|
2004 Annual Report The School District of the City of Wyandotte Established 1853
|
Welcome to Wyandotte Schools!
“Achieving Excellence”
Welcome to the School District of the City of Wyandotte; one of the finest school districts in the State of Michigan:
high caliber staff—knowledgeable, caring, dedicated;
a sound basic education;
technology rich curriculum; and
excellent student performance and reputation.
Patricia A. Cole, Ph.D., Superintendent
Annual Report Format
You may access this Annual Report Format either by scrolling through the document or by clicking on the provided hyperlink. The information found within this Annual Report is based on the 2003-04 school year. Specific sections are as follows:
03-04 Secondary School Profiles which includes information on each building’s mission, NCA Goals, building profile, MEAP results, AYP, and Ed. Yes!
03-04 Elementary School Profiles which includes information on each building’s mission, NCA Goals, building profile, MEAP results, AYP, and Ed. Yes!
03-04 Specialized Schools – Special Education Center Programs
Individual School/Grade Level/Enrollment
| School | Grade Level | Enrollment |
| Roosevelt High School | 9-12 | 1345 |
| Wilson Middle School | 7-8 | 721 |
| Garfield Elementary School | K-6 | 359 |
| Jefferson Elementary School | K-6 | 460 |
| McKinley Elementary School | K-6 | 313 |
| Monroe Elementary School | K-6 | 327 |
| Taft Elementary School | K-6 | 351 |
| Washington Elementary School | K-6 | 380 |
| Madison School | Special Education | 167 |
| Jo Brighton Skills Center | Special Education | 228 |
| The Lincoln Center | Special Education | 139 |
| Early Childhood Program | 3-4 year old | 330 |
The School District of the City of Wyandotte’s mission is to teach all students to be purposeful learners and productive, participating, and caring citizens who will establish and accomplish appropriate goals for both self and community.
|
Board of Education: Goals 2005 |
NCA Target Area Goals |
|
All students will: •Achieve academic excellence; •Have complete and appropriate resources; and •Experience new opportunities.
|
All Wyandotte Public School students will: •Improve writing skills •Increase math competency •Increase science skills •Increase social studies skills
|
Alignment
The District adopted the Michigan Curriculum Framework (MCF) as its curriculum. Each school provides learning experiences in all areas of language arts (reading, writing, speaking and listening), mathematics, social studies, and science. Kindergarten through sixth grade report cards include strands of the MCF. Each teacher must plan lessons and learning experiences with the MCF in mind. All lesson plans must coordinate with the Michigan Curriculum Framework and all updated revisions. All textbooks and curriculum materials are selected based on the MCF.
The Michigan Educational Assessment Program and Michigan Department of Education web sites are monitored daily. Revisions to the MCF, particularly the recently developed Grade Level Performance Expectations, are disseminated to teachers in a timely fashion. Revisions of curriculum support materials such as the United States and Michigan History Chronologies are likewise disseminated to teachers.
K-12 career education is integrated throughout the curriculum. Career inventory surveys are conducted in the eighth grade, and information is included in middle school and high school Career Pathways Educational Plans. Middle school students are given an aptitude test to help them learn their preferences, interests, and talents. This is done to help students make better decisions as they enter high school and plan their career paths.
The District participates in tech/prep programs that provide opportunities and resources to increase education and career options. All K-12 schools host Career Awareness Fairs. All schools are offered resources and assistance through the high school’s Career Counseling Center. Career internships and career “shadowing” are available to students at the high school.
Elementary schools initiate career awareness for students by recognizing and expanding on career information in literature, social studies, science, and mathematics content. Students begin to understand the wide variety of career opportunities available. In addition, classroom use of technology (e.g. computers, digital cameras) offers further career possibilities. Field trips are taken, and the careers of adults at the target destination are integrated with classroom instruction concerning careers.
School and District committees meet on a regular basis to evaluate and assess improved academic achievement through the North Central Association accreditation process.
Every school conducts a self assessment called the School Profile.
Goals are determined by school staff, using results of the School Profile assessment.
Outside NCA teams visit the schools and evaluate the School Profile and identified goals.
NCA school teams create strategies for the identified goals.
NCA school teams identify assessments for identified goals.
Outside NCA teams visit the schools and evaluate the strategies and assessments for the goals.
Outside NCA teams visit the schools to evaluate the assessment outcomes.
The School District NCA Steering Committee meets regularly to discuss and review progress towards individual schools and District goals.
Student achievement is measured and reported in a variety of ways throughout the District. Achievement is measured and reported through the Wayne County Benchmark Tests, State MEAP, curriculum-adopted unit/chapter tests, and teacher-designed tests. Developmental progress is monitored and recorded through the use of student portfolios. NCA goal strategies also require that baseline data be collected. Context bound and common metric assessments are administered.
Many opportunities are available for staff development. Twice yearly there are District professional development sessions. In addition, each building has adapted its time schedule to allow for a one day weekly “early release” or “late arrival” of students. This allows for an entire staff to meet as a group to plan and discuss curriculum and student issues. Grade level meetings across the District are scheduled throughout the year. In addition, staff members attend “In District” workshops and “Out of District” professional development which meet individual or District needs and requirements. The School District and the Wyandotte Education Association sponsor a New Teacher Club, which addresses the needs and issues of beginning teachers.
BASED ON GOALS: Individual school professional development needs are identified via the NCA process. Once goals have been identified and strategies have been determined, appropriate professional development is planned.
Examples of professional development include the following:
Everyday Mathematics Inservice
Math Wizards Inservice
Problem Solving Workshop
Four Blocks Literacy Workshop
Phonics Soup Phonemic Awareness
Constructed Response Workshop
First Steps Writing Continuum
Stack the Deck Writing Workshop
Orton Gillingham Phonics Inservice
Inquiry-Based Science Workshop
The Brain Workshop
Mastering Math Facts
There are curriculum coordination teams and curriculum leaders in place. Teachers of each elementary, middle, high school departments, and NCA teams meet regularly to discuss and improve curriculum and instruction. Teachers use MI-Climb, Kent ISD curriculum materials, Merit Network, and Michigan Department of Education projects (e.g., Scope) to aid in planning grade level lessons.
Process:
Use information from standardized test scores, teacher generated assessments, and District (NCA) accreditation process to determine appropriate goals to improve educational achievement for all students.
Mathematics and reading in K-8 and core curriculum 9-12 continue as District priorities.
2002-2003:
Review new ELA MEAP tests in 4th and 7th grades. Analyze skills assessed.
2003-2004:
ELA identification and documentation of benchmarks and expectations by grade level, K– 8.
Grade level teams will use research-based data and District materials.
2004-2005
K – 12 core curriculum emphasis: ELA, science, and social studies will be studied, refined, and revised as needed.
Teams will monitor academic achievement to facilitate achievement for all students.
2005-2006
Continue refinement of previously identified goals.
Use research-based changes and strategies.
In addition to focusing on curriculum content alignment, every school has plans in place to meet the needs of “at risk” students who do not learn in the traditional way and/or are behind in their progress.
Further, each school addresses the issue of student responsibility and/or character development via programs such as peer mediation and/or character education.
All teachers have District-provided laptop computers. Many classrooms have desktop and laptop computers for student use. All schools have computer laboratories available for large group use. Several schools have wireless laptop labs; each elementary school has at least one or more Alpha Smart word processor lab. The middle and high schools offer a full range of required computer courses. Every school has a media technician or certified librarian/media specialist. An upgrade and expansion of all technologies and infrastructure is in progress through bond funding.
The middle school utilizes a wireless media cart that can be shared in classrooms and provides access to group computer instruction with connection to the Internet. Students and teachers use technology-enhanced presentations made possible with a wide variety of technology including portable video projectors and mimeo boards.
Home-school communication is enhanced with school and classroom web pages.
The District Technology Team adheres to a system-wide technology plan and meets regularly. Currently, the District is updating existing network hubs with fiber optic networking, high-speed networking, and a consolidated server farm. Technology professional development is available to all staff. Many teachers have received after school computer training via RESA training classes.
Instructional technologies are integrated into daily use and include overhead projectors, video projectors, digital cameras, calculators, televisions, and Soundfield Amplification Systems provided by the District.
Wyandotte Public Schools utilizes the funding resources of the following grants: Title I – Improving Basic Programming; Title IIA – Teacher/Principal Training and Recruiting; Title IID – Enhancing Education Through Technology; Title III – English as a Second Language; Title V – Innovative Programs; Section 31a – At-Risk; Michigan School Readiness Program – preschool programming; IDEA – Special Education; and Safe & Drug Free Schools.
Title I, IIa, IIb, V, and Section 31a funds are used to assist students who are not achieving at their academic level. Title III funds are focused on students experiencing English language comprehension problems. IDEA supports students who are eligible for Special Education services and our preschool programs are funded through the MSRP grant.
The Safe & Drug Free Schools grant’s main goals are to assist students in developing positive anti-smoking and anti-drug attitudes.
Accreditation
Wyandotte Public Schools is accredited by the North Central Association of Colleges and Schools (NCA). Only one quarter of Michigan school districts have earned K-12 NCA accreditation status. Member schools strive for continuous improvement through rigorous standards by:
Defining appropriate educational goals and providing educational programs to achieve them.
Maintaining a qualified faculty and an effective school organization.
Assessing outcomes of school experience and controlling the quality of educational programs.
Responding to parental concerns and community needs.
Providing for continuity of programs and future planning.
Describing with accuracy content, services, and programs.
Documenting continual educational growth.
Each school has individual goals and strategies to accomplish these objectives. For example, teachers use cooperative learning groups and other strategies to actively engage 100% of the students in learning. All teachers are aware of their responsibility in planning and assessing students based on the aforementioned goals.
No Child Left Behind Act (NCLB) – Highly Qualified Staff
NCLB requires all teachers to be highly qualified, if they are teaching a core curricular subject, by June of 2006. Additionally, all teachers must meet each State’s endorsement criteria as well.
Parents are to be informed, in writing, if their child’s teacher isn’t highly qualified. Last school year, Dr. Patricia Cole, Superintendent, notified parents that all Wyandotte Public Schools teachers, teaching core curricular subjects, met all required mandates under NCLB and are all considered highly qualified.
The 2004-05 school year, once again, finds all Wyandotte Public Schools teachers highly qualified. NCLB also asks for the percentage of teachers working under an emergency permit (0%) and those teachers newer to the profession who are currently working under a Provisional Certificate (23%).
As outlined in “No Child Left Behind,” all instructional aides have high school diplomas, equivalent certification, or are working towards the completion of the January 2006 NCLB requirements. Instructional aides are given opportunities to attend District in-service and are expected to acquire teaching strategies used in classrooms throughout the District. Up Page
Building Decision-Making Opportunities
School staff meetings are used to discuss decisions affecting all students, parents, and staff members. Staff members are given the opportunity to decide if their days are to be restructured to facilitate regular professional development and dialogue. The Middle School has a designated Decision Making Team, which addresses the needs of the school and staff member requests.
Key Communicator groups have been identified: Administrative Team, District Communications Team, Parent Leadership Council, & District Crisis Team. The District Parent Leadership Council meets regularly to share individual parent/teacher organization plans and ideas for improvement. The District Crisis Team meets on a regular basis to plan for any emergencies that may arise.
Wyandotte receives Federal money to reduce class sizes in 2 buildings: Jefferson and Washington. The funding provides for additional teachers. Test results are available at both schools.
All buildings have “Back to School Night” during the 1st week(s) of school. In addition, elementary schools have formal fall and spring parent conferences; 92% of the parents participated in conferences. Teachers throughout the year hold individual conferences with parents as needed.
Wilson and Roosevelt hold parent conferences each semester. Teachers throughout the year hold conferences with parents as needed. 56% of the secondary level parents attended conferences during the 2003-2004 school year.
Calculations for retention, graduation and drop-out rates are determined by a formula based on pupil headcount and compiled by the State which includes information on students who transfer to another district or program, are demoted in grade level, or whose whereabouts are unknown. Districts are required to meet or exceed the State’s graduation rate target of 80% as part of the AYP process.
| Year | Graduation Rate | Drop-out Rate | ||
| RHS | State | RHS | State | |
| 02-03 | 85.9 | 82.2 | 3.8 | 5.0 |
| 01-02 | 87.2 | 86.1 | 3.4 | 3.7 |
| 00-01 | 88.4 | 80.9 | 3.4 | 5.5 |
Students in grades 9-12 living in Wyandotte enroll at Roosevelt High School; and in grades 7-8 enroll at Wilson Middle School.
Grades K-6 students residing in the City of Wyandotte are assigned elementary buildings in one of two ways: Area Residency - geographic boundaries have been established around each elementary building taking into consideration city boundaries, major thoroughfares, railroads and natural boundaries (creeks, rivers). Limited Open Enrollment - parents may apply for their children to attend any District elementary school. Approval for Limited Open Enrollment and Nonresident Open Enrollment attendance depends on space availability in the selected school.
The Jo Brighton Work Skills Center, The Lincoln Center, and Madison School are programs that service the needs of special education students for all Downriver school districts and Dearborn.
Student Achievement and Authentic Assessment
Student achievement is measured and reported in a variety of ways throughout the District. Achievement is measured and reported through Wayne County Benchmark Tests, State MEAP, curriculum-adopted unit/chapter tests, teacher-designed tests, and authentic assessment methods. Developmental progress is monitored and recorded through the use of student portfolios. School-wide instructional strategies assist in the monitoring and assessment of student progress.
These include oral reading, sustained silent reading, journal writing, hands-on math/science activities, reports, and oral language activities. Cooperative learning opportunities are provided to promote interdependence among students. Teacher observations, parent conferences and report cards are also important components of the assessment program.
Teachers use many methods of authentic assessment to evaluate student progress. The following represents a sampling of these:
Power Point Presentation of research, projects, etc.
Student Learning Journal
School Projects (e.g., student operated store or garden)
Community Projects (e.g., garden projects, sale of flowers)
Class Oral Presentation
Portfolio of student work across the curriculum
Title One Services: Identifying Students for Services
Grades: Identification Method(s)
K, 1, 2: Teacher Recommendation: use of report cards, teacher assessments, and student work
3, 4: MEAP results, formal assessments such as RESA Benchmark Tests, Houghton Mifflin Theme Tests, Everyday Learning assessments, etc.
5, 6: MEAP Results Up Page
Michigan Educational Assessment Program (MEAP) is a Statewide assessment program used in Michigan to test and report student achievement in the core academic subjects at specific grade levels. MEAP information for each school is viewable in this report at each individual school’s synopsis.
Student achievement as measured by the MEAP is disaggregated at each proficiency level by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged. In order for this information to be statistically sound, there must be a subgroup of at least thirty (30) students at each school. In the past, Wyandotte has disaggregated data based on gender, disability, and economically disadvantaged. Results of this data are available through the building’s Principal or online at http://ayp.mde.state.mi.us/ayp.
As a result of the Federal No Child Left Behind Act (NCLB), schools must have a 95% or better, participation rate in the MEAP testing in order for the MEAP results to be considered in deciding if the School/District is progressing toward State and Federal assessment objectives. All of Wyandotte’s schools met the required 95% or better participation rate.
Adequate Yearly Progress (AYP) holds schools and districts responsible for student achievement in English Language Arts and Mathematics. AYP is based on MEAP test results, participation rates in MEAP testing, and attendance or graduation rates. All AYP results for each school are viewable in this report at each individual school’s synopsis.
Another factor measured for AYP is each individual school’s average daily attendance rate. Each school must meet or exceed the State’s average daily attendance target rate of 85%. All our schools exceed the State’s target rate.
Libraries or collections
All Wyandotte’s schools utilize the professional library collection and journal routing from Roosevelt High School’s Learning Media Center.
Bacon Memorial District Library and libraries of TLN (The Library Network) serve all schools. The consortium of TLNs’ database is available as a link on the library web page at each school. Bacon arranges for delivery to their library and distributes material to the school requesting it; there is twice-daily delivery among all schools and the library, as well as the Administrative Building.
MLC: (Michigan Library Consortium) in Lansing: Wyandotte has been a member of MLC and uses its training for media staff; Wyandotte Schools use the discounts they negotiate on media support materials for all schools (security systems, cataloging, databases, training and mentoring, professional workshops, etc.)
U of M Dearborn Mardigian Library: The U of M libraries are utilized by staff for educational research and by advanced students in courses at the high school who are encouraged to use these excellent resources.
Wayne State University Adamany Undergrad and Purdy-Kresge Grad Libraries: The WSU libraries are utilized by staff for educational research and by advanced students in courses at the high school who are encouraged to use these excellent resources.
Holocaust Memorial Center, West Bloomfield, Research Room: The Research Room is utilized by most teachers of World and American History, as well as Advanced Placement courses in history. The packets, handouts, and center-provided bibliographies are jumping off points to relate history to current events and to make history real and alive to students. Many of the books used for study have been purchased at the suggestion of History teachers after a visit there or from the bibliography the Center provides to visiting teachers.
Wayne County RESA Professional Library Media Center and Media Collection: Weekly delivery to central distribution point (high school library media center) of journals, videotapes and support documents for staff information, as well as professional development opportunities. Statewide RESA/ISD bid list saves our District nearly $50,000 per year. RESA staff provides professional development. Free professional development by expert staff at RESA have included: Conflict management, video streaming, MIClimb and Benchmark training, Curriculum Mapping, mathematics workshops, and ELA workshops. All are half or full day professional development trainings.
Education Associations Up Page
AAUW American Association of University Women: girls’ study— “sister-to-sister” program; mentoring; workshops for fostering leadership and education for girls; local scholarship opportunities and outreach programs for teens and pre-teens.
MAME Michigan Association of Media in Education: benefits for all library media centers include surveys of staff and students across the State; funding opportunities for technology; grants; professional development for technology and library staff; conferences and workshops; and discounts on books and technology. The journal “Media Spectrum” is shared among professional and paraprofessional staff.
MACUL Michigan Association of Computer Users in Learning: Many teachers belong to this organization. It benefits students by providing grants, training, and low-cost workshops for teachers; information on trends of technology in education; and a yearly three (3) day conference with hundreds of break-out sessions.
AASL American Association of School Libraries: (See MAME.) Conferences and journals are directly aimed at research; plus practical information to provide school library media specialists with tools to plan for future needs of staff and students.
ALA American Library Association: (See MAME and AASL.)
ASCD Association for Supervision and Curriculum Development: materials and staff professional development.
BASF Wyandotte: career feeder program and supplier of science videos, science class materials, and tours.
McKinley School Neighborhood Group.
Garfield School Neighborhood Group.
Garfield School partners with Karmanos Cancer Institute through the H.O.T.S. program.
Taft Teachers and Parents.
Wayne County Community College and the University of Michigan Dearborn are very close to Wyandotte. Community members take advantage of these facilities. Also, students from the high school have been enrolled in the Ignite Program at U of M Dearborn.
Wyandotte Public Schools no longer operates an adult education program, but a large one is available in Southgate, which is adjacent to Wyandotte. Many citizens take advantage of this facility.
The school and District staff, parents, and community collaborate and engage in programs and activities focused toward improving the academic performance of all students and accelerating the improvement of low achieving groups.
Roosevelt High School National Honor Society students tutor elementary students having academic difficulties in the core subjects. The District also invites pre-student teachers, as well as student teachers, to volunteer in the schools. Through Wyandotte City Government, Wyandotte Youth Assistance provides tutors and mentors to students. The local police department teaches D.A.R.E. to sixth grade students in all elementary buildings.
Various business establishments in the community provide monetary and promotional assistance. Glenwood United Methodist Church provides tutors in all subject areas. Bacon Memorial District Library provides a summer reading program, which is promoted through visits to the schools. There is a YMCA Latchkey program, and the Boy and Girl Scouts of America are active in many schools. The middle and high schools have a Builders Club and Key Club sponsored by the local Rotarians. Kids Hope, USA facilitates Wyandotte Christian Church members who mentor Taft Elementary School students.
All schools have active parent volunteer groups. Members of these groups participate in the life of the schools. They participate in family curriculum activities and assist with book fairs, dinners, ice cream socials, auctions, sports activities, field trips, and provide support in school and in after school activities.
Parent Coordinators are active in the elementary schools. Up Page
All schools communicate effectively with their public. Through parent/teacher conferences, progress reports, phone calls, “Good News” postcards, and report cards, parents are kept current as to the progress of their individual student. Additionally, all schools provide monthly newsletters/calendars informing parents of upcoming school activities and current news in classrooms. Major school events and happenings are routinely presented in the local paper, advertised on local cable TV, or posted on school building marquees.
The “Math Wizard” program implemented by all elementary schools encourages parent involvement. As a child progresses in the memorization of math facts, encouragement and rewards are earned. Schools sponsor “Math, Reading, & Science Nights,” where parents and/or students are taught math games, language arts strategies, and science enrichment to use at home.
03-04 SECONDARY SCHOOL INFORMATION
Established 1923
Mary McFarlane, Principal
Assistant Principals: Mason Grahl, Patrick Hickey
and Thomas DeSana
Mission Statement
The RHS staff assists all students as they develop their individual potential.
We believe all students can learn, and we share the responsibility of teaching
them today’s skills and the skills for a lifetime of learning. We encourage our
students to become caring, well-rounded, productive citizens.
NCA Target Area Goals
All students will be responsible for:
•Meeting school-related obligations;
•Demonstrating competence in the general skills and strategies of the writing process; and
•Increased critical thinking skills across the curriculum.
RHS Profile
| Grades | 9-12 | Student Count | 1345 |
| Classroom Teachers | 56 | Counselors | 3 |
| Ancillary Teachers | 10 | Support Staff | 24 |
| Honor Roll | 48% | Merit Scholarships | 43.4% |
| Daily Average Attendance | 93.3% | Parent Conferences | Fall - 647; Spring - 548 |
ACT Test
Year RHS State National 03-04 20.7 21.4 20.0 02-03 20.6 21.3 20.8 01-02 20.7 21.3 20.8
Roosevelt's MEAP Results
| Roosevelt | State | |||||
| Subject | 2002 | 2003 | 2004 | 2002 | 2003 | 2004 |
| Science | 68.3 | 65 | 64.2 | Data Not Available | ||
| Math | 67.6 | 60 | 57.3 | Data Not Available | ||
| Social Studies | 13.3 | 12 | 24.0 | Data Not Available | ||
| Writing | 68.5 | 54 | 53 | Data Not Available | ||
| Reading | 70 | 63 | 73 | Data Not Available | ||
| English/Lang. Arts | NA | 59 | 63 | Data Not Available | ||
| Met Adequate Yearly Progress (AYP)? | NA | NO | NO | |||
| Education YES! Report Card Grade | NA | B | B | |||
Established 1956
Thomas Kell, Principal
Carol Makuch, Assistant Principal
Mission Statement
Provide a positive educational environment in which students have the opportunity
to become productive, responsible, and caring members of society to be accomplished
through the combined efforts of the community, school, parents, and students.
NCA Target Area Goals
Wilson students will increase knowledge and skills in reading, math, and writing.
WMS Profile
| Grades | 7-8 | Student Count | 721 |
| Classroom Teachers | 36 | Counselors | 1.5 |
| Ancillary Teachers | 5 | Support Staff | 8 |
| Honor Roll | 65% | Perfect Citizenship | 77% |
| Principal's List | 8% | Daily Avg. Attendance | 92.39% |
| Parent Conferences | Fall - 71%; Spring - 63% |
Wilson's MEAP Results
| Wilson | State | |||||
| Subject | 2002 | 2003 | 2004 | 2002 | 2003 | 2004 |
| Science | 75.4 | 64 | 70 | 66.6 | 65 | 66 |
| Math | 55 | 52 | 68 | 53.8 | 52 | 63 |
| Social Studies | 27 | 22 | 24 | 32 | 22 | 29 |
| Writing | 59 | 47 | 32 | 66.2 | 57 | 47 |
| Reading | 56.2 | 62 | 56 | 50.9 | 61 | 61 |
| English/Lang. Arts | NA | 54 | 48 | NA | 58 | 57 |
| Met Adequate Yearly Progress (AYP)? | NA | NO | YES | |||
| Education YES! Report Card Grade | NA | B | B | |||
03-04 ELEMENTARY SCHOOL INFORMATION
Established 1932
Mary Wharton Thorson, Principal
Mission Statement
The mission of Garfield School is to engage all children in higher order thinking
and communication skills for the purpose of increased student achievement and
social responsibility. Our students will relate these skills to a real world context.
NCA Target Area Goals
All Garfield Elementary School students will improve:
Their application, representation, and uses of numbers;
Construction and interpretation of graphs across the curriculum; and
Effective writing skills across the curriculum.
Garfield’s Profile
| Grades | K-6 | Student Count | 362 |
| Classroom Teachers | 13 | Ancillary Teachers | 7 |
| Support Staff | 18 | Honor Roll | 52.2% |
| Daily Avg. Attendance | 93.79% | Parent Conferences | Fall - 95.7%; Spring - 84% |
Garfield's MEAP Results
| Garfield | State | |||||
| Subject | 2002 | 2003 | 2004 | 2002 | 2003 | 2004 |
| Science | 93.4 | 85 | 80 | 73.2 | 77 | 78 |
| Math | 100 | 65 | 79 | 64.5 | 65 | 73 |
| Social Studies | 11.1 | 30 | 24 | 22.4 | 28 | 31 |
| Writing | 33.3 | 37 | 33 | 55.7 | 47 | 48 |
| Reading | 88.6 | 80 | 86 | 56.8 | 75 | 80 |
| English/Lang. Arts | NA | 63 | 69 | NA | 60 | 64 |
| Met Adequate Yearly Progress (AYP)? | NA | YES | YES | |||
| Education YES! Report Card Grade | NA | B | A | |||
Established 1950
Suzanne Figurski, Principal
Mission Statement
The mission of Jefferson Elementary School is to provide, in partnership with
parents and community, a learning environment that empowers students to become
lifelong learners, reaching their potential in an atmosphere of mutual respect.
NCA Target Area Goals
All Jefferson students will:
Increase writing for proficiency and enjoyment;
Improve reading comprehension across the curriculum; and
Improve problem-solving skills in a variety of contexts
Jefferson’s Profile
| Grades | K-6 | Student Count | 463 |
| Classroom Teachers | 15 | Ancillary Teachers | 6 |
| Support Staff | 13 | Honor Roll | 72% |
| Daily Avg. Attendance | 95.41% | Parent Conferences | Fall - 93%; Spring - 84% |
Jefferson's MEAP Results
| Jefferson | State | |||||
| Subject | 2002 | 2003 | 2004 | 2002 | 2003 | 2004 |
| Science | 78.3 | 79 | 92 | 73.2 | 77 | 78 |
| Math | 71.5 | 58 | 75 | 64.5 | 65 | 73 |
| Social Studies | 17.1 | 17 | 26 | 22.4 | 28 | 31 |
| Writing | 49.4 | 32 | 39 | 55.7 | 47 | 48 |
| Reading | 71.4 | 74 | 86 | 56.8 | 75 | 80 |
| English/Lang. Arts | NA | 44 | 73 | NA | 60 | 64 |
| Met Adequate Yearly Progress (AYP)? | NA | YES | YES | |||
| Education YES! Report Card Grade | NA | B | B | |||
Established 1939
Dolores Okray, Principal
Mission Statement
In partnership with parents and community:
Provide an educational experience which will encourage individuals, according to their specific intelligence, to become lifelong learners and productive members of society.
Develop a school climate which will enhance each child's social/emotional growth and positive self-concept.
NCA Target Area Goals
All students at McKinley School will:
Increase writing for proficiency and enjoyment;
Improve comprehension across the curriculum; and
Increase the use of technology.
McKinley’s Profile
| Grades | K-6 | Student Count | 313 |
| Classroom Teachers | 12 | Ancillary Teachers | 6 |
| Support Staff | 10 | Daily Avg. Attendance | 95.41% |
| Parent Conferences | 97.8% |
McKinley's MEAP Results
| McKinley | State | |||||
| Subject | 2002 | 2003 | 2004 | 2002 | 2003 | 2004 |
| Science | 91.7 | 89 | 83 | 73.2 | 77 | 78 |
| Math | 86.1 | 81 | 81 | 64.5 | 65 | 73 |
| Social Studies | 24.3 | 47 | 28 | 22.4 | 28 | 31 |
| Writing | 69.4 | 31 | 2 | 55.7 | 47 | 48 |
| Reading | 65.1 | 72 | 91 | 56.8 | 75 | 80 |
| English/Lang. Arts | NA | 61 | 49 | NA | 60 | 64 |
| Met Adequate Yearly Progress (AYP)? | NA | YES | YES | |||
| Education YES! Report Card Grade | NA | A | B | |||
Established 1956
William Strait, Principal
Mission Statement
Meet the needs of all its students by providing education in critical
thinking skills and to create lifelong learners who are productive,
participating, and caring members of their community.
NCA Target Area Goals
All Monroe students will improve in social studies, mathematic skills, and writing skills in a variety of contexts.
Monroe’s Profile:
| Grades | K-6 | Student Count | 329 |
| Classroom Teachers | 12 | Ancillary Teachers | 6 |
| Support Staff | 13 | Honor Roll | 63.3% |
| Daily Avg. Attendance | 94.42% | Parent Conferences | Fall - 98.8%;Spring -99.4% |
Monroe's MEAP Results
| Monroe | State | |||||
| Subject | 2002 | 2003 | 2004 | 2002 | 2003 | 2004 |
| Science | 81.3 | 90 | 88 | 73.2 | 77 | 78 |
| Math | 73.2 | 69 | 72 | 64.5 | 65 | 73 |
| Social Studies | 38.1 | 22 | 29 | 22.4 | 28 | 31 |
| Writing | 78.6 | 67 | 54 | 55.7 | 47 | 48 |
| Reading | 78.4 | 86 | 79 | 56.8 | 75 | 80 |
| English/Lang. Arts | NA | 74 | 72 | NA | 60 | 64 |
| Met Adequate Yearly Progress (AYP)? | NA | YES | YES | |||
| Education YES! Report Card Grade | NA | A | B | |||
Established 1956
Christine Mathews, Principal
Mission Statement
A community and environment where students, parents, and staff are valued.
The Taft Community provides guidance, support, and opportunities for all members
to reach their academic potential and to become contributing members of our American society.
NCA Target Area Goals
All Taft Elementary students will improve in reading comprehension, mathematical computation and organizational and study skills.
Taft’s Profile
| Grades | K-6 | Student Count | 351 |
| Classroom Teachers | 13 | Ancillary Teachers | 6 |
| Support Staff | 12 | Honor Roll | 63% |
| Daily Avg. Attendance | 93.97% | Parent Conferences | Fall-97%; Spring-90% |
Taft's MEAP Results
| Taft | State | |||||
| Subject | 2002 | 2003 | 2004 | 2002 | 2003 | 2004 |
| Science | 64.9 | 82 | 86 | 73.2 | 77 | 78 |
| Math | 61.4 | 59 | 96 | 64.5 | 65 | 73 |
| Social Studies | 8 | 8.9 | 18 | 22.4 | 28 | 31 |
| Writing | 16.7 | 43 | 40 | 55.7 | 47 | 48 |
| Reading | 56.8 | 59 | 98 | 56.8 | 75 | 80 |
| English/Lang. Arts | NA | 45 | 75 | NA | 60 | 64 |
| Met Adequate Yearly Progress (AYP)? | NA | YES | YES | |||
| Education YES! Report Card Grade | NA | C | A | |||
Established 1930
Janice Garrison, Principal
Mission Statement
Educate all students to the highest level of their academic abilities while preparing them to become lifelong learners.
NCA Target Area Goals
All students will improve in reading, math, and communication skills in all subject areas.
Washington’s Profile
| Grades | K-6 | Student Count | 380 |
| Classroom Teachers | 14 | Ancillary Teachers | 5 |
| Support Staff | 13 | Honor Roll | 41.2% |
| Daily Avg. Attendance | 94.61% | Parent Conferences | Fall-90.5%; Spring-75% |
Washington's MEAP Results
| Washington | State | |||||
| Subject | 2002 | 2003 | 2004 | 2002 | 2003 | 2004 |
| Science | 89.2 | 82 | 82 | 73.2 | 77 | 78 |
| Math | 89.2 | 75 | 82 | 64.5 | 65 | 73 |
| Social Studies | 24.6 | 27 | 40 | 22.4 | 28 | 31 |
| Writing | 77.4 | 41 | 22 | 55.7 | 47 | 48 |
| Reading | 78.3 | 83 | 90 | 56.8 | 75 | 80 |
| English/Lang. Arts | NA | 69 | 45 | NA | 60 | 64 |
| Met Adequate Yearly Progress (AYP)? | NA | YES | YES | |||
| Education YES! Report Card Grade | NA | A | B | |||
Specialized Schools - Special Education Center Programs
Jo Brighton Skills Center, The Lincoln Center and Madison School, are regional programs which service Downriver’s special education students. The focus is to help each student achieve their IEPT educational goals and accomplish individualized life outcome goals. This is accomplished through:
School Improvement: Directs all school improvement activities through a management committee consisting of parents, teachers and school administrators.
Curriculum: There are two main curriculum goals: development of life outcome goals and preparing students for an occupation requiring entry-level vocational skills.
Student Achievement: Measured by the criteria established through each student’s annual Individualized Educational Planning Team (IEPT); this develops individualized goals and instructional objectives for each student.
Community Based Instruction (CBI): Introduces students to activities in adult post-school life.
Vocational Training: Jo Brighton Skills Center has developed an extensive Vocational Training program for students and provides numerous opportunities for students to secure a paid work experience prior to exiting the program.
School Assignment: Students are assigned to attend one of these schools by referral from their home district. Seventeen (17) Downriver school districts send students to these schools.
Pupil Retention: If a student’s functional skill level no longer requires support by one of the Specialized Schools, the student will return to their home district for educational services.
Parent Conferences: The annual IEPT serves as the formal parent conference for students. Additionally, each school holds a “Back to School Night” and various evening parent meetings.
MI ACCESS: This is the alternative State assessment system for students with disabilities that each program uses to align their curriculum and goals. Scores are only reported for age levels where there are more than ten (10) students.
Established 1967
Cheri Kodrich, Program Administrator
Mission
Guide each child through positive experiences so they may achieve maximum independence.
We believe that the family is the first and best teacher of the children that attend Madison School.
It is our goal to work closely with the family so that all children will meet with optimum success in all environments.
Target Goals
All Madison School children will improve in communicating wants
and needs as well as making choices; demonstrating initiative and
task completion; and self-management skills.
Madison’s Profile
| Classrooms: Autistic, Moderate Cognitive Impaired, Severely Multiply Impaired, Dual Diagnosed, and Homebound | |||
| Student Ages | 3-10 | Student Count | 170 |
| Classroom Teachers | 20 | Ancillary Teachers | 11 |
| Paraprofessionals | 30 | Parent Conferences | 90% |
Madison's MI ACCESS
Eleven (11) students were eligible for MI ACCESS Participation Grade 4 Assessment. Three (3) Performance Expectations (PE) were assessed with the following results listing the percent that attained or surpassed the standard:
PE1: 100% PE2: 90.9% PE4: 90.0%
Met Adequate Yearly Progress (AYP)? Doesn’t participate in AYP
Education YES! Report Card Grade: Doesn’t participate in Ed. YES!
Established 1973
Doug Kellerman, Program Administrator
Mission
Provide opportunities for students to attain preferred life outcomes.
Target Goals
Jo Brighton Skills Center students will develop:
Vocational skills in community settings;
Vocational skills using assistive technology;
A healthy life style; and
Independent living skills in a community setting.
Jo Brighton’s Profile
| Student Ages | 15-26 | Student Count | 285 |
| Classroom Teachers | 21 | Ancillary Teachers | 8 |
| Paraprofessionals | 34 | Parent Conferences | 88% |
Jo Brighton's MI ACCESS
Eleven (11) students were eligible for MI ACCESS Supported Independence IIB Assessment. Three (3) Performance Expectations (PE) were assessed with the following results listing the percent that attained or surpassed the standard:
PE5: 90.9% PE7: 100% PE8: 81.8%
Met Adequate Yearly Progress (AYP)? Doesn’t participate in AYP
Education YES! Report Card Grade: Doesn’t participate in Ed. YES!
Established 2000
Gail Mellas, Program Administrator
Mission
To provide a safe, caring, and supportive educational environment where students
can achieve their maximum potential. We respect and value the dignity of each
individual in his or her pursuit of learning.
Target Goals
All students will participate in:
A curriculum aligned with the Performance Expectations defined in the State AUEN Framework;
A Community-Based Instruction Program that introduces the student to activities in adult post-school life; and
A transition process that prepares the students and families for post-school life.
TLC’s Profile
| Classrooms: Autistic, Moderate Cognitive Impaired, Severely Multiply Impaired, Dual Diagnosed | |||
| Student Ages | 9-26 | Student Count | 143 |
| Classroom Teachers | 18 | Ancillary Teachers | 12 |
| Paraprofessionals | 46 | Parent Conferences | 90% |
TLC's MI ACCESS
Ten (10) students were eligible for MI ACCESS Supported Independence Assessment. Three (3) Performance Expectations (PE) were assessed with the following results listing the percent that attained or surpassed the standard:
PE1: 88% PE3: 88% PE6: 90%
Met Adequate Yearly Progress (AYP)? Doesn’t participate in AYP
Education YES! Report Card Grade: Doesn’t participate in Ed. YES!