A New Unified District

Imagining the Possibilities

Why Discuss Consolidation?

Academic Challenges Financial Challenges

Review of Current Reality

Fund Balance--Ypsilanti

Fund Balance-Willow Run

Basic State Funding

Total Per Pupil Funding

Enrollment Trends

School of Choice Trends

Financial Challenges

Accumulated Deficit: $10 million (Ypsilanti) and $2.4 million (Willow Run) 2600 students left district through schools of choice last year (represents more than $19 million in lost revenue) Potential missed payroll could trigger process leading to an Emergency Financial Manager

Academic Challenges

Grade&3 Percent&Proficient 2007=08 2008=09 2009=10 2010=11 2011=12 Math&Willow&Run 24% 28% 12% 15% 4% Math&Ypsilanti 14% 12% 15% 14% 10% Reading&Willow&Run 37% 44% 32% 44% 39% Reading&Ypsilanti 44% 44% 39% 45% 42%

Grade&8 Percent&Proficient 2007=08 2008=09 2009=10 2010=11 2011=12 Math&Willow&Run 45% 15% 13% 8% 10% Math&Ypsilanti 14% 14% 17% 18% 17% Reading&Willow&Run 32% 33% 34% 25% 41% Reading&Ypsilanti 38% 32% 34% 39% 46%

MEAP Math 8th Grade

Willow&Run Percent&Proficient&Grade&8&Math All&Students African&American Caucasian 2007A08 45% 39% 51% 2008A09 15% 10% 27% 2009A10 13% 9% 26% 2010A11 8% 6% 17% 2011A12 10% 8% 11%

Econ&Dis Non&Econ&Dis 44% 45% 13% 22% 12% 21% 8% 8% 7% 16%

Ypsilanti Percent-Proficient-Grade-8-Math All-Students African-American Caucasian 2007@08 14% 8% 28% 2008@09 14% 5% 33% 2009@10 17% 11% 32% 2010@11 18% 13% 26% 2011@12 17% 9% 34%

Econ-Dis Non-Econ-Dis 7% 25% 5% 30% 9% 34% 12% 26% 11% 28%

MME Scores

Grade&11 Percent&Proficient Math&Willow&Run 3% 6% 4% 7% 2% Math&Ypsilanti 14% 14% 9% 10% 13% Reading&Willow&Run 31% 24% 24% 25% 18% Reading&Ypsilanti 35% 35% 33% 29% 31%

2007=08 2008=09 2009=10 2010=11 2011=12

ACT Scores

Grade&11 Mean&ACT&Score Math&Willow&Run 16.6 16.3 16.1 16.5 16.4 15.5 Math&Ypsilanti 17.1 17.5 17.3 17.0 16.8 17.0 Math&State 18.6 18.9 19.2 19.3 19.5 19.7 Reading&Willow&Run 17.1 16.1 15.4 15.9 15.3 14.6 Reading&Ypsilanti 16.9 16.5 17.0 16.8 16.1 16.7 Reading&State 18.7 18.7 18.9 19.4 19.2 19.5

2006?07 2007?08 2008?09 2009?10 2010?11 2011?12

Academic Challenges

Low Achievement for too many students Clear achievement gap

Process for Designing the Future

Visioning Sessions Data Portrait Two-Day Design Development

Strategic)focus)area) ) Strategic)focus)area) ) Strategic)focus)area) )

Core Values/Purpose Vision

Current Reality

Framing the New System

Vision Seven Core Values Five Essential Domains

Our Vision
Creating an educational system designed to meet the needs of children from birth through college and into careers, with students who appreciate the history and diversity of their community and who are prepared to become responsible citizens.

Core Values

High Expectations for All Students Embrace diversity and develop cultural competence Learning is the constant, time is the variable Student voice and engagement Vibrant community and Family Partnerships Honor culture and heritage while preparing for 21st century Respect

Essential Domains

Five Key Design Elements

Prenatal through Kindergarten Entry High Quality Teachers/Teaching Effective Leadership at All Levels School Climate/Culture Focused on Student Learning Students have opportunity to earn college credit and/or career credential prior to graduation

Prenatal through Kindergarten Entry

Prenatal through Kindergarten Entry

Early Childhood

Create community-wide awareness of the impact and importance Family Development Center model Seamless system of programs and services for children and families

High Quality Teachers/Teaching

Prenatal through Kindergarten Entry

High Quality Teachers/Teaching

Community of Learners
A positive environment is essential and it begins in the classroom and extends to the learning environment as a whole. It is about creating a community of learnersfrom the students in the classroom, to the teachers in the school, to the leadership and to the parents and larger community. Students own their learning.

Professional Practice
High quality teaching requires high levels of academic and discipline-specific knowledge, as well as high levels of teaching skill. Utilizing responsive teaching practices that are personalized to student needs is critical. Assessments, done in a balanced way with both formative and summative components, are utilized to make decisions about adjusting teaching to meet student needs. Lastly, high expectations and respect are non-negotiable.

Liberated Approach
Working with a focus on the Common Core State Standards, there is a focus on an integrated, creative, robust, relevant and flexible instructional and curricular approach. The approach is not confined to the classroom, but instead takes advantage of community partnerships.

Foundations for Success

There are structural supports for the robust, rigorous, relevant and creative teaching. The resources are aligned to support the curricular and instructional goals. Teachers are involved in the process of determining resource allocationsfrom classroom resources, to collaboration time, professional development, and other program priorities.

High Quality Teachers/Teaching

Effective Leadership at all Levels

Prenatal through Kindergarten Entry

Effective Leadership at All Levels

Distributed leadership (including the board, superintendent, principals, teachers, students, parents and the community) Absolute commitment to attracting and retaining highly effective leaders Share responsibility for success

High Quality Teachers/Teaching

Effective Leadership at all Levels

School Climate and Culture Focused on Student Learning

Prenatal through Kindergarten Entry

School Climate/Culture Focused on Student Learning

Every student has opportunity to earn college credit/career credential prior to graduation

High Quality Teachers/Teaching

Effective Leadership at all Levels

School Climate and Culture Focused on Student Learning

Prenatal through Kindergarten Entry

College Credit/Career Credential

Partnering with WCC and other higher education institutions to create a seamless system where students have the opportunity to earn college credit or a credential prior to high school graduation.

Decision Point
Economic Reality Academic Challenges Unique Opportunity to hit the reset button Community Decides...