation
If AYP for attendance is not met, Administration will evaluate action plan strategies. Academic
Improvement Team will address attendance problems and monitor the initiatives that have been
implemented and determine the need to increase efforts especially regarding parent education.

Goal 5 - Improve Student Test Performance in Writing, Science, and Social Studies.
38


Objective 1: Increase percentage of students who reach proficient level on Ohio Achievement
Tests as follows:

CITIZN Baseline Goal Goal Goal Goal Goal Goal Goal Goal Goal
Grade 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
3 5 15 26 36 47 58 68 79 89 100
4 0 0 0 0 0 0 0 0 0 0
5 0 0 0 0 0 0 0 0 0 0
6 48 54 60 65 71 77 83 88 94 100
7 0 0 0 0 0 0 0 0 0 0
8 0 0 0 0 0 0 0 0 0 0



SCI Baseline Goal Goal Goal Goal Goal Goal Goal Goal Goal
Grade 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
3 0 0 0 0 0 0 0 0 0 0
4 7 17 28 38 48 59 69 79 90 100
5 0 0 0 0 0 0 0 0 0 0
6 8 18 28 39 49 59 69 80 90 100
7 0 0 0 0 0 0 0 0 0 0
8 0 0 0 0 0 0 0 0 0 0



WRTNG Baseline Goal Goal Goal Goal Goal Goal Goal Goal Goal
Grade 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
3 0 0 0 0 0 0 0 0 0 0
4 39 45 52 59 66 73 80 86 93 100
5 0 0 0 0 0 0 0 0 0 0
6 80 82 84 87 89 91 93 96 98 100
7 0 0 0 0 0 0 0 0 0 0
8 0 0 0 0 0 0 0 0 0 0




39

Objective 2: Based on Iowa Test of Basic Skills, students will show an increase in
the areas of language arts, social studies, and science. An annual increase in the
number of students who show yearly growth will be demonstrated as follows:

2005/2006 30% of students show 10% gain
2006/2007 40% of students show 10% gain
2007/2008 50% of student show 10% gain
2008/2009 60 % of student show 15% gain

Action Plan Strategies for Objective 1 and 2

Action Plan Strategies By Whom When Resources
Identify essential
standards that support
benchmarks covered on
state achievement tests
and Ohio Graduation
Test (OGT).
Grade
Level
Teams
Weekly Ohio Academic
Content Standards

Models from other
Ohio schools

Implement effective
instructional strategies
that demonstrate
differentiation and
teaching to multiple
learning styles.
Academic
Principal:
Judi Miller
Weekly Research and
Best Practices
ITI school model
Monitor and assess
mastery of essential
standards.

Director:
Denise
Guynn

Curriculum
Consultant:
Carlean
Stone
Weekly Formative and
summative evaluations


Performance Indicators:

All progress reports are aligned to Ohio state standards
Students demonstrate increased mastery of Ohio state standards.
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Analysis of three-year database of student test scores.
Student test scores will increase on Ohio State Achievement tests and show
value added improvement.
Iowa test Scores will show improvement.
Students use multiple learning styles, oral, visual, dramatic, artistic presentations
to demonstrate knowledge and comprehension of concepts at history, science and
fine art fairs.


Evaluation

Academic Improvement Team will review and analyze aggregate and disaggregate
test data each year to determine the effectiveness of current curriculum
implementation.

Academic Improvement Team will constantly work on curriculum/instruction
alignment to Ohio academic content standards and state achievement tests.

Academic Improvement Team will use scientifically based research to strengthen
the core academic programs to meet AYP, provide an enriched and accelerated
curriculum, and if appropriate extend learning time.

Academic Improvement Team will recommend professional development in the
target areas of writing, social studies, and science.

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Critical Success Factor 1- School Climate

To increase academic achievement by improving school climate for students and staff

Action Plan
Strategies
By Whom When Resources
Implement character
education program


Director:
Margie Blackmon

Counselor:
Toni Banks
Ongoing Lifelong guidelines
And life skills of
ITI model
Create Dean of
Students position to
focus on rewarding
positive behavior
and handling
students who are in
violation of Safe
School Act.

Director:
Margie Blackmon
September 2005 Best Practice
Research
Establish policies
and procedures to
promote safe and
conducive learning
environment for all
students and faculty
members

Director:
Margie Blackmon

Dean of Students:
Kurt Aye
Ongoing ITI model
Set policies and
procedures
regarding positive
ways to
prevent violence,
resolve conflict and
effectively deal with
bullying,
harassment,
in addition, violent
acts.




Director:
Margie Blackmon

Dean of Students:
Kurt Aey

Counselor:
Toni Banks
Ongoing Best Practices
Redesign
organizational chart
Administrative
Team
Spring 2005 Organization Chart
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to show bottom up
support
Utilize collaborative
decision making
teams

Administrative
Team
weekly Best practices
Provide professional
development for
faculty
Administrative
Team
ongoing Susan Kovalik &
Associates

University of
Toledo

L-J Group (Lee
Jenkins)

Best practice
research




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Critical Success Factor 2 Parental Involvement

Improve Academic Achievement by increasing parental involvement.

Action Plan
Strategies
By Whom When Resources
Teachers will
communicate by
phone to parents
regarding student
performance
(positive and
negative) and log
contacts

Academic Principal:
Judi Miller
Submitted weekly ITI Weekly
Checklist phone log
Parents receive
written and verbal
invitations to
conferences

Parent Coordinator:
Anise Burton
Quarterly Invitation

Conference
attendance roster

Conference phone
log
Teachers contact
non attending
parents by phone to
discuss student
progress
Quarterly


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Critical Success Factor 3-Technology

Improve Academic Achievement through use of technology

Faculty Action Plan
Strategies
By Whom When Resources
Progress Books
(linked to Ohio
standards) will be
used for lesson
plans, assignments,
tests, and grades


Director: Denise
Guynn

Academic
Principal: Judi
Miller

Tech Coordinator:
Eric Bell

2005-2006
Implementation
Progress Books

NOECA


Email as a method
of professional
communication

Tech Coordinator:
Eric Bell
2005-2006 -
20062007
Email address log
A comprehensive
program that
effectively uses
technology to help
students in grades
K-8 meet or exceed
the state academic
content

Academic
Principal:
Judi Miller

Tech Coordinator:
Eric Bell
2005-2009 A+, EETT, United
Streaming, Smart
boards, portable
laptop cart,
computer lab, other
software programs

Student Action Plan
Strategies
By Whom When Resources
Students in middle
school will develop
keyboarding skills

Students will
integrate technology
into their classroom
assignments.

Students will use the
web to research.
Academic Principal:
Judi Miller


Tech Coordinator:
Eric Bell
Ongoing Keyboarding
Curriculum

Computers, Smart
boards, software
programs,



Internet Service
Provider


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(All information, is based on Toledo Academy Learning 1999-2007 goals)
Section 9
Toledo Academy of Learning Middle School and High School





Academic Goals/Curriculum and Objectives
Toledo Academy of Learning Middle School and High School



Academic Goals/Curriculum and Objectives


The teaching team at the Toledo Academy of Learning Middle School and
High School Academic Goals/Curriculum and Objectives
developed strategies and goals to assure that every student has access to high
quality developmentally appropriate programs to make them successful and
productive adults.

Individual teachers who deliver the instructional strategies that meet the
needs of diverse students ultimately effect school-wide improvement, at the
classroom level. At every level of teaching, the primary focus must be on how
priorities and strategies will address classroom needs and influence classroom
teachers.

1. The TAOL will increase student achievement in accordance with state and
federal Adequate Yearly Progress (AYP) requirements in the core
academic subjects of math, reading, science and social studies.

2. The TAOL will increase the percentage of students scoring at or above
proficiency in writing, science at the tested grade levels yearly until all
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students reach 100 % proficiency (anticipated goal).

OGT/OAT-Goals:
Students in the Toledo Academy of Learning will receive testing that will test their
acquired learning in the core subject areas of reading, writing, mathematics,
science, and social studies by the nationally recognized norm-referenced test
(OAT/OGT).

Objectives
Ohio Graduation Test

1. Reading:
By June 2008, an increase to 50% of the students in grades 7
th
, 8
th
, 10
th
, 11
th
, and
12
th
will score on or above the OAT/OGT according to Ohio State Standards in
reading.

2. Mathematics:
By June 2008, an increase to 50% of the students in 7
th
, 8
th
, 10
th
, 11
th
, and 12
th
will
score on or above the OAT/OGT according to Ohio State Standards in
mathematics.

3. Science:
By June 2008, the students will show an improvement in Science with an annual
increase of 10% to 12% in grades 7
th
, 8
th
, 10
th
thru 12
th
on or above the OAT/OGT
according to Ohio State Standards.

4. Social Studies:
By June 2008, the students will show an improvement in Social Studies with an
annual increase of 10% in grades 7
th
, 8
th
, 10
th
thru 12
th
on or above the OAT/OGT
according to Ohio State standards.


5. Writing:
By June 2008, the students will show improvement in Writing with an annual
increase of 10% in grades 7
th
, 8
th
, 10
th
, 11
th
, and 12
th
on or above the OAT/OGT
according to Ohio State Standards.


Technology Goals and Objectives:

Goals:
Support and enhance the curriculum through the use of technology
Link the classroom with educational resources within the community
Provide students with the information access and technical skills they will
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need to be successful in learning
Encourage the use of multimedia tools, enabling students to become active
learners

Objectives:
Teachers will be trained to integrate technology into the curriculum by:

Internet usage
Lesson Plan Development

Students will become technologically literate learners by:

Gaining knowledge of the operations of the computer (keyboard and word
processor) and internet
Using technology to accomplish, independently and cooperatively,
assignments
Receiving instructions in utilizing the internet to accomplish grade level
assignments and completing courses acquired for graduation

Alignment of Curriculum, I nstruction, and Assessment

The Toledo Academy of Learning Schools curriculum is aligned to the Ohio
Core Curriculum Framework and Benchmarks. All teachers have received a copy
of the curriculum with the objectives for each subject. Teachers develop lessons
that specifically target those objectives that are to be met. Researched-based
teaching strategies and materials are used. Staff understands the role of classroom
and state assessments, what the assessments measure, and how students are
evaluated.

School Programs for Underachieving Students
Title 1 students are identified by:

1. Level of Achievement: Students who score below grade level in the core
subjects
Mathematics and/or Reading qualify for Title 1 services.

2. Students who scores below proficiency on the Pro Ohio Test in Reading
and/or Math
qualifies for Title 1 services.

3. Other factors that are considered are: Teacher and/or parent recommendation.

The Toledo Academy of Learning is a Targeted Assisted Title 1 School. The
following programs and services are/will be offered to Title 1 students:
48

Tutorial Assistant during/after school
Test Taking Skills (OAT/OGT)
Title 1 or Special Ed Teacher
Specified arrangements for students needing special accommodations for
Ohio State Testing

Alternative Measures of Assessment

In order to provide alternative and authentic assessments of student
achievements, skills and competencies beyond standardized testing, teachers at
Toledo Academy of Learning utilize these assessment tools:

1. Teacher-Created Test
2. Rubrics
3. Chapter Test/Quizzes
4. Observations
5. Journals
6. Student Portfolios
7. Progress Reports
8. OAT/OGT
9. Pro Ohio
10. Individualized learning plan of work
11. Report Cards
12. Project based evaluations

Professional Development Plan

Professional Development for the Toledo Academy of Learning staff models
best practices and has been in compliance to No Child Left Behind (NCLB) and
the needs of the staff and the overall goals of the program. In-Services are also
scheduled at other times during the year. Middle School and High School teachers
meet weekly to discuss various topics. In addition, programs available through
other outside agencies are encouraged, such as (Unisom and Positive Choices).

Professional Development engages all levels; therefore, the TAOL will
continue to provide in-service training on various topics.

Collaborative Efforts: School-Community Partnerships

All parties have a responsibility to educate students not only the teachers and
staff inside the schools. Parents, businesses, socials services, community
colleges/universities all play an important role in this effort.

The TAOL has and will continue to develop community partnerships in its
49

educational processes with volunteers, businesses and community organizations.
Through partnership, we encourage community members to support our efforts.

Required Parental I nvolvement

The Middle School and High School Staff has taken many steps to involve
participation of our parents in our planning, developing, implementing and
discussing our school improvement plan to reach the needs of our students. We
discuss our vision, mission, goals and objectives.

We will continue to send newsletters to every household. The newsletter will
provide information and updates, regarding school programs and current events.
Parenting tips and academic strategies are also included.

Monitoring

Classroom visitations will be made routinely by administrators to ensure that
the Instructional Strategies are being implemented.

Data (test scores, attendance etc.) is used to monitor the progress towards goals.
These can be verified because progress is measured against indicators of success.
These indicators include, but are not limited to student achievement on the Pro
Ohio and OAT/OGT Test, and increased involvement of parents and community.

Analysis and sharing of observation and progress data for making decisions on
what to keep, or revise will be submitted to all staff yearly for recommendations.

Annual Educational Report of schools progress will be prepared by the Toledo
Academy of Learning and shared with the staff, parents and community.







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Dedicated in loving Memory of Founder Denise Guynn gone but never forgotten

Denise Guynn
Former Toledo Ohio Mayor Ford
Founder Margie Blackmon Director
Toledo Academy Of Learning




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