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DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT

BOARD OF EDUCATION REGULAR BOARD MEETING

Tuesday, September 12, 2017 – 5:30 PM

Osborn High School 16000 E. Seven Mile Road

Detroit, MI 48205 A G E N D A

A. Call to Order

B. Roll Call C. Meeting Norms D. Moment of Silence E. Student Presentation

A. Color Guard B. “Star Spangled Banner” and “Lift Every Voice and Sing”

F. Welcome

Pashawn Johnson, Principal

G. Approval of Agenda

H. Approval of Minutes

A. Regular Meeting – August 15, 2017

I. President’s Remarks and Board Comments

A. Cooperative Education Program Agreement with the School District of the City of

Highland Park B. Strategic Planning

J. Public Comment Follow Up

DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT K. Old Business

A. Superintendent’s Evaluation

L. New Business

M. Standing Board Committee Reports

A. Academic Committee – Chair Dr. Deborah Hunter-Harvill B. Finance Committee – Chair Sonya Mays C. Policy Ad hoc Committee, Chair Misha Stallworth

N. Superintendent’s Report – Dr. Nikolai Vitti, Superintendent

A. Academics B. Operations C. Talent

O. Finance Report – Tony Saunders, Interim CFO

P. Action Items

A. Approve the Academic Achievement and Growth Goals and Preliminary Strategies for the 22 Partnership Schools as approved by MDE in two Areas

B. Recommendation to Grant Easement to Verizon C. Recommendation to Grant Easement to DTE Energy D. Recommendation to Approve Lease Agreement with UAW-Ford Nationals Program E. Recommendation to Adopt Fifth Third Bank Account Resolutions Certificate F. Recommendation to Approve Purchase of Atlas Laptop Computers G. Recommendation to Approve Purchase of Grades K-3 Math Consumables Reading H. Recommendation to Approve Purchase of Grades K-3 Reading Consumables Math I. Recommendation to Approve Purchase of i-Ready Reading and Mathematics J. Recommendation to Approve Contract with LoPiccolo Brothers Produce K. Recommendation to Approve Contract with Constellation New Energy-Gas Division,

LLC. L. Recommendation to Approve Contract with EcoWorks M. Recommendation to Approve Contract with Premier Group Associates, LLC. N. Recommendation to Approve Contract with Haynes, Maufus & Davis PLLC. O. Recommendation to Approve Contracts Supporting 21st Century Community

Learning Centers

DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT

P. 2017-18 School-Based Performance Evaluation System Q. Seclusion and Restraint Policy R. Districtwide Establishment of School Advisory Councils S. Districtwide Establishment of Parent Teacher Associations

Q. Announcements and Acknowledgements

R. Public Comment S. Adjournment

Note: An Audience Participation Form may be completed by those wishing to address the Board. Members of the public are welcomed to address the Board at this time. Individuals are encouraged to identify themselves and fill out the comment card to leave with the Board Secretary, however, those individuals that do not want to identify themselves may address the board. Comments are maybe limited to two (2) minutes.

Regular Board Meeting Partnership Schools Growth Goals

September 12, 2017

Recommendation:

That the School Board approve the initial academic achievement and growth goals and preliminary strategies for the 22 partnership schools as approved by the Michigan Department of Education (MDE).

Description and Background:

In accordance with the Partnership Agreement with the MDE, the district will operate 22 direct-run Partnership schools for which we are to propose initial goals and strategies to the MDE in two areas for each school:

Academic Proficiency

Student Growth

These targets were developed to demonstrate realistic and achievable goals while considering the performance of similar schools since the implementation of new standards. For example, in the 15-16SY, 20.5% of grade 3-8 students enrolled in high-poverty1 schools were proficient in English Language Arts (“ELA”) and Math, below the statewide average of 42.4%. That year 70% of high-poverty schools in Michigan observed a gain of 1.8 percentage points or less from the previous year.

Our analysis of historical performance statewide and locally is the basis for the development of the following goals2:

Elementary/Middle School Proficiency Goal: 1.8 percentage point yearly increase, or 3.6 percentage point increase over 2 years, in the percentage of students proficient/advanced proficient on the English Language Arts and Math in grades 3-8.

Elementary/Middle School Growth Goal: 1.8 percentage point yearly increase, or 5.4 percentage point increase over 3 years, in the percentage of students meeting their expected growth target

1 For this analysis, high-poverty schools are defined as those where at least 70% of students are categorized as economically disadvantaged (students eligible for free or reduced-price, are in households receiving food or cash assistance, are homeless, are migrant, or are in foster care). On average, 80.5% of students enrolled in Partnership schools were designated as economically disadvantaged during the 15-16SY.

2 For goals based on the district’s local assessment, Northwest Evaluation Association Measures of Academic, we analyzed past performance of DPSCD schools only.

Approval of Partnership Goals Date: July 24, 2017

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on the Northwest Evaluation Association (“NWEA”)3 MAP Reading and Math in grades 3-8 from Fall to Spring.

High School Proficiency Goal: 2.4 percentage point yearly increase, or 7.2 percentage point increase over 3 years, in the percentage of students at or above the 50th percentile on NWEA MAP Reading and Math in grades 9-11 in the Spring.

High School Growth Goal: 1.4 percentage point yearly increase, or 4.2 percentage point increase over 3 years, in the percentage of students meeting their expected growth on NWEA MAP Reading and Math in grades 9-11 from Fall to Spring.

In addition to the initial goals, the Partnership schools will incorporate school profiles, district-wide expectations, and initial goals and strategies into Individual Performance Plans for each school.

Gap Analysis:

Per the Partnership Agreement entered by DPSCD and MDE, the district has committed to submitting initial goals and strategies by July 31, 2017. The district may further develop and refine goals and strategies by January 31, 2018.

Through the partnership agreement, we will leverage external supports provided by Wayne Regional Educational Service Agency and MDE. We plan to provide increased technical assistance and support to Partnership Schools in the areas of leadership development, instructional coaching, training, and data analysis.

Previous Outcomes:

Upon entering the Partnership Agreement, the MDE granted accountability sanction waivers for the district’s 22 schools ranked in the Bottom 5% for the preceding three years.

Expected Outcomes:

With the focused technical assistance, ongoing support, training and progress monitoring, schools will meet or exceed benchmarks as described above and evidenced by M-STEP and NWEA MAP assessments.

Financial Impact:

There is no direct cost for approval of the goals for the partnership agreement.

Contact for Item:

Iranetta Wright, Deputy Superintendent of Schools Phone: 313-330-8938 Email: [email protected]

Leenet Campbell-Williams, Principal Supervisor – Partnership Schools Phone: 313-330-8938

3 NWEA MAP is a computer adaptive assessment and is administered to students in grades kindergarten-12 in reading, mathematics, language arts, and science at different times throughout the year.

Approval of Partnership Goals Date: July 24, 2017

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Email: [email protected]

Regular Board Meeting

Highland Park Cooperative Agreement

September 12, 2017

Recommendation:

That the School Board approve entry into a Cooperative Education Program Agreement with the School District of the City of Highland Park for the 2017-2018 school year to provide educational services to Highland Park (i) students in grades 9-12 at Detroit Collegiate Preparatory at Northwestern and other specialized programs (approximately 180 students) and (ii) children ages 0-6 years old requiring early intervention services (population size uncertain), at no cost to the district.


The School District of the City of Highland Park does not currently operate schools, but must have a confirmed location for provision of services for all students living within the boundaries of their city. This means that school-aged residents must attend public schools in neighboring districts.

The district has partnered with the School District of the City of Highland Park since 2015-2016 to provide educational services to high school students living within the boundaries of Highland Park because no public schools servicing high school students exist in Highland Park. Approximately 180 high school students have attended Detroit Collegiate Preparatory at Northwestern and other specialized programs annually since the start of this agreement and the district has received requested reimbursement for services provided and State Aid Funds for these enrolled students without incident.

In the upcoming school year, the School District of the City of Highland Park is legally required to continue a partnership for its high school students and add a confirmed location for provision of services for children age 0-6 requiring early intervention services. The Highland Park Board of Education was consulted, and approved entry into this agreement subject to the understanding that the Highland Park students interested in attending Detroit Public Schools Community District are under no obligation to select Detroit Collegiate Preparatory at Northwestern, but rather can enroll in any available district high school pursuant to Section 105c of the State School Aid Act.

Gap Analysis:

Detroit Public Schools Community District has experienced declining enrollment in its schools in recent years. This Cooperative Education Program Agreement with the School District of the City of Highland Park boosts enrollment at Detroit Collegiate Preparatory at Northwestern (which had enrollment of 549 last year and has capacity for 1835 students).

Without the agreement, all students would still be eligible to enroll in the district under school choice but the district would not obtain the attendant expense reimbursement. Accordingly, entry

Cooperative Education Program Agreement Date: July 21, 2017

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into the agreement provides the greatest opportunity for realization of the full funding for student enrollment.

Previous Outcomes:

High school aged students have been serviced for the preceding two school years and no issues have arisen with requested reimbursement of expenses or receipt of State Aid for these students.

Expected Outcomes:

Required educational services will be provided to approximately 180 Highland Park high school age students as well as an undetermined number of special education students age 0-6 years, increasing enrollment at no cost to the district.

Financial Impact:

The district will receive 100% of State Aid and special education grant funding for the education of these students directly from the state and the county. In addition, the district may bill Highland Park for any additional services provided by the district for these students, such as transportation.

Contact for Item:

Phyllis Hurks-Hill, Chief General Counsel 313-873-0223 [email protected]

Supporting Documents/Attachments:

2017-2018 Cooperative Education Program Agreement


Verizon Wireless Easement

September 12, 2017

Recommendation:

That the School Board approve the continuation of the underground Easement Agreement (“Right of Way”) between Cellco Partnership d/b/a Verizon Wireless (“Verizon”), DTE (Utility) and the School District entered into and agreed upon in May 2015.


Verizon is an American telecommunications company, a wholly owned subsidiary of Verizon Communications, which offers wireless products and services. With 146 million subscribers as of April 2017, Verizon is the largest wireless telecommunications provider in the United States.

In May 2015, the school district entered a telecommunications lease agreement with Verizon. This agreement allows for Verizon to construct its cell tower atop one (1) light pole along the perimeter of the football field at Renaissance High School. The Right of Way includes an initial five (5) year term and contains the option to renew for four (4) additional five (5) year terms for a total potential term of 25 years. The initial term expires in May 2020. Should Verizon fail to exercise its renewal options, the district is entitled to a lump sum payment.

The Right of Way area is a ten (10) foot wide easement that serves as support of the cellular provider’s fixtures, cables, wires underground.

Gap Analysis:

If the school district were to breach its legally binding agreement with Verizon, Verizon would likely bring legal action against the district based on the terms of the agreement and the actual investment made to install the new cellular tower constructed at the execution of the lease agreement in 2015. This agreement will ultimately yield increased bandwidth for new and current customers of the cellular service provider, including district personnel.

Previous Outcomes:

The school district holds cellular tower lease agreements with Sprint/Nextel at the former Burton International School located at 92 Peterboro, East English Village Preparatory Academy located at 17200 Southampton and the former Kettering High School located at 6101 Van Dyke in which easements were approved for underground equipment. These agreements began in 2004 and

Verizon Wireless Easement Date: August 25, 2017

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will end in September and October 2034, respectively. Revenue generated from these cellular tower lease agreements ranges from $1,725 to $1,983.75 per month and will increase over the term of the lease. The cellular tower lease agreement with Verizon will generate $2,200 per month, $26,400 annual or $132,400 during the first five (5) year term.

Expected Outcomes:

The cellular service provider, Verizon is responsible for all labor, materials and supplies associated with the initial installation, maintenance and security of the cellular tower and easement located on the property of Renaissance High School. The cellular service provider will pay the school district $132,000 during the agreement’s initial five (5) year term and, should Verizon determine to renew the agreement and continue with the Right of Way, additional amounts for the subsequent terms as set forth below.

Financial Impact:

The school district has no financial or operational burden associated with the cellular tower and underground equipment during the term of the agreement. Verizon at its sole expense is responsible for all utilities it consumes at the site through a separate utility agreement with DTE.

During the term of the lease agreement and each additional renewal term, such renewal being at the sole discretion of Verizon, Verizon will pay the school district according to the following schedule:

Term 1 Term 1 Term 2 Term 3 Term 4 Term 5

$132,000 $151,800 $174,330 $200,755.80 $230,868.60 265,499.40

Beginning at the inception of the telecommunications lease agreement, Verizon paid the school district an initial fee as additional rent equal to $18,000 along with a one (1) time administrative fee of $2,000.

Contact for Item:

Felicia Venable, Sr. Executive Director of Facilities. Maintenance and Auxiliary Services Phone: (313) 218-2876 Email: [email protected]


Right of Way Agreement

mailto:[email protected]


DTE Energy Easement

September 12, 2017

Recommendation:

That the School Board approve the school district to execute perpetual underground Easement Agreements (“Right of Way”) between Detroit Public Schools Community District and DTE Energy as it relates to the conversion of school building power supply from the City of Detroit’s Public Lighting Department, which is in active wind-down, to DTE Energy.


DTE Energy is a Detroit-based diversified energy company involved in the development and management of energy-related businesses and services nationwide.

Historically, the district received its electric power from the City of Detroit Public Lighting Department’s (PLD) grid. During the 2013-2014 school year alone, schools such as Bates Academy experienced 10 days of closures due to power outages as a result of being on PLD grid. Since being converted to DTE’s grid in 2014-2015 school year, schools have seen far fewer outages giving students the opportunity for higher-quality learning.

DTE Energy has made Detroit Public Schools a top priority in its efforts to convert the 115 former PLD customers to DTE customers. This is a 4-7 year project requiring the installation of miles of wire where theft and vandalism have left many circuits in disrepair.

Gap Analysis:

DTE has already installed necessary equipment at 68 district schools. The Right of Way grants DTE Energy the right to have access to its equipment and responsibility for all repairs and maintenance of its equipment that is installed on district property. The easement granted pursuant to the Right of Way will be recorded with the local assessor’s office, appear on property title searches and will not expire, unless both parties agree to remove it.

Previous Outcomes:

DTE has installed underground grid equipment at district schools since inception of the agreement. The below table represents the number of schools converted from the PLD grid each year.

DTE Energy Easements Date: August 25, 2017

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DPSCD SCHOOLS CONVERTED FROM PLD TO DTE BY YEAR

2014 2015 2016 2017

11 34 14 9

Expected Outcomes:

The Right of Way will provide DTE unrestricted access to identified district property to maintain its equipment. This should improve power reliability and lead to more days for students to be in school, as compared with the years before the switch to DTE's grid.

Financial Impact:

There is no cost to the school district to approve the Right of Way.

Contact for Item:



Sample Easement Agreement


Regular Board Meeting UAW - Ford National Program Lease Agreement

September 12, 2017

Recommendation:

That the School Board approve a 20-year lease agreement of real property owned by the district and located at 1127 Forest Street to the UAW-Ford National Programs (UAW).


In 2013, the UAW-Ford approached the district with the opportunity to renovate an existing baseball field owned by Detroit Public Schools located at 1127 Forest and provide a centrally located baseball field for primary use by the district’s middle school baseball teams as well as the Public School League High School baseball teams.

The 1127 Forest baseball field is located off the John C Lodge Service Drive between Canfield and Forest. It sits on 3.4 acres of land and is within a one-mile radius ofthe former Poe Developmental School, Early Intervention Diagnostic Center, Frederick Douglass Academy for Young Men, and a district-authorized charter school that leases its building from the district, Edmondson.

From the commencement of negotiations, UAW-Ford assumed financial responsibility for improvements at the field and maintenance. To date, the UAW has funded $2.5 million in renovations to the baseball field without an executed lease or purchase agreement on the property.

Gap Analysis:

If the school district were to not approve the lease, the UAW could seek legal recourse with respect to the initial investment and potentially remove the substantial improvements made to the baseball field; returning the field to its original state of disrepair condition. This agreement will benefit the district by enhancing its ability to use a new field for its baseball athletic programs and prevent the district from having any financial or operational burden of maintaining the field.

UAW- Ford National Program Lease Agreement Date: August 18, 2017

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Previous Outcomes:

The school district has had a long-standing relationship with UAW-Ford. UAW-Ford has generously donated funding, equipment and supplies to the school district throughout the years including approximately $200,000 to complete a gymnasium renovation at Detroit Collegiate Preparatory High School (formerly Northwestern High School) and another $300,000 in substantial renovations and investments across a number of schools and programs. In addition, the name of the field has been changed to the William Clay Ford Field.

Expected Outcomes:

The premises will be used by the UAW- Ford to provide a centrally located baseball field for city-wide little league baseball teams as well as allow the district’s middle and high school programs access to the field. UAW-Ford is responsible for all operational cost associated with and full management of the field. The district will allow spectators attending games to park at the Early Intervention Diagnostic Center and the former Poe school building after 5 pm. The lease term is twenty-years with the option for renewal for an additional ten-year term.

Financial Impact:

The school district has no financial or operational burden for the William Clay Ford Field during the term of this lease. The UAW-Ford at its sole expense is responsible for all utilities, maintenance, and game scheduling at the field. UAW-Ford has invested $2.5 million dollars in the field to date and will pay the district one dollar annually for the term of the lease. The baseball field was appraised at a little over $1.4 million dollars in 2016, excluding the UAW improvements.

Fund Source: Not Applicable

Bid Process: Not Applicable

Contact for Item:



Lease Agreement


Regular Board Meeting Fifth Third Bank Account Resolution

September 12, 2017

Recommendation:

That the School Board adopt the Fifth Third Bank Account Resolution Certificate to establish a Commercial Purchasing Card Program (P-Card) for the district.


During fiscal year (FY) 2010, Detroit Public Schools (DPS) set up a P-Card Program with Fifth Third Bank. The Fifth Third Program allows approved district staff to acquire required goods/or services for operational purposes. The P-Card program offers an efficient method for procuring and paying for allowable goods and services in accordance with the district’s P-Card Cardholder Handbook.

When the district established the P-Card program in 2010, Fifth Third Bank required $800,000 in collateral to be provided to the bank due to the district’s financial position.

Gap Analysis:

The Office of Inspector General (OIG) conducted a review of the Purchasing Card (P-Card) program during FY 2017. One of the key deficiencies the OIG identified during the audit was a lack of a contract with Fifth Third Bank which provides the credit to the district for the P-Card program.

The current P-Card program established with Fifth Third Bank was established with the old DPS. To address the OIG’s concern, the district should transfer the P-Card program to the new district entity, Detroit Public Schools Community District, and establish a new contract.

Previous Outcomes:

Since 2010, principals and administrators have received P-Cards in accordance with the district’s policy and procedures. During FY 2017, there were a total of 33 cardholders with 2,293 total transactions totaling $1.8 million.

Fiscal Year Cardholders as of 6/30 No of Transactions Total Expenditures

2016 55 2,247 $1,503,681

2017 33 2,293 $1,803,679

Fifth Third Bank Account Resolution Date: August 25, 2017

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Expected Outcomes:

With the new P-card program the Finance Department plans to implement many of the recommendations from the OIG P-Card report, including but not limited to lowering card limits to match card holder budgets, deactivating low use cards, requiring all card holders to participate in training and establishing an accounts receivable department to track credits.

The district anticipates expenditure with P-Cards of approximately $1.6 million by district administrators and school principals in FY 2018.

After the completion of the new district’s first audit in November 2017, the district expects the return of the $800,000 collateral being held by Fifth Third Bank.

Financial Impact:

N/A

Contact for Item:

Tony Saunders, Interim Chief Financial Officer Phone: (313) 873-4057 Email: [email protected]

Michael Bridges, Deputy Finance Director Phone: (313) 873-3481 Email: [email protected]


Account Resolutions Certificate for Treasury Management Services (Government Entity)

Regular Board Meeting One-to-One Technology Initiative

September 12, 2017

Recommendation:

That the School Board approve the One-to-One Technology Initiative at an initial grant-funded cost of $431,949.


The initiative provides an enhanced learning opportunity for students using the Atlas Laptop device to provide personalized learning and electronic access to books through the myON Digital Reading Platform, available digital curriculum, and supplemental resources, while integrating reading across all content areas. iReady will be used as a supplemental resource for K-8 reading and mathematics in student rotations and at home. myON will be used to expand opportunities for independent reading. In addition to laptops, the schools will receive interactive large-size monitors, expanded bandwidth, AV carts and response controllers.

For the past two school years, the district has been awarded the Additional Time Grant (Early Literacy) and the Assessment Reimbursement Grant. These grants are competitive and must be applied for annually. The grantor, Michigan Department of Education (MDE) required the selected schools to meet the following criterion:

1. Must have a lead technology staff member who was able to support the initiative.

2. Must be using the myON software.

3. Must be near the ideal population size of 400 students.

On April 19, 2017, MDE approved inclusion of the one-to-one initiative in future grant funded activities. These grants fund (1) myON, the personalized digital reading platform currently in use in the district; and (2) professional development for implementation of myON; and (3) funding for technology to support personalized learning, which will include the Atlas Laptops. The program is planned to roll-out as follows:

Phase 1: Cooke, Bagley and Nolan successfully applied to participate in a One-to-One Pilot using the Atlas Laptops, which will be purchased upon approval of this recommendation:

One-to-One Pilot Date: August 25, 2017

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One-to-One Pilot Schools Device Deployment Devices Ordered Cooke Elementary (K-6) Atlas Laptops 283

Bagley Elementary (K-6) Atlas Laptops 348

Nolan Elementary/Middles (K-8) Atlas Laptops 280

Total 911 # of Devices Ordered 10001

Remaining Atlas Laptop 89

Phase 2: Interactive Technology upgrade for schools which will include: Professional Development, Stipends, myON tools/resources and Additional Atlas Laptops for replacement/repair (depending on funding allocation).

Gap Analysis:

Students lack access to books, traditional and digital, in their homes. Similarly, students do not have sufficient access to technology in their schools and homes. Research demonstrates that reading just 20 minutes per day at home or school will support students towards proficiency across multiple content areas. The pilot program provides students with access to books and technology through use of the myON software on the one-to-one device. Notably, although purchased as a platform for the myON reading software, the one-to-one device can be used to support other curriculum areas.

Previous Outcomes:

None. This will be the first year for the pilot program.

Expected Outcomes:

Students in the pilot program will demonstrate higher performance in reading and mathematics than similar peers who do not have access to one to one devices. Factors including attendance, behavior, and homework completion rates will also be analyzed.

1 Remaining Atlas Laptops will be used for +/- for the 2017-2018 enrollment and repair/replace for the 2017-2018 school year


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Financial Impact:

Use of Grant Funds:

Funding Source Beginning

Balance Grant Funds

One-to-One Pilot Planned Use of

Funds MyON Initiative

Remaining Balance

2016 Early Literacy Grant (K-3 funding)

$669,735.04 $214,974.60 $391,560.06 $63,200.38

2016 Assessment Reimbursement (all grades)

$280,948.00 $272,009.24 $8,938.76

2017 Early Literacy Grant (K-3 funding)

$660,495.02 $543,462.42 $58,516.30

2017 Assessment Reimbursement (all grades)

$263,497.00 $216,974.60 $0 $46,522.40

Total $1,874,675.06 $431,949.20 $1,207,031.72 $177,177.842

Total Expenditures/Purchased Materials:

Vendor Description Quantity Cost

Microsoft

BAK Atlas Black, accidental damage protection plan, Atlas lab camera w/online lesson and software and Atlas chargers (extra) x 1000 devices

1,000 $431,949.20

Absolute Loss Prevention Asset Tagging 1,000 No additional

licenses expire 3/18

Total $431,949.20

Contact for Item:

Christine Burkette Phone: 313-873-7445 Email: [email protected] Beth Gonzalez, Senior Executive Director Curriculum & Instruction Phone: 313-873-4894 Email: [email protected]

2 Remaining balance will support interactive technology purchases, PD’s, Stipends, myON tools/resources and Additional Atlas Laptops for replacement/repair.




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Iranetta Wright, Deputy Superintendent of Schools (313) 873-7471 Email: [email protected] Supporting Documents/Attachments:

1. Exhibit 1 – Atlas Laptop Specification Information

2. Exhibit 2 – myON Digital Reading Platform Information


Regular Board Meeting 2017-2018 Mathematics K-3 Consumables

September 12, 2017

Recommendation:

That the School Board approve the purchase of EnvisionMATH Common Core mathematics consumables for use in Grades K-3 for the 2017-2018 school year from Pearson Education, Inc. in an amount not to exceed $380,309.


In order for teachers to effectively leverage adopted materials, consumables are required in Grades K-3. These consumables were not negotiated for the length of the adoption cycle, but instead require an annual purchase.

Gap Analysis:

The district is anticipating that this will likely be the last year that these instructional materials are adopted and in use in K-3 classrooms. Therefore, schools were surveyed to understand what materials they need to ensure that an adequate number of books are ordered for students but that fiscal waste does not occur. The amount requested represents what schools have identified as needing to be successful in the upcoming academic year. The district will conduct a comprehensive curriculum review this school year and determine what curriculum and consumables are appropriate with the need to better align materials to the new standards.

Previous Outcomes:

Schools have been provided consumables annually in past years. Many principals have cited that this has not occurred on time and they have been forced to make copies and supplement. This purchase would ensure that teachers have the needed materials to implement current adopted curriculum with students in grades K-3 at the earliest possible date.

Expected Outcomes:

We anticipate that if teachers have adopted materials that they will be more successful in delivering the curriculum. In the year ahead, the district will deeply study the alignment of these materials to current standards and consider what materials may better serve students of our district. This will occur through a process that engages stakeholders and takes into consideration the progress of students nationally with standards and aligned instructional materials. As the

2017-2018 Mathematics K-3 Consumables Date: August 28, 2017

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district defines a vision for excellence, we will guide teachers on how best to leverage these materials to support students.

Financial Impact:

The $380,309 cost represents the minimum amount that we can order to meet schools needs at the contract negotiated price with multiple vendors.

Contact for Item:

Iranetta Wright, Deputy Superintendent (313) 873-7471 [email protected]

Beth Gonzalez, Senior Executive Director, Curriculum & Instruction (313) 873-4894 [email protected]


List of Consumables



https://detroitk12-my.sharepoint.com/personal/beth_gonzalez_detroitk12_org/Documents/Agenda%20Items/Consumables%20Final%20Order%20%202017-2018.xlsx

Regular Board Meeting 2017-2018 Reading K-3 Consumables

September 12, 2017

Recommendation:

That the School Board approve the purchase of SRA Imagine It! reading consumables from McGraw-Hill Education in an amount not to exceed $630,765.


In order for teachers to effectively leverage adopted materials, consumables are required in Grades K-3. These consumables were not negotiated for the length of the adoption cycle, but instead require an annual purchase.

Gap Analysis:

The district is anticipating that this will likely be the last year that these instructional materials are adopted and in use in K-3 classrooms. Therefore, schools were surveyed to understand what materials they need to ensure that an adequate number of books are ordered for students but that fiscal waste does not occur. The amount requested represents what schools have identified as needing to be successful in the upcoming academic year. The district will conduct a comprehensive curriculum review this school year and determine what curriculum and consumables are appropriate with the need to better align materials to the new standards.

Previous Outcomes:

Schools have been provided consumables annually in past years. Many principals have cited that this has not occurred on time and they have been forced to make copies and supplement. This purchase would ensure that teachers have the needed materials to implement current adopted curriculum with students in grades K-3 at the earliest possible date.

Expected Outcomes:

We anticipate that if teachers have adopted materials that they will be more successful in delivering the curriculum. In the year ahead, the district will deeply study the alignment of these materials to current standards and consider what materials may better serve students of our district. This will occur through a process that engages stakeholders and takes into consideration the progress of students nationally with standards and aligned instructional materials. As the

2017-2018 Reading K-3 Consumables Date: August 28, 2017

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district defines a vision for excellence, we will guide teachers on how best to leverage these materials to support students.

Financial Impact:

The $630,765 cost represents the minimum amount that we can order to meet schools needs at the contract negotiated price with multiple vendors.

Contact for Item:

Iranetta Wright, Deputy Superintendent (313) 873-7471 [email protected]

Beth Gonzalez, Senior Executive Director, Curriculum & Instruction (313) 873-4894 [email protected]



Regular Board Meeting LoPiccolo Brothers Produce Contract

September 12, 2017

Recommendation:

That the School Board approve the first contract renewal option for LoPiccolo Brothers Produce to process and deliver fresh produce to 78 district schools for the 2017-2018 school year as part of the Fresh Fruit and Vegetable Program (“Produce Program”) in an amount Not-to-Exceed (NTE) $1,861,974 paid from the total grant amount awarded to the district by the Michigan Department of Education (MDE).


LoPiccolo is a Detroit Based company located in the Eastern Market and has been operating for over 50 years. A family owned business that hires employees from Detroit and purchases fresh produce from vendors in the state of Michigan.

In October 2016, LoPiccolo Brothers Produce began to deliver fresh produce to 76 schools, twice a week. A monthly menu is developed by the Office of School Nutrition that is sent to LoPiccolo Brothers Produce to obtain quotes for processing of the whole fresh fruit and vegetable items into packaged 2 oz. portions and individually wrapped according to specification and the guidelines of the program. The packaged menu item is then delivered to the schools by LoPiccolo Brothers Produce.

Gap Analysis:

The Office of School Nutrition requires fresh fruits and vegetables for optimal service. The Produce Program is an important initiative to combat childhood obesity and has been successful in introducing district students to a variety of produce that they otherwise might not have the opportunity to sample.

In order to comply with federally mandated nutrition and food service guidelines, vendors are required to process and package 2 oz. servings for students. The district does not have the resources to coordinate this procurement and packaging process through multiple vendors. Accordingly, the district sought a local vendor to provide the coordination and delivery of these services.

LoPiccolo Brothers Produce Contract Date: August 25, 2017

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Previous Outcomes:

LoPiccolo Brothers Produce delivered fresh fruits and vegetables to 76 schools once per day, Monday through Thursday in 2 oz. packaged portion, 80-150 serving cases. The produce served included mangoes, tangerines, celery, zucchini and blueberries.

Expected Outcomes:

To utilize the Produce Program grant funds to service students at 78 schools fresh fruit and vegetable snacks during the school day at no charge twice a week.

Financial Impact:

The Office of school Nutrition expects to exhaust the full grant amount of approximately $1,861,974 for fresh fruits and vegetables at 78 schools.

Fund Source: Michigan Department of Education (MDE) Grant Funds

Bid Process: The district issued a Request for Proposal in 2016-17 school year for processing and distribution of fresh produce to schools and awarded the Fresh Fruits and Vegetables Processing Grant. Of proposal responses, the contract was awarded to LoPiccolo Brothers for one year (October 2016 - October 31, 2017) not to exceed $1,639,130.00 with the option for two additional one-year renewals.

Contact for Item:

Felicia Venable, Sr. Executive Director of Facilities, Maintenance & Auxiliary Services Phone: (313) 218-2876 Email: [email protected]

Supporting Documents/Attachments

Existing Contract and Draft Renewal


Regular Board Meeting Constellation New Energy- Gas Division, LLC

September 12, 2017

Recommendation:

That the School Board approve the renewal option of the contract with Constellation New Energy - Gas Division, LLC (“Constellation”) to provide natural gas supply and delivery to district schools from October 1, 2017 through September 30, 2018 in an amount Not-To-Exceed (NTE) $4,477,775.


The district buys natural gas from Constellation. Constellation sells these services at a discounted rate through a federally mandated easement agreement allowing it to use the DTE Energy natural gas distribution system. The district’s pricing with Constellation is based on the published variable rate index. By renewing the agreement, the district locks in the published rates available at the time of signing. The district is then billed based on a monthly budgeted amount for predictability. In the spring, the district and Constellation reconcile any over or underpayments for the fiscal year.

Gap Analysis:

Locking the price of natural gas will provide predictability to the district’s budget. Notably, if the market rate decreases after locking in unit pricing, the school district will be obligated to pay the rate that is locked in. Historically, the savings and predictability associated with rate locking has overcome any losses the district has experienced. In the event the district does not approve the extension of the contract, thereby locking the purchasing price of natural gas, the district will purchase its required gas at the price prevailing when the order for natural gas is placed; prices will be subject to fluctuation. Without the extension, the district will have its natural gas delivered to the schools and its other sites by DTE Energy without the accompanying savings provided by the Constellation easement agreement.

Constellation is the only natural gas provider with a distribution contract with DTE Energy that affords its customers substantial savings. If the district leaves Constellation, the district would see an approximate $600,000 annual cost increase.

Previous Outcomes:

During FY16-17, the district’s monthly budgeted bill for natural gas was $200,677.54 per month

Constellation New Energy – Gas Division, LLC Date: August 25, 2017

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and an annual spend of $1,748,820.28; the annual reconciliation amount was $171,609.17.

Expected Outcomes:

If the school district decides to lock in rates, it can expect to pay approximately $352,582 per month in budgeted billing or approximately $4,230,984. This amount is subject to change until rates are locked. The additional amounts sought will serve as hedge for any usage overages that require additional payments during reconciliation.

Financial Impact:

Fund Source: Restricted General Funds

Bid Process: The district issued a Request for Proposal (RFP) in 2013-2014 school year for natural gas service. Of proposal responses, the contract was awarded to Constellation New Energy- Gas Division, LLC for three years (October 1, 2013 through September 30, 2016) with the option for two additional one-year renewals.

Contact for Item:



Draft of Extension and Original Contract


Regular Board Meeting EcoWorks Go Green Challenge Program

September 12, 2017

Recommendation:

That the School Board approve the second and final one-year renewal option of the contract with EcoWorks to provide program management of the school district’s Go Green Challenge Program in an amount Not-To-Exceed (NTE) of $110,000.00 for the period September 1, 2017 through August 31, 2018.


EcoWorks is a Detroit non-profit that has promoted energy-efficiency and sustainability for over thirty years. Through its Detroit Youth Energy Squad (YES) program, EcoWorks has facilitated over 1,000 school and community greening projects, provided 84 students with over $130,000 in wages and scholarships, and helped over 3,000 Detroit families reduce utility costs by $1.8 million.

The school district has been in partnership EcoWorks since 2012 after establishing a Department of Energy and Sustainability to lead the effort of evaluating the district’s utilities consumption and possibility for savings which included an audit of utility contracts under a district led “Go Green Challenge Program”. The Go Green Challenge Program allows students and teachers to work year-round on energy and sustainability projects, i.e., energy audits, water conservation projects and recycling.

As of today, YES is supporting sustainability programs at 54 district schools. The contract provides ten (10) AmeriCorps members and two (2) supervisors, each devoting 70% of their full-time effort, for 11 months. EcoWorks (i) manages the AmeriCorps members, who are all college graduates--many with graduate degrees; (ii) manages require federal reporting, transportation, insurance, and worker’s compensation relating to the Americorps members; (iii) brings more than $226,000 in funding to the program; and (iv) engages students and teachers in sustainable projects that align with science curriculum.

Gap Analysis:

If the school district were to not approve the final extension of the contract, the students and staff in 54 schools would not have sufficient support to continue the Go Green Challenge Program. The district’s Operations team, which initiated this program through its Department of Energy and Sustainability, does not have the infrastructure to support this program

ECOWORKS Go Green Challenge Program Date: August 25, 2017

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independently.

Previous Outcomes:

EcoWorks has supported the school district’s Go Green Challenge (GGC) Program since 2012 by promoting energy- and water-saving behavioral changes in schools. The AmeriCorps Members who work in the schools through this partnership regularly meet with school “Green Teams” and assist in their implementation of the program creating approximately $300,000 in annual utility cost savings at each school year.

During the Summer EcoWorks provides up to 30 district high students and graduates ages 17-24 jobs. Since 2012, EcoWorks has employed 136 students in its summer program and paid each $900 in wages and $1,212 in scholarship funds to work in the arena of food access, removal of blight, storm water management, energy conservation and community engagement.

Expected Outcomes:

EcoWorks will supply another ten (10) AmeriCorps members to work directly with Green Teams in schools that include teachers and students. This year, the work of these AmeriCorps members will include introducing the 11 returning schools to the GGC and to facilitate expansion of energy conservation efforts and recycling program in schools. This work will also include employing another 30 district students during summer 2018.

Financial Impact:

The Detroit Public Schools Community District (FY2017-2018) Portion of this contract is $110,000.00 (one hundred ten thousand dollars and no cents) or (24%) twenty-four percent; with the remaining (76%) seventy-six percent to be paid with third-party matching funds to be obtained by EcoWorks.

QTY

PERSONNEL EXPENSE DESCRIPTION

AMOUNT

DPS SHARE 3rd PARTY MATCHING

FUNDS

1 One Program Director (0.7 FTE) $ 33,880 $ 33,880

1 Program Manager $ 37,500 $ 37,500

6 1st Year AmeriCorps Members (6) x $12,500 $ 75,000 $ 60,000 $ 15,000

4 2nd Year AmeriCorps Members (4) x $16,100 $ 64,400 $ 50,000 $ 14,400

30 Student Summer Program Wages (30) x $900 $ 27,000 $ 27,000

1 One Executive Director (0.25 FTE) x $75,000 $ 18,750 $ 18,750

1 One Finance Director (0.25 FTE) x $51,000 $ 12,750 $ 12,750

Personnel Costs Sub-Total $ 269,280 $ 159,280

Fringes @ 25% $ 67,320 $ 67,320

Not-to-Exceed Total Personnel Costs $ 336,600 $ 110.000 $ 226,600

Fund Source: Restricted General Funds

Bid Process: The district issued Request for Proposal #15-0237-C in 2015-16 school year for Go

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Green Challenge Program Management. There was only one response in which EcoWorks was awarded the contract (September 1, 2015 – August 31, 2016) not to exceed $110,000 per year with the option for two additional one-year renewals.

Contact for Item:



1. Impact Report

2. Draft Renewal and Original Contract



Premier Group Associates, LLC

September 12, 2017

Recommendation:

That the School Board approve the increase dollar value of the contract with Premier Group Associates, LLC (PGA) to provide athletic field maintenance services due to the five (5) returning high schools to the district November 1, 2016 to October 31, 2017, in an amount Not to Exceed (NTE) $165,600 for a total contract value of $790,600.


Maintaining athletic fields is crucial to the performance of the field. PGA provides yearly general athletic turf maintenance inclusive of all labor, materials, supplies and travel at eight (8) district athletic complexes, eight (8) non- district athletic fields that are used by district students, and two (2) artificial turf fields.

Gap Analysis:

The district requires field maintenance service during fall sports which includes (i) field preparation, (ii) marking of fields between games, and (iii) post-season grounds clean-up and fertilization in preparation for spring 2018 athletic activities. Prior to the 2011, district employees performed this function. Staff was reduced and this service was outsourced in 2011. The district is analyzing whether cost-saving and/or greater efficiency and quality can be realized by providing this service with internal employees.

Previous Outcomes:

In the past, PGA has maintained the athletic fields for football and baseball season including striping, mowing and enzyme treatment throughout the school district and has winterized its field houses and irrigation systems to prevent freeze-ups during the cold winter months.

Expected Outcomes:

Although this contract does not expire until October 31, 2017, the cost of services for fall 2017 are expected to exceed the contract’s total due to the addition of five high schools as of July 1, 2017. If approved, PGA will be allowed to complete the services listed above at all district high schools.

Premier Group Associates, LLC Date: August 25, 2017

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Financial Impact:

The school district can expect to be billed the NTE amount of $165,600 for maintenance of the athletic fields at select schools.

Fund Source: General Fund

Bid Process: DPSCD issued a Request for Proposal in 2015-2016 school year for athletic field maintenance. Of proposal responses, the contract was awarded to Premier Group Associates, LLC not to exceed $503,000.00 with the option for one additional one-year renewal. There was only one bid response.

Contact for Item:



Draft Renewal and Existing Contract


Regular Board Meeting Haynes, Maufus & Davis, PLLC Contract

September 12], 2017

Recommendation:

That the School Board approve the second contract renewal option for monthly bank reconciliations for the district-wide schools and departments by Haynes, Maufus & Davis, PLLC (HMD) for the 2017-2018 school year in an amount Not-To-Exceed (NTE) $192,000.


The district is required to prepare monthly bank reconciliations in accordance with the School Financial Procedures Manual. Prior to Fiscal Year (FY) 2016, district staff, school bookkeepers, and accountants were responsible for preparing the monthly bank reconciliations. Due to a reduction in finance staff and current vacancies due to retirement, the district did not have the personnel to complete the monthly bank reconciliations at the schools.

DPS awarded a contract to Haynes, Maufus & Davis (HMD) in October 2015 to prepare the monthly bank reconciliations for all schools and six (6) district departments. In FY 2017, the district expanded HMD’s scope of services to include preparing monthly bank reconciliations for its central bank accounts (DPS and DPSCD accounts). Moving forward, the district is analyzing whether cost-saving and/or greater efficiency and quality can be realized by providing this service with internal employees.

Gap Analysis:

Preparing monthly bank reconciliations is a required internal control for detecting accounting and banking errors and for identifying fraudulent transactions. Monthly bank reconciliations for all the district’s bank accounts are required to complete regular monthly financial reporting and the annual external financial audit. Failure to complete the audit on time, will result in the Michigan Department of Education (MDE) withholding 100% of the district’s annual state aid per section 18(10) of the State School Aid Act.

Previous Outcomes:

During FY 2017, HMD completed 1,236 monthly bank reconciliations (103 school and district bank accounts) at a total cost of $168,175. The district receives monthly reports from HMD to identify any areas of concern which need to be addressed.

HMD PLLC Date: August 18, 2017

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Prior to engaging with HMD, the district was subject to audit findings for failing to timely complete bank reconciliations. Employment of HMD eliminated these findings in the FY 2016 audit. The FY 2017 audit is expected to be completed in November 2017 and no findings in this area are expected.

Expected Outcomes:

HMD will continue to provide monthly bank reconciliations for all school bank accounts (including the additional 11 returned DPS buildings) and provide training to new staff members. This work will allow the district to continue to maintain appropriate internal financial controls and complete annual audits.

Financial Impact:

The cost of services has decreased each year:

Services FY 16 Rates FY 17 Rates FY 18 Rates

Bookkeepers $ 36.00 / Hour $ 33.48 / Hour $ 31.14/ Hour Senior Accountant $ 46.00 / Hour $ 42.78 / Hour $ 39.79 / Hour

Project Manager $ 50.75 / Hour $ 47.20 / Hour $ 43.89 / Hour

The projected hours of service are listed below:

Services FY 18 Rates Anticipated Hours Anticipated Cost

Bookkeepers $ 31.14/ Hour 460 hours $15,420 Senior Accountant $ 39.79 / Hour 56 hours $36,527

Project Manager $ 43.89 / Hour 3,254 hours $139,228

Total $191,175

The district anticipates billing of approximately $191,175. The increase in cost is primarily due to the additional schools that will be served in FY 18.

Fund Source: General Fund.

Bid Process: The District issued Request for Proposal 16-0247-S to obtain suppliers to provide School based accounting/bookkeeping services to district-wide school locations in accordance with Federal, State, local laws, statutes and ordinances and industry standards. Three proposals were received; Accutrak Services, Global Consulting, and Haynes, Maufus and Davis.

The evaluation committee reviewed three (3) supplier proposals based upon criteria which encompassed supplier background, experience, capability, and cost. The team selected one supplier, Haynes, Maufus and Davis who, based their proposal strongly fit the needs of the District.

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Contact for Item:

Tony Saunders, Acting Chief Financial Officer Phone: (313) 873-4057 Email: [email protected]

Michael Bridges, Deputy Finance Director Phone: (313) 873-3481 Email: [email protected]


Draft Contract Renewal and Existing Contract


21st Century Community Learning Centers

September 12, 2017

Recommendation:

That the School Board approve the renewal of contracts with The Children’s Center, YMCA and the Youth Development Commission to offer Science, Technology, Engineering and Mathematics (STEM), enrichment and family services through the 21st Century Community Learning Centers grant for students at 15 schools for the period from July 1, 2017 to June 30, 2018 in the amount not to exceed The Children’s Center in the amount of $205,398.00, The YMCA in the amount of $212,750.00 and The Youth Development Commission in the amount of $205,070.00


The 21st Century Community Learning Centers (CCLC) grant is an annual federally funded item in year five of a five year award. The CCLC program’s focus is to provide expanded academic enrichment opportunities for children attending low-performing schools as well as provide youth development activities, drug and violence prevention programs, technology education, art, music, recreation, and character education. The program also offers family services such as family literacy, financial literacy, resume writing, computer skills, community resources, homework assistance, and others according to parent surveys.

During the grant application period, priority points were given to Local Education Agencies partnering with community or faith based organizations. In order to present the strongest application possible, the district applied for the grant utilizing co-applicants. Co-applicants were vetted through external stakeholder engagement. The Children’s Center (TCC), the YMCA, and the Youth Development Commission (YDC) were selected to be Lead Partner Agencies due to strong community involvement, a history of youth, community and family support, and having a track record of providing successful support and oversight for out-of-school time programming.

The lead agencies support the following schools:

YMCA The Children's Center Youth Development Commission

Greenfield Union Mason Thurgood Marshall Duke Ellington A.L. Holmes

Ronald Brown Carleton Fisher Upper John R. King Cook

Thirkell Schultz Burton International Priest Mann

CCLC August 25, 2017

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Gap Analysis:

In an effort to improve student achievement, CCLC’s focuses on reducing chronic absenteeism, improving socio-emotional skills, promoting STEM education, increasing interest in STEM related careers, and promoting parental and community engagement/involvement. Partnering with TCC, YMCA, and YDC exposes students to STEM education while affording families additional wrap around services.

Though the current grant is set to sunset the district will analyze data on attendance, academic performance and discipline to determine if a notable difference existed between students who participate in the CCLC’s versus students in the same and similar schools who did not participate in the activities.

Previous Outcomes:

Data were compiled for 98 students in grades four through eight who self-reported grades that improved, stayed the same, or declined over three data collection periods for math. The greatest improvement was identified in the fourth through fifth grades (38%) and the least improvement for those in seventh through eighth grades (31%). In reading, the greatest improvement was in fourth through fifth grades and the least improvement was in sixth-eighth grades. Overall, 36% of students improved and 92% improved or remained stable.

Expected Outcomes:

Program outcomes for the 2017-2018 school year are guided by the federal CCLC program guidelines. As a grant requirement the local CCLC is responsible for measurement of outcome variables as well as coordinating with the Michigan State University evaluation team who is contracted by the Michigan Department of Education. Program outcomes specifically target student performance which include improvement in reading, language arts, math, homework completion, class participation and behavior.

Financial Impact:

There is no financial impact to the district as this is a 100% grant funded item. All contracts were developed through Procurement and Logistics and Legal Counsel for the district. There was no bidding process as all Lead Partner Agencies were co-applicants on the grant.

Contact for Item:

Iranetta Wright Deputy Superintendent of Schools Email: [email protected] (313) 843-4241


CCLC August 25, 2017

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Attached are previous contract cover pages and signatures (section A) along with Section B – Schedule for this year and excerpt from the Final Report displaying student and parent perception data.

Regular Board Meeting 2017-18 School-Based Performance Evaluation System

September 12, 2017

Recommendation:

That the School Board approve the 2017-18 school year performance evaluation systems for teachers.


Beginning in the 2015-16 school year, Section 380.1249 of the Michigan Revised School Code mandates that the School Board adopt a rigorous, transparent, and fair performance evaluation system that:

• Evaluates teachers job performance at least annually while providing timely and constructive feedback;

• Establishes clear approaches to measuring student growth and provides teachers with relevant data on student growth;

• Evaluates a teacher’s job performance, using multiple rating categories that consider student growth and assessment data;

• Uses the evaluations to inform decisions regarding the effectiveness of teachers and school administrators, promotion/retention/development of teachers and school administrators, and whether to grant tenure or full certification.

The statute also sets forth requirements that the evaluation system include:

• Student growth as at least 25% of the evaluation based on multiple-research based growth measures during the 2017-18 school year;

• A common observation tool that is used universally across schools in the district, which can be developed or adopted by the district;

• Observations and other measures (e.g., attendance and discipline) to assist in the performance evaluations;

• Individualized development plans and midyear progress reports for teachers in the first

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year of their probationary period or teachers rated less than “effective”; and

• Training for administrators and other evaluators on the observational tool, and additional evaluation component requirements.

The district uses a 100-point teacher evaluation system that consists of four weighted components: ratings on an evaluation tool, student growth, attendance, and discipline.

Evaluation Tool – 60/100 Points

Domain Weight Available Points Planning and Preparation 25% 15

Classroom Environment 25% 15 Instruction 30% 18

Professional Responsibilities 20% 12

Student Growth – 25/100 Points Attendance – 10/100 Points

Discipline – 5/100 points

Teachers earn an overall summative evaluation score based on the number of points they receive out of the 100 possible points.

Ineffective Minimally Effective Effective Highly Effective 0-45 points 46 – 60 points 61-85 points 86 – 100 points

The district requires professional learning plans for all teachers and midyear progress reports for all teachers in the first year of their probationary license and any teachers scoring below Effective in the prior year.

The district plans to continue using the current evaluation system for the 2017-18 school year as it proactively improves the system, with teacher and administrator input, for the 2018-19 school year.

Gap Analysis:

Though the district evaluation system meets the statutory requirements, the design and implementation of the system could better support the aims of professional growth and workforce improvement if the expectations for implementation were more clearly communicated and consistent throughout the evaluation period. The updates and adjustment to process described herein will support improved implementation for the 2017-18 school year. Further, in future years, there is room to better align evaluation systems to a common vision for excellence across all roles in the district.

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Previous Outcomes:

In past years, the components of the system have been unclear to stakeholders and there were a number tactical changes on the timeline and implementation instructions to staff, including the use of multiple online and offline mechanisms for recording evaluation results.

Expected Outcomes:

The district will continue to comply with statutory requirements for teacher evaluation and make implementation improvements, such as releasing a Guidebook, here attached, to explain the evaluation process and access to offering online, asynchronous courses to train teachers and administrators on the evaluation tool. The district will simultaneously design a more coherent system for future implementation in collaboration with stakeholders.

Financial Impact:

There is no added cost to implementing the current evaluation system.

Contact for Item:

Elizabeth Cutrona, Senior Executive Director for Strategic Planning and Project Management Phone: 313-873-6247 Email: [email protected]


Teacher Evaluation Guidebook

Regular Board Meeting Seclusion and Restraint Policy

September 12, 2017

Recommendation:

That the School Board adopts the following policy regarding the use of seclusion and restraint as required by the Michigan Department of Education (MDE) and applicable law:

Seclusion & Restraint Policy

The Board directs personnel and others to comply with Michigan law prohibiting seclusion and restraint, except for emergency seclusion and emergency physical restraint in the manner permitted by law. The School Board adopts, as its own, the Michigan Department of Education’s published policy on seclusion and restraint and any implementing guidelines that may be published.


In December 2016, the State of Michigan adopted new laws restricting the use of seclusion and restraint in schools and requiring (i) MDE to develop a state policy and guidelines regarding the use of seclusion and restraint; and (ii) the School Board to adopt and implement a local policy that is consistent with state policy by the beginning of the 2017-2018 school year. On March 14, 2017, the State Board of Education produced “Policy for the Emergency Use of Seclusion and Restraint”, setting forth MDE’s guidance to date on this issue.

Gap Analysis:

Pursuant to sections 380.1307 to 1307h of the Michigan Revised School Code, the district is required to implement the MDE approved policy for the emergency use of seclusion and restraint. Upon adoption of the policy by the School Board, district administration will provide training and develop detailed guidelines that outline the process for reporting redacted, aggregated data regarding the use of seclusion and restraint compiled by district schools in order to fully comply with the newly adopted laws.

Previous Outcomes:

The district developed a policy regarding the emergency use of seclusion and restraint under previous MDE guidance. Staff across the district were trained in Crisis Prevention and Intervention (CPI) techniques. The use of seclusion and restraint was implemented by trained

Seclusion & Restraint Policy Date: August 28, 2017

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staff to address inappropriate behavior. The policy served as a guidance for school personnel to maintain the safety and wellbeing of the students.

Expected Outcomes:

The district will provide a revised uniform policy for the use of seclusion and restraints in compliance with the law that promotes the care, safety, welfare, and security of the school community and the dignity of each pupil; encourages the use of proactive, effective, evidence- and research-based strategies and best practices to reduce the occurrence of challenging behaviors, eliminate the use of seclusion and restraint, and increase meaningful instructional time for all pupils; and finally, to ensure that seclusion and physical restraint are used only as a last resort in an emergency situation and are subject to diligent assessment, monitoring, documentation, and reporting by trained personnel. Schools will identify key personnel to implement the use of emergency seclusion and restraint.

Financial Impact:

There is no direct cost for approval of the Policy for the Emergency Use of Seclusion and Restraint

Contact for Item:

Iranetta Wright

Phone: 313-873-7471


Regular Board Meeting Districtwide Establishment of School Advisory Councils

September 12, 2017

Recommendation:

That the School Board approve the establishment of School Advisory Council (SACs) at each of the district’s schools.


Successful and improving urban school districts across the country have some version of school-based management with a shared decision-making structure at the school level that leads that school. In Boston, they are called School Site Councils; in Denver, Collaborative School Committees; and in New York, School Leadership Teams. In Detroit, these organizations wil be called School Advisory Councils (SACs). The SACs will be developed to continue to build interest and investments across our schools. The councils will be inclusive allowing allows each school’s stakeholders to work with the principal to build the brand, image, engagement, support, culture, school improvement, programming, and excellence in each of our schools.

Starting in the 2018-2019 school year, each school’s budget and school improvement plan will be approved by the SAC. Each SAC will be required to meet monthly following the rules and regulations of an open meeting.

In connection with the implementation of SACs, members would commit to a series of trainings and team building activities to support their success in working with the principal and school community successfully. Districtwide, this should not exceed $6,000 through Family & Community Engagement training and development.

Each SAC will consist of the following: one (1) principal, one (1) Detroit Federation of Teacher Union Representative, one (1) Parent Teacher Association President, three (3) teachers at the school, two (2) school support staff at the school, three (3) students at the school, four (4) parents whose children currently attend the school, one (1) alumni, and three (3) business and/or faith-based partners. The majority of the SAC must be non-school and district employees. Individuals must be nominated and selected by the majority of their peers.

Gap Analysis:

Schools lack a uniform structure to engage internal and external stakeholders to support and contribute to rebuilding our schools across the district. Many desire to play a greater role in the

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district’s improvement but the district does not provide a consistent opportunity for stakeholders to support schools. Many schools also lack a shared decision-making process to empower stakeholders.

Previous Outcomes:

Internal and external stakeholders lacked a specific vehicle to participate in the improvement of their schools.

Expected Outcomes:

Increase in internal and external stakeholder engagement, which will lead to increasing student achievement, enrollment, and general support for the district’s schools.

Financial Impact:

There is an expected $6,000 cost to the district.

Contact for Item:

Sharlonda M. Buckman Senior Executive Director of Family and Community Engagement (313) 873-7490 Email: [email protected]

Regular Board Meeting Districtwide Establishment of Parent Teacher Associations

September 12, 2017

Recommendation:

That the School Board approve the district as a Parent Teacher Association (PTA) district and approve the establishment of PTAs at each of the district’s schools.


For over three decades, the district has maintained a relationship with National PTA and its leadership in the Michigan PTA. During the early nineties, 90% of the district’s schools had a PTA, which created a platform for parents and teachers to work closely together to strengthen student and school performance. Currently, the district continues to support a small number of PTAs; however, its parent organizations of record have taken many forms over the years. The pivot to PTA as the primary platform and parent organization of record provides the district a uniform, well-resourced, and proven method of increasing the collaborative efforts of parents and teachers working together for the benefit of our students.

In connection with the adoption of the PTA system, parents would be required to pay dues. Districtwide this should not exceed $57,000. These amounts will be paid through fundraising and/or supplemented through grant funds for Title I parents.

Gap Analysis:

The establishment of organizations facilitating parent and community involvement in district schools is required for most districts in connection with receipt of Title I funds. In addition, numerous studies show that parental involvement in students’ learning is integral to their success. The establishment of PTAs will provide an expanded platform for parents, teachers, and students to work together to increase the academic support and performance of our students.

Previous Outcomes:

Last year the district supported three PTA groups across the district, as well as other non-PTA parent organizations at a number of schools.

Expected Outcomes:

Upon implementation, each of the district’s schools will have an established PTA during the

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school year. The Office of Family and Community Engagement expects to engage nearly 7,000 parents, teachers, and community members during the organizing and establishment of the PTA.

Financial Impact:

Cost to the district will not exceed $57,000.

Contact for Item:

Sharlonda M. Buckman Senior Executive Director of Family and Community Engagement (313) 873-7490 Email: [email protected]

Regular Board Meeting Approval of the Purchase of i-Ready Reading and Mathematics

September 12, 2017

Recommendation:

That the DPSCD School Board approve the purchase of i-Ready Reading and Mathematics in an amount not to exceed $350,000.


i-Ready Diagnostic and Instruction for reading and mathematics combines an adaptive diagnostic assessment with individualized instruction, reliable progress monitoring, and comprehensive reporting for teachers and administrators. In addition to the blended learning environment, the platform provides teachers access to resources which will be utilized for remediation of skills based on student needs.

Section 380.1280f(2)(a) of the Michigan Revised School Code mandates School Board approval of an assessment system from the list of assessment systems approved by Michigan Department of Education (MDE) beginning in the 2017-2018 school year. The statute also requires that the initial assessment be administered (i) in grades K-3; (ii) at least 3 times a year; and (iii) within 30 school days of the start of the school year.

Section 380.1280 of the Michigan Revised School Code mandates School Board approval of an “extensive assessment” which must be delivered to students who demonstrate a deficiency on the initial assessment and will (i) provide a more in-depth look at student ability, (ii) be directly aligned to a specific skill, and (iii) produce support for the placement of students into intervention tiers.

Districtwide, students in grades K-3 will participate in the reading i-Ready Diagnostic three times each year. This will replace the Northwest Evaluation Association (“NWEA”) assessments for these students. In addition, as part of the 1:1 technology initiative at Cooke STEM Academy, Nolan Elementary-Middle School, and Bagley Elementary School of Journalism and Technology, students in grades K-8 will have access to technology hardware that will allow access to a blended learning environment that i-Ready provides in reading and mathematics. Through the use of the i-Ready diagnostic, students will have access to an adaptive learning environment specifically designed to meet their individual learning needs both below and above grade level. Through a single platform, both MDE testing requirements will be met and students will be provided with aligned instruction.

Approval of the Purchase of i-Ready Reading and Mathematics Date: September 12, 2017

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Two schools, Ann Arbor Trail Magnet School and Detroit Academy of Arts and Sciences, began use of this resource last year and plan to continue this year through Title I funding. This diagnostic will replace the use of NWEA in these grade levels, therefore not increasing the amount of testing for students, based on the latest changes.

Gap Analysis:

With the emphasis on technology, blended, adaptive learning platforms are a necessity in increasing student achievement. As referenced above, MDE requires an assessment solution. Historically, schools in the district have used NWEA. This assessment platform is an alternative solution which is state approved. The diagnostic assessment assesses students’ progress toward meeting grade level standards and provides data which both predict year end progress and data driven instructional next steps.

For our 1:1 pilot schools, based on a student’s results on the i-Ready Diagnostic, the program automatically assigns the student online instructional modules within i-Ready Instruction. This differentiated instruction is presented in highly engaging instructional modules that can be accessed through any internet-enabled computer. Delivery is flexible: during school, before/after school, in-class/pull-out, summer school, at home, computer lab, and a host of other settings. Lessons use real-world experiences and authentic situations to teach essential skills. i-Ready has developed their materials to support students and teachers, by providing professional development, explicit instruction, a gradual release approach, and engaging online resources to differentiate instruction and teach prerequisite skills that are required for mastery in foundational and fundamental skills at each grade level. i-Ready monitors progress and tailor’s instruction for each student, class, grade, and school in addition to providing progress monitoring for the district to measure student achievement.

Opportunities for growth surround the need for teachers to deliver lessons to a diverse population with varying needs and remedial practices to assist students in achieving standard mastery. i-Ready provides a platform for teachers to provide individual students skill remediation in reading and mathematics for grades K-8 based on individual student performance on the diagnostic assessments and monthly progress monitoring tasks. Remediation occurs through skill building lessons that align to standards and provide students the opportunity to eliminate any deficits.

The blended learning opportunities provided through i-Ready allow students to build their foundational skills which transfers into standards mastery. Broad access district-wide will provide teachers with rich information to diagnose student’s strengths and weaknesses and intervene. The pilot use of online learning will help the district understand implications for broader use in the future.

Previous Outcomes:

This will be the first year that the district uses this assessment system.

Approval of the Purchase of i-Ready Reading and Mathematics Date: September 12, 2017

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Expected Outcomes:

Through the intentional and guided use of the Diagnostic assessments, online learning path, professional development, and toolbox, the one-to-one schools will increase student academic achievement in reading and math.

Through the use of the diagnostic in reading, students will increase student growth rates and close skill gaps as measured by fall and spring diagnostics.

Financial Impact:

The following purchases will made using either Title I Funds or General Funds:

QTY PRICE TOTAL

i-Ready Diagnostic Reading Licenses (includes 20% discount from retail price)

15867 $4.80 $76,161.60

i-Ready Diagnostic Professional Development (All sessions up to 6 hours)

68 $3,000.00 $204,000

i-Ready Diagnostic and Instruction Math and Reading Site License (Cooke, Bagley, Nolan)

3 $15,233.33 $45,700.00

i-Ready Diagnostic and Instruction Prof Dev On Site New User Package: Getting Started, Understanding Data, and Tailored Support

(All sessions up to 6 hrs) (Cooke, Bagley, Nolan)

3 $4500.00 $13,500.00

Ready Math K-8 Teacher Toolbox for i-Ready Site License 351-500 students 1 Year (Cooke, Bagley, Nolan)

3 $3541.66 $10,625.00

Total Cost: $349,986.60

Contact

Beth Gonzalez, Senior Executive Director Curriculum & Instruction

Phone: 313-873-4894



Highland Park Cooperative Agreement

September 12, 2017

Recommendation:

That the School Board approve entry into a Cooperative Education Program Agreement with the School District of the City of Highland Park for the 2017-2018 school year to provide educational services to Highland Park: (i) students in grades 9-12 at any Detroit Public School Community District (the “district”) high school and other specialized programs (approximately 180 students); and (ii) children ages 0-6 years old requiring early intervention services (population size uncertain), at no cost to the district.


The district has partnered with the School District of the City of Highland Park since 2015-2016 to provide educational services to high school students living within the boundaries of Highland Park because no public schools servicing high school students exist in Highland Park. During the previous years of the parties’ agreement, approximately 180 high school students have attended Detroit Collegiate Preparatory at Northwestern and other specialized programs annually since the start of this agreement and the district has received requested reimbursement for services provided and State Aid Funds for these enrolled students without incident.

In the upcoming school year, the School District of the City of Highland Park is legally required to continue a partnership for its high school students and add a confirmed location for provision of services for children age 0-6 requiring early intervention services. As requested by the district’s Board of Education, the Highland Park Board of Education (“HPBE”) was consulted regarding approval of this agreement. Because of such consultation, at its August 28, 2017 board meeting, the HPBE approved entry into this agreement subject to the understanding that the Highland Park students interested in attending Detroit Public Schools Community District are under no obligation to select Detroit Collegiate Preparatory at Northwestern, but rather can enroll in any available district high school. In sum, the difference between the current agreement and the one previously presented to the district’s Board of Education is that Highland Park students are no longer limited to attending a single district high school but instead can attend any district high school.

Gap Analysis:

Detroit Public Schools Community District has experienced declining enrollment in its schools in recent years. In prior years, this Cooperative Education Program Agreement with the School District of the City of Highland Park boosted enrollment at Detroit Collegiate Preparatory at Northwestern (which had enrollment of 549 last year and has capacity for 1835 students). It is anticipated that the new agreement will also have a positive impact on the enrollments of all district high schools.

Cooperative Education Program Agreement Date: September 12, 2017

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Without the agreement, all students would still be eligible to enroll in the district under school choice but the district would not obtain the attendant expense reimbursement. Accordingly, entry into the agreement provides the greatest opportunity for realization of the full funding for student enrollment.

Previous Outcomes:

High school aged students have been serviced for the preceding two school years and no issues have arisen with requested reimbursement of expenses or receipt of State Aid for these students.

Expected Outcomes:

Required educational services will be provided to approximately 180 Highland Park high school age students as well as an undetermined number of special education students age 0-6 years, increasing enrollment at no cost to the district.

Financial Impact:

The district will receive 100% of State Aid and special education grant funding for the education of these students directly from the state and the county. In addition, the district may bill Highland Park for any additional services provided by the district for these students, such as transportation.

Contact for Item:

Jenice Mitchell Ford, Chief General Counsel 313-873- 4539 [email protected]


1. 2017-2018 Cooperative Education Program Agreement

2. School District of the City of Highland Park Board of Education – Resolution 2017-__, Extension of Cooperative Education Program Agreement with DPSCD

COOPERATIVE EDUCATION PROGRAM AGREEMENT

BETWEEN

THE SCHOOL DISTRICT OF THE CITY OF HIGHLAND PARK

AND

THE DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT

Effective July 1, 2017

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This Cooperative Education Program Agreement ("Agreement") is entered into by the

School District of the City of Highland Park ("Highland Park") and the Detroit Public Schools

Community District ("DPSCD"), each a Michigan school district, organized and operating

pursuant to The Revised School Code, 1976 PA 451, MCL 380.1 et seq. ("Code”). Highland

Park and DPSCD are collectively referred to in this Agreement as the "Parties" or the "Districts."

RECITALS

1. The State of Michigan and its political subdivisions have been authorized by the

People of the State of Michigan to enter into agreements for the performance, financing, and

execution of governmental functions through Section 5 of Article III of the State Constitution of

1963.

2. Additionally, under Section 28 of Article VII of the State Constitution of 1963,

the People of the State of Michigan have required the Michigan Legislature to authorize two or

more counties, townships, cities, villages, or districts to, among other things: (a) enter into

contracts, including with the State, for the joint administration of functions or powers; (b) share

costs and responsibilities; (c) transfer functions or responsibilities; (d) cooperate; and (e) lend

their credit in connection with any publicly owned undertaking.

3. The Michigan Legislature has implemented Section 5 of Article III of the State

Constitution of 1963 and Section 28 of Article VII of the State Constitution of 1963 in part by

enacting Section 11a(4) of the Code, 1976 PA 451, MCL 380.11a(4), authorizing a general

powers school district to enter into agreements or cooperative arrangements with other entities,

public or private.

4. Under Section 11a(3) of the Code, 1976 PA 451, MCL 380.11a(3), a general

powers school district has all of the rights, powers, and duties expressly stated in the Code;

may exercise a power implied or incident to a power expressly stated in the Code; and, except

as provided by law, may exercise a power incidental or appropriate to the performance of a

function related to operation of the school district in the interests of public elementary and

secondary education in the school district.

5. Highland Park and the School District for the City of Detroit (“DPS”) entered

into a cooperative education program agreement, in accordance with Section 11a(3) and (4) of

the Code, MCL 380.11a(3) and (4), and Section 103(6) of The State School Aid Act of 1979,

1979 PA 94, MCL 388.1603(6), for the purpose of assuring the continued provision of certain

public educational programs and services to students of the School District of the City of

Highland Park for the 2015-2016 school year.

6. Prior to the 2016-2017 school year, Highland Park and DPS extended the

cooperative education program agreement for the 2016-2017 school year.

7. On July 1, 2016, pursuant to section 12b(7)(c) of the Code, MCL 380.12b(7)(c),

DPSCD acquired, succeeded to, and assumed all of the rights of DPS relating to DPS under any

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ordinances, agreements, or other instruments and under law, including the cooperative

education program agreement entered into by the parties for the 2016-2017 school year.

8. The Districts desire and agree to extend the cooperative education program

agreement for the 2017-2018 school year.

Accordingly, the Districts agree to the following terms and conditions:

ARTICLE 1

Definitions

Section 1.1 Definitions. As used in this intergovernmental agreement:

(a) "Act" means the Local Financial Stability and Choice Act, 2012 PA 436, MCL 141.1541 to 141.1575.

(b) "Agreement" means this agreement between the Highland Park and DPSCD.

(c) "Code" means The Revised School Code, 1976 PA 451, MCL 380.1 to 380.1853.

(d) “DPSCD” means the Detroit Public Schools Community District.

(e) "DPSCD Board" means the governing board of the DPSCD.

(f) "Effective Date" means the date on which all of the following are satisfied:

(i) The Agreement is approved and entered into by Highland Park.

(ii) The Agreement is approved and entered into by DPSCD.

(g) "Highland Park" means the School District of the City of Highland Park.

(h) "Highland Park Board" means the governing board of the School District of

the City of Highland Park. If a Highland Park Emergency Manager is in place for Highland

Park under the Act, "Highland Park Board" means the Highland Park Emergency Manager as

the Highland Park Emergency Manager is authorized to act in the place and stead of the Highland

Park Board under the Act and may be authorized to act in the place and stead of the Highland

Park Board under a successor statute. If the Act is repealed, suspended, or no longer in effect,

and a successor statute is in effect or applicable, and an emergency financial manager is in place

for Highland Park under the successor statute, "Highland Park Board" means the emergency

financial manager for Highland Park under the successor statute to the Act.

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(i) "Highland Park Emergency Manager" means the individual appointed under the

Act as the emergency manager for Highland Park. If the Act is repealed, suspended, or no longer

in effect and a successor statute is in effect or applicable, "Highland Park Emergency Manager"

means the individual appointed under the successor statute as the emergency financial manager

for Highland Park.

Section 1.2 Captions and Headings. The captions, headings, and titles in this

Agreement are a convenience and not intended to have any substantive meaning or be interpreted

as part of this Agreement.

Section 1.3 Plural Terms. A term or phrase in this Agreement importing the singular

number may extend to and embrace the plural number and every term or phrase importing the

plural number may be applied and limited to the singular number.

ARTICLE 2

Purpose

Section 2.1 Purpose. In accordance with Sections 11a(3) and (4) of Code, MCL

380.11a(3) and (4) and Section 3(7) of The State School Aid Act of 1979, 1979 PA 94, MCL

388.1603(7), the purpose of this Agreement is to provide cooperative secondary educational

programs and services for 9th through 12th grade Highland Park resident students at DPSCD

schools. In addition, the purpose of this Agreement is to provide certain early intervention

services for children ages 0-6 who are residents of Highland Park, as outlined in Section 3.12.

ARTICLE 3

Cooperative Secondary Educational Programs and Services

Section 3.1 Public Educational Services. While this Agreement is in effect, Highland

Park will not directly provide public educational programs and services to 9th through 12th grade

Highland Park resident students, and instead DPSCD will directly provide public educational

program and services at DPSCD for 9th through 12th grade Highland Park resident students who

enroll in DPSCD under this Agreement. The public educational programs and services to be

provided by DPSCD will include traditional 9-12 grade secondary education programs for

Highland Park resident students, as well as non-traditional 9-12 grade secondary education

programs and services as more particularly described herein for Highland Park resident students

upon satisfaction of applicable DPSCD enrollment requirements. The estimated number of

Highland Park resident students that will be participating under this Agreement is approximately

180 students.

Section 3.2 Enrolling Highland Park Students. Any eligible 9th through 12th grade

Highland Park resident student seeking to obtain public secondary educational programs and

services from Highland Park may be enrolled by DPSCD in accordance with DPSCD enrollment

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policy and applicable state and federal law. An eligible 9th through 12th grade student includes a

student otherwise eligible to enroll in Highland Park who meets any applicable Highland Park

residency requirements and who has not been previously expelled from Highland Park or from

DPSCD. Students, for purposes of this Agreement, are defined as Highland Park residents who are

students in grades 9-12 and meet either of the following: (a) must be less than 20 years of age on

September 1, 2017, except for special education pupils, who must be less than 26 years of age on

September 1, 2017, and (b) must not have obtained a high school diploma or GED. DPSCD agrees

to maintain: (a) an alpha list with the students' legal name, student ID number, and the resident

district name, (b) attendance records for such students, and (c) a schedule showing the sum of hours

scheduled for the 2017-2018 school year. The residency related information for nonresident pupils

of DPS shall be reported on the Michigan Student Data System.

Section 3.3 Student Selection. DPSCD shall allow the enrollment of any eligible 9th

through 12th grade Highland Park resident student in DPSCD.

Section 3.4 Student Membership. Pursuant to Section 6(4) of The State School Aid

Act, MCL 388.1606(4), Highland Park authorizes DPSCD to enroll all eligible 9 through 12th

grade Highland Park resident students in DPSCD under this Agreement. 9th through 12th grade

Highland Park resident students enrolled in DPSCD under this Agreement shall be counted in

membership in DPSCD and not in Highland Park. For each school year in which this Agreement

is in effect, the pupil count of Highland Park shall be zero for grades 9 through 12. For purposes

of The State School Aid Act and other applicable law, students otherwise eligible to be counted in

membership in Highland Park and enrolled in DPSCD shall be counted in membership of DPSCD,

and not Highland Park.

Section 3.5 Student Records. Upon the enrollment of a 9th through 12th grade Highland

Park resident student in DPSCD, Highland Park will provide DPSCD with any records relating to

the resident student in a manner that complies with applicable law and as requested by DPSCD,

no later than 14 days after receipt of a request for the records from DPSCD. DPSCD shall maintain

appropriate records of student attendance, behavior, progress, grades and achievements as may be

required by law. Student records shall be maintained on a basis that is comparable to the record

keeping by DPSCD for its resident students; provided, however, if Highland Park fails to provide

DPSCD with the records of the resident students enrolled at DPSCD, DPSCD shall have no

responsibility for maintaining or subsequently providing such records to or on behalf of the

Highland Park student(s).

Section 3.6 Schools of Choice. Nothing in this Agreement shall prohibit or restrict the

ability of Highland Park to grant consent to a Highland Park resident student to attend a public

school other than DPSCD. Notwithstanding the forgoing, DPSCD shall not be required to assume

any obligation and/or costs related to Highland Park resident students attending any schools other

than DPSCD whether such attendance is with or without the consent of Highland Park.

Section 3.7 Transportation. DPSCD shall provide transportation for all Highland

Park resident students enrolled in DPSCD under this Agreement in accordance with the DPSCD

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transportation policy applicable to DPSCD high school students. The Parties acknowledge and

agree that a student enrolled in DPSCD under this Agreement is separate and distinct from any

"schools of choice" program operating under Section 105 of the State School Aid Act, which does

not require a district to provide transportation for a nonresident pupil enrolled in another district.

Section 3.8 Special Education Students. For any Highland Park resident student who

is enrolled in DPSCD under this Agreement whose needs, as measured through an individual

education plan ("IEP"), can be met by a special education program at DPSCD, DPSCD shall enroll

such student in and provide special education programs and services to such student in accordance

with the Wayne County Regional Educational Service Agency special education plan ("ISD

Plan"). If a student's needs cannot be met by a special education program at a certain DPSCD

site, then the Districts agree that DPSCD will provide a special education program at another site

identified by DPSCD in accordance with applicable state and federal law. The receipt of

applicable special education funding for Highland Park resident students, through the State of

Michigan or Wayne County Regional Educational Service Agency ("Wayne RESA"), shall be the

responsibility of DPSCD. Special education services shall be in accordance with the ISD plan.

Highland Park shall be responsible for reimbursing DPSCD for the cost of special education

programs and services above the amounts reimbursed by Wayne RESA.

Section 3.9 Student Conduct and Discipline. Highland Park resident students

enrolled in DPSCD under this Agreement shall be subject to DPSCD's student code of conduct

and all other related policies. DPSCD shall have authority in accordance with law to suspend,

remove or otherwise discipline any student in attendance at a DPSCD school. A Highland Park

resident student who is enrolled in DPSCD under this Agreement and who has been expelled or

suspended by DPSCD shall be subject to reinstatement as set forth in DPSCD's code of conduct

and/or the Code, as applicable.

Section 3.10 Testing. DPSCD shall administer to Highland Park resident students in

the appropriate grades such assessments as may be required by the State of Michigan or the

United States Department of Education, which may include the Michigan Merit Examination,

work skills test, and the Michigan Student Test of Educational Progress (M-STEP), and other

local or nationally recognized proficiency testing instruments as determined by DPSCD. The

students' test scores shall be included, except as otherwise required by the Code or other

applicable law, in the calculation of DPSCD's school average, and not the calculation of the

Highland Park average.

Section 3.11 Standards, Credits and Diplomas. Highland Park resident students

enrolled in DPS under this Agreement shall be eligible to receive a high school diploma based

upon all credits earned in the Highland Park or DPSCD schools, and, if earned, shall receive a

high school diploma in the name of DPSCD's high school. The Districts shall apply all credits

earned at a school of the other district toward its own graduation requirements. Any grade

change request shall be in accordance with the provisions of the Code, if applicable, and in

accordance with DPSCD's policies.

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Section 3.12. Early Intervention Services. During the term of this Agreement,

Highland Park will not directly provide early intervention services to children ages 0-6 who are

residents of Highland Park, and instead DPSCD will provide early intervention services as set

forth in this Section 3.12. Highland Park will serve as an available point of contact and provide

referral services for children ages 0-6 who are residents of Highland Park who are eligible for

early intervention services identified by Part C of the Individuals with Disabilities Education

Act ("IDEA") as implemented through the State of Michigan and implemented by Wayne RESA

("IDEA Early Intervention Programs"). The District may refer certain eligible residents to

DPSCD for services provided through the IDEA Early Intervention Programs. Highland Park

shall be responsible for reimbursing DPSCD for the cost of services above the amounts paid for

or reimbursed by Wayne RESA through the IDEA Early Intervention Programs.

ARTICLE 4

Additional Provisions

Section 4.1 Relationship of the Parties. No one Party shall be responsible for the

acts of another Party or of the employees, agents, and servants of the other Party, whether acting

separately or in conjunction with the implementation of this Agreement. The Parties shall only

be bound and obligated under this Agreement as expressly agreed to by each Party and no Party

may otherwise obligate any other Party.

Section 4.2 No Third-Party Beneficiaries. Except as expressly provided in this

Agreement, the Agreement does not create in any person or entity, and is not intended to create

by implication or otherwise, any direct or indirect obligation, duty, promise, benefit, right to be

indemnified (such as contractually, legally, equitably, or by implication), right to be subrogated

to any Party's rights in this Agreement, or any other right.

Section 4.3 Employees. Highland Park will function as the employer of any

employees of Highland Park. The Highland Park Board shall have the responsibility, authority,

and right to manage and direct any employees of Highland Park. Nothing in this Agreement

creates an employment relationship between Highland Park and any employee of the DPSCD

Board or DPSCD. DPSCD will function as the employer of any employees of DPSCD. The

DPSCD Board shall have the responsibility, authority, and right to manage and direct any

employees of DPSCD. Nothing in this Agreement creates an employment relationship between

DPSCD and any employee of Highland Park. Nothing in this Agreement creates a joint

employer relationship between Highland Park and DPSCD.

Section 4.4 No Waiver of Governmental Immunity. The Parties agree that no

provision of the Agreement is intended, nor shall it be construed, as a waiver by any Party of

any governmental immunity provided under the Act or other law.

Section 4.5 Term. This Agreement shall commence on the Effective Date and

continue for the 2017-2018 school year and shall terminate on June 30, 2018. By mutual

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agreement of the Parties, this Agreement may be extended for one year successive terms. The

Agreement may be terminated at any time by joint action of the Parties.

Section 4.6 Due Execution of Agreement. Each Party shall duly execute not less

than 4 copies of this Agreement, each of which, taken together, is an original but all of which

constitute 1 instrument. A copy of the executed Agreement shall be transmitted by Highland

Park to the State Superintendent of Public Instruction, the State Treasurer and Wayne RESA.

Section 4.7 Amendment. This Agreement may be amended or an alternative form

of this Agreement adopted only upon written agreement of all Parties.

Section 4.8 Public Purpose and Governmental Functions. The powers, duties,

rights, obligations, functions, and responsibilities exercised by the Parties under this Agreement

constitute essential public purposes and governmental functions.

Section 4.9 Non-Impairment. Nothing in this Agreement authorizes the impairment

of a bond, note, security, or uncontested legal obligation of a Party.

Section 4.10 Notices. Any and all correspondence or notices required, permitted, or

provided for under this Agreement to be delivered to any Party shall be sent to that Party by first-

class mail. All such written notices shall be sent to each other Party's signatory to this Agreement

or that signatory's successor. All correspondence shall be considered delivered to a Party as of

the 2nd business days after the date that the notice is deposited with sufficient postage with the

United States Postal Service. A notice of withdrawal shall be sent via certified mail to the address

included with each Party's signature to this Agreement and shall be deemed received on the date

noted on the return receipt.

Section 4.11 Severability of Provisions. If any provision of this Agreement, or its

application to any Person, Party, or circumstance, is invalid or unenforceable, the remainder of

this Agreement and the application of that provision to other Persons or circumstances and to the

remaining Parties is not affected but will be enforced to the extent permitted by law, it being the

intent of the remaining Parties to continue to agree to the substantive provisions of this Agreement

and to implement the Agreement.

Section 4.12 Governing Law. This Agreement is made and entered into in the State of

Michigan and shall in all respects be interpreted, enforced, and governed under Michigan law

without regard to the doctrines of conflict of laws. The language of all parts of this Agreement

shall in all cases be construed as a whole according to its fair meaning and not construed strictly

for or against any Party.

Section 4.13 Jurisdiction and Venue. Jurisdiction and venue for any disputes between

the Parties over the meaning, interpretation, or implementation of the terms, covenants, or

conditions of this Agreement not resolved by the Parties shall be submitted to the courts of the

State in the County of Wayne.

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Section 4.14 Effective Date. This Agreement is effective on the Effective Date.

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This Agreement is executed by the Parties on the dates indicated below:

THE SCHOOL DISTRICT OF THE CITY OF HIGHLAND PARK

_________________________________________________

By: Kevin A. Smith

Its: Emergency Manager

Address: 12360 Woodward Avenue

Highland Park, Michigan 48203

Date: ___________________________

THE DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT

______________________________________

By: Dr. Nikolai P. Vitti

Its: General Superintendent

Address: 3011 West Grand Blvd. 14th Floor

Detroit, Michigan 48203

Date: _________________________

WAYNE COUNTY REGIONAL EDUCATIONAL SERVICE AGENCY,

for purposes of Sections 3.8 and 3.12, only:

_________________________________________

By: _________________________________________

Its: _________________________________________

Address:

Dated: _______________________