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;

• excellent student performance; and

• acclaimed throughout the State.

                                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 2007-08 school year.  Specific sections are as follows:

• Individual School Grade Levels and Enrollment

• District Mission

• Goals

  • Board of Education:  Goals 2007

  • NCA Target Area Goals
     

• Curriculum

  • Alignment

  • Career Education

  • Evaluation

  • Professional Development

  • Review/Revision Process

  • Technology

  • Grants
     

• Schools

  • Accreditation

  • Highly Qualified Staff (NCLBA)

  • Building Decision Making Opportunities

  • Parent Conferences

  • Pupil Retention

  • School Assignment

  • Specialized Schools

  • Student Achievement and Authentic Assessment

  • Assessment Data
     

• Community Resources

  • Libraries or Collections

  • Education Associations
     

• Volunteers

• 07-08 Secondary School Profiles which includes information on each building’s mission, NCA Goals, building profile, MEAP results, AYP, and Education Yes!

  • Roosevelt High School

  • Wilson Middle School
     

• 07-08 Elementary School Profiles which includes information on each building’s mission, NCA Goals, building profile, MEAP results, AYP, and Education Yes!

  • Garfield Elementary School

  • Jefferson Elementary School

  • McKinley Elementary School

  • Monroe Elementary School

  • Taft Elementary School

  • Washington Elementary School
     

• 07-08 Specialized Schools – Special Education Center Programs

  • Madison School

  • Jo Brighton Work Skills Center

  • The Lincoln Center

Individual School/Grade Level/Enrollment         

-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–

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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's Grade Level Content Expectations (GLCE's).  Each teacher must plan lessons and learning experiences with the GLCE's 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's GLCE's.

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 Content Expectations, are disseminated to teachers in a timely fashion.

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.

• 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 the identified goals.

• NCA school teams create strategies for the identified goals.

• NCA school teams identify assessments for the 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.

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Professional Development

Many opportunities are available for staff development. There are several District professional development sessions as well as grade level and department meetings 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.

BASED ON GOALS:  Individual school professional development needs are identified via the NCA process and are data-driven. Once goals have been identified and strategies have been determined, appropriate professional development is planned.

Examples of professional development include the following:

• Everyday Mathematics          

• Math Wizards                           

• Six Traits Writing

• GLCE Pacing Guides

• Phonics Soup Phonemic Awareness

• Orton Gillingham Phonics

• Reading Comprehension

• Early Intervention

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Review/Revision Process

There are curriculum coordination teams and teacher 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 materials on GLCE's 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, especially writing, science, and social studies will be studied, refined, and revised as needed.

• Teams will monitor academic achievement to facilitate achievement for all students.

• Prepare for grades 3 - 8 Math and ELA MEAP by developing GLCE pacing guides.

2005-2006           

• Continue refinement of previously identified goals.

• Use research-based changes and strategies.

2006-2007           

• Continue refinement of previously identified goals.

• Continue use of research-based changes and strategies.

2007-2008

• Continue refinement of previously identified goals.

• Continue use of 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.

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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.  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 (including wireless) was completed through bond funding.

All schools have wireless media carts that can be shared in classrooms and provide 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 and email communications. 

Technology professional development is available to all staff. Teachers receive continuous computer training for reporting purposes as well as improved teaching.

Additional, 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). Less than half (1/2) 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, and take ownership in the planning and assessing of 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, and all teachers must meet each State’s endorsement criteria as well.  All of our teachers meet these requirements. 

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 2007-08 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 (0%) and those teachers newer to the profession who are currently working under a Provisional Certificate (16%).

As outlined in the “No Child Left Behind Act,” (NCLBA) all instructional aides have high school diplomas, and have completed NCLBA requirements of 2 years of college and/or passed required NCLBA Testing. 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.  The Middle School has a designated Decision Making Team, which addresses the needs of the school and staff member requests.

K-6 has grade level leaders to convene and facilitate meetings across the District.

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, all schools have fall and spring parent conferences; 90% of the elementary parents participated in conferences and 53% of the secondary level parents attended conferences during the 2007-2008 school year. Teachers throughout the year hold individual conferences with parents as needed.

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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*different way of calculating

School Assignment

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 and previous behavior reports.  Students in grades 9-12 living in Wyandotte enroll at Roosevelt High School; and in grades 7-8 enroll at Wilson Middle 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.   WPS is the fiscal and operational manager of these programs.

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

• Labwork

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, 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 https://oeaa.state.mi.us/ayp/school.asp

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 (100%). 

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 (90%) the State’s target rate.

–COMMUNITY RESOURCES– 

Libraries or collections

• All Wyandotte’s schools utilize the professional library collection & journal routing from Roosevelt High School’s Learning Media Ctr.

• 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 & the library, as well as the Administrative Bldg.

• 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 & 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 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 Teachers and Parents.

• Taft Teachers and Parents.

• Wayne County Community College, Wayne State University, 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 are part of a consortium to provide this service in Southgate, which is adjacent to Wyandotte. Many citizens take advantage of this facility.                     

-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. Some churches provide tutors. Bacon Memorial District Library provides a summer reading program, which is promoted through visits to the schools. There are YMCA and YWCA Latchkey programs, K-Kids, 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.

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All schools communicate effectively with their public. Through parent/teacher conferences, progress reports, phone calls, email, “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, posted on school building marquees, or published on our website at www.wyandotte.org.

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.

07-08 SECONDARY SCHOOL INFORMATION

ROOSEVELT HIGH SCHOOL

Established 1923

Mary McFarlane, Principal

Assistant Principals:  Patrick Hickey, Jason Krajewski

and Thomas DeSana, Athletic Director

Mission Statement

The Roosevelt High School staff, in cooperation with home and community,

assists all students as they develop their individual potential.

We believe all students can learn and we share the responsibility of teaching

them the skills for success in an increasingly complex society.

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NCA Target Area Goals

All students will improve their writing skills in all content areas.

All students will increase their reading skills in all content areas.

All students will increase their skills in mathematical strategies in

all content areas.

RHS Profile

ACT Test - Composite

Year	RHS	State	National
07-08	19.1	19.6	N/A
06-07	20.8	21.5	N/A
05-06	21.0	21.5	N/A
04-05	21.2	21.4	N/A

Roosevelt's MEAP Results

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WILSON MIDDLE SCHOOL

Established 1956

Thomas Kell, Principal

Carol Makuch, Assistant Principal

Mission Statement

Wilson Middle School, in partnership with the community, parents, and students,

will create a safe, positive learning environment which provides opportunities for

students to become successful lifelong learners.

NCA Target Area Goals

Wilson students will:

• Improve their writing across the curriculum.
   

• Increase their career awareness.
   

• Utilize technology across the curriculum.

 WMS Profile

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07-08 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

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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

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McKINLEY ELEMENTARY SCHOOL

Established 1939

Vicki Wilson, 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.

McKinley’s Profile

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MONROE ELEMENTARY SCHOOL

Established 1956

William Strait, Principal

Mission Statement

The Mission of the Monroe Elementary School is to meet the needs of all its students

 by providing education in critical thinking skills and to create life long learners

who are productive, participating, and caring members of their community.

NCA Target Area Goals

All Monroe students will:

• Improve in Mathematics in a variety of contexts.

• Improve in Social Studies in a variety of contexts.

• Improve in Writing in a variety of contexts.            

Monroe’s Profile

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TAFT ELEMENTARY SCHOOL

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, and mathematical computation,

 and will improve their writing skills.

 Taft’s Profile

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WASHINGTON ELEMENTARY SCHOOL

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

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 07-08 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.

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MADISON SCHOOL

Established 1967

Salvatore Falzone, 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

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!        

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JO BRIGHTON SKILLS CENTER

Established 1973

Doug Kellerman, Program Administrator

Mission

Our mission in educating students is to

facilitate the attainment of their chosen goals during transition to adulthood.

Target Goals

Jo Brighton Skills Center students will develop:

• Vocational skills in community settings;

• Vocational skills in vocational classrooms; and

• Prevocational skills in a high school setting.

Jo Brighton’s Profile

Jo Brighton's MI ACCESS

Thirty (30) students were assessed for MI-ACCESS Supported Independence (ages 14 & 17). 

                                Met Adequate Yearly Progress (AYP)?           N/A

                                Education YES! Report Card Grade:               Non Graded

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THE LINCOLN CENTER (TLC)

Established 2000

Gail Mellas, Program Administrator

Mission

Our mission is to teach our students to become active participants in their personal and community lives.

Target Goals

All students will participate in:

• The Michigan Model 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;

• A Transition Process that prepares the students and families for post-school life.

TLC’s Profile

TLC's MI ACCESS

Participation Level:

    3rd Grade ELA                                            100% Attained

    3rd Grade Math       100% Emerging

    6th Grade ELA                                             100% Attained

    6th Grade Math       25% Emerging            75% Attained

    7th Grade ELA         20% Emerging            80% Attained

    7th Grade Math       50% Emerging            50% Attained

    8th Grade ELA         40% Emerging            60% Attained

    8th Grade Math       40% Emerging            60% Attained

    8th Grade Science   20% Emerging            80% Attained

    11th Grade ELA        29% Emerging            71% Attained

    11th Grade Math      29% Emerging            71% Attained

    11th Grade Science  42% Emerging            58% Attained

Supported Independence Level:

    3rd Grade ELA                                         100% Attained

    3rd Grade Math      100% Emerging

    4th Grade ELA        50% Emerging            50% Attained

    4th Grade Math       50% Emerging            50% Attained

    5th Grade ELA                                            100% Attained

    5th Grade Math                                          100% Attained

    5th Grade Science                                      100% Attained

    6th Grade ELA        46% Emerging            54% Attained

    6th Grade Math       26% Emerging            74% Attained

    7th Grade ELA        44% Emerging            56% Attained

    7th Grade Math       18% Emerging            82% Attained

    8th Grade ELA        17% Emerging             83% Attained

    8th Grade Math                                          100% Attained

    8th Grade Science                                      100% Attained

    11th Grade ELA       45% Emerging            55% Attained

    11th Grade Math      50% Emerging            50% Attained

    11th Grade Science  22% Emerging           78% Attained          

Met AYP:       N/A

Ed Yes:          Non-Graded

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