28014 Teachers
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
2008-2009 Bill Witt
2008-2009 Title 1 Schools Required to Offer Supplemental Educational Services (SES) Title I schools that have not made Adequate Yearly Progress (AYP) for three or more consecutive years are required by the No Child Left Behind Act of 2001 (NCLB) to offer free tutoring to eligible students. District Name School Name Phase Academy for Business and Technology Academy for Business and Technology High 4 School Academy of Oak Park Academy of Oak Park - High School 5 Aisha Shule/WEB Dubois Prep. Academy Aisha Shule/WEB Dubois Prep. Academy 2 School School Benton Harbor Area Schools Hull Middle School 6 Buena Vista School District Buena Vista High School 4 Ricker Middle School 5 Casa Richard Academy Casa Richard Academy 4 Casman Alternative Academy Casman Alternative Academy 3 Center for Literacy and Creativity Center for Literacy and Creativity 2 Cesar Chavez Academy Cesar Chavez High School 2 Detroit Academy of Arts and Sciences Detroit Academy of Arts and Sciences High 2 School Detroit City School District Barbara Jordan Elementary 5 Barbour Magnet Middle School 8 Beckham, William Academy 6 Boykin Continuing Ed. Center 5 Boynton Elementary-Middle School 2 Central High School 5 Chadsey High School 5 Cleveland Middle School 8 Cody High School 5 Columbus Middle School 6 Communication and Media Arts HS 3 Cooley High School 5 Cooley North Wing 2 Courtis Elementary School 5 Crockett High School 4 Crosman Alternative High School 5 Denby High School 5 Detroit High School for Technology 2 Douglass Academy 4 Drew Middle School 8 Page 1 of 3 District -
Field Trip Attendance 25,000 20,000 15,000 10,000 5,000 - 2013 2014 2015
Oakland County Arts Authority Report 2015 2.3 – Governance–Arts Authorities shall have the right to appoint two voting members to serve on the Detroit Institute of Arts’ Board of Directors. Thomas Guastello and Jennifer Fischer maintained their seats on the DIA Board of Directors. Thomas Guastello served on the Investment Committee. Jennifer Fischer served on the Director Search Committee. 2.4.1–Privileges to County Residents–Free General Admission General Admission 2015 Admission Category Guests Comp-Oakland County Resident-Adult 47,293 Comp-Oakland County Resident-Youth 16,088 Comp-Oakland County Resident-Schools 11,108 Comp-Oakland County-Adult Group 1,394 Comp-Oakland County-Senior 4,276 Member Scans-Oakland County 28,011 Oakland County Resident Totals 108,170 2015 free admission to Oakland County residents represent a value of $ 620,238.50 2.4.2 – Student Services and Curriculum Development Since passage of the tri-county millage, DIA educators have significantly increased K–12 services in Oakland County and continue to exceed target participation numbers for students and teachers. Field trip options have expanded in response to teachers’ requests. Professional development most often brings together K–12 educators with museum educators to design specific curriculum resources in support of teachers’ student learning outcomes. Free Student Field Trips with Bus Transportation total of 19,645 students participated in no- cost field trips to the DIA in 2015, exceeding the 16,000 target. Field Trip Attendance 25,000 20,000 15,000 10,000 -
Ft******************************************* * Reproductions Supplied by EDRS Are the Best That Can Be Made * * from the Original Document
DOCUMENT RESUME ED 333 420 CS 212 857 AUTHOR Morris, Barbra S., Ed. TITLE Writing To Learn in Disciplines: Detroit Teachers Combine Research and Practice in Their Classrooms. INSTITUTION Detroit Public Schools, Mich.; Michigan Univ., Ann Arbor. PUB DATE 20 Apr 91 NOTE 157p.; A Detroit Public Schools/University of Michigan Collaborative Publication. PUB TYPE Guides - Classroom Use - Teaching Uuides (For Teacher) (052) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS College School Cooperation; English Instruction; Graduate Study; Higher Education; High Schools; *Lesson Plans; Mathematics Instruction; Middle -- Schools; Science Instruction; Social Studies;Teacfier Administrator Relationship; Teacher Role; *Theory Practice Relationship; *Writing Across the Curriculum IDENTIFIERS Detroit Public Schools MI; *Writing to Learn ABSTRACT Illustrating Detroit, Michigan, teachers' own writing-to-learn activities, this manual represents the product of course work by middle and high school science and humanities teachers enrolled in a graduate course entitied "Leadership in Writing across the Curriculum." Sections of the manual include: (1) "Writing in Science Classes"; (2) "Writing in English Classes"; (3) "Writing in Math Classes"; (4) "Writing about Social Studies Content"; (5) "Using Writing To Learn To Improve Administration and Support Teaching"; (6) "Student Voices"; and (7) "Detroit Teachers' Plans and Concerns: Toward Dissemination of Writing To Learn throughout the Curriculum." Appendixes include a course description, an agenda for a panel program, a course evaluation report, a magazine article "A Partnership in Education," and a 32-item bibliography for writing to learn in the secondary school. (RS) **************************ft******************************************* * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******* ***** *************************************************-********* 2 ".7-` 44.,./), - , "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY U. -
Youth Urban Agenda Program AGENDA-BUILDING GUIDE
WAYNE STATE UNIVERSITY Urban Agenda/Civic Literacy Project A Civic Education Program for Urban and Suburban Youth Implemented through Middle School, High School and Post-Secondary and Adult Education and Community Organizations Youth Urban Agenda Program AGENDA-BUILDING GUIDE YOU HAVE A VOICE . LET IT BE HEARD! Cover Layout: Tina Samaddar Photos: Ella Singer Edited by: Ella Singer & Tina Samaddar Check Out Our Web-Site!! www.urbanagenda.wayne.edu WSU-based non-profit organization promoting civic education in the schools and in the community WAYNE STATE UNIVERSITY Urban Agenda/Civic Literacy Project 2002 FAB Wayne State University Detroit, MI 48201 313 577 2235 313 993 3435(Fax) YOUTH URBAN AGENDA PROGRAM: An Introductory Packet Table of Contents: What is Civic Literacy? 3 About the Project . 4 The Curriculum 5 Michigan Content Standards and Draft Benchmarks as applied to Youth Urban Agenda Program 15 An Event: 17 October 27, 1998 Youth Urban Agenda Convention at Cobo Hall WAYNE STATE UNIVERSITY 2 Urban Agenda/Civic Literacy Project What is Civic Literacy? Civic Literacy is the knowledge of how to actively participate and initiate change in your community and the greater society. It is the foundation by which a democratic society functions: Citizen Power as a check and as a means to create avenues for peaceful change. Why an Agenda? · Civic participation not only encompasses voting in elections but also a consciousness about the issues that are most important to an individual and his or her community. Creating an agenda is an avenue to gather support and raise awareness for both community members and elected officials about what’s happening in the community. -
High Schools 2016
See where your school ranks! mackinac.org/CAP2016 THE MICHIGAN CONTEXT AND PERFORMANCE REPORT CARD HIGH SCHOOLS 2016 By Ben DeGrow and Ronald Klingler The Mackinac Center for Public Policy is a nonpartisan research and educational institute dedicated to improving the quality of life for all Michigan residents by promoting sound solutions to state and local policy questions. The Mackinac Center assists policymakers, scholars, businesspeople, the media and the public by providing objective analysis of Michigan issues. The goal of all Center reports, commentaries and educational programs is to equip Michigan residents and other decision makers to better evaluate policy options. The Mackinac Center for Public Policy is broadening the debate on issues that have for many years been dominated by the belief that government intervention should be the standard solution. Center publications and programs, in contrast, offer an integrated and comprehensive approach that considers: All Institutions. The Center examines the important role of voluntary associations, communities, businesses and families, as well as government. All People. Mackinac Center research recognizes the diversity of Michigan residents and treats them as individuals with unique backgrounds, circumstances and goals. All Disciplines. Center research incorporates the best understanding of economics, science, law, psychology, history and morality, moving beyond mechanical cost-benefit analysis. All Times. Center research evaluates long-term consequences, not simply short-term impact. Committed to its independence, the Mackinac Center for Public Policy neither seeks nor accepts any government funding. The Center enjoys the support of foundations, individuals and businesses that share a concern for Michigan’s future and recognize the important role of sound ideas. -
2005-2006 Michigan Graduation/Dropout Rates
Page: 1 Center for Educational Performance and Information 2005-2006 Michigan Graduation/Dropout Rates 2005-2006 2005-2006 2004-2005 District Code / District Name Building Code / Building Name Graduation Dropout 9-12 Grade Graduation Dropout Rate Rate Enrollments Rate Rate STATE OF MICHIGAN 85.75 3.79 523,742 87.67 3.29 82921 Academy for Business and Technology 08435 Academy for Business & Technology High School 80.44 5.58 202 81.94 4.98 82921 Academy for Business and Technology School District Rate: 80.44 5.58 202 81.94 4.98 73903 Academy for Technology and Enterprise 08049 Academy for Technology and Enterprise 38.52 20.04 417 n/r n/r 73903 Academy for Technology and Enterprise School District Rate: 38.52 20.04 417 n/r n/r 82961 Academy of Inkster 08729 Academy of Inkster 98.44 .57 239 81.76 3.94 82961 Academy of Inkster School District Rate 98.44 .57 239 81.76 3.94 63908 Academy of Michigan 08524 Academy of Michigan 89.82 2.34 503 89.67 2.68 63908 Academy of Michigan School District Rate 89.82 2.34 503 89.67 2.68 63902 Academy of Oak Park 08291 Academy of Oak Park (6-12) 87.33 3.86 501 47.04 21.87 63902 Academy of Oak Park School District Rate 87.33 3.86 501 47.04 21.87 31020 Adams Township School District 01893 Jeffers High School 92.46 2.22 139 80.85 5.33 31020 Adams Township School District School District Rate 92.46 2.22 139 80.85 5.33 46020 Addison Community Schools 00023 Addison High School 91.35 2.25 428 96.72 1.00 46020 Addison Community Schools School District Rate 91.35 2.25 428 96.72 1.00 46010 Adrian City School District -
Man Charged in Boy's Murder { Letters to Santa Attention, Girls and Boyst Life Support, Police Said
m mm* ^m T V? : -^- a- • Chiefs nip Wayne Memorial in boys* basketball, CI Hoii)eTbwn .^M^II.pllUll.MIWIIIt i ' ••..••• r •• :7 • •• • . ••-•••.,. Putting you In touch Thursday wtth your world December 10,1998 Serving the Westland Community for 34 years -'•••'/: '«.••'.'.••'. VOLUME 34 NUMBER 54 Wf.SHA\;;. MICHIGAN • 7G PAGES • http:, observer-eccentric.com SEVE%r>-FfVE Ct:\rs »tUS BOM^TOWH Cam *a*k»tko« NMwork, lacJ Man charged in boy's murder { Letters to Santa Attention, girls and boyst life support, police said. Park Apartments, near Warren and Christmas is almost hew and you know Rayshawn Otis Cobb, described by police as a what that means. Santa Ctaus ta up at 6-foot-l, 275-pound man, was charged with The boy suffered severe head Cowan, Terry said. the North Pole waiting for.tetters and homicide/ felony murder Thursday in the injuries, Sgt, Michael Terry said, but Cobb isn't the boy's father, police double checking his 11« to find who's death of 3-year-old Darius Deshawn Conaway, official autopsy results were pending. said. He has been described by.police been naughty or nice. who died, on Monday* Dressed in blue jeans and a black T- as the live-in boyfriend of the child's The Westland Observer Is asking shirtr- Cobb was arraigned on a murder mother. children to send us their tetters to BYDARKKLLCLEM police as a 6-foot-l, 276-pound man, charge today in front of Westland 18th The mother was at work when the Santa Ciaus, along with their school STAfTWWTER District Judge C. -
Persistently Lowest-Achieving Schools by District August 2010
Persistently Lowest-Achieving Schools by District August 2010 DISTRICT BUILDING Aisha Shule/WEB Dubois Prep. Academy School Aisha Shule/WEB Dubois Prep. Academy School Albion Public Schools Albion High School Beecher Community School District Beecher High School Benton Harbor Area Schools Benton Harbor High School Bloomingdale Public School District Bloomingdale High School Buena Vista School District Buena Vista High School Camden-Frontier Schools Camden-Frontier Middle School Cassopolis Public Schools Ross Beatty High School City of Harper Woods Schools Harper Woods High School Clintondale Community Schools Clintondale High School Conner Creek Academy East Conner Creek Academy East-MI Collegiate High Detroit Academy of Arts and Sciences Detroit Academy of Arts and Sciences High School Detroit City School District Beckham, William Academy Detroit City School District Bethune Academy Detroit City School District Burns Elementary School Detroit City School District Central High School Cody College Preparatory Upper School of Detroit City School District Teaching and Learning Detroit City School District Coffey Elementary/Middle School Detroit City School District Cooley High School Detroit City School District Crockett High School Detroit City School District Denby High School Detroit City School District Duffield Elementary School Detroit City School District Earhart Middle School Detroit City School District Farwell Middle School Detroit City School District Finney High School Detroit City School District Fitzgerald Elementary School -
Detroit and Area Schools
! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !! ! Lake St. Clair Detroit School Index ! ! 313 311 ! ! ! ! ! 1 Oakland International Academy - Intermediate Berkle!y ! ! 2 ! Casa Richard Academy ! 696 ! ! ! ¨¦§ ! 3 Aisha Shule/WEB Dubois Prep. Academy School 696 Lathrup ! Roseville ! 4 Plymouth Educational Center ¨¦§ ! !Madison ! ! 3 5 Nataki Talibah Schoolhouse of Detroit 10 Village Royal ! "" 6 Michigan Technical Academy Elementary "" ! Heights ! ! ! ! Oak Center ! 7 Martin Luther King, Jr. Education Center Academy ! 696 ! ¦¨§75 ! ! ! Line 8 Woodward Academy ¨¦§ Huntington 9 Cesar Chavez Academy Elementary ! ! ! ! ! ! Woods ! ! ! 10 Cesar Chavez Middle School ! 11 Nsoroma Institute ! ! ! 12 Winans Academy High School ! 696 ! "9"7 13 Detroit Community Schools-High School ¨¦§ ! 14 Detroit Academy of Arts and Sciences ! 696 y ! ! ! w ¨¦§ H St Clair 15 Detroit Academy of Arts and Sciences Middle School ! k ! ! ! ! Pleasant c 16 Dove Academy of Detroit ! e Shores ! ! b 17 Timbuktu Academy of Science and Technology Ridge s !Eastpointe Farmington ! ! !! ! 305 e ! 18 George Crockett Academy Southfield ! ! o 308 ! ! r ! 19 P!ierre ToussaHinitl Alscademy ! G ! ! 314 ! 20 Voyageur Academy ¤£24 ! 21 Hope Academy 304 Hazel ! Warren ! ! ! Oak Park ! 315 ! ! 22 Weston Preparatory Academy ! !! Park ! ! Ferndale ! ! ! 23 Edison Public School Academy ! ! ! ! ! 24 David Ellis Academy ! ! 303 ! Fa2r5m Rinogssto-Hnill Academy-Elementary ! ! ! ! ! ! ! ! 26 Ross-Hill Academy-High ! ! 27 Center for Literacy and Creativity ! ! 28 UnGiversal Academy ! !ra ! ! ! 29 DRetrointd -
High School Registration Summary
High School Registration Summary Participating in the Michigan e-Transcript Initiative will help ensure that schools may retain their federal stimulus dollars under the America Recovery and Reinvestment Act of 2009. During e-Transcript registration, a school staff member selected one of four phases to complete the installation, testing and training steps. The phases are depicted below: Installation Phases Phase Start End 1 December 1, 2009 February 28, 2010 2 March 1, 2010 May 31, 2010 3 June 1, 2010 August 31, 2010 4 September 1, 2010 November 30, 2010 When viewing this registration summary, you will notice that schools fall into one of nine statuses: Status Definition Installing The school received the installation instructions, is currently installing the software and sending test transcripts. Troubleshooting Docufide and/or the school are working on an issue regarding the student information system. Non-compliant The school sent the test transcripts, but is missing the student Unique Identification Code, building code and/or district code, labeled (format) as UIC, BCODE and DCODE, respectively. The school has been notified of these missing fields and Docufide is awaiting new test files to be sent. Non-compliant The school has not completed registration by the December 31, 2009 deadline or has not become "live" with the service in the selected phase. Pending training The school has completed the software installation and the transcripts contain the three required fields. The staff members at the school who will process transcripts still need to attend the online training. Unresponsive The school has received the installation instructions, but did not install the software and/or send test transcripts. -
Dpscd Enrollment Plan
DPSCD ENROLLMENT PLAN DETROIT PUBLIC SCHOO LS COMMUNITY DISTRICT 2018-2020 Board Leadership Angelique Dr. Iris Taylor Peterson-Mayberry Board President Vice President Sonya Mays Misha Stallworth Treasurer Secretary Chair, Finance Sub- Chair, Policy Ad Hoc Committee Committee Dr. Deborah Georgia Lemmons Hunter-Harvill Member Chair, Academic Sub-Committee LaMar Lemmons Member 2 Table of Contents Contents Board Leadership....................................................................................................................................... 2 Table of Contents ...................................................................................................................................... 3 Executive Summary ................................................................................................................................... 4 Focus Area 1: Restoring Detroit’s Public School System ........................................................................... 7 Focus Area 2: Recruitment ..................................................................................................................... 16 Focus Area 3: Retention ......................................................................................................................... 25 Focus Area 4: Reinforcing Site-Based Enrollment Capacity .................................................................... 35 Appendix ................................................................................................................................................ -
Reforming and Improving the Detroit Public Schools, Council
Reforming and Improving the Detroit Public Schools: Report of the Strategic Support Teams of the Council of the Great City Schools Submitted to the Detroit Public Schools By the Council of the Great City Schools 2008 Reforming and Improving the Detroit Public Schools ACKNOWLEDGMENTS The Council of the Great City Schools thanks the many individuals who contributed to this project to reform and improve the Detroit Public Schools. Their efforts and commitment were critical to our ability to present the district with the best possible proposals. First, we thank General Superintendent of Schools Dr. Connie Calloway. It is not easy to ask for the kind of review that a project such as this entails. It takes leadership, courage, openness, and an uncompromising commitment to the city’s children. She has those qualities in abundance. Second, we thank the Board of Education of the Detroit Public Schools for supporting this effort and meeting with our teams to discuss issues and challenges facing the district. We hope this report proves useful as the board leads the district through this critical period. Third, we thank staff members and teachers in the Detroit Public Schools, who provided all the time, documents, and data that the Council team needed to do its work. Their openness was critical to our understanding of the challenges faced by the Detroit school system. Fourth, we thank the many individuals, groups, organizations, and associations with which we met. Our only regret is that we were unable to meet with everyone who we know had something valuable to contribute. Fifth, the Council thanks the school districts and organizations that contributed staff to this effort.