Issuu

ACHIEVE! Fall School Choice Guide

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Motivating the Unmotivated Student

Pg. 30

A+

Is your child’s school Making the Grade?

FIND OUT!

The Excellent Schools Detroit Score Card

*Back to School! EXPERT ADVICE

• Finding a Quality Early Learning Center • What is Blended learning? • Seeds to School Success Planted at Home

Cornerstone Schools Creating Pathways to Success

Our Foundation: • Christ-centered learning community

• Over 20 years of continued success • Uniforms/Dress Code

• Clean, safe and nurturing environment

• Technology-based individualized learning • Character development • Scholarship assistance

Results:

• 95% High School graduation rate • 91% of Cornerstone graduates pursue higher learning • Cornerstone classes perform one to two grade levels higher than national average per Stanford Achievement Test

NOW

ENROLLING! Pre-K - 12th grade

Defining Differences: • CNN: “One School That Gets It Right” • High Performing School • 11-month school year • Small class sizes

• Life & Teachings of Jesus

• Collaborations with local universities • Computer Labs

• Mandarin Chinese and Spanish • Sports

• Award-winning choral, strings, piano

• Chess, robotics, and academic games • Community service participation • Partner and CEO Program

• College credit earned in High School • ISACS Accredited/ISO Certified

Call Mari Byrd at (313) 892-1860 ext 257 Email Mari.Byrd@CornerstoneSchools.org to RSVP CornerstoneSchools.org Cornerstone Schools 6861 E. Nevada Detroit, MI 48234

Following Jesus as a sure path to a fulfilling life and servant leadership. 2 ACHIEVE • AUGUST 2013

INSIDE...

Hiram E. Jackson Publisher, Michigan Chronicle

Table of Contents

Pg 4. 9 questions to ask about school safety Pg 5. School Types Explained Pg 6. Essentials for Identifying a Quality Early Learning Center Pg 9. The DOs and DONTs for choosing your child’s next school

Hiram E. Jackson Publisher, Michigan Chronicle

Pg 9. Academic achievement on the rise at Detroit Public Schools

s soon as a couple learns that they will become parents they begin to get ready for the decisions that will have to be made for the life that will soon be in their arms. They research and read as much as they can so that they are prepared. One of the most important decisions parents will make is determining how and where your child will be educated. Just as you began researching doctors, and diapers long before your child was born you should begin researching options for your child’s education early.

Pg 10. Giving students the wings to soar from Pre-Kindergarten to high school Pg 12. Blended Learning Playing Major Role in Detroit Education Renaissance Pg 15. Detroit School of Choice Graduate Benefits Again in Role as Mom Pg 16. Are Schools Making the Grade in Customer Service?

In today’s environment reading, writing and arithmetic alone will not be enough to adequately prepare our children for success in the Digital Information Age that we live in. Now more than in any point in our history, education is the key to the success for our children. As parents we want to sufficiently prepare our children for a more connected global world. That preparation begins as soon as they set foot into their first classroom. While there is considerable and appropriate attention being paid to higher education there are limited conversations about the transformations taking place in our schools and the available options for parents and students in Kindergarten though 12th grade.

Pg 18. Setting the bar high for an excellent education in Detroit Pg 19. Excellent Schools Detroit 2013 Score Card Pg 30. Motivating the Unmotivated Student Pg 31. Finally, A Tool to Help You Find the Right School For Your Child Pg 32. Seeds to School Success Planted at Home

Whether it’s the first day of kindergarten or the transition from elementary school to middle school; everyday parents struggle with how to help their child get the most out of their education. ACHIEVE! A school choice guide stands in the gap as a resource for parents. A guide that provides parents with information to help them bring out the best in their children and help them to ACHIEVE!

Pg 33. What Detroit’s Most Welcoming Schools Do Differently Pg 34. MASCO Corporation helping Cornerstone students learn valuable work experience Managing Editor : Rian J. Barnhill

Contributors: Maureen Boland • Tonya Allen • Jacquie Goetz Bluethmann • Sharlonda Buckman • Verna Felder • Dan Varner • Monica Cheick • Venus Crosby • Dan Quisenberry

Graphic Design: Rian J. Barnhill

AUGUST 2013 • ACHIEVE

Skillman CEO Tonya Allen gives parents 9 questions to ask about school safety believe it and feel it? Ask questions. Schedule a meeting with the building principal, or attend an informational event that the school is offering. Some questions to consider posing: 1. What is the school doing to maintain day-to-day safety? Is there a safety strategy, or team, in the building? 2. How does the school create order among students in the building? Do students respect each other and physical boundaries?

The Skillman Foundation, CEO Tonya Allen

There’s a story we’ve been reflecting on quite a bit in our office during the last few months. It’s about a young boy who attends a school on the east side of Detroit. His school is improving, and he talked with us about the innovations he enjoyed there last year. But when asked whether he feels safe there, he paused and said, “No, I don’t feel safe anywhere.” When probed further, he revealed that he carries a stick with him each day on the way to and from school, in case he needs to defend himself. He does this, despite the fact that he admits nothing bad has ever happened to him. Statistically, he has been “safe.” But that means nothing if he doesn’t feel it. School safety – real and perceived -should be a given. Without the baseline of feeling safe, how can students concentrate to learn? How can teachers be effective in a room dominated by fear? How can parents turn their students over each day to a place where their children are afraid? Or where they are afraid for their children? As headlines from quiet suburbs like Newtown, Connecticut proved in the last year, no school in any community can claim children are 100 percent safe. In an urban setting like Detroit, where crime and safety are unfortunately real issues, that’s especially true. So what can parents do to assess whether a school not only is safe -- but also that it is doing all it can to make its students

4 ACHIEVE • AUGUST 2013

3. How are teachers instructed to handle fighting or threats of violence? 4. Where can students turn if they feel unsafe – especially in a situation where they might have worries about retaliation? 5. Where can parents find the number of incident reports on fighting, bullying or suspensions the school filed in the previous year? And who can answer questions on what those numbers mean?

and abandoned houses. Is there an alternative route that has fewer potential risks? Finally, I know it can feel like you’re in it alone. But you’re not. Don’t underestimate the number of community resources that are working to keep your kids safe. As our Foundation has strengthened its focus safety this year, we’ve learned just how much is happening on the ground. It’s more than you’d think. There are multiple citywide initiatives working to combat violence and blight, there are new investments coming into the city, and there are steady and dedicated neighborhood-based patrols that man the streets each day. Share this with your child, so that they feel a little more hopeful that the adults in our community are looking out for their safety. If you ever feel your child is in danger, I encourage you to ask for help. Find local nonprofits, resident organizations or police working on safety. Contact the school and express your concerns.

I believe there truly are caring adults in every school building – teachers and administrators who want to keep your child safe and care about whether they feel safe. Find them, get their number, and lean on them. And one last bit of hope: Please know our Foundation is working now with residents, volunteers, parents, youth and officials across the city -- including the emergency manager and new police chief -- to find ways to expand the safety work happening in neighborhoods and to fill in gaps where they exist. We’re finding new ways to support residents dedicated to safety, so they can keep doing their part. And we’re working to bring added police presence through police-service areas to critical locations around neighborhood schools, too. Every child in our city should feel safe at school. We’ll keep working until we can say that’s a reality.

6. Is the school using Restorative Practices, which focus on healing relationships rather than on punishments?

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7. Are students involved in keeping their school safe? We believe that if students co-design and help lead efforts, those efforts will be more effective and impactful. So what is the school doing to listen to its students first and then act? 8. What are the school’s procedures for emergency situations? How often do they complete safety drills? 9. In a study the University of Chicago did last year, Detroit students on average reported feeling more unsafe on their way to and from school -- or right outside the school building -- than they did inside it. So what is the school doing to combat those fears? Are there dedicated safe routes to the school? Where are they? Who patrols them? Also, take the time to tour the school. Does it look well kept? Are lights working throughout the hallways and outside the building? Appearances affect perceptions. Do you feel comfortable there? Don’t ignore your instincts. Travel the routes your child takes to and from school and note whether street lights are working, the condition of sidewalks, the presence of blight or overgrown lots,

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School Types Explained:

The difference between public, private, magnet, charter and EAA By Maureen Boland Approximately 46 million students are enrolled in the nation’s public schools in grades kindergarten through 12. Another six million attend private schools. But if you read the newspapers, you know it’s not that simple anymore. Several new types of schools have appeared in recent years. What’s the difference between a magnet school and a charter school? Parochial and proprietary? Which one is best for your child? Here’s a brief description of the different types of schools on today’s educational landscape.

Charter Schools

In the United States, charter schools are primary or secondary schools that receive public money (and like other schools, may also receive private donations). They are subject to some of the rules, regulations and statutes that apply to other public schools but generally have more flexibility than traditional public schools. Charter schools are expected to produce certain results, set forth in each school’s charter.Charter schools are attended by choice. In exchange for flexibility, charter schools receive less funding than public schools in the same area and do not receive any facilities funding which typically pays for a public school’s maintenance and janitorial needs. Although charter schools provide an alternative to other public schools, they are part of the public education system and are not allowed to charge tuition. Admission is typically allocated by lottery-based admissions systems and the lottery is open to all students.

Education Achievement Authority Schools

The Education Achievement Authority is a new statewide schools system that will assume operation of the lowest 5 percent of performing schools in the State of Michigan. The system will work to transform them into stable, financially responsible public schools that provide the conditions, tools, resources, support and safe learning environments under which teachers can help students make significant academic gains.

Public Shools

Public schools are free schools provided by the government, paid for by taxes. Michigan offers several types of free public school programs for children in kindergarten, elementary school, middle school and high school. All children in Michigan have a right to free public education. Most public schools are run by local or regional school committees. School committees make policy, staffing and budget decisions for their school districts. Each public school is headed by a school principal who is responsible for the operation of the school and reports to the school district superintendent

Private Shools

Private schools, also known as independent schools or parochial schools, are not administered by local, state or national governments; thus, they retain the right to select their students and are funded in whole or in part by charging their students tuition rather than relying on public funding. At some private schools students may be able to get a scholarship, which makes the cost cheaper depending on a talent the student may have, e.g. sport scholarship, art scholarship, academic scholarship, etc. Private schools are typically more expensive than their public counterparts.

Magnet Shools

Magnet schools are highly competitive, highly selective public schools renowned for their special programs, superior facilities, and high academic standards. They may specialize in a particular area, such as science or the arts. Students who apply to these schools go through a rigorous testing and application process. Magnet schools were first launched in the late 1970s to help desegregate public school systems by encouraging children to attend schools outside their neighborhoods. Student diversity is still an explicit goal of most magnet schools. AUGUST 2013 • ACHIEVE

By: Jacquie Goetz Bluethmann

Essentials for identifying a

quality Early Learning Center

Questions every parent should ask in seeking high quality care for their child

In his most recent State of the Union Address, President Barack Obama cited research underscoring the importance of quality early childhood education to long-term outcomes, including improved high school graduation rates and employment opportunities. President Obama shined the spotlight on an area close to the heart of Denise Smith, vice president of Early Education at Excellent Schools Detroit (ESD). It has been Smith’s life’s work to advocate for quality early learning. “Learning starts from day one of a child’s life,” says Smith, who previously served as director of Great Start to Quality, Michigan’s statewide and tiered quality rating and improvement systems. “Birth to age 3 provides a huge learning opportunity. The fundamental architecture of a child’s brain is formed by age 3. Thus the foundation laid during those earliest years is crucially important when it comes to intellectual and emotional development.” To nurture a child’s learning during this critical time, Smith encourages parents to seek out the highest quality care they can. An initial step in doing so, she advises, would be to visit www.GreatStarttoQuality.org to select the criteria parents are looking for in an early learning center. They will then be presented with a list of options in their area. Centers included in the Great Start to Quality database have opted to participate in this voluntary program and are given a star quality rating from one to five based on parameters such as credentials of staff, cleanliness of the facility and more. Once parents have identified one or more potential early learning centers, Smith insists a site visit is a must. “Schedule a visit to a prospective care and learning center and come ready with a comprehensive list of questions,” she advises. Those questions, Smith maintains, should include inquiries into credentials of the staff, the number of children in care there and the types of learning opportunities provided. She encourages parents or caregivers to observe whether the children they see look engaged in a regular routine or are doing something new—potentially for the visitors’ benefit. “Use the children as your pulse,” she says. “They’ll tell you if this is something new or part of the daily routine.” She advises parents to observe whether materials and activities are at a child’s eye level. She recommends looking at the images on walls and throughout the facility to see if they are culturally diverse, even if the enrollment isn’t. She encourages parents to take note of whether these images avoid stereotypes like boys conducting science experiments and girls playing with dolls. In settings that provide infant care, Smith recommends parents observe whether there is a safe place with plenty of room for babies to crawl, whether infants are getting tummy time and whether the room is self-contained so that all activities and even routine diaper changes happen in the same space. She also advises parents to observe whether adults are down on the floor interacting with the

6 ACHIEVE • AUGUST 2013

infants.

est with a next step.”

“Observe whether the care providers are talking to the babies,” she says. “They should be talking to them all the time, describing what they’re doing and what’s going on around them.”

Smith gives the example of a child who is engaged with building blocks.

Regardless of their child’s age, Smith recommends parents ask the care providers to describe a typical day and to inquire how they accommodate individualized instruction for a child who needs more.

“The educator should ask him or herself ‘what can I do to move the child forward using these blocks,’?” she says. “That could mean adding a figure or other toy to the block tower that the child can incorporate into the activity. Children can learn so much through play but especially so when it’s framed appropriately.”

“If you don’t get a response or you don’t get one that you’re comfortable with, know that that’s not the place for you,” Smith says. Smith also recommends parents inquire about whether learning is child-directed.

“There’s a term in our field known as scaffolding,” Smith explains. “The idea is that educators observe what a child is interested in, acknowledge that and add on to that inter-

Smith also advises parents to look outside the physical building itself to the playground and to observe whether there is proper ground cover around play structures to cushion children who may fall and whether slides and other playground equipment are at the appropriate height. Similarly, she suggests they observe whether there is a separate fenced-in play area for infants and young toddlers. “If you’re visiting a home-based setting,” she says, “notice the safety and cleanliness of the environment there. Are emergency routes and numbers posted? Ask to see the first aid kit and inquire how medications are distributed.”

“Do educators nurture by following the child’s lead?” Smith recommends parents ask. “Are they flexible, for example, to allow for a child to leave group story time to pursue another activity more interesting to him?” Smith notes that the best early learning centers are those whose staff consider themselves educators and continually work with children to help them advance to the next level of learning.

says. “Ask what the center’s regular routines of cleanliness are and what cleaning solutions they use. In the infant area, observe whether they use gloves to change diapers. Are they wiping the changing table down after each use? How do they sanitize toys that have been mouthed by a baby? Do they wear gloves to serve food?”

Beyond the classroom Questions for early learning center management need to extend beyond developmental inquiries to health and safety concerns as well, Smith says. “Observe the overall cleanliness of the building,” Smith

While many of a parent’s questions or concerns are likely to be addressed by an initial visit, Smith encourages parents to conduct a pop-up visit in addition to their scheduled one. “If you’re turned away, that should be a red flag,” she says. “There is no rule saying you can’t go back for repeat visits, so go again and go at different times. This is your child and his or her future.”

Choice. Quality. Achievement. Grand Valley’s new Charter Schools Office located at 163 Madison in downtown Detroit.

Grand Valley State University is committed to providing quality education for students. Whether it’s as Michigan’s fastest growing public university or as the authorizer of 60 charter schools serving over 25,000 K-12 students, Grand Valley is shaping the future with access to high quality education. In fact, Grand Valley State University authorizes 28 high-performing charter schools in southeast Michigan, and will open five additional charter schools in the Detroit area this fall. To learn more about the high quality of teaching and impressive level of academic achievement in our charter schools, visit www.gvsu.edu/cso or call (616) 331-2240.

New GVSU-authorized charter schools opening this fall in southeast Michigan: Southwest Detroit Lighthouse Charter Academy Success Mile Academy University Prep Science and Math Elementary

Taylor Preparatory High School Detroit Achievement Academy

AUGUST 2013 • ACHIEVE

Excellent High School Options Await Students in Nearby Ferndale

raduation from high school is one of the highlights of a student’s life, but for two groups of students in the Ferndale Schools, high school graduation means something more. For Ferndale’s University High School (UHS) graduates, they know they will be going on to college where they’ve been well prepared to succeed and earn their diplomas. For Digital Learning Center (DLC) graduates, they may have accomplished a formerly unattainable goal of earning a diploma or even be the first one in their family to graduate from high school. The Ferndale Schools have established these two public school options for students looking for academic success in small, specialized high schools. University High School’s Principal Katie Jeffrey says, “I recommend students and their parents consider Ferndale’s UHS if their goal is college success. Our record speaks

a student who came to UHS struggling with academics and his behavior history: “He went on to win our top scholarship and now holds over a 3.0 grade point average at Oakland University. He credits the relationships with UHS staff and their belief in his ability for his current college success.”

for itself. With 100% graduating from high school, 100% accepted to college, and 85% still attending college, after eight years, our graduates’ success in college is a well-established Our goal is for UHS trend. In fact, compared to other high schools students to graduate in the Detroit area, UHS from COLLEGE, not just grads are demonstrating high school. greater success in their - UHS Principal Katie Jeffrey first year of college.”

“

”

“I love our UHS family because students can’t be anonymous. We can tell parents this: ‘we know your students, their strengths, their weaknesses.’ Relationships are at the heart of the UHS experience,” Jeffrey adds. Teachers, parents and administrators have very high expectations for UHS students and UHS graduates often speak to the ease of their transition to college life because of the rigor of the UHS program. Jeffrey recalls

Ferndale’s University High School offers students in southeast Michigan the choice to attend a high performing school with a proven track record and almost ten years of educational success. According to the National Student Clearinghouse, 85% of UHS alumni are currently enrolled in, or have graduated from, a college or university. Visit a University High School information session soon to learn more.

• 100% Graduation Rate • 100% College Acceptance Rate • 85% College Attendance & Retention Rate

NOW ENROLLING for FALL 2013!

Summer Information Sessions for 9th & 10th Graders on Aug. 14, 22 & 27.

RSVP 248/586-8846 Enrolling new students every weekday until Sept 6.

www.ferndaleschools.org/schools/UHS and on Facebook

8 ACHIEVE • AUGUST 2013

Digital Learning Center: Renée Burgess, founding director of Ferndale’s Digital Learning Center, points to similar successes of her students: “We serve students who are smarter than they know, because maybe no one ever told them they could succeed in school. Because of the flexibility of our program, students can design their own schedule, complete their work at their own pace as they achieve mastery, and graduate ahead of schedule. Their sense of pride in their accomplishment was so immense at their graduation this spring!” DLC graduates include students who were looking for a flexible way to finish high

school while also working, students who have been home schooled, students who are on their own, young parents, and students who were unsuccessful in more conventional school settings. They achieve success at the DLC because everyone on staff is committed to supporting students’ interests and needs. “No matter what you come up against, we will support you,” adds Burgess. The safe, supportive atmosphere features one-on-one and personalized attention, and each student is mentored by their personal advisor throughout the program.

“I like the after-school help,

around the clock support, and ability to work at your own pace!”

- DLC Student I. Bryant

Through project-based classes that combine online lessons and in-person instruction, students benefit from having opportunities to work with a teacher and study on their own schedule. DLC student D. Shelton says: “What I like about the DLC is the schedule, because you don’t have to go five days a week. Plus, you can take your laptop home, so you can work on your own time.” Both high schools are currently enrolling new students from anywhere in the Metro Detroit area. Call Ferndale’s Enrollment Office at 248-586-8686 for more information. Ferndale Schools also offer an Adult Education Program for students 20+. Call 248-5868900 for more information.

The DOs and DONTs for choosing your child’s next school By Sharlonda Buckman Choosing a school for our children is one of the most important decisions we make each year! It can be extremely time consuming and stressful given the onset of so many new school options. Detroit Parent Network (DPN) is available to lend its support in your decision making process. First, many of us who work at DPN are parents faced with the same decision as you so we totally understand. Below I have shared a few Dos and Donts we have discovered in our work with parents that may be helpful to you on your journey to decide the best option for your child:

DO:

1. Remember YOU are the expert on your child! You know how they learn best; You know how they respond in various environments; and You know what motivates them; Ask and include them in the process, besides, they have to sit in the class all day 2. Check past Performance! This is a great indicator for future performance – Does the school have a good track record of educating children and accommodating special needs/ Support? Do they have data that shows children are growing and learning? 3. School Culture Matters – How are you and your child treated? What do other parents and children currently in the school experience?

DON’T 1. Don’t make a selection that’s based on your convenience, unless it good for your child too. A good education wont always be convenient and sometimes requires extra on your part to get the best for your child. 2. Don’t wait until the last minute. Shop now and ahead of time during those natural transition periods, elementary, middle, and high school. Last minute changes can cost the whole

Academic achievement on the rise at Detroit Public Schools Significant gains made district wide

Sharlonda Buckman Chief Executive Officer, Detroit Parent Network family stress especially your child who may end up socially uncomfortable and academically behind because they start later than the other kids 3. Don’t choose a school based on free gifts and other promotional ploys to draw you in. Your child(ren) are not for sale! Its important to take the time to investigate by looking at data and talking with other parents regarding the school you are considering as you make your decision. If we spent the same amount of time shopping for the right school as we did the right shoes or car, our kids would be best fitted for the right education option for them! Remember you are the customer so don’t settle seek excellence. Our kids are worth it! Detroit Parent Network is here to help! Call 313-832-0617 to get connected to a parent coach who is trained to assist and support you in this very important decision! You are also welcome to come into our city-wide Parent Resource Center to talk with someone on this issue and/or to access an entire network of resources for parents at 726 Lothrop behind the Fisher building. Our children are a blessing and its our responsibility to get them the best education possible!

Academic achievement…where the rubber really hits road when parents are choosing a school for their child… is on the rise at Detroit Public Schools. Students scored record gains on the Michigan Educational Assessment Program (MEAP) Test for the fall of 2012, with improvement in 17 out of 18 assessments. And, DPS improvements outpaced statewide progress, meaning that DPS students “closed the gap” with their peers statewide in 14 out of 18 assessments administered. Gains were especially significant in reading and mathematics. In Reading, students made gains ranging from 3 percent to 11.3 percent in all grades 3 through 8. One specific example to highlight is that DPS students bested their statewide peers in grade 8 reading by 7.1 percent. In Math, improvement in students’ proficiency ranged from .5 percent to 6.7 percent in grades 3 through 8. Gains were also seen in Science, Writing and Social Studies in all grades, except one. “These gains aren’t due to any one silver bullet,” said Karen Ridgeway, Superintendent of Academics. “They are due to a com-

prehensive academic plan that includes robust professional development for our Did you teachers and all academic know…Detroit staff, constant data analysis Public Schools are and regular alterations to teaching strategies to meet the best of the best! the needs of every child in- According to Excellent dividually.” Schools Detroit (ESD), 12 of Another factor in these the city’s 20 Top-Performimproved test scores are ing K-8 schools are Detroit the Individualized Learn- Public Schools! ing Plans developed for each student. DPS knows • Thirkell Elementary* that every student learns *Thirkell was not only differently. These Individ- #1 on the ESD list, but ualized Learning Plans are was also named the #1 academic blueprints for Elementary School in success that are based on Michigan by the Mackithe student’s individual nac Center! strengths and weaknesses. Other factors contributing to the improved academic achievement include:

• Burton International • Chrysler Elementary

• Marcus Garvey • Extended time in read- Academy ing and math instruction for all elementary students and double-dosing of subjects, where needed • Netbooks for use by every student in grades 6-12 and a robust technology curriculum • Take-home Netbooks for grades 8-12, with parent consent • Parent Engagement initiatives, including workshops at eight neighborhood Parent Resource Centers, as well as takehome academic toolkits

• Pasteur Elementary • Vernor Elementary • Bates Academy • Clippert Academy • Maybury Elementary

• Charles Wright •Dixon Educational Learning Academy

AUGUST 2013 • ACHIEVE

Giving students the wings to soar from Pre-Kindergarten to high school This fall the Education Achievement Authority of Michigan has two new exciting programs to offer students, the Pre-Kindergarten Great Start Readiness Program and the Career and Technical Education Program (CTE). These programs are designed to help students get a head start on becoming college, career and workforce ready. Career and Technical Education Program (CTE) High school students enrolled in the free CTE program will have dual enrollment in college, earn college course credits and also have an opportunity to participate in a paid apprenticeship program. Upon completion, the goal is to make sure graduates have a recognized certification or an associates degree along with real-world work experience. More than 1,000 spots for the free CTE Program are available for 11th and 12th grade students enrolled in the Education Achievement Authority. The CTE program is made possible through partnerships with Focus: Hope, Henry Ford Community College, Wayne County Community College District, Detroit Employment Solutions Corporation and the Federal Labor Department. Some of the courses offered at the partner campuses include Business Administration, Management and Operations, Health Services, Computer Systems Networking and Telecommunications, Finance, Video Game Design and Animation and Automotive Service Technology. In addition, students and parents will have access to the Detroit Employment Solutions Career Readiness programs and job seekers resources. Denby, Henry Ford, Mumford, Pershing and Southeastern high school will have morning and evening schedules for participating students. Breakfast and lunch will be provided accordingly, along with round trip transportation from the high school to the partners’ campus. “As Detroit families continue to fight to improve their livelihoods and the future

10 ACHIEVE • AUGUST 2013

of their children, Detroit must continue to create jobs and create a workforce that is ready to do those jobs,” Dr. Covington said. “This new program will help provide more than a thousand students a chance to earn college credit at no cost to them while they are still in high school and help them win paid, long-term employment in a related field of study. This effort can make an enormous difference in the lives of Detroit families.” Pre-Kindergarten slots available “We understand the importance of early childhood development and the need for our high school students to get a head start on their college and career experiences.” The Education Achievement Authority of Michigan has more than 400 Pre-Kindergarten Great Start slots available to children who are 4 years of age before Nov. 1, 2013. Students will enjoy a full day of fun and interactive learning along with free meals and snacks. Participating schools in the Pre-Kindergarten Great Start program include Bethune, Brenda Scott, Burns, Law Academy, Nolan, Phoenix Multicultural Academy and Murphy elementary/middle schools. Learn more or Enroll Parents and students can learn more about these programs by visiting an Education Achievement Authority School in Detroit. Any student living in Michigan can enroll. Schools will be open for enrollment through the remainder of the summer and on the first day of school Tuesday, Sept. 4. For more information please call or visit a school on the listing below or visit Icansoar.org. The Education Achievement Authority is a new system of schools created to address the needs of students in the lowest 5 percent of persistently low achieving schools in Michigan. Fifteen schools located in Detroit are included in their portfolio, nine elementary/middle schools of which, three are charters and six high schools.

Elementary Schools

• Stewart Performance Academy

Brenda School

13120 Wildemere St.

Scott

Elementary/Middle

Detroit, Michigan 48238

18440 Hoover Street

313-852-1450

Detroit, MI 48205

Principal: Christopher Johnson

313-866-6700

• Trix Performance Academy

Principal: Marques Stewart

13700 Bringard Dr.

• Burns Elementary/Middle School

Detroit, Michigan 48205

14350 Terry Street

313-852-8644

Detroit, MI 48227

Principal: Amy Carns

313-852-0534

High Schools

Principal: Dwayne Richardson • Law Academy 19411 Cliff Avenue Detroit, MI 48234 313-866-3400 Principal: Yvonne Lewis • Mary M. Bethune Elementary/Middle School

• Denby High School 12800 Kelly Road Detroit, MI 48224 313-866-7200 Principal: Tracie McKissic Henry Ford High School 20000 Evergreen Road

8145 Puritan Street

Detroit, MI 48219

Detroit, MI 48227

313-494-7567

313-494-3830

Principal: Mark Mayberry

Principal: Antoinette Pearson

• Mumford High School

• Nolan Elementary/Middle School

17525 Wyoming Street

1150 E. Lantz Street

Detroit, MI 48221

Detroit, MI 48203

313-416-7400

313-866-7730

Principal: K. C. Wilbourn

Principal: Angela Underwood

• Pershing High School

• Phoenix Elementary/Middle School

18875 Ryan Road

7735 Lane Street

Detroit, MI 48234

Detroit, MI 48209

313-866-7700

313-849-2419

Principal: Gregory King

Principal: Alex Cintrón

• Southeastern High School

• Murphy Performance Academy

3030 Fairview Street

23901 Fenkell Street

Detroit, MI 48214

Detroit, MI 48223

313-866-4500

313-494-7585

Principals:

Principal: Malon Harris

Jeff Maxwell Lori Johnson

AUGUST 2013 • ACHIEVE

Blended Learning Playing Major Role in Detroit Education Renaissance

Education model pairs in-person instruction with online learning By: Jacquie Goetz Bluethmann The daily routine for students at Brenda Scott Elementary-Middle School in Detroit is far from typical. After an approximately 15 minute morning kickoff with the entire class, students log on to their personal laptop to see what lessons await them. Each child’s daily tasks will differ based on his or her individual mastery of a particular concept or topic, and students will move among their computer, small group discussions and large group instruction throughout the day. The approach is known as blended learning, and it’s quickly gaining speed. Blended learning, sometimes referred

12 ACHIEVE • AUGUST 2013

to as hybrid learning or technology-mediated learning, is a model of education that blends face-to-face instruction with online learning. According to Kristen McDonald, vice president of Program and Policy for the Skillman Foundation, blended learning uses technology in a way that personalizes learning by making it more accessible. “The blended learning space offers a good quality solution to a lot of challenges Detroit students are struggling with,” notes McDonald who previously served as chief of staff to State Superintendent of Schools Mike Flanagan. “It meets kids where they are.” This type of model is thus ideal for stu-

dents who come in several grade levels behind in one or more subjects, McDonald maintains. “Many students in Detroit have family concerns that have affected their attendance at school,” McDonald explains. “Blended learning provides full-time access to what’s happening in the classroom and allows kids to move at a pace that works for them.” The concept of blended learning typically involves an emphasis on small group interaction where students can work together on a very specific assignment or challenging concept before returning to their computer to finish their individual

lessons. “If you were to walk into one of our classrooms, you wouldn’t see rows of desks,” says Marques Stewart, principal at Brenda Scott. “You’d see a non-traditional classroom where kids are immersed in technology, gathered in small groups with their teacher or creating evidence of mastery on a particular concept. One hundred percent of students are learning and engaged at all times.” The role of the classroom teacher in blended learning is integral in making sure all the components of blended learning coalesce, McDonald says.

“Teachers may lecture on a core concept or conduct a science experiment with the class as a whole, but then based on students’ level of interest and curiosity, they can then interact with a computer program taking the concept to a personalized level,” she says. For teachers, blended learning can provide real time data on each child calling out particular areas in which students may be struggling so the teacher can give individualized instruction as appropriate. “Technology enables a ninth grader at a fifth-grade math level to overcome that gap,” she explains. “Because that student may have missed big chunks of school, he may have missed core concepts that build on one another. It doesn’t mean that there’s a four-year learning gap. It means there may be four key concepts that he needs to grasp. “Blended learning helps isolate those key concepts that are missing and then puts students through an age appropriate program. You may then see one-and-a-half to two years of growth in one year’s time.” Blended learning can take many forms including games, tutorials, video and online discussion boards. At Brenda Scott, the school’s youngest kids are using their computers to play interactive math games

revealed that 78 percent of children ages 12-to-17 have a cell phone, and three quarters of teens access the Internet using a mobile device. “Kids today have had technology in their hands as toddlers,” McDonald says. “To then go into a classroom where they have to put it all away doesn’t make sense. Their brains are wired differently as a result of early exposure to technology.” Leveraging this familiarity with technology is thus only natural and appropriate, McDonald says. Yet where a gap exists, McDonald acknowledges, is access to technology when children return home from school. “It’s true that a majority of Detroit school students don’t have a laptop or desktop computer at home,” she says. “But to address this, schools are extending their hours and opening on weekends to allow students to use computers at different times.” Students at Brenda Scott can check out a laptop to take home with them, Stewart says. “This is helpful because we are on a 210-day school year,” he explains. “We don’t break for summer vacation until Aug. 6. If a student misses school for a family vacation, he can login and access the curriculum from wherever he is.”

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“Kids today have had technology in their

hands as toddlers. To then go into a classroom where they have to put it all away doesn’t make sense. Their brains are wired differently as a result of early exposure to technology.” teaching them how to count, to add and to subtract, says Stewart. To help older students expand their vocabulary, Stewart cites the example of a blended learning tool being used called Flocabulary. “Known as educational hip hop, this program tasks kids with creating an original song, rap or poem using new vocabulary words,” he explains. “Once they’ve finished, they upload their song to the technology platform that the teachers can access to ensure they’ve mastered the words.”

But perhaps the biggest benefit of the blended learning approach is individualized instruction. “When you have a child who is many grade levels behind in reading, you can use blended learning to diagnose that and increase the child’s proficiency without embarrassing him or her,” McDonald says. “The traditional model of learning doesn’t work for all kids in Detroit. They need something fundamentally different. They need personalized learning.”

Educatius International is looking for host families for international students attending Troy High, Athens, Novi High and Berkley High this school year. Students are coming from all over the globe. Host families are asked to provide a bed, desk and dresser, as well as a quiet place to study, meals, love and guidance. Our students come with their own insurance and spending money for personal needs and activities they wish to get involved in. We also have 24/7 national support. This is a wonderful opportunity to share America with someone and learn about another country as well. If interested or for more information please contact Jennifer at jennifer.minor@educatius.org or call 617-292-0035.

A new approach to learning A recent study by the Pew Research Center AUGUST 2013 • ACHIEVE

STARR DETROIT

14 ACHIEVE • AUGUST 2013

Detroit School of Choice Graduate Benefits Again in Role as Mom

“

Having personal experience thriving in a Detroit school of choice, I’m very pleased that we have been able to select a quality school for our son.”

By: Jacquie Goetz Bluethmann A product of Detroit schools, Allia J. Miller now wears the hat that her own mother wore more than 25 years ago. Mother to 6-year-old Jordan, Miller is in the position faced by thousands of Detroit parents—where, in a city many outsiders have given up for lost, should she send her own child to school? Thanks to school of choice, she has options. Born and raised on the city’s East side, Miller spent much of her childhood the daughter of a single working parent—one who was determined that her child would learn in an environment of excellence. It is for this reason that Miller attended Bates Academy for 10 years completing preschool through eighth grade at a school across town, not the one more conveniently located just down the road. Miller went on to graduate from Cass Technical High School before earning a scholarship to Bowling Green State University (BGSU) in Ohio from which she graduated in 2005.

A master’s degree from Wayne State University followed, and Miller now enjoys a successful career in public relations at Weber Shandwick, a global communications agency in Birmingham. She attributes her drive to excel to a quality education that started at Bates and that was enriched at Cass Tech. In fact, Miller still credits her love of words to Bates third grade teacher Ms. Gibson who, through games and contests, challenged her young charges to learn as many words as possible. Miller also recalls numerous field trips and other hands-on learning opportunities that brought classroom learning to life in a meaningful way. And her ensuing Cass Tech studies prepared her so well for college that she regularly referred to her high school notes in her freshman BGSU math class. “I felt extremely prepared to take on college,” Miller recalls. “That’s why I’m so adamant that Jordan be enrolled in a quality education center as I was.”

Most of Jordan’s early years were spent in an in-home daycare setting in Detroit under the care of a certified preschool teacher who provided both a safe and stimulating environment for the infant turned toddler to learn, Miller notes. With her son’s first grade year on the horizon, Miller turned to Excellent Schools Detroit’s (ESD) list of top K-8 schools for initial guidance on where to enroll him.

a school of choice is not always the most convenient option for families.

After completing additional research and school visits, she and her husband determined University Prep Science + Math (UPSM), a Detroit charter school, could be a great fit for their young son. The couple used the 2012 ESD Scorecard, an annual assessment of school quality, to confirm their initial instincts, and Jordan is now enrolled at UPSM for the 2013-14 school year.

“They’d ask, ‘why does your mom send you so far away to school’?” she recalls. “My mother was willing to make that effort for a quality education.”

“Having personal experience thriving in a Detroit school of choice, I’m very pleased that we have been able to select a quality school for our son,” Miller said. But Miller acknowledges that attending

“My mother had to drop me off and pick me up from school every day for more than 12 years,” Miller says. “Either that or arrange for a carpool.” Miller recalls neighbors often inquiring as to why the young girl didn’t attend the local neighborhood high school.

And now so is Miller. “I’m so excited about where Jordan will be attending school,” she says. “And he is too. And that’s exactly what I was hoping for.” Allia currently works for Weber Shandwick, a public relations agency that works for Excellent Schools Detroit. AUGUST 2013 • ACHIEVE

Are Schools Making the Grade in Customer Service? By Verna Felder at Elite School Management for Customer Service Do you remember the days when there was no question about which school your child would attend? It was understood and accepted that the neighborhood school would suffice. Kids walked around the corner or took the neighborhood bus to school with no questions asked. Today it is a very different story; in 1994 Michigan joined other states in offering parents educational alternatives. These alternative institutions, called Charter Schools, emphasized their autonomy. They claim to provide more technological resources and creative teaching methods. Some offer enrichment classes such as Japanese and the assurance that children would be prepared to attend and graduate from college. These possibilities are appealing, as parents become discriminating consumers shopping for the best and brightest future for their children. The House of Representatives voted in 2011, to remove the limit on how many University sponsored charter schools can operate in Michigan. The competition for student enrollment is tough and it’s getting tougher. What will help parents favor one school over another? One of the answers is customer service! It has become painfully obvious to me as the Public Relations and Marketing Consultant for Elite School Management that up to this point few schools view parents and students as customers. The task of training some school staff to embrace the customer service agenda can be challenging. In order to accomplish this goal, we had to create a standard of measurement. To help do this we decided to mystery shop several local area public and charter schools to see who made the grade in customer service. From these visits I went from being surprisingly pleased to down right insulted. Schools should remember the first line of communication; the first impression of your school comes from the front desk secretaries. They should be friendly, articulate, accommodating and prepared to answer questions from prospective new parents. What I experienced during a couple of visits were a few secretaries who were too busy, or didn’t realize that I was a potential new customer. During one of these visits I tried to inquire about the extracurricular programs and

16 ACHIEVE • AUGUST 2013

curriculum or services for special needs students. I was repeatedly told by the front desk secretary to “Go to the website”. I left feeling dismissed and offended. During another visit which was around lunch time I became so distracted by the secretary’s pepper steak lunch she had sitting on the front desk that I couldn’t even stay focused on what I wanted to ask her. Another experience caught me by surprise because this particular school has an excellent reputation for academic success so my expectations were elevated. This Academy has to be surviving purely by their reputation. The campus was littered with trash. I walked into the school and near the entrance was a security guard sitting at a small desk. She was engaged in a conversation with a man and without looking at me she said, “Sign in.” I signed in and waited for her to direct me or ask me what I needed, she never did. I wandered off down a dimly lit hall looking for the office. I entered the office where there were about three women working busily behind the desk. I stood at the desk waiting to be acknowledged and after being completely ignored, I said, “Excuse me, may I have information about your curriculum?” One woman looked at the other and said, “Do we have something with our information on it”? She responded, “Just what’s on the counter.” Again I was disappointed by the lack of service and courtesy given to me as a perspective new parent. As we move into an era where schools are privately operated for profit the perception of the once traditional way of school management has to shift. “Schools have to make valuing their parents, the relationship between students and teachers and maintaining academic achievement a priority” says Maurice Evans, Chief Executive Officer of Elite School Management. “There has to be a paradigm shift in the school culture where teachers understand that students are the reason we serve and customer service is the rule we follow” says Evans, who has made customer service training a service offered by his management company. In these ever changing times the schools that will have the greatest impact and longevity will be those who understand that the best form of leadership is in the genuine commitment of service.

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Our Children DeserveTHE

Join us on, Wednesday, August 14, 2013

BEST!

Our Children Deserve the Best: Join us for a town hall meeting-style conversation about the urgent need to educate our children now. Leaders, educators, parents and even students themselves, must rally to take advantage of the options available to educate our children from cradle to career.

Dan Quisenberry

President, Michigan Association of Public School Administrators

Tonya Allen

Chief Operating Officer, Skillman Foundation

Dr. Curtis Ivery

Chancellor, Wayne County Community College District

Sharlonda Buckman Executive Director, Detroit Parent Network

Karen P. Ridgeway

Superintendent of Academics, Detroit Public Schools

Tyrone E. Winfrey, Sr.

Chief of Staff, Education Achievement Authority

Dan Varner

Chief Executive Officer Excellent Schools Detroit

Education Town Hall Meeting Wednesday, August 14, 2013 • 6:00 p.m. Wayne County Community College Downtown Campus 801 West Fort Street • Detroit, Michigan Michigan Chronicle Senior Editor Bankole Thompson Moderator

Join the conversation on

WWJ News Radio 950 AM City Beat Reporter Vickie Thomas Co-Moderator

#MCEdSummit

For more information call the Michigan Chronicle at (313) 963-5522 AUGUST 2013 • ACHIEVE

Setting the bar high for an excellent education in Detroit A word from Dan Varner

CEO, Excellent Schools Detroit A group of community, business, education and philanthropic leaders came together in 2008 to envision what education should be for every Detroit child. One thing was clear: our kids deserve the best education and they weren’t getting it. That coalition launched Excellent Schools Detroit in 2010 to ensure every Detroit child receives an excellent education. We’ve been working since then to build a solid way for parents and the community to have side by side comparisons of every school in Detroit along a multitude of measures. Our Scorecard analysis goes beyond test scores, which are important, to recognize and include criteria that parents told us are important to making informed choices for their children, such as student progress and school climate. I’m proud to announce the 2013 Excellent Schools De-

18 ACHIEVE • AUGUST 2013

troit Scorecard finally gives parents the comprehensive, consistent information to make apples to apples comparisons of Detroit’s school offerings and find the best fit for their child. Our Scorecard reviewed 204 schools serving Detroit kids and provided a grade for 149 schools (nearly 75 percent). Those that didn’t receive a grade are either too new or are “fresh start” schools, schools that are starting over by mandate of the State of Michigan. Complete detailed information on every school in the Scorecard is available on http://scorecard.excellentschoolsdetroit. org. We invite you to visit the Scorecard site often. We’ll be updating the data frequently, and giving schools new grades twice a year. What goes into the grades in the Scorecard shared here in Achieve? Seventy percent of a school’s grade is determined by test scores. We look at status - how proficient students are on state standardized tests. We also look at progress - how much students are learning during the course of a school year. Thirty percent of the ESD Scorecard grade rests on school climate and we determine this in two ways. We surveyed 35,000 students in fourth grade and above and 3,500 teachers to find out how they feel about five essential attributes at their schools. These Detroit 5Essentials – effective leaders, collaborative teachers, involved families, supportive environment and ambitious instruction - are backed by several decades of research at the Uni-

versity of Chicago and help tell you whether a school is positioned to improve. The other thing that we look at for climate is the feedback of members of the community who visited the school. Finally, we take into consideration extra challenges faced by schools and students who are in low-income communities, are learning English and/or have different or special abilities. A final grade is the combination of status, progress, climate and extra credit. Excellent Schools Detroit recommends parents and students select schools graded C+ and above or promising. A promising school is too new to have cumulative data for us to give it a grade. We can, however, tell whether or not it’s on track to be a good school using the Detroit 5Essentials survey results and growth data. Those schools get a thumb’s up from us. As the new school year begins, make a list of what’s important to you and your child. Use our online Scorecard and this guide to find schools that look like a good fit. Plan visits or calls to those schools and see for yourself if there’s a good fit. Always demand the best. We want you to join us in ensuring every child in Detroit receives the best education. We look forward to your feedback! You can write to me at info@excellentschoolsdetroit.org.

Dan Varner CEO, Excellent Schools Detroit

EX C EL L EN T

SCHOOLS D E T R O I T

Scorecard

2013

What is new this year? This year we are giving schools letter grades. We’re also using a comprehensive grading system that takes into account not only how students perform on standardized tests but also how much they’re learning over a school year how likely the school is to improve and what community reviewers observed about the school environment and culture on a site visit.

City Council Districts: 3

2 1

What the grades mean

A+ A B+ B C+ C D F

Excellent Great Very Good Good Acceptable

C+ or better is recommended

Weak Very Weak Failing New or “fresh start” school that looks promising based on limited information.

Not enough information available

ESD recommends parents and students select schools graded C+ or better. Schools that are C+ or better will help students learn what they need to know and will allow students adequate opportunities to succeed in college and work.

AUGUST 2013 • ACHIEVE

District 1 Schools: Type of School

Grade Levels

School Name

School Address

Contact Name

Phone Number

DPS

9-12

Communication and Media Arts HS

14771 Mansfield St Detroit

Donya Odorn

313-866-9300

Ch-SVSU

9-12

Detroit Community Schools-High School

12675 Burt Rd Detroit

Echelle Jordan

313-537-3570

Ch-GVSU

9-12

Cornerstone Health School

19900 Mcintyre St Detroit

Micheal Griffie

313-486-4260

EAA

9-12

Ford High School

20000 Evergreen Rd Detroit

Mark Mayberry

313-494-7567

DPS

K-4

Charles Wright School

19299 Berg Rd Detroit

Kimberly Davis

313-538-3024

DPS

K-6

Cooke Elementary School

18800 Puritan St Detroit

Diane Goins

313-494-7458

DPS

5-8

Ludington Magnet Middle School

19051 Berg Rd Detroit

Alora Comer-Maxwell

313-494-7549

DPS

K-5

Coleman A. Young Elementary

15771 Hubbell St Detroit

Melissa Scott

313-852-0725

DPS

K-8

Gompers Elementary - Middle School

14450 Burt Rd Detroit

Bobbie Posey

313-494-7495

Ch-CMU

6-8

Old Redford Academy - Middle

17226 Redford Ave Detroit

Amelia Norwood

248-799-2780

DPS

K-5

Thomas Alva Edison Elementary School

17045 Grand River Ave Detroit

Beverly Green

313-852-1066

DPS

K-8

Dossin Elementary - Middle School

16650 Glendale St Detroit

Verneice Gaines

313-866-9390

DPS

K-8

John R. King Academic and Performing Arts Academy

15850 Strathmoor St Detroit

Vivian Hughes-Norde

313-866-9600

Ch-CMU

K-8

Nataki Talibah Schoolhouse of Detroit

19176 Northrop St Detroit

Melita Smith

313-531-3720

Ch-CMU

K-5

Old Redford Academy - Elementary

17195 Redford St Detroit

Aaron Williams

313-532-7510

Ch-SVSU

K-8

Detroit Community Schools - Elementary

12675 Burt Rd Detroit

Angela Kemp

313-537-3570

Ch-LSSU

K-8

Detroit Service Learning Academy

21605 W 7 Mile Rd Detroit

Dorian Roberts

313-541-7619

DPS

K-8

Emerson Elementary - Middle School

18240 Huntington Rd Detroit

Brenda Carethers

313-831-9689

Ch-OU

K-8

Weston Preparatory Academy

22930 Chippewa St Detroit

Phil Yaccick

313-387-6038

Ch-CMU

K-7

Detroit Leadership Academy

13550 Virgil Detroit

Julian Roper

313-242-1500

Ch-GVSU

K-8

Madison-Carver Academy

19900 Mcintyre St Detroit

Pamela Farris

313-486-4626

EAA

K-8

Burns Elementary - Middle School

14350 Terry St Detroit

Dwayne Richardson

313-852-0534

Ind

K-8

Christ the King School

16800 Trinity St Detroit

Rosanne Jodway

313-532-1213

Ch-EAA

K-8

Murphy Elementary

23901 Fenkell St Detroit

Latoyia Webb-Harris

313-494-7585

20 ACHIEVE â€˘ AUGUST 2013

ESD Grade

B C NG B C+ C C C D D D D D F F F F F

NG NG NG

District 2 Schools: Type of School

Grade Levels School Name

School Address

Contact Name

Phone Number

DPS

9-12

Renaissance High School

6565 W Outer Dr Detroit

Anita Williams

313-416-4600

Ch-CMU

9-12

Old Redford Academy - High

8001 W Outer Dr Detroit

Zetia Hogan

313-543-3080

Ind

9-12

Cornerstone Leadership & Business High School

6861 East Nevada St Detroit

David O'Connor

Ch-BMCC

University Yes Academy

14717 Curtis St Detroit

Tarrieck Rideaux

281-543-8894

Ind

7-12

University of Detroit Jesuit

8400 S Cambridge Ave Detroit

Anthony Trudel

313-927-2331

Ind

9-12

Loyola High School

15325 Pinehurst St Detroit

DeLisa Jones

313-861-2407

EAA

9-12

Mumford High School

17525 Wyoming St Detroit

Kenyetta Wilbourn

313-416-7064

Ch-CMU

9-10

Jalen Rose Leadership Academy

15000 Trojan St Detroit

Kenya Crockett

313-397-3333

DPS

K-6

Pasteur Elementary School

19811 Stoepel St Detroit

Sharon Lawson

313-494-7314

DPS

K-8

Bates Academy

19701 Wyoming St Detroit

Reginald Kirkland

313-494-7000

DPS

K-6

Vernor Elementary School

13726 Pembroke Ave Detroit

Cleo Moody

313-494-7342

Ch-DPS

K-8

David Ellis Academy

18977 Schaefer Hwy Detroit

Sylvia Green

313-927-5395

DPS

K-8

Foreign Language Immersion and Cultural Studies 6501 W Outer Dr

Todd Losie

313-651-2400

DPS

K-8

Schulze Elementary - Middle School

10700 Santa Maria St Detroit

Brenda Lyons

313-340-4400

DPS

1-8

Robeson Academy - Malcolm X Academy

2585 Grove St Detroit

Jeffrey Robinson

313-494-8100

Ch-FSU

3-8

Joy Preparatory Academy

15055 Dexter Ave Detroit

Fran Gardulescu

313-340-0023

Ch-BMCC

6-8

University Yes Academy

14717 Curtis St Detroit

Tarrieck Rideaux

281-543-8894

Ch-FSU

K-2

Joy Preparatory Academy

1129 Oakman Blvd Detroit

Nichole McAfee

313-867-7828

DPS

K-6

Bagley Elementary School

8100 Curtis St Detroit

Clara Brooks

313-494-7175

DPS

K-6

Thurgood Marshall Elementary School

15531 Linwood St Detroit

Sharon Lee

313-494-8820

DPS

K-8

Bow Elementary - Middle School

19801 Prevost St Detroit

Ernestine Woodward

313-852-0500

DPS

K-8

Greenfield Union Elementary - Middle School

420 W 7 Mile Rd Detroit

Beverly Campbell

313-866-2999

Ch-DPS

K-8

Martin Luther King Jr. Education Center Academy

16827 Appoline St Detroit

Constance Price

313-341-4944

DPS

K-8

Palmer Park Preparatory Academy

3901 Margareta St Detroit

Bessie Harris

313-494-7300

Ch-DPS

6-8

Aisha Shule/WEB Dubois Prep. Academy School

20119 Wisconsin St Detroit

Holly Murphy

313-345-6050

Detroit

ESD Grade

B+ D NG NG NG NG NG B B C C C C D D D D D D D D D D F

AUGUST 2013 â€˘ ACHIEVE

Type of School

Grade Levels School Name

School Address

Contact Name

Phone Number

Ch-CMU

K-4

Michigan Technical Academy Elementary

19940 Mansfield St Detroit

Damon Pitt

313-272-1649

Ind

7-12

University of Detroit Jesuit

8400 S Cambridge Ave Detroit

Anthony Trudel

313-927-2331

Ind

K-3

ASA Higher Learning Preparatory

20433 Livernois Ave Detroit

Linda Byrd

313-341-1558

Ch-DPS

K-5

Rutherford Winans Academy

16411 Curtis St Detroit

Karen Abbott

313-852-0709

Ind

K-8

Gesu Elementary School

17139 Oak Dr Detroit

Christa Laurin

313-863-4677

Ch-DPS

K-8

International Preparatory Academy - MacDowell Campus

4201 W Outer Dr Detroit

Grayson Walles

313-494-7310

Ch-RESA

K-8

Lincoln-King Academy

13436 Grove St Detroit

Carolyn Brown

248-439-6228

EAA

K-8

Mary McLeod Bethune Elementary - Middle School 8145 Puritan St

Antoinette Pearson

313-873-9460

Ch-EAA

K-8

Stewart Elementary

13120 Wildemere St Detroit

Christopher Johnson

313-852-1450

Ch-DPS

K-8

New Paradigm Glazer Academy

2001 La Belle St Detroit

M. Reynolds

313-833-1100

Detroit

ESD Grade

F NG NG NG NG NG NG NG NG

District 3 Schools: Type of School

Grade Levels

School Name

School Address

Contact Name

Phone Number

DPS

9-12

Davis Aerospace High School

10200 Erwin St Detroit

Nina Graves-Hicks

313-866-5401

Ch-SVSU

9-12

Winans Academy High School

7616 E Nevada St Detroit

Mr. Hardaway Pettway

313-365-5578

DPS SG

9-12

Osborn Academy of Mathematics

11600 E 7 Mile Rd Detroit

Tanya Bowman

DPS SG

9-12

Osborn College Preparatory Academy

11600 E 7 Mile Rd Detroit

Calvin Patillo

313-866-0343

DPS SG

9-12

Osborn Evergreen Academy of Design and Alternative

11600 E 7 Mile Rd Detroit

Felicia Cook

313-866-0343

EAA

9-12

Pershing High School

18875 Ryan Rd Detroit

Dr. Gregory King

313-866-7700

DPS

K-8

Davison Elementary - Middle School

2800 E Davison St Detroit

Dianne Holland

313-252-3118

DPS

K-8

A.L. Holmes Elementary - Middle School

8950 Crane St Detroit

Leenet CampbellWilliams

313-866-5644

DPS

5-8

Fisher Magnet Upper Academy

15491 Maddelein St Detroit

Harry Coakley

313-866-7233

Ch-FSU

6-8

Bridge Academy West

3105 Carpenter Rd Detroit

Khalid Almasnaah

313-462-6100

Ch-SVSU

6-8

Winans Academy Middle School

7616 E Nevada St Detroit

Rochelle Ponder

313-365-5578

DPS

K-4

Fisher Magnet Lower Academy

15510 E State Fair St Detroit

Charlene White

313-642-4854

22 ACHIEVE â€˘ AUGUST 2013

ESD Grade

B C NG NG NG NG B+ C D D D D

Type of School

Grade Levels

School Name

School Address

Contact Name

Phone Number

DPS

K-8

Pulaski Elementary - Middle School

19725 Strasburg St Detroit

Desheil Echols

313-866-7022

Ch-OU

K-12

Nsoroma Institute

20045 Joann St Detroit

Elizabeth Whittaker

313-521-0400

Ch-EMU

K-8

Commonwealth Community Development Academy

13477 Eureka St Detroit

Cullian Hill

313-366-9470

Ch-OU

K-8

Dove Academy of Detroit

8210 Rolyat St Detroit

Brandon Slone

313-366-9110

DPS

K-8

Mason Elementary School

19955 Fenelon Detroit

Omega Mostyn

313-866-3700

Ind

6-8

Cornerstone Nevada Middle

6861 E Nevada St Detroit

Dennis Wrosch

313-892-1860

Ind

K-5

Cornerstone Nevada Primary

6861 E Nevada St Detroit

Candace Brockman

313-892-1860

Ch-GVSU

K-7

Legacy Charter Academy

4900 E. Hildale St Detroit

John Cogley

313-368-2215

Ch-DPS

K-8

GEE White Academy

5161 Charles St Detroit

Mohamad Issa

734-369-9500

Ch-LSSU

K-8

Regent Park Scholars Charter Academy

15865 E 7 Mile Rd Detroit

Paula Dowker

313-371-1300

Ch-EAA

K-8

Trix Elementary

13700 Bringard Dr Detroit

Amy Carns

313-852-8644

EAA

K-8

Brenda Scott Elementary - Middle

18440 Hoover St Detroit

Marquis Stewart

313-866-6700

EAA

K-8

Law Elementary School

19411 Cliff St Detroit

Hannah Irvin

313-866-3400

EAA

K-8

Nolan Elementary - Middle School

1150 E Lantz St Detroit

Angela Underwood

313-866-7730

ESD Grade

D F F F F NG NG NG NG NG NG

District 4 Schools: Type of School

Grade Levels School Name

School Address

Contact Name

Phone Number

EAA

9-12

Denby High School

12800 Kelly Rd Detroit

Traci Mckissic

313-866-7200

DPS

9-12

East English Village Preparatory Academy

17200 Southampton St Detroit

Patricia Murray

313-873-0655

EAA

9-12

Southeastern High School

3030 Fairview St Detroit

Jeff; Lori Maxwell; Johnson

313-866-4500

Ch-DPS

9-12

Timbuktu Academy of Science and Technology

10800 E Canfield St Detroit

Cha-Rhonda Edgerson

313-823-6000

Ch-GVSU

K-8

Detroit Merit Charter Academy

1091 Alter Rd Detroit

Sandra Terry-Martin

313-331-3328

DPS

K-5

Carleton Elementary School

11724 Casino St Detroit

Lachelle Williams

313-866-8322

DPS

K-6

Ronald Brown Academy

11530 E Outer Dr Detroit

Damon Sewell

313-886-2611

DPS

K-5

William Beckham Academy

9860 Park Dr Detroit

Philip Vanhooks

313-852-8500

ESD Grade

NG NG NG B+ C C D

AUGUST 2013 â€˘ ACHIEVE

Type of School

Grade Levels School Name

School Address

Contact Name

Phone Number

Ch-SVSU

K-5

DPS

ESD Grade

Marvin L. Winans Academy of Performing Arts Elementary

9740 Mckinney St Detroit

Zakia Gibson

313-640-4610

K-5

Wayne Elementary School

10633 Courville St Detroit

Pamela Askew

313-866-0400

DPS

K-8

Blackwell Institute

9330 Shoemaker St Detroit

Patricia Hines

313-866-4391

DPS

K-8

Brewer Elementary - Middle School

18025 Brock St Detroit

Cecily Wilson

313-866-0404

DPS

K-8

Carstens Elementary - Middle School

13000 Essex Ave Detroit

Donna Thornton

313-866-5500

Ch-GVSU

K-8

Detroit Enterprise Academy

11224 Kercheval St Detroit

Heidi Benser

313-823-5799

DPS

K-8

Edward "Duke" Ellington Elementary - Middle School

8030 E Outer Dr Detroit

Rita Davis

313-866-2860

D D D D D D

DPS

K-8

Wilkins Elementary - Middle School

12400 Nashville St Detroit

Yvonne Stokes

313-852-8600

DPS

K-8

J.E. Clark Preparatory Academy

15755 Bremen St Detroit

Demond Thomas

313-417-9340

DPS

K-8

Marquette Elementary - Middle School

6145 Canyon St Detroit

Christopher Lockhart

313-417-9360

Ch-DPS

K-8

EMAN Hamilton Academy

14223 Southampton St Detroit

Tammy Anderson

248-327-7673

D F F NG

District 5 Schools: Type of School

Grade Levels

School Name

School Address

Contact Name

Phone Number

DPS

9-12

Detroit International Academy for Young Women

9026 Woodward Ave Detroit

Beverly Hibbler

313-873-3050

DPS

9-12

King High School

3200 E Lafayette St Detroit

Deborah Jenkins

313-494-7373

DPS

9-12

Northwestern High School

2200 W Grand Blvd Detroit

Belinda Raines

313-596-0700

Ch-FSU

9-12

Allen Academy

8666 Quincy St Detroit

Monique WoodlandPhillips

313-898-6444

Ch-GVSU

9-12

University Preparatory Academy (PSAD) - High School

600 Antoinette St Detroit

Danielle Jackson

313-874-4340

Ch-GVSU

9-12

Henry Ford Academy: School for Creative Studies (PSAD)

435 W Milwaukee St Detroit

Rashid Faifal

313-481-4000

Ch-GVSU

9-12

University Preparatory Science and Math (PSAD) High

2664 Franklin St Detroit

Gabriella Gui

313-393-9166

Ch-OU

9-10

DEPSA-Early College of Excellence

1903 Wilkins St Detroit

Ralph Bland

313-833-1100

DPS

9-10

Dr. Benjamin Carson School for Science and Medi- 571 Mack Ave Detroit cine

Brenda Belcher

313-494-1805

EAA

9-12

Central Collegiate Academy

2425 Tuxedo St Detroit

Steven Mcghee

313-252-3000

Ch-CMU

Plymouth Educational Center - 9th Grade

1460 E Forest Ave Detroit

Kristen Woods

313-831-2801

24 ACHIEVE â€˘ AUGUST 2013

ESD Grade

C C C D D

Type of School

Grade Levels

School Name

School Address

Contact Name

Phone Number

Ch-CMU

ESD Grade

10-12

Plymouth Educational Center Preparatory High School

7375 Woodward Ave Detroit

Diane Murg

313-309-1634

Ch-SVSU

9-12

Oakland International Academy - High

8228 Conant St Detroit

Dale Bernard

248-327-7673

DPS

9-10

Detroit Collegiate Preparatory High School

2200 W Grand Detroit

Ricardo Martin

313-623-0056

DPS

K-5

Thirkell Elementary School

7724 14th St Detroit

Clara Smith

313-596-0990

Ch-OU

K-11

Edison Public School Academy

1903 Wilkins St Detroit

Ralph Bland

313-833-1100

DPS

K-5

Chrysler Elementary School

1445 E Lafayette St Detroit

Wendy Shirley

313-494-8440

Ch-GVSU

K-5

University Preparatory Academy Elementary Mark Murray

435 Amsterdam St Detroit

Kimberly Llorens

313-309-0552

NG NG B+ B B B

Ch-GVSU

6-8

University Preparatory Science and Math (PSAD) Middle

5100 John R St Detroit

Jennifer Spencer

313-324-8400

C+

DPS

K-8

Garvey Academy

2301 Van Dyke St Detroit

James Hearn

313-866-7400

Ch-DPS

K-8

Ross-Hill Academy-Elementary

3111 Elmwood St Detroit

Nellie Williams

313-922-8088

Ch-GVSU

6-8

University Preparatory Academy Middle School

5310 Saint Antoine St Detroit

Nigena Livingston

313-831-0100

DPS

K-8

Bunche Elementary - Middle School

2715 Macomb St Detroit

Marvin Franklin

313-494-8350

DPS

K-8

Detroit International Academy for Young Women

9026 Woodward Ave Detroit

Beverly Bibbler

313-873-3050

DPS

K-8

Golightly Education Center

5536 Saint Antoine St Detroit

Sherrell Hobbs

313-494-2538

DPS

K-8

Nichols Elementary - Middle School

3000 Burns St Detroit

Linda Whitaker

313-852-0800

Ch-CMU

K-8

Plymouth Educational Center - K -8

1460 E Forest Ave Detroit

James Spruil

313-831-3280

Ch-SVSU

4-5

Oakland International Academy - Intermediate

6111 Miller St Detroit

Amanda Magnuson

248-327-7673

Ch-GVSU

6-8

Henry Ford Academy: School for Creative Studies (PSAD)

435 W Milwaukee St Detroit

Rashid Faifal

313-481-4000

C+ C+ C C C C C C D D

Ch-SVSU

6-8

Oakland International Academy - Middle

8228 Conant St Detroit

Dale Bernard

248-327-7673

Ch-SVSU

K-3

Oakland International Academy - Elementary

4001 Miller St Detroit

Amanda Magnuson

248-327-7673

Ch-GVSU

K-5

University Preparatory Academy Elementary Ellen Thompson

957 Holden St Detroit

Tamara Johnson

313-874-9800

DPS

K-8

Durfee Elementary - Middle School

2470 Collingwood St Detroit

Kenneth Jenkins

313-252-3070

DPS

K-8

Hutchinson Elementary - Middle School

2600 Garland Detroit

Stanley Johnson

313-866-4169

DPS

K-8

Spain Elementary - Middle School

3700 Beaubien St Detroit

Ronald Alexander

313-494-2081

Ch-CMU

K-8

Woodward Academy

951 E Lafayette St Detroit

William Jackson

313-961-2108

Ch-OU

6-8

Detroit Academy of Arts and Sciences Middle School

2985 E Jefferson Ave Detroit

Bob Thomas

313-923-0281

D D D D D D D F

AUGUST 2013 â€˘ ACHIEVE

Type of School

Grade Levels

School Name

School Address

Contact Name

Phone Number

Ch-OU

K-5

Detroit Academy of Arts and Sciences Elementary

2985 E Jefferson Ave Detroit

Turquoise Neal

313-259-1744

Ch-FSU

K-8

Allen Academy

8666 Quincy St Detroit

Monique WoodlandPhillips

313-898-6444

Ch-GVSU

K-78

Henry Ford Academy: School for Creative Studies- 10225 3rd St Detroit Elementary

Curtis Lewis

313-701-5124

Ind

K-8

Friends School in Detroit

1100 St Aubin Blvd Detroit

Ed Harris

313-259-6722

Ch-DPS

K-8

New Paradigm Loving Academy

1000 Lynn St Detroit

Ron Newton

(313) 252-3028

Ind

K-8

Waldorf School Assn. of Michigan

2555 Burns St Detroit

Linda Brooks

313-822-0300

ESD Grade

F F NG NG NG

District 6 Schools: Type of School

Grade Levels

School Name

School Address

Contact Name

Phone Number

DPS

9-12

Cass Technical High School

2501 2nd Ave Detroit

Lisa Phillips

313-263-2000

DPS

9-12

Detroit School of Arts

123 Selden St Detroit

Ahna Felix-Brown

313-494-6000

Ind

9-12

Detroit Cristo Rey High School

5679 W Vernor Hwy Detroit

Susan Rowe

313-843-2747

Ch-SVSU

9-12

Cesar Chavez High School

1761 Waterman St Detroit

Juan Martinez

313-551-0611

DPS

9-12

Douglass Academy for Young Men

2001 W Warren Ave Detroit

Berry Greer

313-596-3555

DPS

9-12

Western International High School

1500 Scotten St Detroit

Rodolfo Diaz

313-849-4758

Ch-OU

9-12

Universal Academy

4612 Lonyo St Detroit

Anita Hassan

313-581-5006

Ch-FSU

7-12

Voyageur Consortium High School

4366 Military Detroit

Rod Atkins

313-964-2339

Ch-RESA

9-12

Casa Richard Academy

2635 Howard St Detroit

Angela Johnson

313-963-7757

Ch-FSU

9-12

George Crockett Consortium High School

4366 Military St Detroit

Rod Atkins

313-964-2339

Ch-FSU

9-12

Hope of Detroit Academy Consortium High School 4366 Military St

Rod Atkins

313-964-2339

Ch-LSSU

9-12

W-A-Y Academy

8701 W Vernor Hwy Detroit

Shannon Smith

734-604-7696

DPS

K-3

Maybury Elementary School

4410 Porter St Detroit

Norma Hernandez

313-849-2014

Ch-FSU

K-8

Hope of Detroit Academy

4443 N Campbell St Detroit

Ali Abdel

313-897-8720

DPS

5-8

Clippert Academy

1981 Mckinstry St Detroit

Kim Gonzalez

313-849-5009

DPS

K-5

Bennett Elementary School

2111 Mullane St Detroit

Josette Buendia

313-849-3585

Detroit

26 ACHIEVE â€˘ AUGUST 2013

ESD Grade

B+ B C+ C C C D F NG NG NG NG B B C+ C+

Type of School

Grade Levels

School Name

School Address

Contact Name

Phone Number

DPS

K-5

Roberto Clemente Academy

1551 Beard St Detroit

Melissa Villarreal

313-849-3489

DPS

K-5

Harms Elementary School

2400 Central St Detroit

Karen White

313-849-3492

Ch-SVSU

3-5

Cesar Chavez Academy Intermediate

4100 Martin St Detroit

David Meloche

313-361-1083

Ch-SVSU

6-8

Cesar Chavez Middle School

6782 Goldsmith St Detroit

Tiffany Von Keltz

313-842-0006

Ch-SVSU

K-2

Cesar Chavez Academy Elementary

8126 W Vernor Hwy Detroit

Gabriela Jaime

313-361-1083

DPS

K-8

Academy of The Americas

5680 Konkel St Detroit

Anthony Houston

313-596-7640

DPS

K-8

Burton International School

2001 MLK Blvd Detroit

John Wilson

313-596-3800

Ch-FSU

K-8

George Crockett Academy

4851 14th St Detroit

Mary Lou Van Antwerp

313-896-6078

DPS

K-8

Mark Twain Elementary - Middle School

12800 Visger St Detroit

Marcia Morrow

313-386-5530

DPS

K-8

Priest Elementary - Middle School

7840 Wagner St Detroit

Lisa Billops

313-849-3705

DPS

K-5

Neinas Elementary School

6021 Mcmillan St Detroit

Natalia Russell

313-849-3701

DPS

K-8

Sampson Academy

4700 Tireman St Detroit

Carol Garland

313-596-4750

DPS

pK-8

Douglass Academy for Young Men

2001 W Warren Ave Detroit

Berry Greer

313-596-3555

Ch-OU

K-8

Universal Academy

4612 Lonyo St Detroit

Anita Hassan

313-581-5006

EAA

K-8

Phoenix Elementary - Middle School

7735 Lane St Detroit

Alexander Cintron

313-849-2419

DPS

K-8

Earhart Elementary - Middle School

1000 Scotten St Detroit

Gerlma Johnson

313-849-3945

DPS

K-8

Munger Elementary - Middle School

5525 Martin Detroit

Deborah Hurst

313-873-0655

DPS

Beard Elementary School

840 Waterman St Detroit

Regina Haywood

313-849-3183

Ind

K-8

Charlotte Mason Community School

3816 Toledo St Detroit

Evelyn Hoey

313-841-6848

Ch-GVSU

K-8

Escuela Avancemos!

3811 Cicotte St Detroit

Claudia Lara Martinez

313-596-0100

Ch-DPS

K-8

GEE Edmonson Academy

1300 W Canfield St Detroit

Mohamad Issa

734-369-9500

Ind

K-8

Holy Redeemer Elementary School

1711 Junction St Detroit

Mary Beth Kiley

313-841-5230

Ind

K-8

Most Holy Trinity School

1229 Labrosse St Detroit

Sheila Dunleavy

313-961-8855

ESD Grade

C+ C+ C C C C C C C C D D D F

NG NG NG NG NG NG

AUGUST 2013 â€˘ ACHIEVE

District 7 Schools: Type of School

Grade Levels

School Name

School Address

Contact Name

Phone Number

DPS SG

9-12

Cody Academy of Public Leadership

18445 Cathedral St Detroit

Johnathon Matthews

313-866-9200

DPS SG

9-12

Detroit Institute of Technology at Cody

18445 Cathedral St Detroit

Mary Kovari

313-866-9200

DPS SG

9-12

Medicine and Community Health Academy at Cody 18445 Cathedral St

Michelle Parker

313-866-9200

Ch-CMU

K-8

Flagship Charter Academy

13661 Wisconsin St Detroit

Krystal Bell

313-933-7933

Ch-GVSU

K-8

Detroit Premier Academy

7781 Asbury Park Detroit

Vondra Glass

313-945-1472

DPS

K-8

Dixon Elementary School

8401 Trinity St Detroit

Ora Beard

313-947-1330

DPS

K-5

Gardner Elementary School

6528 Mansfield St Detroit

Karen Doneghy

313-581-4615

DPS

K-5

Mann Elementary School

19625 Elmira St Detroit

Gwendolyn Frencher

313-866-9580

DPS

K-8

Ann Arbor Trail Magnet School

7635 Chatham Detroit

Deborah Ferguson

313-274-8560

DPS

K-8

Carver Elementary - Middle School

18701 Paul St Detroit

Sabrina Evans

313-240-6622

Ch-GVSU

K-8

Warrendale Charter Academy

19400 Sawyer St Detroit

Christine Harwood

313-240-4200

DPS

K-8

Henderson Academy

16101 W Chicago St Detroit

Deborah Manciel

313-852-0512

DPS

K-8

Noble Elementary - Middle School

8646 Fullerton St Detroit

Angela Broaden

313-873-0377

Ch-EMU

K-9

Hope Academy

12121 Broad St Ave Detroit

Veneda Fox Sanders

313-934-0054

Ch-CMU

K-5

Detroit Innovation Academy

18211 Plymouth Rd Detroit

Lawrence Hood

313-242-1500

DPS

K-8

MacKenzie Elementary - Middle School

10147 W Chicago Detroit

Tracy Carpenter

313-873-0655

Detroit

28 ACHIEVE â€˘ AUGUST 2013

ESD Grade

NG NG B C+ C+ C C C D D F F F NG

Suburban Schools: Type of School

Grade Levels

School Name

School Address

Contact Name

Phone Number

Ch-SVSU

9-12

Chandler Park Academy - High

20254 Kelly Road Harper Woods

Ronnie Phillips

313-499-3010

Ch-FSU

9-12

Conner Creek Academy East-MI Collegiate High

31300 Ryan Rd Warren

Erica Walsh

586-777-5792

Ch-SVSU

9-12

HEART Academy

19800 Anita St Harper Woods

Rosalind Brathwaite

313-882-4631

Ch-FSU

K-6

Conner Creek Academy East - Elementary

16911 Eastland St Roseville

Karen Smith

586-779-8055

Ch-SVSU

6-8

Chandler Park Academy - Elementary

20100 Kelly Rd Harper Woods

Ronald Williams

313-839-9886

Ch-FSU

7-8

Conner Creek Academy East-MI Collegiate Middle

31300 Ryan Rd Warren

Kay Newhouse

586-777-3190

Ch-EMU

K-5

Academy for Business and Technology Elementary

5277 Calhoun St Dearborn

Paul Merritt

313-581-2223

Ch-SVSU

K-5

Chandler Park Academy - Middle

20200 Kelly Rd Harper Woods

Wilhelmina Hall

313-884-8830

Ch-CMU

5-8

Michigan Technical Academy Middle

23750 Elmira St Redford

James Abercrombie

313-537-9311

Ch-CMU

K-6

Detroit West Preparatory Academy

23749 Elmira Redford

Thomas White

313-387-9238

Ch-GVSU

K-8

Washington-Parks Academy

11685 Appleton Redford

Scott Cairo

313-592-6061

ESD Grade

B C C C+ D D D D F F

Type of School DPS

Detroit Public Schools

DPS SG

Detroit Public Schools - Self Governing

Ch-DPS

Charter - Operated by Detroit Public Schools

EAA

Educational Achievement Authority

Ch-EAA

Charter - Operated by Educational Acheivement Authority

Ind

Independent or Private School

Ch-GVSU

Charter - Operated by Grand Valley State University

Ch-SVSU

Charter - Operated by Saginaw Valley State University

Ch-CMU

Charter - Operated by Central Michigan University

Ch-LSSU

Charter - Operated by Lake Superior State University

Ch-OU

Charter - Operated by Oakland University

Ch-FSU

Charter - Operated by Ferris State University

Ch-RESA

Charter - Operated by Wayne Regional Educational Service Agency

Ch-BMCC

Charter - Operated by Bay Mills Community College

Ch-EMU

Charter - Operated by Eastern Michigan University

Ch-NMU

Charter - Operated by Northern Michigan University AUGUST 2013 â€˘ ACHIEVE

to help create a more comfortable learning experience. Isolation from school staff is one thing that can adversely affect the learning experience. This is where the parent-student-teacher scenario comes into play. If you don’t know where to start, ask the student who his favorite teacher is. Work with that individual to make connections with other staff members in the school who can help him with his work as needed. Establishing that professional relationship, “rapport”, with school staff can relieve some possible frustration felt by the student that would otherwise lead to the desire to give up. With goals and other academic challenges taken into consideration, sometimes students may be experiencing issues that are actually larger than we anticipate. As parents, you can’t always know what things are affecting your student personally or emotionally. Regular communication with your student can help you chime into the signs that your student may be facing other, more serious issues such as depression, anxiety, low self-esteem, etc.

Motivating the Unmotivated Student Here’s how you can help your child plan for the future By Venus Crosby, M.A., LLPC, SCL College Counselor University Preparatory Academy High School

Lack of motivation is one of the most prevalent issues among students. In today’s society, young people are exposed to a wide variety of experiences that provide immediate gratification; internet, phones, etc. Unfortunately, our system of educational does not provide that same sensation; it takes time and effort to see results. So, today’s parents and educators have to become more and more creative in our delivery in order to sustain the interests of our students. We also have to make sure we cover all of our bases to ensure that things are in fact what we perceive them to

30 ACHIEVE • AUGUST 2013

be. Is my child really unmotivated, or is it more to the story? A great way for parents to begin addressing this perceived lack of motivation their student may be experiencing is to communicate with them. How can you know what will motivate your student if you don’t ask? So the first thing to do is simply ask, “What types of things do you enjoy doing?” You don’t want to guess or assume what will or won’t interest to the student. The answer to this question can provide great insight into what can motivate and drive your student. From there you can help make the connection from his interests to his education. In most cases the first step to any personal pursuit is a high school diploma, at minimum. So with that in mind, just tailor the message to what path your student would likely want to pursue. Personalization of goals is more impactful than speaking in general terms

about ‘staying in school.’ Nothing motivates today’s student more than doing what ‘they want’ to do. The next important thing to ask is, “What things are standing in the way of you doing well in school?” Sometimes students who struggle in classes lose interest because of the difficulty they face doing the work. But, they’re not likely to tell you about it. Embarrassment can be a large obstacle to academic success. It is not always that students are unmotivated to do well; sometimes they may just be having a hard time. That’s very understandable because no one likes to feel like a failure. Have you ever just given up when something got too difficult to do? The same thing applies to students who are faced with classes that are becoming increasingly challenging. They sometimes just want to give up! On the other hand, one way to prevent the student from throwing in the towel is

Mental health concerns can seem intimidating at first, but, just try to pay attention to your student’s regular habits. If he chooses to sleep more often than not, or if he appears withdrawn often, you may want to begin initiating conversations that include, “How are you feeling today?” It’s ok to ask questions like that! The reality is you need and want to know that everything is ok. Keep in mind, sometimes the student may just be withdrawn from you as a parent, but not like that around his peers. That, unfortunately, is normal. But if he is not engaging with anyone, that may be a sign that you want to go see your primary care physician for a more in-depth evaluation. Ruling things out by knowing is always better than not knowing at all! Generally speaking, mental health, academic obstacles, as well as personal goals are all great areas to approach when looking to motivate your student to stay in school. If your student is deficient in either of those areas, it can greatly impact his desire to stay in school. Also, as a parent, don’t be afraid to communicate with your student. It is more necessary than you may think. Communication will, in fact, be one of your most valuable tools and assets towards helping your student stay in school and become motivated to succeed.

By Dan Quisenberry President, Michigan Association of Public School Academies

We all have choices in life. We can choose which restaurant to visit, which car to drive and which team to cheer for. We can choose the grocery store we like the best, the pharmacy with the best service and the hair salon that knows us best. And now, thankfully, we can also choose the right school for our children. It wasn’t always this way. Just 20 years ago, your school choice was limited by your zip code. If you lived in Romulus, you sent your kids to the local school in Romulus. If you lived in Southfield, you sent your kids to the local school in Southfield. Period. It didn’t matter if the school in Romulus or Southfield was the best fit for your child; if you lived there, you sent your kids there. No choices. No options. When the first charter schools opened in 1994, though, all that began to change. For the first time, parents had a choice when it came to public education. You were no longer forced to send your child to the local school if the local school wasn’t the right fit. Fast-forward to 2013, and we have scores of public school options in our state now – primarily in Southeast Michigan. This fall, there will be close to 300 public charter schools in the state, each with its own specific focus. Parents now have a choice – lots of choices, in fact. That’s the good news. The not-so-good news is that many parents don’t know where to turn for help and guidance. Dozens of charter schools in a 10-mile radius from my house? How in the world do I know which one is right for my child? Well, fear no more. Help has arrived. The Michigan Association of Public School Academies (MAPSA) has developed a wonderful online tool that will help connect students and families to the right schools. You’ll find it at choicesineducation.com. Let me give you that Web site again – choicesineducation.com. Go to your computer and bookmark it right now, because if you’re a parent, this is going to be your new best friend. What we’ve realized at MAPSA is that it’s not enough to have great schools in our state if parents can’t find those great schools. Choicesineducation.com helps solve that problem. The site is helpful, informative and extremely easy to navigate. It lets you match up your child’s interests and learning style with the school that’s right for them.

Finally, A Tool to Help You Find the Right School For Your Child Does your child have an interest in the performing arts? Are you looking for a school that focuses heavily on science and math? Do you want a school with a leadership focus, or one that’s heavy on character education? Looking for a low teacher-student ratio? You can find what you’re looking for by going to choicesineducation.com. The site also includes valuable resources for parents – descriptions of various curriculums and academic programs (blended learning, project-based learning, etc.), questions to ask when you’re visiting a school, resources to help prepare your child for college, and much more. MAPSA believes that every child deserves a quality education in a quality school. If your child is stuck in a school that isn’t right for them – or if you feel there might be a better fit for their unique needs – you need to visit choicesineducation.com today. Michigan’s charter schools are delivering on the promise that innovation and accountability will lead to improved student performance. A recent study by Stanford

University revealed that the typical charter school student in Michigan gains an additional two months of learning every year in reading and math; in Detroit, it’s an additional three months of learning every year. That’s pretty impressive, right? Finding the right school will put your child on the path to a successful future – and what’s right for your child might not be right for the child next door. Every student learns differently, so you need to find the quality school that works best for your child. Research shows that the earlier a child finds the right school, the more they’ll learn and the more they’ll achieve. So it’s essential you explore your options now. MAPSA has made that road smoother with choicesineducation.com. Check it out today! Dan Quisenberry is the President of the Michigan Association of Public School Academies (MAPSA), the state charter school association. AUGUST 2013 • ACHIEVE

Seeds to School Success

Planted at Home How to help your child have a successful school year

whom your child can walk.” Dr. Attisha acknowledges that for kids summer often means staying up late and sleeping in, a habit he advises parents help their children kick in the weeks leading up to the first day of school. “Likewise, parents should curb their children’s habit of sleeping in on weekends,” Dr. Attisha says. “If they sleep in on the weekends, come Sunday night, they may not be able to fall asleep. Then they’re tired the next day and the whole week is thrown off.” He also points out the merits of a balanced diet including at least five servings of fruits and vegetables and three servings of dairy each day. He also advises parents to limit TV time noting that the recommendation is that children over age two view less than two hours of television per day. “For every hour of TV they watch, their attention level decreases an average of 10 percent,” he notes. As parents contemplate their child’s extracurricular activities, Dr. Attisha wants them to consider the benefits of team sports, school clubs and the like. “Having your child involved in an after school activity decreases the likelihood that they will use drugs, engage in sexual activity and drop out of school,” he says. “Likewise, involvement in group activities teaches kids to work as a team.” Ultimately, Dr. Attisha encourages parents to model the behavior they want their children to emulate. “Parents should show excitement about school,” he says. “If kids see their parents are excited about the coming school year, they will be too.” Attendance as key to success

By: Jacquie Goetz Bluethmann Success in school starts at home. So says pediatrician Dr. Elliott Attisha, D.O., Medical Director of the Children’s Health Project of Detroit. For it’s such things as sleep habits, proper nutrition and parental support that are critical to school success, he notes. In fact, according to the American Academy of Pediatrics (AAP), higher test scores have been observed among students who live in homes where healthy habits, regular routines and good communication are strong. So what do those healthy habits look like? “My advice to parents is that they establish and keep a routine,” says Dr. Attisha,

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who is a member of the AAP’s Council on School Health. “Make sure your child gets a good night’s sleep, brushes teeth and has a healthy breakfast each morning. After school, give your child a snack and have him sit down to do homework in a dedicated space before having some relaxation time. Establish a bed time that is the same every night. Kids thrive on routine.” As the new school year approaches, Dr. Attisha advises parents to assess the safety of their child’s route to school. “Become familiar with the path they take,” he says. “Travel it yourself. Never let them walk alone. Find another child or two with

It’s this enthusiasm for school that also is a desire of Kirk Mayes, executive director of the Brightmoor Alliance, a coalition of 50 organizations dedicated to serving northwest Detroit’s Brightmoor community. Before kids can put their 10-12 of hours of sleep to good use in the classroom, they have to be in the classroom, he says. “If there was one thing I could get every household in the community to commit to when it comes to moving outcomes on education it would be attendance,” Mayes says. “It’s essential.” To that end the Brightmoor Alliance, working with Excellent Schools Detroit

(ESD), approached the Neighborhood Pastors Alliance to begin crafting a vision for a campaign targeted at driving attendance in Detroit schools. Still in its early stages, the campaign is being called “Present in Brightmoor.” “If a child isn’t present, it doesn’t matter what happens in school,” says Reverend Larry L. Simmons, Sr., pastor of Baber Memorial A.M.E. Church in the Brightmoor neighborhood. “Two out of three kids miss more than 10 days of school per year.” Rev. Simmons points to ESD data indicating that kids who miss more than five days of school per year see their chances of graduating on time drop by 20 percent. “The single most important thing parents can do is get their child to school,” Rev. Simmons says. “There are programs in the school to feed your child and programs to clothe your child if that is a hindrance. But the child has to get to school for this to happen.” Through door-to-door outreach and small and large group meetings attended by community members, the Present in Brightmoor campaign is taking hold. “Families need to get addicted to attendance,” Rev. Simmons says. “Kids need to be in school on time all the time.” Rev. Simmons notes that much of the feedback he’s hearing from parents concerns the safety of their children walking to and from school. Because they lack transportation to get their children to school, parents opt to keep them home. To begin addressing this concern, Rev. Simmons recently initiated a group effort to board up and pull up weeds at 36 abandoned homes on Burt Rd. between Finkle and Schoolcraft. To address another major concern of parents—school bullying—Rev. Simmons and other campaign organizers are initiating discussions around how church volunteers may be able to lend a hand as hall monitors in the schools. Seventeen churches have signed on to help lead this effort, and Rev. Simmons hopes to create a movement that spreads from one family to the next—all with the goal of getting kids inside the classroom. “Parents want more for their kids than they had for themselves,” Rev. Simmons says. “I’ve never met a parent who says they don’t care about their child’s education, and I’ve been in some wretched households. All parents recognize that education is the path to a better life.”

What Detroit’s Most Welcoming Schools Do Differently Focus on Safety and Outreach to Parents Essential to School Success

“theirParents get a chance to chat with child’s teacher face to face, enjoy a cup of coffee and stay for our morning prayer if their schedule permits.”

By: Jacquie Goetz Bluethmann Each of the 165 students at Most Holy Trinity School in Detroit’s historic Corktown neighborhood begins his or her day in the school’s cafeteria. It is here where parents drop their child off to the waiting and welcoming hands of their teacher during what Carla Iafrate calls an informal meet and greet. “There’s an interaction that happens that’s pretty special,” says Iafrate, Most Holy Trinity School’s director of marketing and development. “Parents get a chance to chat with their child’s teacher face to face, enjoy a cup of coffee and stay for our morning prayer if their schedule permits.” It is practices such as this one that has earned Most Holy Trinity high scores on the Detroit 5Essentials School Effectiveness Survey in the areas of school safety and outreach to parents, two important components of a welcoming school, says Armen Hratchian, vice president of school systems at Excellent Schools Detroit. Early results from the Detroit 5Essentials School Effectiveness Survey, administered by 176 Detroit schools in conjunction with Excellent Schools Detroit, are in. And this data, coupled with data from five-hour site observations conducted by trained parents and community members,

reveals that students, their parents and the community at-large have reason to be encouraged by the positive direction many Detroit schools are headed. “Of the 154 schools that participated in the survey and site visits in both 2012 and 2013, 57 improved,” says Hratchian. “While we certainly want to see every school improve year over year, we want to recognize the accomplishments of those schools that have already moved the needle on essential areas of school success.” The Detroit 5Essentials School Effectiveness Survey is the product of more than 20 years of research conducted by the University of Chicago Consortium on School Research into what makes schools successful. Researchers there have found that schools that are organized, safe and supportive are poised for greater success. The survey asks specific questions centered around five areas: effective leaders, collaborative teachers, involved families, supportive environment and ambitious instruction. Schools deemed strong on at least three of these five essential areas are 10 times more likely to improve student learning, say researchers at the University of Chicago Urban Education Institute. When it comes to a supportive environ-

ment, safety has to be a crucial part of the discussion, says Hratchian. Schools that ranked highest in safety on the Detroit 5Essentials survey earned their status through a focus on making students feel safe not only in the classroom but in hallways and bathrooms, outside around the school and traveling between home and school. At Most Holy Trinity, safety is continually being revisited, says Iafrate. A sophisticated camera system continually monitors what is happening outside of the building. Two large monitors inside the school’s offices display nine quadrants of camera activity at all times. All school visitors must be buzzed in after staff has observed them on camera. And when kids are dismissed at the school day’s end, they are handed off by a teacher to a parent. “Our students are never left without supervision,” Iafrate notes. “It’s never, ‘have a nice day, see you later.’ Teachers are always in control of the students.” Another crucial piece to a supportive and welcoming environment has to be outreach to parents, says Hratchian. Thirty-three schools scored “very strong” in the area of outreach to parents on the Detroit 5Essentials survey. These schools make a point to greet parents

warmly when they call or visit the school, and their teachers really try to understand parents’ problems and concerns. Their teachers work closely with parents to meet students’ needs, and they work at communicating with parents about support needed to advance the school mission and how they can help their children learn. Both the Detroit 5Essentials survey and the school site visits assessed whether parents were regularly invited into the classrooms to observe class instruction, whether feedback from parents and the community was encouraged and whether the principals pushed teachers to communicate regularly with parents. When it comes to parental outreach, Iafrate cites Most Holy Trinity’s active PTA as an important feedback and communication mechanism. But it is also the everyday opportunities for parents to be involved through school sports, fundraisers and volunteering that are equally important, she says. “When parents and others want to learn more about what we’re all about, we welcome them to visit,” Iafrate notes. “We want to express to the world what we’re all about. We consider it an honor that people are interested.”

AUGUST 2013 • ACHIEVE

MASCO Corporation helping Cornerstone students learn valuable work experience

Kaleb By Monica Cheick Students at Cornerstone Leadership and Business School in Detroit will have some impressive work experience to include on their resumes, even before they enter college. Through a partnership with Masco Corporation’s Foundation, an ongoing internship program at local non-profit organizations is providing job skills and knowledge that will help shape students’ future endeavors. When Cornerstone approached MASCO Corporation several years ago about sponsorship several interns, the idea was welcomed. “We were delighted to have the opportunity to facilitate internship opportunities between Cornerstone and Detroit’s non-profit community,” said Melonie Colaianne, president of Masco Corporation’s Foundation. Cornerstone’s young leaders have visited Masco Corporation on several occasions, worked at a variety of important cultural institutions such as the DIA and Detroit Historical

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Museum all while maintaining their daily academic responsibilities. “One of the most unique aspects of the Cornerstone Leadership & Business High School is the internship program that we have developed in support of our curriculum,” said Ernestine Sanders, president and CEO, Cornerstone Schools. “Through the internship program, our students are paired with devoted business and community leaders who have generously committed to sponsor a student and provide an internship at their place of business.” The internships are time well spent, as experiencing a busy organization quickly brings students up to speed about the demands of the workplace. It also gives them a clearer understanding about where their lives can take them beyond high school. “We’ve been very impressed with Cornerstone’s accomplishments,” said Colainne. “The students are experiencing a 95 percent graduation rate, with 90 percent of the kids heading to college. That’s an excep-

Raina tional track record.” She mentioned the reactions of other employees when the students visit Masco’s world headquarters in Taylor, Michigan. “We’re deluged with questions from employees asking ‘who were those professional-looking young people’,” she stated. “In turn, the students have the opportunity to learn plenty of good lessons about working hard and giving back to their communities - which means everyone comes out ahead in this relationship.”

Like so many other Cornerstone partnerships, it seems that all of the parties involved are growing and benefitting from the internship program. Colaianne added, “Seeing the students engage, really enjoy their work experience, and expand their knowledge into areas they might never have had the opportunity to explore has been one of the most satisfying outcomes of our partnership. We’re pleased to have played a role in the development of these young people.”

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36 ACHIEVE â€˘ AUGUST 2013