Ypsilanti Public Schools Annual Report

Strong from start to ﬁnish

Ypsilanti Public Schools
Annual Report
2005-2006

“Good and getting better.”

It’s a statement I often repeat to describe Ypsilanti Public Schools. We continue to
provide a solid education to thousands of students within our district and hun-
dreds of students who live outside of our boundaries, who select our district by
choice. But being good should never be the status quo. Our district moniker “Excellence,
Tradition, Pride” leads with the word that should always be the goal: Excellence.
Excellence is the reason we bolstered the elementary curriculum during the 2005-06 school
year, examined the structure of the middle schools and looked for ways to increase the suc-
cess rate at the high school.
The miion of the Spanish and drama classes were introduced in all of our elementary schools. Test data for our

Ypsilanti Public Schools middle school students was analyzed and teachers and administrators met in small groups
to explore ways to raise student achievement. High school reform was launched with as-
sistance from the Washtenaw Intermediate School District and included input from parents,
is to prepare all of our students students and staff. The driving force behind all of these efforts is helping students to reach
their highest potential.
to be positive, contributing Within the pages of this report, you will read about many of the ﬁne programs that are suc-
members in a changing sociy. cessfully engaging students in the educational process. Yet there are areas that we recognize
need our immediate attention. I assure you that we are actively maneuvering our staff and
The diﬆri in partnership with instruction to lift and challenge all of our students. I look forward to leading our district be-
yond good, to reach better until the very best in student success is realized. After all, failure
the community will sustain is not an option!
a safe, caring, learning
environment, ich focus
on quality and equity. James Hawkins, Ph.D., Superintendent
Ypsilanti Public Schools

Andrew Fanta Technology The groundwork was laid in the 2005-06 school
year to link parents with student data, through the use of the
President

Floyd Brumfield
Internet. Edline is a user-friendly computer program that allows
parents to access their children’s grades, homework assignments
and attendance. Ypsilanti Public Schools will be one of the first
districts in the region to install this forward-thinking technol-
Vice-President

Amy Doyle
ogy tool. YPS was one of the first, and remains one of the few dis-
tricts in the area, to use the Connect-Ed system, a program that
combines the use of a computer and telephone to communicate
important messages to parents, students and staff. Technology
Trustee

Cameron Getto
accessibility has been in place for over a decade throughout
the district and includes computers, telephones, video monitors
and voice amplification systems in every classroom. Mastering
Trustee technology skills is critical for any future career our students will

Kim Hoppe
pursue and it remains a district priority.

Graduation The Ypsilanti Public Schools Board
Trustee

Jeff Fulton
of Education awarded 249 diplomas during June
2006 graduation exercises. The graduating class
included eight valedictorians, one salutatorian and
graduates headed off to an array of colleges includ-
Trustee

Tom Reiber
ing The U.S. Naval Academy, Howard University, the
University of Michigan, Michigan State University
and Yale University. More YPS graduate success sto-
Trustee ries will emerge as the district makes adjustments

Karen Allen
in the curriculum to support and challenge all stu-
dents

Dual Enrollment High School students partici-
Board Secretary

Alan Dowdy
pated in the dual enrollment program that is made
possible through the Postsecondary Enrollment Options Act of 1996. This act al-
lows high school students to enroll in college level courses for credit. Students
may attend classes at Eastern Michigan University or Washtenaw Community
Board Treasurer

�
College.

Advanced Courses Ypsilanti High School offers advanced placement classes in
Chemistry, Calculus, Biology and Humanities.

The YPS Board Retention Rate: Ypsilanti Public Schools is committed to improving the high

of Education school graduation rate. The retention rate means the percentage of ninth grad-
ers who graduate from high school within four years, adjusting for students who
move in and out of the district or have not enrolled in alternative education pro-
grams. In 2004-05 the retention rate was 86 percent.

Qualified and Certified Teachers
Staff Development The Ypsilanti Public Schools’ Human Resources Depart-
ment worked diligently with the teaching staff to bring all
Professional development during the 2005-06
teachers into compliance with the federal Highly Qualified
school year took on a variety of forms from
mandate, under No Child Left Behind. All students are re-
large instructional sessions to directed colle-
ceiving instruction in their core classes from Highly Quali-
gial learning. A special emphasis was placed
fied teachers. All teachers are state certified.
on Professional Learning Communities. The
PLC groups had regular reading assignments
to introduce educators to proven methods of
1% Teachers with
instructional strategies to support students
Bachelor’s Degrees 33%
who are currently not meeting academic benchmarks. The PLCs also met to discuss
33%
teaching strengths. Teachers in specific disciplines also met throughout the year to
Teachers with
examine student data and cultivate more effective approaches to improving student
Master’s Degrees 66%
achievement. During the 2006-2007 school year, YPS will anchor professional devel-
opment around a concept of “Building Professional Learning Communities through
Teachers with
66%
the Critical Friends Groups Process.” A Critical Friends Group (CFG – or – PLC = Profes-
Doctorates 1%
sional Learning Community) brings together six to ten teachers within a school over
at least two years, to help each other look seriously at their own classroom practice
and make changes in it. After a solid grounding in group process skills, members fo-

School Improvement
cus on designing learning goals for students, which can be stated specifically enough
We believe that all students can
that others can observe them in operation. They work out strategies to move stu-
dents toward these goals and collect evidence on how those strategies are working. learn and be prepared for success.
The effective education of our chil-
In a structured setting of mutual support and honest critical feedback from trusted
dren is the ultimate goal for the de- We believe that all students must
peers, they then work to adapt and revise their goals and strategies. CFG members
velopment of an Ypsilanti School
bring to the table student work, teacher lessons and units, case studies of students have equal access to high quality
District’s school improvement plan.
and classroom dilemmas. Using structures called protocols, CFG members help each curriculum, instruction and standards.
It ensures the success of all our stu-
other “tune” their practice by analyzing these artifacts and issues.
dents. We, in Ypsilanti Public Schools,
We believe that all students must be
Core Curriculum believe that a viable curriculum
prepared for post-secondary instruction.
is one that empowers students to
learn, teachers to teach, and provides
Ypsilanti Public Schools has done curriculum work in the past that aligned the Michi-
We believe the active involvement
evidence that learning has occurred.
gan Curriculum Frameworks to what is taught in each class. This document provides
of the community within the educational
It is aligned to state and national
an overview of the MCF for each grade level and each course. Additional work has
process is critical to the development of
standards, is time bound, authentic
been done to provide a curriculum-pacing guide for elementary teachers. A new
life-long learners who are equipped to
and useful. It incorporates research-
process of curriculum mapping has begun in the schools. The focus of that work is
contribute in our changing world.
based instructional strategies to im-
to provide a clearly focused, time-bound, curriculum that provides:
prove how students learn.
We believe that a safe teaching
• Essential Questions • Course Content Expectations • Vocabulary
The four basic beliefs and learning environment is imperative.
• Big Ideas • Assessments • Resources
bome the foundation
• Grade Level Content Expectations • Skills • Content • Teaching Strategies
We believe that failure is NOT
for our diﬆri’s School an option.
Our evidence of the curriculum being taught is provided through improving stu-
Improvement
dent achievement and teacher dialogue about teaching and learning in a variety of
CFG groups.

DISTRICT - CLASS

Accreditation
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
MATH OF 2006
LEVEL 1 39.20% 25.00% 19.00% 12.90% 12.70% 14.50% 7.73%
The passage of the No Child Left Behind Act of 2001 has mandated that public ed-
LEVEL 2 42.60% 45.80% 37.70% 30.20% 31.10% 21.00% 36.48%
ucation across the United States work to ensure that all children have a fair, equal
LEVEL 3 18.10% 23.30% 32.50% 37.50% 34.60% 32.20% 17.60%
and significant opportunity to obtain a high-quality education. Education Yes! is
LEVEL 4 0.00% 5.90% 10.70% 19.40% 21.60% 32.20% 38.20% the accreditation system for the State of Michigan. The primary standards are:

• All Michigan students will experience a year of academic
DISTRICT - CLASS growth for a year of instruction
READING OF 2006
• All Michigan high school students, in addition to demonstrating
LEVEL 1 18.90% 15.20% 16.30% 16.10% 10.30% 7.70% 3.07%
high academic achievement, will have an educational
LEVEL 2 59.50% 56.70% 53.40% 48.40% 51.40% 47.80% 59.65%
development lan leading them to be prepared for succ.
LEVEL 3 15.90% 23.90% 17.90% 22.70% 17.70% 19.00% 22.81%
LEVEL 4 5.70% 4.20% 12.40% 12.70% 20.60% 25.50% 14.47% Each school will receive a composite school grade. Schools receiving an “A”“B” or
,
“C” will be accredited. Schools that receive “D-Alert” will be accredited condition-
ally. Schools receiving a summary grade of “F” will be unaccredited. These grades
DISTRICT - CLASS
will be used to prioritize the assistance and interventions to improve student
WRITING OF 2006
achievement for under performing schools.
LEVEL 1 4.50% 2.00% 2.40% 5.30% 0.00% 2.40% 2.17%
LEVEL 2 42.00% 46.00% 57.80% 55.90% 55.40% 48.50% 44.78%
School Grade Made AYP
LEVEL 3 40.20% 46.00% 34.70% 33.20% 35.30% 33.10% 40.00%
Adams Academy C Yes
Chapelle Community C Yes

School Erickson Elementary A Yes
Steps in the model are: Estabrook Elementary B Yes

Improvement Planning Perry CDC no grade Yes
East Middle School C Yes
Step 1: Test Score Disaggregation – Plan West Middle School C Yes
In the 2006-2007 school year we
Ypsilanti High School C No
Step 2:
will use a model of school im- Time Line Development – Plan
provement that we refer to as the Step 3: Instructional Focus – Do

Fast Facts
“Schmoker” model. This model
Step 4: Assessment – Check
comes from the Results Fieldbook
by Mike Schmoker and shows Step 5: Tutorials AND
Number of schools: Nine
how specific districts used this
Step 6: Enrichment – ACT
model to close the achievement Number of district employees: 661
(Second chances and incentives)
gap and make remarkable im-
Number of years educating children: Over 150
Step 7: Maintenance – Check
provements in student achieve-
ment. It has been shown that Step 8: Monitoring – Check Top honor: Superintendent Dr. James Hawkins was named the
those results are replicable when
2006 “Outstanding Communicator” by the National School Public
Step 9: Celebrate Success
an entire staff works together on
Relations Association
a specific goal. Repeat the Cycle

Parent Involvement Safe Schools Program and Wellness initiative
Ypsilanti Public Schools is a member of the National Partnership of Schools, The YPS Safe Schools Program was
an organization that supports active parent involvement. Parents are engaged tapped to work in conjunction
in every level of the educational process, from classroom support to decision- with Eastern Michigan University
making through parent/teacher organizations. A district-wide PTO group was to train students in emergency
launched in the winter of 2006 and communication efforts from school to preparedness. Community Emer-
home were further enhanced. The district also supports the Dads Are Doing gency Response Team (C.E.R.T.)
Something (DADS) program was made possible through a
and adult males perform a Homeland Security Grant and
number of visible tasks from students from the Forest Avenue
student mentoring to assist- School were trained to respond
ing with graduation exercises. to ﬁre, disasters, kidnappings and
terrorist attacks. SSP also assisted
with updating the Emergency Pro-
cedures manual that is distributed
to all teaching staff in the district.
Other SSP initiatives include: Proj-
ect 9-1-1, teaching elementary
children the importance of using but not abusing the call for help; Stranger Danger,
Internet safety, school bus safety, substance abuse prevention, bike safety and many
other programs that promote positive choices.
At the close of the 2005-06 school year, the Board of Education approved a new Well-
ness Policy. A committee comprised of staff, parents, health and education profession-
als along with community leaders, met during the school year to develop the policy.
The policy encompasses menu selections that will offer more fruits and vegetables, a
greater emphasis on physical activity and nutrition and educating students and staff
about the importance of making healthy lifestyle choices.

General Fund Expenditures*
Year Ending June 30, 2006
Instruction and Pupil-related 81.99%
General Administration 1.71%
Operations and Transportation 16.19%
Other 0.10%

Total General Fund Expenditures: $50,337,155
*The information contained in this chart has not been audited. An audited ﬁnancial
statement will be presented to the Board of Education in October 2006.

Literacy Academy
Kindergarten
Perry Child Development Center Pre-School
550 Perry St. (734) 714-1750
Principal: Sharine Buddin

Accreditation Status
Perry teachers strive
to provide a devel-
opmentally appro- Perry is a North Central Association accredited school and met Adequate
priate program that Yearly Progress.
will give every child a

School Improvement Plan
strong academic start
to their experience
with Ypsilanti Public The school administration embarked on a revised school improvement
Schools. The school process that included organizing a fresh team, comprised of staff and
made history when it parents, to put a plan in motion. Using the Michigan School Improve-
converted from a full ment model as a guide, the team reviewed student data to establish
elementary school to goals for the school year. The goals set forth were: Improved math prob-
an all-kindergarten lem solving, vocabulary, reading and writing skills.
focus in 1976. When the new school was completed in 1986, the school
Parents: Partners in Education
again garnered national attention. The award-winning architectural
design features classroom lofts, child-sized drinking fountains and win-
dows, an enclosed playground and nature courtyard and spacious multi- Parents or other adult family members are encouraged to volunteer in
purpose playrooms. Today, in addition to full and half day kindergarten whatever way suits their schedules. Family volunteers are critical to the
sessions, Perry has a growing pre-school planning and implementation of special events, classroom activities and
program and literacy academy for grades lunchroom and playground supervision. The school has a Parent Advi-
1-2. Perry is a Reading First school and sory Board that guides many of the school’s special events.
blocks of each day are dedicated to de-

Spial honors and programs
veloping the necessary literacy skills to
become successful readers and writers.
 Partnerships with the Washtenaw Intermediate School District
Many schools around the nation have
 Recipient of the Reading First grant
modeled their early childhood educa-
 Participant with Washtenaw First Steps program
tion programs after Perry and the school
 Hosts parent workshops
remains a popular choice with parents.

Average Class Size: 23
Parent Conference Attendance: 97%

Grad 1-5
Adams Academy of Math,
Science and Technology 503 Oak Street (734) 714-1650
Principal: Tulani Smith

This school continues to evolve as the district’s sole academy that is creatively mak- ADAMS - MATH - GRADE 4 W 2005 F 2005
ing the core disciplines a part of every classroom experience. The influx of technology LEVEL 1 1.80% 16.90%
LEVEL 2 36.80% 43.10%
driven industries in the local sector makes this academy uniquely positioned to give
LEVEL 3 49.10% 30.80%
students a sound foundation for their future. Utilizing diverse instructional methods
LEVEL 4 12.30% 9.20%
and capitalizing on the school’s Discovery Center, students become stimulated and con-
fident learners. The school name states the obvious emphasis with room to explore the
ADAMS - READING - GRADE 4 W 2005 F 2005
arts, providing students with a well-rounded and balanced education. LEVEL 1 5.60% 9.20%
LEVEL 2 66.70% 53.80%

Accreditation Status LEVEL 3 24.10% 30.80%
LEVEL 4 3.70% 6.20%
Adams Academy successfully completed the fifth year of a five-year cycle to receive
ADAMS - WRITING - GRADE 4 W 2005 F 2005
North Central Association accreditation. LEVEL 1 0.00% 0.00%
Adams Academy made Adequate Yearly Progress LEVEL 2 57.40% 40.00%
Education YES! Grade: C LEVEL 3 33.30% 43.10%
LEVEL 4 9.30% 16.90%

School Improvement Plan ADAMS - ENGLISH/LANGUAGE W 2005 F 2005
ARTS - GRADE 4
LEVEL 1 0.00% 1.50%
MEAP and other test scores along with classroom assessments were analyzed to deter-
LEVEL 2 59.30% 53.80%
mine student progress in relations to the Michigan Learning Benchmarks. The results
LEVEL 3 35.20% 33.80%
helped to tailor the educational focus to raise student achievement. Grade level and
LEVEL 4 5.60% 10.80%
cross-curricular teams monitored student progress and provided strategies throughout
the school year. Comprehensive plans have been formulated for the 2006-07 school year ADAMS - SCIENCE - GRADE 5 W 2005 F 2005
and some of the goals are: Improve writing skills across the curriculum, increase mastery LEVEL 1 54.30% 13.60%
of all math facts and continue to improve reading skills. LEVEL 2 26.10% 37.90%
LEVEL 3 19.60% 40.90%

Parents: Partners in Education LEVEL 4 0.00% 7.60%

Adams Academy realized an increase in parent participation in the Parent Teacher Advisory Group and the organization had a productive and busy
schedule. The PTAG hosted several fund raisers that provided incentives for students including: A limousine ride to Border’s Books for top classroom
readers, end-of the month good behavior assemblies and the purchase of “Study Island” a student skill building Web site that school staff and par-
ents can access. The organization also coordinated the dissemination of information to parents on a variety of topics from parenting skills to sup-
porting their children in the classroom. Recognizing that transportation can be an obstacle for parent participation, the PTAG forged an alliance with
Blue Cab Company to provide rides for parents to attend conferences. Twenty families took advantage of this opportunity. Adams PTAG members
serve on the school and district improvement committees and the group has set a goal to establish a parent center for the 2006-07 school year. Fol-
lowing is the school’s Parent Involvement Policy:

ADAMS - GRADE 5 Math Reading Writing ELA
LEVEL 1 7.60% 9.10% 3.00% 6.10%
LEVEL 2 30.30% 56.10% 48.50% 51.50%
LEVEL 3 50.00% 18.20% 45.50% 36.40%
LEVEL 4 12.10% 16.70% 3.00% 6.10%

ADAMS - GRADE 3 Math Reading Writing ELA
LEVEL 1 23.30% 18.30% 5.00% 6.70%
LEVEL 2 45.00% 45.00% 21.70% 51.70%
LEVEL 3 31.70% 26.70% 56.70% 25.00%
LEVEL 4 0.00% 10.00% 16.70% 16.70%

3rd grade by level 1 & 2 % Reading Writing Total ELA Math

Adams Academy of Math, Total Students 63% 27% 58% 68%
African Amer. 65% 25% 58% 69%

Science & Thnology Caucasian 50% 20% 50% 60%
Econ. Dis. Yes 63% 28% 59% 67%
Parent Involvement Policy Spec. Ed. yes 18% 9% 9% 45%
4th grade by level 1 & 2 % Reading Writing Total ELA Math
Total Students 63% 40% 55% 60%
The community of Adams Academy believes that ex-
African Amer. 49% 22% 35% 49%
cellence in education requires the shared efforts and
Caucasian 79% 63% 79% 75%
active participation of the students, the family and the
Econ. Dis. Yes 55% 34% 49% 51%
school system. We are committed to providing an atmosphere that reﬂects mutual involvement
Spec. Ed. yes 15% 0% 0% 8%
and dedication to learning. For children to develop to the fullest potential, we understand the
school is responsible for the suitability and success of programs offered and for the incorpora-
tion of new ideas and technology.
African Amer. 61% 58% 61% 34%
Caucasian 90% 50% 70% 55%
Parent involvement is crucial for continuous improvement of programs. A partnership that meets
Econ. Dis. Yes 60% 56% 56% 36%
the needs of the families, school and communities requires a comprehensive and meaningful
Spec. Ed. yes 10% 10% 0% 20%
partnership. To that end we will incorporate opportunities for parental involvement that foster:
State Targets 49% 56%
Communication, Volunteering, Parenting, Learning/Homework Support, Community Resources
and Decision Making.
Developed March 2006.

Spial Honors and Programs
 Partnerships with Eastern Michigan University, the University of Michigan
and Concordia College
 The “Living Museum of African-American History” debuted, capitalizing on
Black History Month to highlight African-American science, math and
technology pioneers

Parent Conference Attendance: 89.5%

Grad 1-5
Chapelle Community School 111 S. Wallace St. (734) 714-1700
Principal: Joe Guillen

Staff and parents rallied to include the word “community” in the school’s name, with CHAPELLE - MATH - GRADE 4 W 2005 F 2005
the belief that it was natural for the name to reflect the attitude and atmosphere of the LEVEL 1 23.80% 15.10%
Normal Park Neighborhood elementary school. This, in part, was initiated because of LEVEL 2 42.90% 47.20%
LEVEL 3 23.80% 32.10%
the active parent group that solidified its existence with a formal Parent Participation/
LEVEL 4 9.50% 5.70%
Involvement program in 1996. Since then, the Chapelle Community School staff has de-
veloped relationships with local businesses and service organizations. These ties have
CHAPELLE - READING - GRADE 4 W 2005 F 2005
strengthened the bond between the various stakeholders, allowing students to learn
LEVEL 1 23.80% 3.80%
civic responsibility along with practic-
LEVEL 2 59.50% 69.80%
ing classroom skills as they relate to LEVEL 3 11.90% 20.80%
real life events. LEVEL 4 4.80% 5.70%

Accreditation Status CHAPELLE - WRITING - GRADE 4 W 2005 F 2005
LEVEL 1 11.90% 0.00%
Chapelle is a North Central Associa- LEVEL 2 47.60% 32.10%
tion accredited school and made Ad- LEVEL 3 38.10% 62.30%
equate Yearly Progress LEVEL 4 2.40% 5.70%
Michigan YES! Grade: C
CHAPELLE - ENGLISH/LANGUAGE W 2005 F 2005
ARTS - GRADE 4
LEVEL 1 11.90% 0.00%
School Improvement Plan LEVEL 2 59.50% 66.00%
LEVEL 3 28.60% 28.30%
At the start of the 2005-06 school year the Chapelle staff reviewed test and assessment LEVEL 4 0.00% 5.70%
data to determine student’s greatest academic needs. Grade level teams were formed
to focus on the objectives to raise student achievement in the four core academic areas. CHAPELLE - SCIENCE - GRADE 5 W 2005 F 2005
Tests were administered and weekly strategies were implemented, addressing an objec- LEVEL 1 22.00% 17.40%
tive that was singled out for emphasis. The objective was addressed until students had LEVEL 2 44.10% 39.10%
mastered the skill. After a period of weeks the team would identify a different objective LEVEL 3 32.20% 28.30%
and repeat the process. This “student need” initiative was a different approach from the LEVEL 4 1.70% 15.20%
previous year, and gave teachers more current and accurate feedback
to guide teaching practices. This plan was embraced by the teaching CHAPELLE - GRADE 5 Math Reading Writing ELA
staff as it provided relevant and immediate data on each student and LEVEL 1 23.90% 32.60% 2.20% 15.20%
built cohesion among the staff. LEVEL 2 34.80% 26.10% 56.50% 41.30%
LEVEL 3 17.40% 17.40% 28.30% 28.30%
Parents: Partners in Education LEVEL 4 23.90% 23.90% 13.00% 15.20%

Chapelle has an active Parent Advisory Board responsible for coordinating a number of events that draw parents to the school for positive interac-
tion with their children and the school’s staff. Some of the events include: Annual Spring Carnival and Flower Sale, Family Ball, Student Talent Show
and Celebration of Diversity dinner. Chapelle also secures the services of two parent coordinators responsible for cultivating parental involvement
and hosting workshops to benefit the school-home relationship.

CHAPELLE - GRADE 3 Math Reading Writing ELA
LEVEL 1 39.30% 12.70% 0.00% 1.80%
LEVEL 2 32.10% 56.40% 20.00% 54.50%
LEVEL 3 28.60% 20.00% 52.70% 29.10%
LEVEL 4 0.00% 10.90% 27.30% 14.50%

African Amer. 62% 15% 51% 64%
Caucasian 85% 23% 62% 85%
Econ. Dis. Yes 69% 15% 54% 70%
Spec. Ed. yes 18% 0% 9% 9%
African Amer. 69% 28% 64% 51%
Caucasian < 10 < 10 < 10 < 10
Econ. Dis. Yes 66% 31% 59% 55%
Spec. Ed. yes 0% 0% 0% 0%
African Amer. 56% 53% 53% 50%
Caucasian 64% 71% 64% 79%
Econ. Dis. Yes 52% 52% 48% 55%
Spec. Ed. yes 0% 10% 0% 0%

The Chapelle staff received the United Way Silver Award for being the top building
contributors in the district

 Students hosted a Math-a-Thon fund raiser to beneﬁt St. Jude Children’s Hospital
 Students collected funds for a variety of charities including the local Red Cross,
Hurricane Katrina victims, canned goods for the needy and pennies to beneﬁt the
operation of Ypsilanti’s Rutherford Pool.


Grad 1-5
Erickson Elementary School 1427 Levona St. (734) 714-1600
Principal: Kevin Carney

Erickson staff has sculpted a multicultural and economically diverse student population ERICKSON - MATH - GRADE 4 W 2005 F 2005
into a high performing school. The word excellence is emphasized in daily announcements LEVEL 1 22.00% 31.00%
and students understand that there are high expectations for their academic and behav- LEVEL 2 48.80% 51.70%
ioral performance. The school was singled out for a visit by Dan Mulhern, first Gentleman LEVEL 3 29.30% 14.90%
of Michigan, because of the student’s literacy achievements. Positive relationship building LEVEL 4 0.00% 2.30%
and high instructional standards has given Erickson students an educational edge.
ERICKSON - READING - GRADE 4 W 2005 F 2005
LEVEL 2 65.00% 56.80%
Erickson Elementary met Annual Yearly Progress and successfully completed the North LEVEL 3 15.00% 25.00%
Central Association Outcomes accreditation LEVEL 4 0.00% 0.00%
Education YES! Grade: A
ERICKSON - WRITING - GRADE 4 W 2005 F 2005
LEVEL 1 0.00% 2.30%
LEVEL 3 50.00% 46.60%
The School staff set high goals and the resulting Education YES! grade reflects the success of the plan. LEVEL 4 17.50% 2.30%
Improved reading skills, with a focus on fluency and comprehension, was achieved through block
reading groups. Grades 1-3 spent two hours each morning while grades 4-5 read for 90 minutes. This ERICKSON - ENGLISH/LANGUAGE W 2005 F 2005
effort was supported by a Literacy Coach and student progress was monitored using Houghton- ARTS - GRADE 4
LEVEL 1 0.00% 6.80%
Mifflin materials and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) results. Students who
LEVEL 2 62.50% 59.10%
lagged behind the state benchmarks were provided with extended learning opportunities includ-
LEVEL 3 35.00% 33.00%
ing America Reads tutoring after school. The second goal for the school was to improve writing skills
LEVEL 4 2.50% 1.10%
and this was accomplished using a variety of writing programs and Best Practices strategies. Some
of the writing exercises students were expected to complete were: taking a position and defending
ERICKSON - SCIENCE - GRADE 5 W 2005 F 2005
it, writing with details and comparing two stories for a common theme. The third goal was improving
LEVEL 1 15.40% 14.30%
math skills. Each day students in all grades completed 90 minutes of math instruction. The instruc-
LEVEL 2 72.30% 50.80%
tion was scrutinized regularly and the use of manipulatives along with games was incorporated. The
LEVEL 3 10.80% 34.90%
final goal was to close the achievement gap between African American and Caucasian children. Re-
LEVEL 4 1.50% 9.00%
lationship building, understanding the home environment, offering after school tutoring, summer
school options and encouraging participation in after school enrichment clubs
ERICKSON - GRADE 5 Math Reading Writing ELA
were some of the effective means used in pursuing this goal.
LEVEL 1 25.40% 14.50% 4.80% 9.70%
LEVEL 2 46.00% 61.30% 72.60% 71.00%
Parents: Partners in Education LEVEL 3 25.40% 19.40% 17.70% 14.50%
LEVEL 4 3.20% 4.80% 4.80% 4.80%
For the past several years, feedback from parents has been solicited in
order to better understand whether Erickson was meeting the needs of its stakeholders. An example of the latest school report card from parents,
collected during National African American Parent Involvement Day in February, 2006, highlights the feedback garnered from parents. The results
show that 92% of parents responding felt their child’s experience at Erickson was good/excellent; 97% felt that the quality of instruction was good/

excellent; 83% felt that the ERICKSON - GRADE 3 Math Reading Writing ELA
communication was good/ LEVEL 1 36.30% 17.50% 6.30% 6.30%
excellent. Collecting this LEVEL 2 50.00% 67.50% 57.50% 75.00%
information supports the LEVEL 3 13.80% 13.80% 26.30% 18.80%
LEVEL 4 0.00% 1.30% 10.00% 0.00%
staff’s perception that the
community is pleased with
student progress.
Parents are encouraged to
African Amer. 78% 59% 78% 76%
attend monthly Parent Ad-
Caucasian 90% 67% 83% 95%
visory Board meetings and Econ. Dis. Yes 88% 60% 81% 85%
present their views on school Spec. Ed. yes 68% 52% 64% 72%
subjects and to brainstorm 4th grade by level 1 & 2 % Reading Writing Total ELA Math
ways to reach solutions that Total Students 75% 51% 66% 83%
benefit the learning commu- African Amer. 73% 52% 64% 82%
nity. Parents assist with fund- Caucasian 80% 50% 73% 85%
raising efforts that benefit in Econ. Dis. Yes 63% 47% 53% 76%
Spec. Ed. yes 28% 22% 22% 56%
the purchase of materials for
the classroom, after school
tutoring, clubs, and recogni-
African Amer. 68% 70% 70% 56%
tion for students. Parent vol-
Caucasian 88% 88% 96% 96%
unteers are evident in classrooms, field trips, evening concerts and recognition programs. As Econ. Dis. Yes 66% 66% 71% 58%
school stakeholders, parents also participate in formulating school improvement goals. Spec. Ed. yes 33% 58% 50% 25%

 Nominated for the Robert and Patricia Muth Excellence in Leadership Award
 The school’s AYP status garnered a visit from Governor Jennifer Granholm’s husband,
Dan Mulhern
 An officer at the Michigan Department of School Improvement invited Erickson to apply for
the National School Change Award from Fordham University
 Erickson music teacher Crystal Harding won the Ypsilanti Area Chamber of Commerce
E3 Award - (Exemplary Educational Endeavors Award)
 Student art ornaments was selected for display in Michigan’s Capitol building and the
Governor’s residence during the holidays
 Erickson received the “Best School Lunch” Award from a local radio station.

Parent Conference Attendance: 92.4%

Grad 1-5
Estabrook Elementary School 1555 W. Cross St. (734) 714-1900
555
Principal: Pat De Rossett

The classroom experience at Estabrook is further en- ESTABROOK - MATH - GRADE 4 W 2005 F 2005
hanced with an energetic after school enrichment LEVEL 1 25.00% 31.30%
schedule. Students have options to improve their pub- LEVEL 2 40.40% 41.00%
lic speaking abilities through the Oratorical Society, dig LEVEL 3 30.80% 20.50%
into history with the Civil War club, express creative ﬂair
LEVEL 4 3.80% 7.20%
through the Sewing Club or the High-5 Writers Club, ex-
periment with the Lab Rats Science Club, get in shape ESTABROOK - READING - GRADE 4 W 2005 F 2005
with the Basketball Club or bone up on their math skills LEVEL 1 22.00% 24.10%
through the Eastern Michigan University sponsored
LEVEL 2 52.00% 50.60%
Math Club. The school is within walking distance of EMU
LEVEL 3 20.00% 19.30%
and that close proximity has spawned many partner-
LEVEL 4 6.00% 6.00%
ships and collaborative efforts. Students at Estabrook
not only receive a solid education but have numerous
ESTABROOK - WRITING - GRADE 4 W 2005 F 2005
opportunities to explore their interests in a nurturing environment.
LEVEL 1 2.00% 0.00%
LEVEL 3 58.80% 42.20%
Estabrook met Annual Yearly Progress and successfully completed the North Central As- LEVEL 4 5.90% 3.60%
sociation Outcomes accreditation. Estabrook has been NCA accredited for 13 years.
Education YES! Grade: B ESTABROOK - ENGLISH/ W 2005 F 2005
LANGUAGE ARTS - GRADE 4

LEVEL 2 62.00% 61.40%
The staff set forth the goal to improve all students’ ability to write clearly and concisely LEVEL 3 28.00% 31.30%
when problem solving; increase student knowledge and understanding of the Core LEVEL 4 6.00% 3.60%
Democratic Values of Common Good and Individual Rights to real world situations and;
all students will improve informational reading in all curricular areas. ESTABROOK - SCIENCE - GRADE 5 W 2005 F 2005
LEVEL 1 30.20% 27.30%

Parents: Partners in Education LEVEL 2 47.60% 44.20%
LEVEL 3 20.60% 22.10%
A dedicated parent core is responsible for a variety of Estabrook successes, from class- LEVEL 4 1.60% 6.50%
room assistants to organizing one of the largest school-based carnivals in the area. The
active PTO (Parent Teacher Organization) supports an array of
ESTABROOK - GRADE 5 Math Reading Writing ELA
school programs including the book fair, school store, computer
LEVEL 1 20.80% 14.30% 4.80% 2.60%
centers, career and cultural education, the Michigan Bee, Social
LEVEL 2 39.00% 61.00% 0.00% 67.50%
Studies bowl and more. Parents are encouraged to be involved
LEVEL 3 32.50% 16.90% 54.50% 26.00%
and Estabrook offers a variety of ways for parents to be an active
LEVEL 4 7.80% 7.80% 42.90% 3.90%
participate in their child’s education.

ESTABROOK GRADE 3 Math Reading Writing ELA
LEVEL 1 57.40% 26.50% 5.90% 17.60%
LEVEL 2 39.70% 64.70% 60.30% 64.70%
LEVEL 3 2.90% 5.90% 30.90% 14.70%
LEVEL 4 0.00% 2.90% 2.90% 2.90%

African Amer. 86% 58% 75% 94%
Caucasian 96% 79% 89% 100%
Econ. Dis. Yes 90% 48% 76% 97%
Spec. Ed. yes < 10 < 10 < 10 < 10
African Amer. 69% 44% 52% 60%
Caucasian 89% 75% 89% 93%
Econ. Dis. Yes 63% 40% 48% 58%
Spec. Ed. yes 40% 20% 20% 33%
African Amer. 68% 50% 63% 38%
Caucasian 83% 57% 77% 83%
Econ. Dis. Yes 65% 55% 65% 45%
Spec. Ed. yes 45% 45% 45% 27%
 Completed the ﬁrst year of the Instructional Consultation Team Model, the goal to
increase and enhance student and staff learning and performance through curriculum
based assessment and collaboration
 School curriculum includes accelerated reading and math programs along with
STRIVE (for gifted and talented students grades 3-5)
 Received third place and “Best Sportsmanship” honors in the Washtenaw
Elementary Science Olympiad
 Second grade teacher Stacey Cherry was named “Teacher of the Year” by the
Ypsilanti Wal-Mart store
 The Jump Rope for Heart program raised over $6,000 and in May the school was
given the Silver Award from the American Heart Association
 The school’s Student Council rallied students to raise over $750 for the
“Warm the Children” program that beneﬁts needy children
 Partnership with EMU


Grad 6-8
East Middle School 510 Emerick St. (734) 714-1400
Principal: Janice Sturdivant
Assistant Principal: Melvin Roper

During the three year middle school experience EAST MIDDLE - MATH - GRADE 7 F 2005
students at East can engage in the spirit of com- LEVEL 1 15.20%
petition with the annual Quiz Bowl, ﬂex their skills LEVEL 2 24.10%
LEVEL 3 40.70%
in the Science Olympiad, or walk to the Huron
LEVEL 4 20.00%
River to test water quality. These are just some
of the programs designed to enhance the class-
EAST MIDDLE - READING - GRADE 7 W 2005 F 2005
room setting. Partnerships with Eastern Michigan
LEVEL 1 19.40% 10.60%
University, the University of Michigan and cor-
LEVEL 2 44.50% 52.10%
porations provide another boost in the educa- LEVEL 3 19.40% 17.60%
tional arena. An on-site Wellness Center promotes LEVEL 4 16.80% 19.70%
healthy lifestyles and after school ﬁtness options.
Home of the Vikings, East Middle School offers a EAST MIDDLE - WRITING - GRADE 7 W 2005 F 2005
vibrant sports program, instilling school pride to LEVEL 1 3.20% 0.00%
LEVEL 2 60.60% 57.70%
complement academic expectations.
LEVEL 3 34.80% 33.80%
LEVEL 4 1.30% 8.50%

EAST MIDDLE - ENGLISH/
Accreditation Status W 2005 F 2005
LANGUAGE ARTS - GRADE 7
LEVEL 1 7.70% 2.80%
LEVEL 2 55.50% 57.00%
East Middle School met Adequate Yearly Progress
LEVEL 3 27.10% 22.50%
Education YES! Grade: C
LEVEL 4 9.70% 17.60%

School Improvement Plan EAST MIDDLE - SCIENCE - GRADE 8 W 2005 F 2005
LEVEL 1 4.30% 12.80%
LEVEL 2 34.10% 34.10%
The school improvement committee examined and interpreted data from the Michigan
LEVEL 3 36.20% 33.50%
Educational Assessment Program results to determine student needs. Based on this exer-
LEVEL 4 24.40% 19.50%
cise, goals were set to increase MEAP scores in: Proper use of grammar, reading compre-
hension, learning and using the writing process provided by the district and language
EAST MIDDLE - MATH - GRADE 8 W 2005 F 2005
arts teachers, predicting, prior knowledge, making connections, retelling, summarizing, LEVEL 1 16.90% 12.80%
whole numbers, percentages, units of measurement, fractions, odds/evens/skip count- LEVEL 2 19.10% 17.70%
ing, decimals and place values, analyzing graphs and data. LEVEL 3 30.90% 34.80%
LEVEL 4 33.10% 31.10%

Parents: Partners in Education EAST MIDDLE - GRADE 8 Reading Writing ELA
LEVEL 1 6.70% 0.60% 3.00%
Parent involvement is encouraged at all grade levels and is linked to
LEVEL 2 50.00% 50.00% 49.40%
success and achievement.
LEVEL 3 22.60% 34.80% 29.90%

EAST MIDDLE - GRADE 6 Math Reading Writing ELA Social Studies
LEVEL 1 13.00% 12.50% 2.50% 6.30% 30.40%
LEVEL 2 29.80% 47.50% 55.30% 50.30% 31.10%
LEVEL 3 36.00% 28.10% 36.50% 35.80% 25.50%
LEVEL 4 21.10% 11.90% 5.70% 7.50% 13.00%

6th grade by level 1 & 2 % Reading Writing Total ELA Math Social Studies
Total Students 60% 38% 51% 43% 61%
African Amer. 52% 33% 42% 30% 51%
Caucasian 66% 44% 57% 54% 74%
Econ. Dis. Yes 85% 54% 77% 40% 57%
Spec. Ed Yes 36% 8% 21% 8% 44%
7th grade by level 1 & 2 %
African Amer. 53% 47% 48% 26%
Caucasian 79% 79% 77% 65%
Econ. Dis. Yes 50% 42% 50% 30%
Spec. Ed Yes 28% 16% 25% 19%
8th grade by level 1 & 2 % Science
Total Students 57% 51% 52% 30% 47%
African Amer. 47% 38% 39% 13% 35%
Caucasian 68% 67% 68% 54% 63%
Econ. Dis. Yes 50% 43% 45% 24% 41%
Spec. Ed yes 24% 21% 18% 3% 15%

Spial Honors and Programs State Targets 43% 43%

 After School Advantage Program (A.S.A.P.) was implemented to provide
students with additional math and language arts support
 Students participated in the Social Studies Olympiad
 Junior National Honor Society
 Participated in the Martin Luther King Jr. District Contest
 Geography Bee
 Thinking Cap Quiz Bowl
 Career Day
 Partnered with Growing Hope and the University of Michigan to construct an
outdoor greenhouse for hands-on class projects
 Heath Occupations Partners in Education through the University of Michigan
 Reality Check, a substance abuse prevention program sponsored by
the Washtenaw County Health Department
 Various community service projects


Grad 6-8
West Middle School 105 N. Mansﬁeld St. (734) 714-1300
Principal: Monica Merritt
Assistant Principal: Bernard Hall*

Hands on learning for West Middle School students can mean collecting mathematical WEST MIDDLE - MATH - GRADE 7 F 2005
data moments before climbing aboard Cedar Point’s Raptor or traveling to Washington LEVEL 1 10.70%
D.C. to see and touch America’s history. Reaching beyond textbooks has taken students LEVEL 2 39.00%
to a variety of venues to cement their classroom instruction. A culturally diverse stu- LEVEL 3 30.80%
dent body blends to embrace academics, sports and extracurricular activities, preparing LEVEL 4 19.50%
them for a smooth transition to high school and
WEST MIDDLE - READING - GRADE 7 W 2005 F 2005
an engaging future.
LEVEL 1 14.00% 10.10%
LEVEL 2 45.70% 52.50%

LEVEL 4 24.70% 19.60%
West Middle School met Adequate WEST MIDDLE - WRITING - GRADE 7 W 2005 F 2005
Yearly Progress LEVEL 1 1.10% 0.00%
Education YES! Grade: C LEVEL 2 30.60% 55.30%
LEVEL 3 60.20% 35.50%


WEST MIDDLE - ENGLISH/ W 2005 F 2005
The school improvement team at West led the LANGUAGE ARTS - GRADE 7
LEVEL 1 7.60% 1.30%
staff in a process of reviewing the MEAP scores
LEVEL 2 40.50% 55.90%
and analyzing the needs of the student popu- LEVEL 3 31.40% 28.90%
lation. Following this effort, goals were set to: LEVEL 4 20.50% 13.80%
Improve reading comprehension skills across the curriculum; improve inductive and
WEST MIDDLE - SCIENCE - GRADE 8 W 2005 F 2005
deductive reasoning skills to analyze and interpret visual data and; improve math com-
LEVEL 1 10.90% 14.70%
putational skills. The school improvement team met monthly to strategize and dissemi- LEVEL 2 38.20% 48.70%
nated information to staff during professional development days. LEVEL 3 36.40% 23.30%
LEVEL 4 14.50% 13.30%

Parents: Partners in Education WEST MIDDLE - MATH - GRADE 8 W 2005 F 2005
LEVEL 1 33.70% 18.40%
West Middle school staff holds to the belief that parent involvement impacts student LEVEL 2 21.70% 27.60%
achievement and participates in the Dr. Joyce Epstein’s Parent and Community Partner- LEVEL 3 21.10% 27.00%
ship program. The school has partnered with U-M and EMU representatives in conjunc- LEVEL 4 23.50% 27.00%
tion with the Parent Teacher Organization to implement a series
WEST MIDDLE - GRADE 8 Reading Writing ELA
of career/college building education workshops for families called LEVEL 1 9.90% 4.70% 5.40%
“Keeping Every Youth Strong.” An open invitation is extended to LEVEL 2 50.00% 52.30% 52.30%
parents to volunteer during the school day and after school. LEVEL 3 16.40% 30.90% 24.20%
LEVEL 4 23.70% 12.10% 18.10%

WEST MIDDLE GRADE 6 Math Reading Writing ELA Social Studies
LEVEL 1 13.00% 19.90% 8.10% 11.20% 39.50%
LEVEL 2 30.90% 49.10% 57.10% 54.00% 26.50%
LEVEL 3 38.30% 17.40% 29.80% 26.70% 16.70%
LEVEL 4 17.90% 13.70% 5.00% 8.10% 17.30%

6th grade by level 1 & 2 % Reading Writing Total ELA Math Social Studies
Total Students 69% 52% 61% 44% 66%
African Amer. 60% 38% 51% 32% 58%
Caucasian 95% 90% 90% 78% 90%
Econ. Dis. Yes 59% 40% 48% 28% 57%
Spec. Ed Yes 28% 19% 19% 16% 25%
7th grade by level 1 & 2 %
African Amer. 59% 48% 50% 40%
Caucasian 75% 81% 78% 75%
Econ. Dis. Yes 55% 50% 49% 42%
Spec. Ed Yes 21% 18% 18% 6%
8th grade by level 1 & 2 % Science
Total Students 60% 57% 58% 46% 63%
African Amer. 55% 52% 52% 39% 59%
Caucasian 77% 76% 76% 67% 79%
Econ. Dis. Yes 48% 43% 44% 33% 53%
Spec. Ed yes 21% 15% 15% 10% 29%
 Host to the Ypsilanti Community Garden and partners with Growing
Hope to encourage students to grow and cultivate plants
 Newly developed Parent Resource Center
 Physics Club
 Heath Occupations Partners in Education through the University
of Michigan
 Junior National Honor Society
 The West Mustangs have assorted sports programs
 Yearbook Club
 Great to be a Girl and Threads-mentoring programs through Eastern
Michigan University
 After school study club
 Reality Check, a substance abuse prevention program sponsored
by the Washtenaw County Health Department
 Career Day

*Wm. Eric Graves assumes the position of Assistant Principal, fall 2006

Ypsilanti Public Schools Annual Report

Ypsilanti Public Schools Annual Report

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (20)

Similar to Ypsilanti Public Schools Annual Report

Similar to Ypsilanti Public Schools Annual Report (20)

Recently uploaded

Recently uploaded (20)

Ypsilanti Public Schools Annual Report