Trix Academy
Michigan Educational Choice Center (MECC)
- Trix Academy
- Transparency Reporting Trix
-
Documents
- MI School Data
- End of year Progress to Goals Report- Section 98b
- Academic Goals- PA 48 of 2022 Section 98b
- Academic Goals- PA 48 of 2021 Section 98b
- Mid-Year Educational Goals Report (Updated February 2023)
- Mid Year Progress Report (Updated February 2022)
- Annual Education Report (updated February 2024)
- MECC Extended COVID-19 Learning Plan (as of October 5, 2020)
- MECC Prepardness Plan (as of August 12, 2020)
- Continuous Learning Plan (as of January 2021)
- End of the year Goals Presentation (June 2022)
- 98 C Learning Loss Plan
Shelter in Place & Fire DrillsA. Board Approved Budget- 23-24 Approved Budget
- 22-23 Amended Budget
- 2022-2023 Approved Budget
- Amended and Approved 2021-2022 Budget
- 2021-2022 Approved Budget
- 2020-2021 Amended Budget
- 2020-2021 Board Approved Budget
B.1 Personnel Expenditures
B.2 Current Operating Expenditures
B.3 Educational Service Provider Transparency Reports
C.1 Bargaining Agreements
- The District does not have any collective bargaining agreements for the fiscal year.
C.2 Employer Sponsored Health Plans
C.3 Audited Financial Statements
C.4 Medical Benefit Plan Bids
- Because MECC staff is hired through a third party vendor, MECC was not obligated to and did not request medical benefit plan bids.
C.5 Procurement Policy
C.6 Expense Reimbursement Policy
C.7 Accounts Payable Check Register
D. Employee Compensation Information
- Employee Compensation
- The district does not have any employees with a salary in excess of $100,000 for the fiscal year 2021-2022.
E. District Paid Association Dues
F. District Paid Lobbying Costs
- There were no district paid lobbying costs for 2021-2022.
G. Approved Deficit Elimination Plan
- The District is not operating under a deficit.
H. District Credit Card Information
- The District currently does not issue credit cards to staff members.
I. District Paid Out-Of-State Travel Information
- 2021-2022 Out-of-State Travel Expenses
- The district did not have any Out of State Travel expenses in 2021-2022
Educator Evaluation Systems
Charter Contract
Michigan Educational Choice Center - ESSER III Use of Funds
After surveying the stakeholders, having board meetings and asking meaningful questions, We were guided to use ESSER III funds for the following purposes:
- Free Summer School
- Learning Loss of students during the pandemic
- Preventative measures to keep our schools safe from spreading the pandemic
- Continued Interventions in ELA and Math
- Keep class sizes small with qualified teachers
We will use ESSER III funding to strategically address pandemic-related learning loss in our scholars, especially those disparately impacted by COVID-19. This will include providing Tier II, small-group tutoring to our scholars; providing data-driven extended learning time programming in the summer; providing additional social-emotional programming to support scholars in making a successful transition to in-person instruction; providing our educators with staff development and retention opportunities, and more.
Our emphasis on utilizing small-group, differentiated instruction for every scholar in the classroom allows us to identify at-risk scholars most significantly impacted by the pandemic, and target data-driven interventions to support their academic success. Our teachers will implement regular, rigorous, standards-aligned formative and benchmark assessments to monitor student progress and to identify students who may be at risk of academic failure due to pandemic-related learning loss. We will use state assessments; interim assessments tied to state standards; adaptive learning quizzes that target specific standards; and qualitative data to identify scholar needs in real-time. Consistent evaluation of student performance and progress will allow us to ensure high quality instruction that is personalized to each scholar’s unique needs. The data we gather from frequent year-round assessments will empower our educators to implement evidence-based interventions in real-time to address any learning gaps for each scholar throughout the school year. More specifically, we will implement the following data-driven instructional strategies to support scholars who are underserved or disparately impacted by COVID-related learning loss: maximized learning time on-task and on core subjects; differentiated, small-group instruction; data-driven instruction; targeted, evidence-based interventions to meet the learning needs of scholars with deficits (Catch Up) and those that need challenged beyond on-grade level (Move Up) including additional, Tier II, small-group tutoring; research-based and standards aligned curricula; and instructional tasks with higher order, complex thinking.