2005 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:

                                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 2004-05 school year.  Specific sections are as follows:

 

Individual School/Grade Level/Enrollment         

School   Grade Level   Enrollment
Roosevelt High School    9-12 1416
Wilson Middle School   7-8  707
Garfield Elementary School    K-6   367
Jefferson Elementary School  K-6 414
McKinley Elementary School K-6 328
Monroe Elementary School K-6 324
Taft Elementary School K-6 340
Washington Elementary School K-6 382
Madison School Special Education 145
Jo Brighton Skills Center Special Education 309
The Lincoln Center  Special Education 158
Early Childhood Program 3-4 year old 225

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-MISSION-

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.

 

–GOALS–

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

                •Improve reading comprehension

                •Increase science skills

 

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–CURRICULUM–

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 (MEAP) 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.

Career Education

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, assemblies are offered, and the careers of adults at the target destination are integrated with classroom instruction concerning careers.

Evaluation

School and District committees meet on a regular basis to evaluate and assess improved academic achievement through the North Central Association accreditation process.

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.

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Professional Development

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:

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Review/Revision Process

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:               

2002-2003:          

2003-2004:          

2004-2005           

2005-2006           

2006-2007           

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.

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Technology

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. Recently, the District updated 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.

Grants

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 V – Innovative Programs; Section 31a – At-Risk; Michigan School Readiness Program (MSRP) – preschool programming; IDEA – Special Education; and Safe & Drug Free Schools.

Title I, IIA, IID, V, and Section 31a funds are used to assist students who are not achieving at their academic level. 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.

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–SCHOOLS–

Accreditation

Wyandotte Public Schools is accredited by the North Central Association of Colleges and Schools (NCA). Only one third (1/3) of Michigan school districts have earned K-12 NCA accreditation status.  Member schools strive for continuous improvement through rigorous standards by:

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 (NCLBA) – Highly Qualified Staff

NCLBA 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 NCLBA and are all considered highly qualified.

The 2004-05 school year, once again, finds all Wyandotte Public Schools teachers highly qualified.  NCLBA also asks for the percentage of teachers working under an emergency permit (.003%) and those teachers newer to the profession who are currently working under a Provisional Certificate (20%).

As outlined in the “No Child Left Behind Act,” (NCLBA) all instructional aides have high school diplomas, equivalent certification, or are working towards the completion of the June 2006 NCLBA requirements. Instructional aides are given opportunities to attend District in-service and are expected to acquire teaching strategies used in classrooms throughout the District.                                                  
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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.

Parent Conferences

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; 90.87% 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 2004-2005 school year. 

Pupil Retention

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.

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 Year  Graduation Rate Drop-out Rate
     RHS  State    RHS   State
04-05 81.36 N/A *5.19 N/A
03-04 86.86 N/A 3.50 N/A
02-03 85.9 82.2 3.8 5.0
01-02 87.2 86.1 3.4 3.7

*different way of calculating

School Assignment

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 (LOE) and Nonresident Open Enrollment (CHOICE) attendance depends on space availability in the selected school.

Specialized Schools

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:

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

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Assessment Data

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 (NCLBA), 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.

–COMMUNITY RESOURCES– 

Libraries or collections

Education Associations                                                                                                                                                                                                  Up Page

-VOLUNTEERS-

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.

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.

 

04-05 SECONDARY SCHOOL INFORMATION

ROOSEVELT HIGH SCHOOL

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.

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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        

        •Increasing their critical thinking skills across the curriculum.

 

RHS Profile

Grades 9-12 Student Count 1416
Classroom Teachers 68 Counselors 3
Ancillary Teachers 10 Support Staff 29
Honor Roll 48% Merit Scholarships 37%
Daily Average Attendance 93.3% Parent Conferences Fall - 646; Spring - 482

 

ACT Test

Year RHS State National
04-05 21.2 21.4 N/A
03-04 20.7 21.4 20.0
02-03 20.6 21.3 20.8

                                                       

Roosevelt's MEAP Results

  Roosevelt State
Subject 2003 2004 2005 2003 2004 2005
Science 65 64.2 55.1 Data Not Available
Math 60 57.3 56.6 Data Not Available
Social Studies 12 24.0 24.2 Data Not Available
Writing 54 53 44.9 Data Not Available
Reading 63 73 71.7 Data Not Available
English/Lang. Arts 59 63 N/A Data Not Available
Met Adequate Yearly Progress (AYP)? NO NO NO  
Education YES! Report Card Grade B B B  

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WILSON MIDDLE SCHOOL

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, writing, and math.

 

 WMS Profile

Grades 7-8 Student Count 707
Classroom Teachers 35 Counselors 1
Ancillary Teachers 5 Support Staff 9
Honor Roll 62% Perfect Citizenship 76%
Principal's List 9% Daily Avg. Attendance 93.1%
Parent Conferences Fall - 73%; Spring - 66%    

 

Wilson's MEAP Results

  Wilson State
Subject 2003 2004 2005 2003 2004 2005
Science 64 70 70 65 66 65
Math 52 68 62 52 63 62
Social Studies 22 24 23 22 29 30
Writing 47 32 20 57 47 54
Reading 62 56 66 61 61 73
English/Lang. Arts 54 48 51 58 57 66
Met Adequate Yearly Progress (AYP)? NO YES YES      
Education YES! Report Card Grade B B B      

                                                

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04-05 ELEMENTARY SCHOOL INFORMATION

 

GARFIELD ELEMENTARY SCHOOL

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 367
Classroom Teachers 13 Ancillary Teachers 7
Support Staff 14 Honor Roll 54.7%
Daily Avg. Attendance 94.1% Parent Conferences Fall - 92.1%; Spring - 84.1%

 

Garfield's MEAP Results

  Garfield State
Subject 2003 2004 2005 2003 2004 2005
Science 85 80 84 77 78 79
Math 65 79 92 65 73 72
Social Studies 30 24 10 28 31 26
Writing 37 33 32 47 48 46
Reading 80 86 98 75 80 82
English/Lang. Arts 63 69 82 60 64 69
Met Adequate Yearly Progress (AYP)? YES YES YES      
Education YES! Report Card Grade B A A      

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JEFFERSON ELEMENTARY SCHOOL

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 414
Classroom Teachers 14 Ancillary Teachers 6
Support Staff 13 Honor Roll 72%
Daily Avg. Attendance 94% Parent Conferences Fall - 93%; Spring - 87%

 

Jefferson's MEAP Results

  Jefferson State
Subject 2003 2004 2005 2003 2004 2005
Science 79 92 97 77 78 79
Math 58 75 72 65 73 72
Social Studies 17 26 20 28 31 26
Writing 32 39 11 47 48 46
Reading 74 86 81 75 80 82
English/Lang. Arts 44 73 47 60 64 69
Met Adequate Yearly Progress (AYP)? YES YES YES      
Education YES! Report Card Grade B B B      

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McKINLEY ELEMENTARY SCHOOL

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 student writing for proficiency and enjoyment.

  • Improve comprehension across the curriculum.

  • Increase the use of technology.

McKinley’s Profile

Grades K-6 Student Count 328
Classroom Teachers 12 Ancillary Teachers 6
Support Staff 11 Daily Avg. Attendance 94.7%
Parent Conferences 93%    

                               

McKinley's MEAP Results

  McKinley State
Subject 2003 2004 2005 2003 2004 2005
Science 89 83 71 77 78 79
Math 81 81 65 65 73 72
Social Studies 47 28 26 28 31 26
Writing 31 2 38 47 48 46
Reading 72 91 71 75 80 82
English/Lang. Arts 61 49 54 60 64 69
Met Adequate Yearly Progress (AYP)? YES YES YES      
Education YES! Report Card Grade A B B      

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MONROE ELEMENTARY SCHOOL

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:

  • Mathematical Skills;

  • Social Studies; and

  • Social Skills through character education.                                                                               

 

Monroe’s Profile:

Grades K-6 Student Count 324
Classroom Teachers 12 Ancillary Teachers 7
Support Staff 19 Honor Roll 69.1%
Daily Avg. Attendance 94.2% Parent Conferences Fall - 99.2%;Spring -96.5%