DPS Foundation Heats up Summer for DPS Alumni
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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 -
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. -
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. -
356 Catherine L, Pehur Tuesday, 2/14/06, 3:45 PM This Certainly
Total Entries: 356 Catherine L, Tuesday, 2/14/06, 3:45 PM Pehur This certainly brought back old memories. I did the Bob-Lo Boat rides, the swimming pools, I remember the trucks of water for my kids to play in on Elgin Street. So many memories. Thanks From: Detroit, Michigan Email: [email protected] Current City: Sun City,Az. valerie truax Tuesday, 2/14/06, 11:42 AM I felt as if I was obsolete when they tore down Hudsons. Thanks for bringing back some good memories of days long gone by. From: Detroit Email: [email protected] Current City: Dearborn Paulette Monday, 2/13/06, 9:37 PM Malinowski From: Detroit Email: [email protected] Current City: Palm Springs, Ca. Igor Richard Monday, 2/13/06, 12:12 PM Valentine I'm 74 years old and lived in Detoit my first 18 years. I subsequently joined the Marines for 30 years and never returned to Detroit. Growing up and remembering many of the things on this site is a real treat. I went to Courville Elementary,Henry Ford Trade School, Highland Park Evening High School and attended some classes in Lawrence Institute of Technology. I'm proud to have lived those 18 years in a pretty nice city, at that time. From: Detroit Email: [email protected] Current City: Irvine, CA Brenda Sunday, 2/12/06, 4:40 PM Schooler I am "loving" this website. There have been so many times when I've wished all my favorite memories could be compiled into one big "treasure trunk" This is IT!!! Thanks for the memories! Brenda From: Detroit Email: [email protected] Current City: Oak Park PB Friday, 2/10/06, 11:50 PM Grew up John-R between 6&7Mile RD. -
Peer Mediation Proposed for All Detroit Public Schools
Your Document-Electric Library http ://www.elibrary.com/id/2525/getdoc.cgi?id=50001297x0y164&O)D S~QOO1D020&Forn Peer mediation proposed for all Detroit public schools Peer mediation proposed for all Detroit Public Schools. Ron Boland, a counselor in Detroit's Finney High School, has co-authored an extensive proposal to provide peer mediation programs to all Detroit public schools in order to resolve conflicts between student and reduce violence. Also sponsoring the proposal are Sharon Miller, Director ofthe Neighborhood Reconciliation Center and Dr. Brantley Johnson. In the program, young people would be trained to receive mediation training and assigned to help students resolve conflicts. Mediators do not judge who is right or who is wrong or settle conflicts, but help people involved work out a settlement acceptable to both sides. Because "peer pressure" often reinforces aggressiveness, and makes children and teenagers see violence as necessary to gain "respect" or recognition of manhood, as feel they will be considered weak if they "back down," observers believe that having their fellow students involved in dispute resolution programs will increase their effectiveness . IN 1993, Boland stated, Western International High School within Southwest Detroit started training teachers, counselors, community leaders, and administrators in mediation (including the principal, Gloria Clark- Arnold, who encouraged the program.) They later arranged a 16 hour training program for 18 selected student candidates, Boland said. "As a lead trainer in those sessions," Boland stated, "I was impressed with the enthusiasm of the participants and the manner in which they absorbed the information presented, as well as the skills demonstrated . -
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. -
School State 11TH STREET ALTERNATIVE SCHOOL KY 12TH
School State 11TH STREET ALTERNATIVE SCHOOL KY 12TH STREET ACADEMY NC 21ST CENTURY ALTERNATIVE MO 21ST CENTURY COMMUNITY SCHOOLHOUSE OR 21ST CENTURY CYBER CS PA 270 HOPKINS ALC MN 270 HOPKINS ALT. PRG - OFF CAMPUS MN 270 HOPKINS HS ALC MN 271 KENNEDY ALC MN 271 MINDQUEST OLL MN 271 SHAPE ALC MN 276 MINNETONKA HS ALC MN 276 MINNETONKA SR. ALC MN 276-MINNETONKA RSR-ALC MN 279 IS ALC MN 279 SR HI ALC MN 281 HIGHVIEW ALC MN 281 ROBBINSDALE TASC ALC MN 281 WINNETKA LEARNING CTR. ALC MN 3-6 PROG (BNTFL HIGH) UT 3-6 PROG (CLRFLD HIGH) UT 3-B DENTENTION CENTER ID 622 ALT MID./HIGH SCHOOL MN 917 FARMINGTON HS. MN 917 HASTINGS HIGH SCHOOL MN 917 LAKEVILLE SR. HIGH MN 917 SIBLEY HIGH SCHOOL MN 917 SIMLEY HIGH SCHOOL SP. ED. MN A & M CONS H S TX A B SHEPARD HIGH SCH (CAMPUS) IL A C E ALTER TX A C FLORA HIGH SC A C JONES HIGH SCHOOL TX A C REYNOLDS HIGH NC A CROSBY KENNETT SR HIGH NH A E P TX A G WEST BLACK HILLS HIGH SCHOOL WA A I M TX A I M S CTR H S TX A J MOORE ACAD TX A L BROWN HIGH NC A L P H A CAMPUS TX A L P H A CAMPUS TX A MACEO SMITH H S TX A P FATHEREE VOC TECH SCHOOL MS A. C. E. AZ A. C. E. S. CT A. CRAWFORD MOSLEY HIGH SCHOOL FL A. D. HARRIS HIGH SCHOOL FL A. -
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. -
Evaluation of the 1996-97 Ninth Grade Restructuring Program. Area A. INSTITUTION Research and Evaluation Specialists, Inc
DOCUMENT RESUME ED 417 246 UD 032 187 AUTHOR Syropoulos, Mike TITLE Evaluation of the 1996-97 Ninth Grade Restructuring Program. Area A. INSTITUTION Research and Evaluation Specialists, Inc. SPONS AGENCY Detroit Public Schools, MI. Office of Research, Evaluation, and Testing. PUB DATE 1997-10-00 NOTE 265p. PUB TYPE Numerical/Quantitative Data (110)-- Reports - Evaluative (142) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Academic Achievement; Attitude Change; *Dropout Prevention; *Grade 9; *High School Students; High Schools; Principals; Program Evaluation; Public Schools; *School Restructuring; Tables (Data); Teacher Attitudes; *Teachers; Teaching Methods; *Urban Schools; Urban Youth IDENTIFIERS *Detroit Public Schools MI ABSTRACT The Ninth Grade Restructuring Program of the Detroit (Michigan) public schools was designed to restructure the ninth grade in ways that improve academic performance, develop positive attitudes toward learning, improve the school environment, reduce the dropout rate, and increase the graduation rate of students. Features of the program were instructional and direct noninstructional services, such as social work services, counseling and psychological services, tutoring by student assistants with teacher supervision, and parent participation in instructional and noninstructional activities. This report presents findings from the second year evaluation in Area A of the Detroit schools. Six principals completed a survey, and 83% believed that the program boosted student achievement. Teachers (n=58) generally thought (77%) that the program raised student achievement. Seven ninth grade administrators who responded also generally thought that the program raised achievement. Teachers and both groups of administrators identified areas in which improvements could be made and recommended its continuation. Recommendations included: the fostering of a school-within-a-school environment; continuing block scheduling; continuing to create clusters of students; and continuing to sensitize teachers to the special needs of ninth graders. -
WAN RFP Appendix B
Wayne RESA Appendix B ‐ Wide Area Network RFP APPENDIX B – Building Addresses 1 Solution A - WRESA to District Building Addresses 2 Solution B - Intra-District Building Addresses 3 Wayne RESA Consortium Members Appendix B 1 Prepared by: Plante Moran Wayne RESA Appendix B ‐ Wide Area Network RFP Below is the list of the current WAN connected sites to Wayne RESA. All points of connection are required from each District to Wayne RESA. Building Building Address City Zip Code Allen Park Public Schools Allen Park Public Schools 9601 Vine Allen Park 48101 Covenant House Covenant Main 2959 Martin Luther King Jr Blvd Detroit 48208 Covenant House East 7600 Goethe Detroit 48214 Covenant West 1450 Twenty-Fifth Detroit 48216 Crestwood School District Crestwood (Gulley) 1045 N Gulley Road Dearborn Heights 48127 Riverside Middle School 25900 W Warren Dearborn Heights 48127 Crestwood High School 1501 N Beech Daly Rd Dearborn Heights 48127 Crestwood (Bus Yard) 25081 Trowbridge Dearborn 48124 Dearborn Academy Dearborn Academy 19310 Ford Rd Dearborn 48128 Detroit Public Schools Community District Detroit Public Schools 3011 W Grand Blvd Detroit 48202 Flatrock Community Schools Flatrock Garage 22000 Gibraltar Flatrock 48134 Flatrock Board of Education 25600 Seneca Flatrock 48134 Garden City Public Schools Garden City Middle School 1851 Radcliff St Garden City 48135 Burger Baylor 28865 Carlysle St. Inkster 48141 Gibraltar Public Schools Gibraltar Public Schools 30550 W Jefferson Gibraltar 48173 Grosse Ile Township Schools Grosse Ile Schools 7800 Grays Dr -
Download the 2014/2015 Annual Report
ContentsTable of of Donors Early Childhood Education Our Priorities Donors 2 6 6 & Other GrantsSTEM Awarded 16 11 Finances If Not Me, Who? 3 11 7 Finances Board of DirectorsOther Foundation12 Staff Beyond the Classroom 17 Development Committee STEM Early Childhood Education The DPS Foundation has been creating and 4 12 Alumni AdvisoryBoard & Board Staff enhancing educational opportunities for Detroit Public 8 13 Schools students since 2009. This report contains activity for the 2014/15 school year. Fine & Performing Arts Academics 5 1410 Fine & Performing Arts MISSION Create and enhance educational opportunities for Detroit Public Schools students. VISION Every DPS student will receive the support needed to achieve his/her highest academic potential. GOALS Provide the resources to support the delivery of a holistic education to every student. Engage alumni, the DPS community, and other stakeholders in assisting and inspiring DPS students. Become the organization of choice for the As you read this report, a snapshot of the DPS Foundation in contribution of DR. GLENDA D. PRICE 2014-15 will emerge. You will learn about our priorities, the philanthropic dollars in support of DPS. PRESIDENT grants we have been able to award, and the sources of our DPS FOUNDATION funding. You will see the power that comes from the professional passion and commitment of teachers, and our partners, along with those who support our mission. This report If not me, who? That is the question that the many donors listed features just a few examples of the impact of our grant making. in this report answered for themselves. They knew that they had a responsibility to join others to ensure that our children We all want the expanded opportunities for educational had an opportunity to receive a comprehensive education in the experiences to continue.