Detroit and Area Schools
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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 -
The Dismantling of an Urban School System: Detroit, 1980-2014
The Dismantling of an Urban School System: Detroit, 1980-2014 by Leanne Kang A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Educational Studies) in the University of Michigan 2015 Doctoral Committee: Professor Jeffrey E. Mirel, Co-Chair Associate Professor Robert B. Bain, Co-Chair Professor Vincent L. Hutchings Associate Professor Vilma M. Mesa Assistant Professor Angeline Spain © Leanne Kang 2015 DEDICATION To my former students. ii ACKNOWLEDGEMENTS This dissertation was possible due in large part to my adviser, Jeffrey Mirel and his seminal study of the Detroit Public Schools (1907-81). Inspired by The Rise and Fall of an Urban School System—which I title my dissertation after—I decided early in my graduate work to investigate what happened to Detroit’s school system after 1980. Thanks to Jeff’s mentorship, I quickly found a research topic that was deeply meaningful and interesting to the very end. He and his wife, Barbara Mirel, are also patrons of my husband’s music. Jeff was the adviser every graduate student hopes to have. The completion of this dissertation would not have been possible without Bob Bain courageously jumping into the middle of a project. I was so fortunate; Bob is one of the smartest people I have ever met. He modeled a way of thinking that I will take with me for the rest of my career. His feedback on every draft was incredibly insightful—sometimes groundbreaking— helping me see where to go next in the jungle of data and theory. And always, Bob believed in me and this project. -
Michigan AHEC Regions Needs Assessment Summary Report
Michigan AHEC Regions Needs Assessment Summary Report Prepared by Wayne State University Center for Urban Studies July 2016 TABLE OF CONTENTS Southeast Michigan Region 1 AHEC Needs Assessment Mid‐Central Michigan Region 26 AHEC Needs Assessment Northern Lower Michigan Region 44 AHEC Needs Assessment Upper Peninsula Michigan Region 61 AHEC Needs Assessment Western Michigan Region 75 AHEC Needs Assessment Appendix 98 AHEC Needs Assessment Southeast Michigan Region Medically Underserved Summary Table 2 Medically Underserved Areas and Populations 3 Healthcare Professional Shortage Areas 4 Primary Care Physicians 7 All Clinically‐Active Primary Care Providers 8 Licensed Nurses 10 Federally Qualified Health Centers 11 High Schools 16 Health Needs 25 1 Medically Underserved Population Southeast Michigan AHEC Region Age Distribution Racial/Ethnic Composition Poverty Persons 65 Years of American Indian or Persons Living Below Children Living Below Persons Living Below Age and Older (%) Black (%) Alaska Native (%) Asian (%) Hispanic (%) Poverty (%) Poverty (%) 200% Poverty (%) Michigan 14.53 15.30 1.40 3.20 4.60 16.90 23.70 34.54 Genesee 14.94 22.20 1.50 1.40 3.10 21.20 32.10 40.88 Lapeer 14.68 1.50 1.00 0.60 4.30 11.60 17.20 30.48 Livingston 13.11 0.80 1.00 1.00 2.10 6.00 7.30 17.53 Macomb 14.66 10.80 1.00 3.90 2.40 12.80 18.80 28.72 Monroe 14.64 2.90 0.90 0.80 3.20 11.80 17.50 28.99 Oakland 13.90 15.10 1.00 6.80 3.60 10.40 13.80 22.62 St. -
DETROIT BOARD of EDUCATION with Members of the Community Title VI Complaint Against Governor Rick Snyder
ABRIDGED VERSION DETROIT BOARD OF EDUCATION with Members of the Community Title VI Complaint Against Governor Rick Snyder July 27, 2015 1 2 3 4 Public education in America made this country great, but the racist tidal wave dissolving "Urban" schools in Michigan lead by Governor Snyder is the New Trail of Tears. Under this governor, urban schools have deteriorated into community eyesores and crime havens which are destroying the fabric of minority neighborhoods, and being replaced by experimental private models which have been proven ill equipped to provide quality learning environments. These institutions deny students with learning disabilities and other challenges an equal opportunity to an education, creating truly separate and unequal systems between white and black once again. Earl Rickman Past President, National Association of School Boards 5 TIMELINE The State of Michigan has been in authority over the Detroit Public Schools for approximately 13 of the last 16 years and is a recipient of Federal funds. Detroit Public Schools is a majority-minority district with the highest concentration of minorities of any city of 100,000 residents according to the 2010 US Census. 1994 In 1994, residents approved a $1.5 billion dollar capital bond program for Detroit Public Schools, which they will be paying for until at least 2033. The original bond was to be used to repair and renovate school buildings to service a then stable student enrollment of 167,000 students. The control of the spending of the bond dollars was a hotly contested issue, where various parties tried to take planning and spending authority from the school board. -
2009 Local District Homeless Education Liaisons
2009 – 2010 Michigan Local District McKinney-Vento Homeless Education Liaisons School District & Code Liaison Name & Position Phone & Email Academic and Career Education Academy Beth Balgenorth 989‐631‐5202 x229 56903 School Counselor [email protected] Academic Transitional Academy Laura McDowell 810 364 8990 74908 Homeless Liaison/Coord [email protected] Acad. for Business & Technology Elem. Rachel Williams 313‐581‐2223 82921 Homeless Liaison [email protected] Acad. for Business & Tech., High School Gloria Liveoak 313‐382‐3422 82921 Para Educator [email protected] Academy of Detroit‐West Laticia Swain 313‐272‐8333 82909 Counsler [email protected] Academy of Flint Verdell Duncan 810‐789‐9484 25908 Principal [email protected] Academy of Inkster Raymond Alvarado 734‐641‐1312 82961 Principal [email protected] Academy of Lathrup Village Yanisse Rhodes 248‐569‐0089 63904 Title I Representative [email protected] Academy of Oak Park‐Marlow Campus (Elem) Rashid Fai Sal 248‐547‐2323 63902 Dean of Students/School Social Worker [email protected] Acad. of Oak Park, Mendota Campus (HS) Millicynt Bradford 248‐586‐9358 63902 Counselor [email protected] Academy of Oak Park‐Whitcomb Campus (Middle School) L. Swain 63902 [email protected] Academy of Southfield Susan Raines 248‐557‐6121 63903 Title I Facilitator [email protected] Academy of Warren Evelyn Carter 586‐552‐8010 50911 School Social Worker [email protected] Academy of Waterford -
Fy 2020-2021 Budget Detail
FY 2020-2021 BUDGET DETAIL D E T R O I T P U B L I C S C H O O L S C O M M U N I T Y D I S T R I C T 2020-2021 FY 2020-2021 Budget Summary Board Leadership Dr. Iris Taylor Angelique Peterson- Board President Mayberry ViCe President Sonya Mays Misha Stallworth Treasurer SeCretary Georgia Lemmons Dr. Deborah Member Hunter-Harvill Member Bishop Corletta J. Nikolai P. Vitti, Ed.D. Vaughn Superintendent Member 2 FY 2020-2021 Budget Summary FY 2020-2021 PROPOSED BUDGET MESSAGE FROM THE SUPERINTENDENT ................................................................................................................ 4 EXECUTIVE SUMMARY ....................................................................................................................................... 5 BLUEPRINT 2020 ............................................................................................................................................. 7 PROFILE OF DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT ................................................................................... 8 BUDGET DEVELOPMENT PROCESS & TIMELINE ........................................................................................................ 9 GENERAL FUND REVENUE AND APPROPRIATIONS .................................................................................................. 10 FUNCTIONAL LEVEL EXPENDITURES .................................................................................................................... 12 SPECIAL REVENUE FUND – FOOD SERVICE ........................................................................................................... -
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 -
Wayne County Regional Educational Service Agency
Wayne County Regional Educational Service Agency Plan for the Delivery of Special Education Programs and Services February 2017 TABLE OF CONTENTS INTRODUCTION • Demographics of Wayne County 1-2 • Wayne RESA Overview • Regional Framework A. Procedures to Provide Special Education Services 2-10 • Special Education Opportunities Required Under Law • Obligations of Wayne RESA and the LEAs/PSAs • Special Education Representatives (figure 1) B. Communicating the Availability of Special Education Programs 11 • Activities and Outreach Methods • Procedures for Identifying Potential Special Education Populations C. Diagnostic and Related Services 12-13 • Overview of Services • Contracts for Purchased Services • Diagnostic and Related Services (figure 2) D. Special Education Programs for Students with Disabilities 14 • Continuum of Programs and Services • Placement in Center Program for the Hearing Impaired • Administrators Responsible for Special Education • LEA/PSA Special Education Programs (figure 3, figure 4) 15-17 • Alternative Special Education Programs 18 E. Transportation for Special Education Programs and Services 19 • Basic Requirements • Additional Responsibility F. Act 18 Millage Funds 19 • Method of Distribution G. Wayne County Parent Advisory Committee 19-21 • Roles and Responsibilities • Appointment Process • Administrative and Fiscal Support H. Additional Plan Content 21 • Qualifications of Paraprofessional Personnel • Professional Personnel Assigned to Special Education • Confidentiality Assurance Statement • Expanded Age Range -
Free COVID-19 March Testing Schedule
Stay Safe. Get tested. Free COVID-19 March Testing Schedule Testing sites may close early or be canceled due to inclement weather or low turnout. Please see detroitk12.org/health for the most updated information. DATE PLACE TIME Tuesday, March 2 Golightly – Henry Ford Health System (HFHS) 10 a.m.- 6 p.m. Renaissance High School– WSU Mobile 11 a.m. – 3 p.m. Wednesday, March 3 Martin Luther King Jr. High School- WSU Mobile 2 p.m. – 6 p.m. Thursday, March 4 Western High School – WSU Mobile 11 a.m. – 3 p.m. Mackenzie Elementary Middle School – WSU Mobile 11 a.m. - 3 p.m. Tuesday, March 9 Golightly – Henry Ford Health System 10 a.m. – 6 p.m. Wednesday, March 10 Henry Ford High School – WSU Mobile 2 p.m. -6 p.m. Thursday, March 11 Denby High School – WSU Mobile 11 a.m. – 3 p.m. Academy of the Americas – 5680 Konkel St. - HFHS 10 a.m. - 3 p.m. Friday, March 12 Munger Elementary-Middle School – WSU Mobile 11 a.m. – 3 p.m. Tuesday, March 16 Golightly – Henry Ford Health System 10 a.m.- 6 p.m. Wednesday, March 17 Renaissance High School – WSU Mobile 2 p.m. – 6 p.m. Thursday, March 18 Mumford High School – WSU Mobile 11 a.m. – 6 p.m. Academy of the Americas – 5680 Konkel St. - HFHS 10 a.m. - 3 p.m. Friday, March 19 East English Village High School – WSU Mobile 11 a.m. – 3 p.m. Tuesday, March 23 Golightly – Henry Ford Health System 10 a.m.- 6 p.m. -
2019 Spring Student Head Count*
2019 Spring Student Head Count* Grade 10 Grade 11 Grade Combined Building Name District Name Total Total 12 Total Total 54th Street Academy Kelloggsville Public Schools 21 36 24 81 A.D. Johnston Jr/Sr High School Bessemer Area School District 39 33 31 103 Academic and Career Education Academy Academic and Career Education Academy 27 21 27 75 Academy 21 Center Line Public Schools 43 26 38 107 Academy for Business and Technology High School Academy for Business and Technology 41 17 35 93 Academy of Science Math and Technology Early College High School Mason County Central Schools 0 0 39 39 Academy of The Americas High School Detroit Public Schools Community District 39 40 14 93 Academy West Alternative Education Westwood Heights Schools 84 70 86 240 ACCE Ypsilanti Community Schools 28 48 70 146 Accelerated Learning Academy Flint, School District of the City of 40 16 11 67 ACE Academy - Jefferson site ACE Academy (SDA) 1 2 0 3 ACE Academy (SDA) -Glendale, Lincoln, Woodward ACE Academy (SDA) 50 50 30 130 Achievement High School Roseville Community Schools 3 6 11 20 Ackerson Lake Community Education Napoleon Community Schools 15 21 15 51 ACTech High School Ypsilanti Community Schools 122 142 126 390 Addison High School Addison Community Schools 57 54 60 171 Adlai Stevenson High School Utica Community Schools 597 637 602 1836 Adrian Community High School Adrian Public Schools 6 10 20 36 Adrian High School Adrian Public Schools 187 184 180 551 Advanced Technology Academy Advanced Technology Academy 106 100 75 281 Advantage Alternative Program -
Snapshot of U.S. Department of Education Office of Safe And
Snapshot of U.S. Department of Education Office of Safe and Healthy Students (OSHS) Safe and Supportive Schools (S3) Grant to Michigan Department of Education TOTAL AMOUNT AWARDED TO MICHIGAN (2010-2014): $5,997,018 MI S3 PROGRAM SUMMARY The Michigan Safe and Supportive Schools (MI S3) grant primarily sought to improve staff and student wellness and reduce high rates of drug- and violence-related behavior in 22 schools across 21 school districts. MI S3 worked with participating districts and schools to help them collect and interpret annual survey, discipline, incident, and administrative data to choose and implement interventions for each school’s specific population and need. The MI S3 grant placed a unique focus on staff and student wellness efforts to improve school climate and student outcomes. Grant activities also paid special attention to improving school safety in Michigan’s high-need schools, particularly through empowering “meaningful student involvement” at youth engagement conferences and promoting restorative justice practices that yielded increased instructional contact time. MI S3 also successfully engaged other State education offices in efforts to make school climate and culture a priority for school improvement. GOAL OF THE SAFE AND SUPPORTIVE SCHOOLS PROGRAM S3 grantees reported annually on the number of participating schools with: • A decreased percentage of students who reported alcohol use in the past 30 days; • A decreased percentage of students who reported harassment or bullying on school property; • Improvement of school safety scores (as defined by each grantee); and • A decrease in the number of suspensions for violence without injury. These measures were defined by the Department of Education to fulfill the Government Performance and Results Act (GPRA) which requires federal grantees to track and report their progress. -
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.