Ypsilanti Public Schools Annual Report
Upcoming SlideShare
Loading in...5

Ypsilanti Public Schools Annual Report






Total Views
Views on SlideShare
Embed Views



1 Embed 5

http://www.slideshare.net 5



Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

Ypsilanti Public Schools Annual Report Ypsilanti Public Schools Annual Report Presentation Transcript

  • 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. View slide
  • 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. View slide
  • 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 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 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 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 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 5th grade by level 1 & 2 % Reading Writing Total ELA Math school is responsible for the suitability and success of programs offered and for the incorpora- Total Students 65% 52% 58% 38% 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 Average Class Size: 23 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% 3rd grade by level 1 & 2 % Reading Writing Total ELA Math Total Students 69% 20% 56% 71% 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% 4th grade by level 1 & 2 % Reading Writing Total ELA Math Total Students 74% 32% 66% 62% 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% 5th grade by level 1 & 2 % Reading Writing Total ELA Math Total Students 59% 59% 57% 59% 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% State Targets 49% 56% Spial Honors and Programs 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. Average Class Size: 22 Parent Conference Attendance: 94%
  • 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 Accreditation Status LEVEL 1 20.00% 18.20% 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% School Improvement Plan LEVEL 2 32.50% 48.90% 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 3rd grade by level 1 & 2 % Reading Writing Total ELA Math student progress. Total Students 85% 64% 81% 86% 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 5th grade by level 1 & 2 % Reading Writing Total ELA Math the classroom, after school Total Students 76% 77% 81% 71% 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% State Targets 49% 56% Spial Honors and Programs  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. Average Class Size: 23 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% Accreditation Status LEVEL 2 33.30% 54.20% 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 School Improvement Plan LEVEL 1 4.00% 3.60% 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% 3rd grade by level 1 & 2 % Reading Writing Total ELA Math Total Students 91% 66% 82% 97% 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 4th grade by level 1 & 2 % Reading Writing Total ELA Math Total Students 75% 54% 65% 72% 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% 5th grade by level 1 & 2 % Reading Writing Total ELA Math Total Students 75% 55% 70% 60% 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% State Targets 49% 56% Spial Honors and Programs  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 Average Class Size: 24 Parent Conference Attendance: 98%
  • 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 % Total Students 63% 58% 60% 39% 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 Average Class Size: 27 Parent Conference Attendance: 80%
  • 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% Accreditation Status LEVEL 3 15.60% 17.70% 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% School Improvement Plan LEVEL 4 8.10% 9.20% 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 % Total Students 63% 55% 57% 50% 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% Spial Honors and Programs  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 Average Class Size: 27 Parent Conference Attendance: 85% *Wm. Eric Graves assumes the position of Assistant Principal, fall 2006
  • Grad 9-12 Ypsilanti High School 2095 Packard St. (734) 714-1000 Principal: Wm. Eric Graves* Michael McIntosh, Assistant Principal Kimberly Ferrell, Assistant Principal Jacquilyn Dudley, Assistant Principal School Improvement/NCA Goals From Adrian College to Yale, Ypsilanti High School graduates boast an impressive list of college acceptance letters from around the country. The high school experience begins with Small Learning Communities All students will improve their writing skills across the curriculum and ends with accelerated classes to challenge and prepare graduates Establish Professional Learning Communities for teachers in the area of for a competitive global economy. With over writing. Study teams will be formed and teachers will read a variety of 20 clubs, an award-winning performing arts material focusing on areas of writing. This may include, but is not limited program, college dual enrollment options to: ideas and techniques on implementing writing in areas outside of and career courses offered through the the English classroom, writing for at-risk students and creative writing. Regional Career Technical Center, Ypsilanti High School prepares students for success. Review strategies for writing. This will include techniques on imple- menting writing across the curriculum. Accreditation Status Common vocabulary. The goal is to have a common vocabulary for writing used in all classrooms that will allow the students to make im- Education YES! Grade: C mediate connections. Did not make AYP Retention Rate: 96.01% Common Rubrics. This will allow teachers to work together in identify- ing what is expected in each classroom. School Improvement Plan All students will increase their ability to solve mathematical problems across the curriculum. The school improvement process included a partnership with the Washt- • Increase basic math skills enaw Intermediate School District and a stronger parent component. • Increase graph and chart interpretation skills Strategies included student feedback obtained through the senior exit • Increase test-taking skills surveys, student opinion surveys and Challenge Day data. At the begin- • Increase estimation and appropriate answer goals ning of the year the building principal presented the staff with MEAP data, followed by discussion. In addition, department chairs received All students will increase their reading comprehension skills across specific standardized test data through MI Access relating to their de- the curriculum. partment. The School Improvement Team, which has members that rep- resent all departments, programs as well as parents, continued with the Parents: Partners in Education current goals and objectives. The ongoing school improvement process will include a needs assessment through the development of the school profile. The goals and objectives will be revisited to determine whether Due to the challenging transition many students face at the entry level they meet the needs of student achievement and Adequate Yearly Prog- of high school, we made a concerted effort to involve our ninth grade ress. Data provided to the School Improvement Team assisted in ana- parents through an open house, workshops, parent days and informa- lyzing how the staff implements the curriculum in each core academic tional meetings. Parents have been invited to and participated in various area and in delivering instruction to meet the needs of all students. Data committees. They have been given a venue to voice their concerns and helps staff to select the objectives and strategies that systematically there are three parents serving on the School Improvement Team. moves the school toward the desired goals.
  • Spial Honors and Programs YPSI HIGH - MATH CLASS OF 2005 PERCENT CLASS OF 2006 PERCENT LEVEL 1 7 3.18% 18 7.73%  Award winning, band and choir programs LEVEL 2 91 41.36% 85 36.48%  Championship sports teams including Girl’s Track, LEVEL 3 35 15.91% 41 17.60% LEVEL 4 87 39.55% 89 38.20% Men’s Basketball, Girl’s Swimming, Men’s Baseball and the 2006 State Championship Men’s Track Team TOTAL NUMBER INCLUDED 220 233  Teacher honors: History teacher George McCreedy named YPSI HIGH - READING CLASS OF 2005 PERCENT CLASS OF 2006 PERCENT Outstanding Educator by EMU and Drama teacher LEVEL 1 7 3.41% 7 3.07% Michelle Peet named Teacher of the Year by the U-M LEVEL 2 127 61.95% 136 59.65% University Musical Society  College dual enrollment program LEVEL 3 40 19.51% 52 22.81%  Partnerships with U-M, EMU, Altarum and local LEVEL 4 31 15.12% 33 14.47% corporations TOTAL NUMBER INCLUDED 205 228  Health Occupations Partners in Education (HOPE) YPSI HIGH - WRITING CLASS OF 2005 PERCENT CLASS OF 2006 PERCENT  Two high school seniors received Congressional LEVEL 1 3 1.39% 5 2.17% recommendations to attend Annapolis Naval Academy LEVEL 2 102 47.22% 103 44.78% and the United States Air Force Academy  Over 20 Clubs and after school programs LEVEL 3 77 35.65% 92 40.00% LEVEL 4 34 15.74% 30 13.04% Average Class Size: 27 TOTAL NUMBER INCLUDED 216 230 Parent Conference Attendance: 73% YPSI HIGH - ENGLISH/LANGUAGE ARTS CLASS OF 2005 PERCENT CLASS OF 2006 PERCENT LEVEL 1 0 N/A 0 N/A LEVEL 2 0 N/A 0 N/A LEVEL 3 0 N/A 0 N/A LEVEL 4 0 N/A 0 N/A TOTAL NUMBER INCLUDED YPSI HIGH - SCIENCE - GRADE 8 CLASS OF 2005 PERCENT CLASS OF 2006 PERCENT LEVEL 1 0 0.00% 14 6.25% LEVEL 2 95 46.57% 85 37.95% LEVEL 3 38 18.63% 37 16.52% LEVEL 4 71 34.80% 88 39.29% TOTAL NUMBER INCLUDED 204 224 YPSI HIGH - SOCIAL STUDIES - GRADE 8 CLASS OF 2005 PERCENT CLASS OF 2006 PERCENT LEVEL 1 0 0.00% 3 1.34% LEVEL 2 37 18.97% 66 29.46% LEVEL 3 63 32.31% 60 26.79% LEVEL 4 95 48.72% 95 42.41% TOTAL NUMBER INCLUDED 195 224 *Dr. Layne Hunt is the 2006-07 Ypsilanti High School principal
  • New Directions* Regional Career Technical Center 2095 Packard Road (734) 714-1240 Principal: Gilda Myles An accredited vocational school, RCTC is a consortium of the Ypsilanti, Lincoln and Willow Run School districts that provides vocational courses for juniors and seniors. Classes are three hours long and students can receive in- This alternative school was es- struction in the following areas: tablished in 1999 as a means to reach and educate students • Allied Health • Auto Mechanics who would benefit from smaller • Child Care • Collision/Repair class sizes and individual atten- • Computer Systems Technology • Construction Technology tion. The program was initially designed for high school stu- • Graphic Arts • Hospitality and Food Services dents and in the fall of 2004 a middle school component was Program highlights: added. Over 700 students have attended the program since its inception and many partner-  Several students were state winners in the Skills USA competition ships were forged during that  The Child Care program received an Ypsilanti Area Chamber of time period. Commerce E3 Award (Exemplary Educational Endeavors Award)  Auto Collision students detailed Parents: Partners in Education cars and donated the proceeds to Parents Together, a nonprofit organization based in Ypsilanti, invested their time the local Salvation Army to benefit with New Directions students by hosting weekly sessions to address a myriad of hurricane relief topics from self-esteem to substance abuse.  Construction Technology students finished a home build that was School Improvement Plan sold within weeks of its completion The New Directions staff embraced and implemented the “Seven Correlates of Effec- tive Instruction” by Dr. Larry Lezotte that include: Strong instructional leadership, a clear and focused mission, a climate of high expec- tations for success for all students, a safe and orderly environment, the opportunity to learn and adequate time to learn the task, frequent monitoring of student prog- ress and positive home/school relations. Spial Honors and Programs New Directions developed partnerships with Corner Health, Young Marines, 4-H, EMU Youth Group and local businesses that were assets to the program. *This program was restructured for the fall of 2006 and no longer exists in the form as recorded in this report
  • Grad K-12 Forest Avenue School 1715 E. Forest Ave. (734) 482-9905 Principal: Brenda Clough Parents: Partners in Education Parent participation is always important to a child’s educa- tion and becomes even more critical with students enrolled at Forest Avenue. There is a high level of parent involvement at the school that includes IEPT meetings, parent/teacher conferences, team sessions and re-entry meetings. Spial Honors and Programs  Selected to participate in a National Homeland Security program in conjunction with Eastern Michigan University called Teen SERT (School Emergency Response Training)  Three middle school students participated in the Michigan Interscholastic Forensics Association statewide competition and scored at or above the 90th percentile in all three rounds  All students participated in the Reality Math program coordinated by EMU professor Dr. JoAnn Caniglia Average Class Size: up to 10 students Forest Avenue is a day treatment program for emotionally impaired students who live in Washtenaw County. The program is staffed and administered by Ypsilanti Pub- Parent Conference Attendance: lic Schools in cooperation with the Washtenaw Intermediate School District. Students are referred from each of the ten school districts within the county and are placed at Elementary-100%; Middle School-91.5%; High School-84% Forest Avenue because they have emotional and behavior problems that interfere with their learning. Students with other special education disabilities may also enroll at the school when their behavior warrants it. Small class sizes, therapeutic interven- tion and other services are in place to give students the individual support needed to succeed. Most students remain in the Forest Avenue program for at least a full school year. The goal is for all students to return to their home school district as soon as they are able to succeed in a less restrictive environment. Forest Avenue has five multi-grade level classrooms Accreditation Status Forest Avenue is a North Central Association accredited school
  • Ypsilanti Public Schools District Offices 1885 Packard Road Ypsilanti, MI 48197 Telephone: (734) 714-1218 Fax: (734) 714-1220 Web site: www.ypsd.org