FERRIS STATE UNIVERSITY Charter Schools Office PHASE ONE CHARTER APPLICATION Application Cover Sheet Name of Proposed School: Detroit Delta Preparatory Academy for Social Justice Primary Contact Person/ Role: Gary W. Meier, Founder, CEO, EQUITY Education Management Solutions Address: 1 Cambridge City/State/Zip: Pleasant Ridge, Ml 48069 Daytime Phone: (248) 36 1-02 76 Evening/ Mobile: (248) 361-02 76 Facsimile: (248) 398-5444 E-Mail Address: equityedsolutions@gmail.com Brief Description of Proposed School (for media distribution): In collaboration with the national Institute for Student Achievement (ISA) and its founding team, as well as with the support of the Detroit Alumnae Chapter of Delta Sigma Theta Sorority, Inc., and Michigan Future Schools, EQUITY is establishing this high school to meet the unique needs of Detroit's young people and produce college-ready graduates well-prepared to attain a college degree and pursue careers that will allow them to use the Social Justice Competencies they experienced through rigorous curriculum, community service projects, and career pathways to make a difference in the world by applying principles of equity, access, and equality in their mindsets and endeavors. Delta Prep seeks to not only create lifelong learners, but critical thinkers as well, who are able to identify injustice and then create and execute a plan to rectifythe problem. Delta Preparatory Academy will become one of the most innovative and relevant charter high schools in Detroit. Proposed grades: 9-12 Enrollment Numbers: Year 1: 125 9?1 graders/125 10th graders 200 students Proposed School LocationgAddress: The ideal location is within the City of Detroit, specifically Northwest Detroit. Optional locations may include Southeast Oakland County suburbs continuing to serve Detroit students. Local School District in which school will be located: Detroit Intermediate School District in which school will be located: Wayne RESA Location is: xMetro Major Urban Suburban SmallTown Rural Name of Educational Service Provider, if applicable: EQUITY Education Management Solutions Indicate if proposed school currently operates as a traditional. private. or charter school: This will be a new school. If operating as a charter school. please list current authorizer: NA Please list the authorizers whose consideration vou currently seek: Ferris State University For of?ce Use Only: I hereby certify the information in the application is complete and accurate to the best of my Date of Receipt: knowledge and acknowledge my obligation to inform Ferris State University Charter Schools Of?ce of any material changes. . Application Log Number: 2 Signature of Applicant FERRIS STATE UNIVERSITY Charter Schools Office PHASE ONE CHARTER APPLICATION Agreement to Comply with Applicable Laws Pursuant to MCL 380.502(3) the following Agreement is required for this Application and must be executed by the Applicant on behalf of the proposed charter school. ln accordance with MCL 380.502(3) l/ we hereby certify and agree that DETROIT DELTA PREPARATORY ACADEMY FOR SOCIAL JUSTICE, a public school academy proposed to be authorized pursuant to Part 6A of the Michigan School Code, will comply with the provisions of Part 6A and, subject to the provisions of Part 6A with all other state law applicable to public bodies and with federal law applicable to public bodies or school districts. Signatu? of Applicant Note: A public school academy shall be organized as a public, non-profit corporation (with by-laws) as directed in Section 380.502 of the Michigan School Code (revised). FERRIS STATE UNIVERSITY Charter Schools Office PHASE ONE CHARTER APPLICATION Assurances Page By checking the boxes and signing below, the Applicant indicates its understanding and intent to comply with the following pertinent statutory and regulatory requirements. Additional information about the Applica nt's strategies and methods for compliance will be explored in greater detail during the Phase Two application process. The Applicant acknowledges and certifies that the proposed charter school shall comply with all state and federal laws applicable to charter schools. v/ The Applicant acknowledges and certi?es that it will comply with all Michigan School Code requirements related to admissions and enrollment; specifically: The proposed charter school is prohibited from charging tuition. The proposed charter school cannot discriminate on the basis of intellectual or athletic ability, measures of achievement or aptitude, status as a disabled person, or any other basis not permitted currently. The proposed charter school can limit admissions to pupils within a particular range of age or grade level currently permitted by law. The pupils must be residents of the state of Michigan. Admissions must be open to pupils on a state-wide basis. The proposed charter school will utilize a lottery to admit students when demand exceeds capacity. The proposed charter school is incorporated/will incorporate as a public nonpro?t corporation pursuant to the laws of the State of Michigan, and is prepared to submit its articles of incorporation and by-laws during the Phase Two application process. To the extent applicable, the proposed charter school will use the Michigan Education Assessment Program (MEAP) test or an assessment instrument developed under Section 1279 for a state-endorsed high school diploma. The proposed charter school will obtain and submit all necessary ?re, health and safety approvals required by the Michigan School Code and other applicable law, including: A copy of the final building occupancy inspection letter (Form FM-40) from the State of Michigan Office of Fire Safety. A copy of the proposed charter school?s approval letterfrom the local department of public health indicating that the proposed facilities pass all water supply, food handling, and sanitation requirements. A copy of a letterfrom the Michigan Department of Labor, Barrier Free Design Division, that the building complies with or is not subject to the Barrier Free Design provisions under 1966 PA 1, as amended. I certify that the Applicant understands and will comply with all of the above-checked statutory and regulatory requirements within time frames specified by law and by the authorizing contract. Si&ture of AEplicant i 4 FERRIS STATE UNIVERSITY Charter Schools Office PHASE ONE CHARTER APPLICATION Application Questionnaire Please respond to the below questions in concise narrative form, adhering to the page limitations specified. Narrative responses must be typewritten, single-spaced, in 12-point Times New Roman font. Assessment of Community Need Limit Response to one page. 1. Describe the characteristics, population and unmet educational needs of the community where the proposed charter school will be located, paying particular attention to the impetus for and level of interest in the school. Where possible, detail any objective market research, surveys, or other measures of local demand for the proposed educational program. 2. List and describe the existing schools in the area (public, private and parochial) serving the community, and detail the characteristics that will set the proposed charter school apart and attract students. Student Population Limit Response to one page. 3. Detail the proposed grade levels and/or range of ages of students to be served, along with plans for future growth. 4. Describe the characteristics of the anticipated student papulation. Identify where these students are most likely being educated currently and why they are expected to choose the pr0posed charter school for the future educational needs. 5. Detail the proposed charter school?s anticipated enrollment in years one through five, projecting the minimum and maximum enrollment the school is prepared to serve in each year. Educational Program Limit Response to three pages. 6. Describe the vision, mission and educational goals of the proposed charter school. 7. Provide a general description of the curricula to be used. 8. Provide an overview of the instructional design and program to be emphasized by the school, with particular emphasis on how this approach will enhance student achievement. Be sure to detail the research foundations for the educational approach (es) to be utilized, and describe why these approach (es) are most effective for the student population(s) to be served. 9. Describe the other services to be provided by the school Head Start, latchkey, extra-curricular activities, tutoring, computer training) and explain how these services will relate to and/or improve program quality. 10. Describe the ways in which the proposed charter school will ensure high-quality services to students with special needs. Attendance and Participation Limit Response to one page. 11. Specify the proposed charter school?s anticipated date of opening, and briefly describe the proposed school calendar and school day schedule. 12. Briefly describe the proposed charter school?s advertising and recruitment plans, paying particular attention to any early intervention and/or other retention strategies which will be employed to maximize retention. 13. Describe proposed methods for involving parents in the education of enrolled students. Assessment and Evaluation Limit Response to one page. 14. Describe the assessment program and related strategies, detailing how results will be used to improve teaching and learning. 15. Describe the anticipated standards or measures of student achievement that you expect. 16. Describe how the proposed curriculum will be evaluated. Project Team Limit Response to three pages. 17. List the name(s) and address and ro e(s) of all principal organizer(s) of the proposed charter school. 18. Briefly describe the experiences, and expected contributions of each member of the deveIOpment team. 19. Describe all outside contractual relationships, if any, necessary to ensure the establishment and effective operation of the proposed charter school. 20. Briefly describe the anticipated staffing and governance structure for the proposed charter school. 21. Describe the process to be used to recruit, identify and hire teachers. 22. Describe the team?s past efforts to obtain a charter, if any, and detail related outcomes. Facilities Limit Response to two pages. 23. Provide a description of the physical facility, suitability of space and provisions for Specialized space (if any). 24. Describe any purchase or leasing arrangements, and/or construction or renovations that must occur to ensure adequate facilities. Include detailed information about anticipated budget, costs and financing arrangements. Indicate what stage the preparations are in and what work has been completed, and what your estimated timeline for completion will be. 25. Describe proposed arrangement for transportation of pupils, if any. Financial Information Limit Response to two pages. 26. Detail all pre-operational costs, and describe how these costs will be covered. 27. Indicate the total amount and sources of funds, property or other resources expected to be available through banks, lending institutions, corporations, foundations, grants, etc. Note which are secured and which are anticipated and include evidence of firm commitments if possible. Detail plans for meeting financial needs if anticipated revenues are not received or are lower than the estimated budget. 28. Complete the attached Pre-operational Budget worksheet. Conclusion Limit Response to one page. 29. Present any other information you believe to be relevant or compelling in support of your application. FERRIS STATE UNIVERSITY Charter Schools Office PHASE ONE CHARTER APPLICATION Delta Preparatory Academy Pre-Operational Budget Worksheet A charter school is likely to incur considerable costs before it receives its first state aid payment. Prepare a budget projection that includes revenues and expenditures related to early planning and development costs that you expect to incur between now and August of the ?rst school year, and which are not likely to be covered by the school?s first-year operating budget. Revenues Sources of Funding Local Funding Fundraisers and Contributions Local Foundation Grant Support Budget Amount Speci?c Source - Available MFS planning year grant funds - Available MFS start-up grant funds - Walton Grant Funds State Funding Start-Up Grants Other (list) $100,000 MDE Planning Grant Federal Funding Start-Up Grants; Other (list) NA Other Financing Sources Lines of Credit; Loans; Other (list) NA TOTAL REVENUES AND OTHER SOURCES $852,202 Expenditures Budget Amount Assumptions ?4 month lease@ $500/month} Legal Fees 15,000 - Board Support, Contract Preparation, etc. . . - ISA, $64,313; NSCI, $10,000; Accounting, Accountingand Consultation Fees $174,553 $11,500; EQUITY, $88,750 Filing Fees $5,000 - As needed and required Fundraising Fees $0 - NA Marketing ?ncluding postage, printing] $40,000 - Comprehensive campaign . . . Temporary Office $8,100 6 mo $1,350 Rent (Including of?ce space, equipment) $38,100 Facility $30.00!) 4 mo $7,500 . - instructional $25,000 $100/ pupil $30300 - Office $5,000 .. . - Temporary $1,800 6 mo $300 "mm? $5300 - Facility $3,200 4 mo $800 - Principal $52,000 4 mos/ bene?ts Counselor $19,500 4 mos/benefits Labor $109500 - Secretary $13,000 4 mos/ benefits - Teachers PD $25,000 $250/day {10) . . . - Technology $100,000 mm? Preparam" 0?33 $200300 - Remodeling/Equipment $100,000 . - Board Retreat/ Planning $5,000 Other (unique start up costs) 12,500 Travel 57,500 TOTAL EXPENDITURES $629,633 FERRIS STATE UNIVERSITY CHARTER SCHOOLS OFFICE Phase 1 Charter School Application Board Addendum Applicant: Detroit Delta Preparatory Academy for Social Justice In addition to the completed Phase One charter school application, the Ferris State University Charter Schools Office requires basic information on a proposed Board of Directors for the academy. The following information is required: 0 Names of five to seven proposed Board members 0 Title and/or occupation - Place of employment More complete information on the proposed Board will be required should the application be advanced to Phase 2. Phase 1 applications will not be considered complete unless accompanied by this Addendum. For more information please visit our website: or contact us (231) 591- 5802. Name: Harry T. Cook Title Occupation: Retired Episcopal Priest, Peace and Social Activist Employment: Retired Name: Brenda Gatlin Title Occupation: Retired Detroit Public Schools Administrator Employment: Educator Name: Edythe Friley Title Occupation: Retired Detroit Public Schools Administrator Employment: Educator Name: Daniel H. Krichbaum, Title Occupation: Michigan Civil Rights Commission Employment: Retired Name: Pending Confirmation Title Occupation: Pending Employment: Pending 2013 Ferris State University Charter School Phase I Application Delta Preparatory Academy for Social Justice Submitted by Founding Team EQUITY Education Management Solutions October 2013 Assessment of Community Need (1 page) 1. Characteristics, Population and Community Need: With its goal ofproviding a superior high school education rooted in socialjustice values and experiences and designed to graduate all students college-ready, Delta Prep will be located in an urban African-American community with low socio-economic status in northwest Detroit. EQUITY has evaluated and assessed the local population, current public, private and charter school options available to high school students as well as student dispersion trends within the proposed geographic location. There are a signi?cant number ofyoung people, in the immediat a in need of high?quality, personalized, rigorous and relevant high schools to ensure succes?: proposed location is near two Skillmang/ Foundation ?Good Neighborhoods, Good Schools? eas: Brightmoor and Cody Rouge. pecific to the Brightmoor area, according to Data Driven Detroit (20l3), there are 5,487 chil aged 5? 18 who live in this neighborhood with 63.2% Ofthe area?s households below the poverty level. This is an area that a number of foundations and organizations are committed to revitalizing, including providing high-quality educational options for families. The Brightmoor neighborhood is poised to support a high school with local ties the affiliation with the Delta Sigma Theta Sorority can help provide the school, its students and the community. The neighborhood would greatly bene?t from a concentrated effort on improving educational options since only 60.5% of the neighborhood?s adult population has a high school degree or lower. Further supported by survey results produced by a Michigan Future Schools study of 1,000 families, high schools serving Detroit students have struggled to provide adequate teaching and learning environments, as evidenced by the most recent posts by the Center for Educational Performance and Information (CEPI) from 201 l?2012. Ofthe 23 DPS schools serving grades 9?12, 20 fall at or below the lowest 36th percentile of schools in the state; and 13 were identified as Priority Schools for the MDE based on poor performance in math and reading, in particular. In addition, even though DPS continually implements approaches to improve student performance to varying degrees of success, the change efforts have resulted in miniererall impact on the high school persistence and graduation success of Detroit?s young people Four-year graduation rates remain staggeringly low at 64.74% (compared to the State average . while 27.05% of DPS. students dropped out in the Class of 2012. Detroit parents are aware of these poor perform results, and seek quality schools with rigorous academic programs for their high schoolers. 2. Existing schools in the area (public, private and parochial) and characteristics that will set the proposed charter school apart to attract students: According to Data Driven Detroit, there are limited high school options for students residing in the northwest section of Detroit. Speci?cally, the two most populated schools; Mumford High School and Ford High School are run by the Education Achievement Authority (EAA) and predominately serve students who live west of Linwood and north of Fenkel. The schools, although in their second year of EAA operation, have high student mobility, low achievement, and many discipline incidents reported by staff and parents. The proposed area also includes four charter high schools, three of which are in their first year of operation. Delta Prep will be set apart because it integrates a carefully designed and research?based instructional model created by the nationally recognized Institute for Student Achievement?s (ISA) and a socialjustice framework that will provide students with awareness and connections to the world around them. The founding team has current experience operating and recruiting Detroit area students for similar high school programs, both through schools they have founded and operate in Femdale, as well as through their nine-year affiliation with Michigan Future, Inc. and launch support of eight other Michigan Future Schools all Detroit-based high schools. Delta Prep?s founders recognize the competition level among several new area charter high schools, but believe the design, focus on social justice and quality oftheir program will attract and retain students who may be inadequately served elsewhere. Detroit Delta Preparatory Academy for Social Justice Page 1 0f 14 Ferris State University Charter School Application October 2013 Student Population (1 page) 3. Proposed Grade Levels and Growth: During the first year of operation, Delta Prep will serve students who are entering the ninth and tenth grades. The school will expand by one grade level each year, adding a new ninth grade class until it serves 500 students in grades 9-l2 during the 2016-2017 school year. 4. Characteristics of Student Population: Delta Preparatory Academy anticipates serving a wide variety of students from Detroit. To that end, the school?s design and integrated partnership approach with is built on the demonstrated needs oftoday?s Detroit students. The founding team, recognizing the demographics of Detroit students? skill levels (at-risk or students who need high levels of personal, emotional, social support) created a personalized, supportive and rigorous approach to maximize student learning while diminishing their academic, social and emotional deficiencies. Young peOple are more likely to be safe, healthy, well-educated and prepared for adulthood when they are embedded in a strong system of supports and opportunities, when they attend high-quality schools, when their neighborhoods have the capacities and resources to support youth and families, and when broader systems and policies create conditions under which youth can thrive. According to 81% of Detroit Public Schools? students received free or reduced price meals at school in 2012-2013. in addition, Detroit third graders? performance in 2012?2013: 42.7% of students meeting expectations in reading and 15.7% meeting expectations in math. As students progress through the system, the percentage of students demonstrating proficiency drops dramatically as compared to the state, especially when comparing economically disadvantaged and African American populations. DPS students are consistently behind state averages for students meeting or exceeding standards on both the MEAP and Michigan Merit Exam (MME). Detroit?s true graduation rate has been a point of contention for years; however, far too few Detroit children leave school prepared to enter the workforce or attend college. Multiple studies found the DPS graduation rate consistently in the bottom five in the country. Families navigating the financial insecurity ofjob loss, unemployment, foreclosure, or the simple stress of uncertain times, cannot hide the enormity of Detroit?s economic decline from their children. Targeted investment in Detroit children today is necessary so they can be productive citizens and active participants in the city?s turnaround. Detroit students are held back by failures in both their schools and in their neighborhoods. Delta Prep seeks to change this paradigm by graduating students who are prepared to succeed in college, work and life. Parents will choose Delta Preparatory Academy because of its national partnerships, social justice framework, focus on the whole child, extended day and school year, comprehensive support services, and dedication to high school and college success. 5. Enrollment Goals Years 1-5: Delta Preparatory Academy anticipates the following enrollment in cars one throu five: 2014-2015 200 2015-2016 300 2015-2017 400 2017-2018 450 2018-2019 500 Detroit Delta Preparatory Academy for Social Justice Page 2 0f 14 Ferris State University Charter School Application October 2013 Detroit Free Press This message and any attachments are intended only for the use of the addressee and may contain information that is priviteged and confidential. if the reader of the message is not the intended recipient or an authorized representative of the intended recipient, you are hereby notified that any dissemination of this communication is strictty prohibited. if you have received this communication in error, please notify us immediatety by emaii and delete the message and any attachments from your system. On Tue, Jul 31. 2018 at 1:48 PM, Sid Faucette wrote: QLooks good. Kill Linkedln. Sara is great source of info. Thank you. On Tue, Jul 31, 2018 at 1:1 1 PM Caryn Westra wrote: Ron, Sid and Sarah, I wanted to follow up from our call on Friday. Here are my notes and to-dos that I took during the call and I have a few updates. November 2nd - Anthony Muhammed Ron, we would be more than happy to have you bring guests to the event in Lansing on November 2nd. Below are some details for the event. Please let me know how many you are thinking so that we can plan accordingly. Location: Lansing Center Time: 9:00 am - 3:30 pm Lunch provided. Cost per person will be $125 - In process to get the updated flier is attached. Waiting for confirmed session location and email. - In process to create the schedule of sessions. waiting for confirmed session location - LinkedIn: I spoke with Sara Mooney, our new Chief Development and Communications Officer about having a LinkedIn for SLI. She said that if our target audience is for teachers that LinkedIn is not the place to host it. There are a very few number of teachers or instructional staff that are on LinkedIn so we would be better off on doing targeted adds on Facebook. Ron, are you okay with this? -In process to create a @schoolleadershipinstitute.com email address Also, we received one more application today! Please let me know ifI am missing anything. I will be in contact with these to-do's shortly. Educational Program (3 pages) 6. School Vision, Mission, Educational Goals: Vision: ?To provide a superior learning environment where the highest standards of teaching, learning, and leading prepare students to fully participate as leaders in society. With a focus on Social Justice, the Academy?s mission is: "To cultivate and nurture the spirit and capacityfor academic achievement, intellectual diversity, critical thinking, good citizenship, artistic appreciation, and personal accomplishment in every student/graduate. Educational Goals: The Academy will implement academic and non-academic goals to support a holistic approach to education for students. The academic goals identify quantifiable measures and will require high achievement among all students. These academic goals align with the mission and vision for ALL Academy students: 0 More than 90% of students will attend every class, on time, every day. 0 More than 85% of students will demonstrate competency in all core subjects via exit tests aligned with MDE standards and national standards and assessments. - All students will complete a Senior Capstone Project, including exhibitions and presentations with uniform rubrics aligned to college readiness standards. 0 All students will attain an average composite score onI on the ACT by the end oftheir senior year. 0 100% ofgraduates will be accepted to college. 0 Every student will attain grade level or beyond by the end ofthe 10?h grade. 0 All students will demonstrate college readiness as designated by benchmark scores earned in the three nationally normed standardized tests: EXPLORE, PLAN, and ACT. 0 All students will demonstrate continuous improvement as measured by Common Core Assessments and ongoing formative assessments. In addition, the Academy also incorporates the educational goals of Michigan Future with the expectation that 85% of its students will graduate from high school, 85% of its graduates will enter college, and 85% ofthose who enter college will earn degrees. 7. Curriculum Design: Delta Prep?s curriculum embodies its mission to prepare students for college and career, to be leaders for social justice in society, and to embrace the social justice principles onguzo Saba. Delta Prep?s 4-year college preparatory curriculum is aligned with the MDE Content Standards and the Common Core State Standards, so all students will be prepared to graduate from high school and succeed in college. The 4~year scope and sequence will identify key concepts, knowledge, skills, and student learning and product outcomes for each course offered at the school. Based on the research of college readiness scholars David Conley (2007) and Fred Newmann (1995), the curriculum focuses on inquiry, higher order thinking, and the development ofintellectual habits of mind. It draws from Bloom?s Taxonomy and Webb?s Depth of Knowledge, and emphasizing construction ofknowledge, analysis, disciplined inquiry, elaborated written and oral communication, mathematical thinking and procedural knowledge, multiple perspectives on key content knowledge, value beyond school, self-management skills, external learning such as internships and dual enrollment, and key knowledge about post- secondary education and careers. Literacy and numeracy are embedded across the curriculum, so students gain a deep understanding of the central organizing ideas, complexity, and vocabulary of the disciplines and learn to interpret and demonstrate knowledge using numerical data. Curriculum will feature spiraling, so classes can be heterogeneous and still offer advanced Detroit Delta Preparatory Academy for Social Justice Page 3 0f 14 Ferris State University Charter School Application October 2013 learning opportunities. For example, projects will include required activities as well as additional options for honors credit, etc. College and career preparation curriculum will occur through the school?s 4-year advisory program. Teachers will integrate social justice themes throughout the curriculum and there are opportunities for students to engage in rigorous career exploration in three career pathways rooted in social justice. 8. Overview of Instructional Design Program: Delta Prep will embed the national instructional model. extensive and intensive school, leadership, and content coaching will support Delta Prep?s leadership, counselors, and teachers in the implementation of the instructional program. Coaches will provide staff with individual coaching sessions as well as grade-level and department team meetings to support the development and implementation of the school and the curriculum and instructional program. Delta Prep?s instructional design and program will emphasize preparation for college and career preparation, social justice leadership, and a life guided by socialjustice principles. Outcomes defining student learning, achievement, and products demonstrating students? achievement ofthe MDE Content Standards, ACT College Standards, Common Core State Standards, and social justice learning over the four years of high school will drive instruction. Staffwill participate in ISA Summer and Winter Institutes as well as in-school coaching provided by content coaches to develop the 4-year curriculum and instructional framework and scope and sequence using the following 6-step planning backyards process: 1. 4-year Scope Sequence: The list of 4. Authentic Assessment Design Tool: A courses and outcomes expected for all tool to support teachers in defining the four years ofthe high school curriculum. key components of an authentic 2. Subject Area Scope Sequence: The assessment. list of prioritized standards, skills and 5. Unit Plan Lesson Overview: An competencies, and key products used to overview of lessons within a unit, define student outcomes for a course. including each lesson?s objectives, 3. Curriculum Map: A living document that activities, and assessments. explains the teacher?s plan for meeting 6. Lesson Plan: The key information for a the course outcomes for the school year. lesson, including the full agenda and other related information. As mentioned in question 7, instruction will emphasize inquiry, higher order thinking and literacy across the curriculum, so student learning is aligned with the MDE, ACT, and Common Core standards which will ensure that students graduate from high school and are prepared f0r success in college. This approach to instruction is based on the research of Conley (2007), Wheledge, Newmann, Secada (1995). The instructional design will be based on a model of active learning (Marzano, Oickering, Pollock, 2001 2010) and include problem-, project-, and product?based learning, literacy and numeracy in the content areas (Heller Greenleaf, 2007), discussion, social justice themes, and school-wide and customized strategies, and interventions for struggling and advanced students (Darling-Hammond, Ancess, Wichterle, 2001). Literacy in the content areas will include reading comprehension strategies such as graphic organizers and reading with your pen (Vinz, 2008), in which students learn to annotate texts while reading, so they are making meaning. Another school-wide literacy strategy is writing-to-learn (Nelson, 2001) which enables students to use writing as a strategy for making meaning of what they are reading and discussing in the content areas. Numeracy across the curriculum will provide students with opportunities to develop skills. Teachers will use discussion strategies such as talk Detroit Delta Preparatory Academy for Social Justice Page 4 0f 14 Ferris State University Charter School Application October 2013 and turn, think-pair-share, and Socratic seminars to encourage students" higher order thinking skills. These strategies can be used effectively by students at all levels, and at Delta Prep they will be a regular feature ofteaching and learning so they become habits of work. At the end ofthe senior year, students will complete a Senior Capstone Project that reflects the impact of all oftheir learning over the past four years, carefully scaffolded to ensure all students have the skills to produce quality products. Technology will be an integral part ofthe instructional program to help customize learning for diverse students and ensure higher levels of learning and achievement. External learning experiences will include internships, community service, and dual enrollment, all to provide students with opportunities to engage in social justice activities and career exploration. Supports for struggling students will be built into the school day, extended day, and extended year. Students will have access to school-based writing and math centers where they can get peer and teacher tutoring during and after school, make up work, and get help on projects and other assignments. Through Distributed Counseling, where all school adults take collective responsibility for all students? academic, social and emotional development, students will receive personalized support. Each student will have an advocate/advisor who will be the student?s go-to person. Throughout the time students are at Delta Prep, they will be members of an Advisory that meets regularly for check ins, problem?solving, support for school success, as well as for the school?s college and career preparation program. 9. Other Services to Improve Program Quality: Because ofthe support provided by the Detroit Delta Sigma Theta Sorority Alumnae Chapter, the Academy will benefit from a number of volunteers and access to other services including: tutoring, individual mentoring, internships. leadership groups. food and clothes closets, and career exploration services. Students will also have opportunities to participate in extracurricular activities both related to the socialjustice theme as well as aligned with student interest. Integral to the mission is student participation in social action projects supported by a community-based organization. The organization will provide support in helping students identify areas ofinjustice and then help plan for proactive and productive ways of rectifying the problem. A partnership with Marygrove College will also provide campus experiences and dual enrollment opportunities for students. 10. Serving Students with Special Needs: Beyond ensuring compliance with state and federal mandates through development and monitoring ofadministrative systems for students with special needs, Delta Prep will employ the ISA model. While ensuring the least restrictive environment, the model provides purposefully redundant structures and processes to support all students in achieving growth. Classroom teachers will receive support in implementing lSA?s research-based system of Distributed Counseling. They will offer opportunities for academic support, address individual student needs through case conferencing and interventions, establish regular communication with parents and guardians, and work closely with the school counselor and other teachers to ensure lEPs are implemented with fidelity and will be scrutinized regularly. Delta Prep will also remove any labeling stigma since general education students will be treated similarly. Special needs students will be encouraged to take advantage of extended school day and extended school year activities in academics and in extracurricular projects and activities. They will also participate in college preparation and readiness activities integrated into the curriculum. Another key structure in support of students with special needs is common planning for teachers, counselors and advisors to process student progress and student work on a regular basis. These structures have proven to be successful in both raising the expectation teachers have for their special needs students and raising the expectation special needs students have of themselves so they may achieve at college preparatory levels. Detroit Delta Preparatory Academy for Social Justice Page 5 0f 14 Ferris State University Charter School Application October 2013 Attendance and Participation (1 page) 11. School Opening Date, Calendar and Schedule: The Academy will open on Tuesday, September 2, 2014 (the Tuesday after Labor Day, in accordance with Michigan law). The founding team is committed to ensuring a full calendar year, ofapproximately 180 days, and 1098 instructional hours in accordance with the Michigan Pupil Accounting Manual, and in alignment with the Wayne RESA County calendar. The ?regular? school day will begin at 8 a.m. with a breakfast/advisory period (allowing for 30 minutes of re?ection in a credit-generating class) at the beginning ofthe day; and end at 4 pm. There will be an eight-period school day with a rotating/block schedule. On Wednesdays, students will follow an abbreviated schedule in the morning and engage in activities in the afternoon based upon their individual educational development plan and teachers will meet in their weekly Professional Learning Community (PLC). During the afternoon, students will participate in an enrichment activity aligned to the theme of Social Justice and designed not only to increase achievement, but also to further develop community and culture within the school. Early intervention, assessment, retention and long-term retention strategies include a summer bridge orientation program to acclimate students to the school culture and expectations. 12. Advertising and Recruitment Plans: The Academy?s nique focus on Social Justice will be a theme permeating all advertising and marketing materials. eme and college-prep commitment is expected to be a strength in recruiting students and attracting families to the Academy. In addition, the Academy will focus on the teaching expertise of its founders and partners to deliver successful outcomes for college-bound high school students. Targeted marketing will begin in winter 2014 and focus on recruiting students from local K-8 and middle schools. Those students who seem at-risk of leaving the school. either transferring back to their neighborhood high school or to another school, will be offered additional support through the social support relationships described above, as well as any additional mentoring or counseling support they need. Students who indicate transportation costs are a barrier to their continued attendance will be offered gas cards or bus passes. Students will be surveyed each semester to assess their needs and wants. This will ensure that school staff not only understand their students? interests, but can implement or modify programs to continually improve the school community with the primary goal retention of all students through to graduation. l3. Ensuring Parent Involvement: Delta Prep is founded based on a mutual and reciprocal commitment between families and staff, where parents/guardians and students are committed to the mission and goals of the school and the school staff is committed and assumes personal responsibility for all Delta students to succeed. This commitment is honored in several ways. Throughout their four years at Delta Prep, parents/guardians are partners in the education of their children, sharing their knowledge and perspective on their child with staff, for the purpose of supporting students? school success and personal development. Parents/guardians will participate in Delta Parent/Guardian Orientation prior to the beginning of the school year. Teachers will serve as advisors to a designated cohort of students for whom they will provide personalized mentoring and support, as well as academic contact with parents/guardians. Parents/guardians will also learn how to use, access and interpret school-to-home communications tools, such as Mistar Parent Connection, Family Access or PowerSchool (review online homework, grades, behavior and attendance). Parenting Workshops are planned throughout each school year. Parents/guardians will form a parent association to support the school and their children?s experiences. Parents will also have opportunities to take continuing education classes through the Deltas? partnership with Marygrove College. Detroit Delta Preparatory Academy for Social Justice Page 5 0f 14 Ferris State University Charter School Application October 2013 Assessment and Evaluation (1 page) 14. Assessment Program and Strategies for Continuous Improvement: Delta Prep will use multiple forms of assessment to inform instruction and analyze student learning and progress. and ensure that student progress is accurately captured, including an electronic data management system with the capacity to provide real-time data and to aggregate the data in diverse configurations that capture subgroup performance to ensure equity. Assessments will include ISA writing and math fall and spring formative assessments, curriculum embedded assessments, teacher?made and commercial unit tests, and performance assessments products from projects) as well as standardized tests. Working in both grade level and discipline based teams; teachers will use the ISA protocol for analyzing teacher assignments and corresponding samples of student work for evidence ofthe assignment?s demand for college-ready skills and knowledge and the students? demonstration of such skills and knowledge. Teachers will also participate in Data Teams, where they will review student data including attendance, GPAs, credit accumulation, course pass rates and engage in case management protocols to identify problems, generate interventions, and monitor follow up for students who are struggling. Based on their findings, teachers will revise their assignments and examine their lessons and units to determine changes in practice and curriculum that are needed for students to improve. ISA coaches will facilitate this process and make teaching tools available to teachers. ISA coaches will provide needed professional development, facilitate changes needed in lesson plans, observe teachers? implementation of new practices, and provide teachers with feedback for improving their implementation ofchanges in their practice. In addition to a comprehensive series of assessment described in Question 15 below, will survey students to gauge the effectiveness of the college preparatory and social justice program, and teachers and staff to assess how well they are meeting the academic, social and emotional needs oftheir students. 15. Standards and Measures of Student Achievement: As mentioned earlier, the MDE Content Standards, the ACT College Standards, and the Common Core State Standards, will frame the work of Delta Prep and the school?s implementation of these standards and students? performance on multiple forms of assessment discussed in Question 14, will comprise the measures of student achievement. School generated assessments, ISA assessments, EXPLORE, PLAN, ACT, and the SATs will comprise the measures of student achievement. ISA coaches will support the school in the development of rubrics aligned with the Common Core, MDE, and ACT standards that teachers and students can use on a daily basis to guide and assess student progress. 16. Evaluating Curriculum Effectiveness: Delta Prep will customize curriculum to address students? needs, interests, the DE, MME and ACT, and Common Core standards, and the school mission by developing its own curriculum units as well as adapting existing curriculum that has a proven track record. Delta Prep will follow a rigorous continuous improvement schedule and review cycle to update and develop curriculum, and make adjustments based on item analysis of all available student performance data. These include ongoing and summative assessment ofcurriculum to determine its effectiveness in enabling students to achieve the MDE, MME and ACT, and Common Core standards. As assessment is part ofthe teaching process, teachers will be assessing the effectiveness of lessons, curriculum and student learning on a daily basis and make adjustments as needed. Teachers will also use the ISA protocols to assess curriculum tasks and corresponding student work to determine the correlation between learning goals of curriculum tasks and students? demonstration ofthose goals. Teachers will analyze the results of unit assessments to determine the effectiveness ofthe unit in providing adequate instruction for student achievement. Detroit Delta Preparatory Academy for Social Justice Page 7 0f 14 Ferris State University Charter School Application October 2013 Project Team (3 pages) 17. Princi al Or anizers of Detroit Delta Pre arato Academ for Social Justice Name Title Address Area of Expertise School Founder, Charter, Board 1 Cambridge Relations, Management, Budgetary eier CEO Pleasant Ridge, Ml 48069 Finance, Facilities AchISItion and Readiness, School Leadership, Staffing. Operational Oversight, Pupil Services and Accountability, Recruiting, Stephanie Smith Hall Chief of Staff 145 Wimgton 4822 . . . MI 0 Marketing, Communications. . . . 1304 North Bay Drive instructional Accountability, Ch enee urgess le Aca emic Officer Ann Arbor, Mi 48103 Curriculum Design, instructional Model 10201 Louth Ct. h' enry (30 ie of Lega Affairs Orlando, FL 32836 Contracts, Human Resources Maureen Adams Chief of Budget and 6265 Ferraina Budget, Payroll, Accounts Payable and Finance Westland, Ml 48185 Receivable, Grants Accountability 18. experiences and expected contributions of development team members Gary W. Meier, CEO, EQUITY Education Management Solutions, will support the opening and operations ofthe school, with direct support of budget and ?nance, facilities acquisition and readiness, school leadership, staf?ng, long?range planning, and board relations. A career superintendent, he has served as superintendent in four districts in Ohio and Michigan, including as Superintendent ofthe Ferndale Public Schools since August 2000. Highlights of his tenure in emdale include leading a comprehensive district-wide restructuring which successfully provided long-term ?nancial improvement and increased student achievement in an equitable environment designed to close the achievement gap for African?American students. He also led facilities improvements in every district, including construction oftwo high schools, remodeling of elementary schools, and comprehensive technology and infrastructure improvements. Stephanie Hall will provide operations support in the areas of communications, marketing, crisis planning, and media relations, pupil accounting and accountability, enrollment, and MDE compliance matters, as well as school launch implementation planning and grant preparation. Rene?e Burgess specializes in urban school reform and secondary curriculum and instruction. She has worked in the public, charter and non-pro?t sectors, helping launch and sustain new small schools designed for students placed most at risk. She will oversee curriculum and instruction, school and district improvement efforts, instructional accountability, and professional development focus on culturally responsive teaching and learning. Henry Gold is an attorney and specializes in secondary school operations, human resources and staf?ng, and contract matters. Gold has broad experience in education, especially contract negotiations, contract maintenance, grievances, arbitrations. and litigation, as well as employee hiring, evaluation, discipline, payroll and bene?ts. Maureen Adams is certi?ed as a Chief Financial Of?cer by the Michigan School Business Of?cials (MSBO). She will provide budget creation and monitoring, develop internal controls and implement strong budget management procedures and will be responsible for budget, accounting, banking, investments, borrowing, and audits. She has a successful track record of receiving clean independent audits. Detroit Delta Preparatory Academy for Social Justice Page 8 0f 14 Ferris State University Charter School Application October 2013 19. Contractual Relationships: Through its relationship with Michigan Future Schools, the Detroit Delta Preparatory Academy founding team, EQUITY, has established a relationship with the National Charter Schools Institute for support and guidance throughout the charter authorization process. In addition, a contractual partnership has been established with the Institute for Student Achievement (ISA) to employ its research?based model supported by seven principles that will guide the development ofthe school. model molds the culture ofa school into a high-performing educational community focused on changing the life trajectories ofits students. In such an environment, raduation from hi school and colle success become real ossibilities. Name Title Address Area of Expertise Institute for Student Achievement Su ort of desi launch Dr. N. Gerry House President, ISA One Old Country Road, Suite 250 pp Carle Place, NY 11514 and deve'OF?ment- Executive Director of Stanton Brown Business Development and same Program Management, ISA Organizational, operational and technical support. Support, manage and . . Senior Director of monitor development, Vincent Brevettl same . . Programs, ISA launch, and fidelity to the instructional framework. Dr. N. Gerry House has been President and CEO ofthe Institute for Student Achievement since April, 2000. Dr. House will offer ongoing and active support to the design, launch and development of Delta Prep in the context ofISA?s collaboration with EQUITY Education Management Solutions. Under the leadership ofDr. House, ISA established close partnerships with high schools it has developed since 2000, implementing a model grounded in educational research and practitioner expertise. Her hands-on approach has been essential in creating a successful track record of having served over 70,000 students. providing them a pathway to high school success and college readiness, as evidenced by a six-year study by the Academy for Educational Development citing ISA had a "large and positive effect on student achievement outcomes," and ISA students were 49% less likely to drop out of high school than comparison students, and the graduation rate across the ISA network substantially exceeded that of comparison students For 15 years, House was superintendent of Memphis, Tennessee, and Chapel Hill, North Carolina schools. She was named National Superintendent of the Year in 1999 by the American Association of School Administrators for her school reform efforts in Memphis, and twice named one of Executive Educator Magazine?s Top 100 Executive Educators in Education. Stanton Brown is Executive Director of Business Development and Program Management for ISA. He will oversee the organizational, operational and technical support for the development of Delta Prep in coordination with EQUITY. Brown has been a Senior Director, Corporate Strategy and Development for The College Board, and has held leadership positions in the international management consulting ?rms Capgemini and Accenture. Vincent Brevetti is Senior Director of Programs at ISA. Brevetti will support, manage and monitor the development and launching of Delta Prep. He will engage with the design team in order to implement an instructional framework aligned with the vision and mission of Delta Prep. He will work in collaboration with EQUITY to embed Seven Principles in a customized way that is compatible with district and state policies, and graduates all students ready for college success. He formerly served as the Chief Education Officer of Empowerment Schools in the NYC Department of Education?s Division of School Support and Instruction. Detroit Delta Preparatory Academy for Social Justice Page 9 0f 14 Ferris State University Charter School Application October 2013 20. Staf?ng Model and Governance Structure: EQUITY will provide management and operational support to the school leader. On-site staf?ng will be as follows: Year 1 Staf?ng Model - Grade 9: 5 Core Teachers - English, Science, Social Studies, Math. plus a Reading Specialist, Elective Teachers. Other Positions: Resource Teacher (outsourced part?time), Counselor, Administrative Assistant, Custodian, Principal, Financial Manager, Lunch (outsourced). Note: Mentors are not listed in the staf?ng model, but they are integral to the school support team. Their services will be coordinated by the Detroit Delta Advisory Council with no remuneration to the school. Year 4 Staf?ng Model Grades 9-12: 9 Core Teachers English, Science, Social Studies. Math, Reading Specialist; Elective Teachers Vocal Music, Visual and Fine Arts, World Language, Health Physical Education; Other Positions - Counselors/College Success Staff (2), Resource Teacher, Social Worker, College Success Team. Governance Structure: Delta Prep will be an EQUITY school operated and managed by EQUITY Education Management Solutions under the leadership ofa ?ve-member Board representative ofthe broad community. The Board will make policy for the school consistent with the school mission. Board members will bring a continuity and commitment, along with varied expertise from a range of professions, upon authorizer approval. EQUITY, as applicant, will transfer all governance responsibilities to the charter board upon their appointment, including setting policy, approving the annual budget, and monitoring and holding the EQUITY management accountable. Technical assistance and training on establishing the Board and ensuring all members understand their governance responsibilities will be facilitate through a contract with the National Charter Schools Institute. 0. 1. I1 Name Organizational Af?liation Role] Expertise Address 3114 Vinsetta lP' 'lAt" a 00 etire piscopa nest eace an 5008 Royal Oak, Ml 48073 Brenda Gatlin Delta Sigma Theta Alumnae Retired DPS Administrator Sorority Al Edythe Friley elta' igma The a umnae Retired DPS Administrator Sorority Daniel H. Retired Michigan Civil Strategies 8: Solutions for 517-614-7876 Krichbaum, Rights Commission Government Non?Profits Pending pending pending pending 21. Teacher Recruitment, Identi?cation and Hiring Process: full service human resources department will oversee and coordinate teacher recruitment, identi?cation and the hiring process. In collaboration with ISA, the school?s education program provider, EQUITY will conduct a national search to ensure a high-quality pool of applicants suited for the school?s social justice theme and rigorous academics is available from which to choose. Only highly quali?ed staff will be offered positions. with special education and secondary remedial reading and math experience highly desirable. Teachers will be selected based on their demonstrated commitment to the success of all students and participation in ongoing professional development, beliefin each adult"s responsibility for student achievement. and ability to maintain a supportive school culture focused on college success. 22. Team?s Past Efforts to Obtain Charters: The EQUITY team has been involved in supporting a number of Michigan Future Schools in applying and securing charters, including program design, charter application writing and editing, and compliance matters. The team has also been involved in the charter amendment process as grade levels were added to schools, and an operational and academic assessment for an academy seeking reauthorization. Authorizers of schools with whom the EQUITY team has worked include Central Michigan University, Eastern Michigan University, and Bay Mills Community College. Page 10 of 14 Detroit Delta Preparatory Academy for Social Justice Ferris State University Charter School Application October 2013 Facilities (2 pages) 23. Description of the Physical Facility: While a speci?c school site is not included in this application, it is important to note that the EQUITY team has participated in site visits and the review ofthe following speci?c facilities as part ofa preliminary search for an appropriate school site that meets the educational speci?cations for the school. Among the facilities visited for the Delta Prep School were St. Cecilia School, Fitzgerald School, the Light Center, and the Academy oank Park. In its review ofthese facilities and others yet to be reviewed, EQUITY has been mindful ofthe condition and readiness of each facility, including the age ofthe building, the length oftime it has been vacant, facility size, storage, and parking. Additionally, the primary goal is to locate the school in northwest Detroit with close proximity to public transportation and location in a safe area. In order to meet the educational speci?cations for the school, it is essential the facility has the capacity to house 500 students, the maximum anticipated size ofthe school, and that it be in a condition of readiness that will permit renovations and improvements to be facilitated in a timely manner. Ideally, a facility that is currently being used as a school would be the best option since signi?cant modi?cations would not be needed in order for the building to re-open as a new school in September 2014. More speci?cally, Delta Prep will need the following amenities in its ?rst year for approximately 250 students, with the capacity to double the classroom and ancillary space needs at full enrollment: Classrooms in Core Areas 1 Computer/Science Labs Library/Multimedia Center Counseling Rooms - Of?ces 0 Common Staff/Meeting Rooms - Cafeteria/Gymnasium ??-bm?NO At the full enrollment of 500 students, the following space needs are contemplated: 0 Classrooms in Core Areas 18 0 Computer Labs 2 Science Labs Library/Multimedia Center Counseling Rooms Of?ces Common/Staff Meeting Rooms 0 Cafeteria 0 Gymnasium It is important to note that the timeline for ?nal identi?cation ofa facility is December 2013, a reasonable timeframe given our preliminary facilities review and the support EQUITY will receive from its af?liation with the Michigan Future Schools initiative: speci?cally from the expertise of Clark Hill and real estate attorney Joe Kopietz who specializes in identifying possible school locations, negotiating the lease and/or purchase of school sites, and preparation of lease and/or purchase agreements. Detroit Delta Preparatory Academy for Social Justice Page 11 0f 14 Ferris State University Charter School Application October 2013 Kopietz? work has provided successful facility acquisition for all schools in the Michigan Future School portfolio. Kopietz is also working with the Skillman Foundation on a project designed to support the ?nancing of schools located in Skillman neighborhoods, which is a viable option for Delta Prep. Furthermore, he has good relationships with the Archdiocese of Detroit, the Detroit Public Schools, and private property owners, all of whom have facilities available for lease and/or sale. With the support of Michigan Future and Clark Hill?s resources, the EQUITY team is confident a quality facility will be located for the Delta Prep Academy. 24. Purchase/Lease, Construction Arrangements: Once a ?nal site is identi?ed, a comprehensive facilities review by a registered architect will be completed to determine the scope ofwork needed to ensure all state building codes for schools can be met and a final certificate of occupancy is able to be secured. Upon determination that the site is viable, final lease and or purchase arrangements will be negotiated with the support ofClark Hill real estate attorney Joe Kopietz. Completion ofany construction or remodeling needed for the school may be coordinated and completed through an agreement with the owner of the facility or through a separate agreement with a contractor who specializes in school construction. The EQUITY team?s experience in school construction and remodeling will be an asset in facilitating completion of the work in a timely manner. 25. Transportation Plans: It is contemplated the Delta Prep school will be located near public transportation, with many students using such transportation as a means oftravel to school. Additionally, it is likely many students will be transported to school in private vehicles by parents. Providing students and families with bus transportation passes and parents with gas cards will be considered to assist with the costs oftraveling to school. Additionally, although there are no current plans to provide student transportation, if enough students express interest in attending who were prohibitively far from transportation, it would be a consideration to hire a transportation company to pick up and drop off students at certain designated stops throughout the city. Detroit Delta Preparatory Academy for Social Justice Page 12 0f 14 Ferris State University Charter School Application October 2013 Financial Information (2 pages) 26. Describe Pre?Operational Costs and how they will be covered: Pre-operational costs for Delta Prep will cover the period from November 2013 through August 2014, prior to the opening ofthe school. These costs will generally include various fees and consulting costs associated with and necessary to effectively open the school, including legal fees, fees related to the development ofthe school?s instructional model, accounting fees, and various other fees related to facility acquisition, the preparation of the charter application, preparation of planning grants, operational planning, compliance and accountability, school and community relations, student recruitment, and school leader and staff recruitment. Other costs associated with opening the school include direct expenses for temporary of?ce space, school facility rental, instructional and office supplies, employment costs ofthe school leader, school counselor, school of?ce manager, and teacher compensation for professional development. Other direct costs associated with the opening ofthe school include facility preparation costs for technology, remodeling, and equipment; as well as costs associated with Board orientation and planning, and travel. The pre-operational costs described above and necessary to adequately open the school total approximately $629,633 and will be covered by committed and anticipated grants that have been made to the school. The anticipated revenue and expenses are outlined specifically on the attached Pre-Operational Budget Worksheet, with a detailed overview of the revenue sources outlined below in this narrative section ofthe report. 27. Indicate Total Amount and Sources of Funds: More speci?cally, from a revenue perspective, a grant of $800,000 has been awarded by the Michigan Future Schools Governing Council for the establishment of the school. The Michigan Future Schools initiative is designed for the purpose of opening small, high performing high schools that graduate students who are college-ready, and to support those students in college as they work toward their degree. With regard to the grant, $127,202 in planning year funds is immediately available, with $375,000 of additional Michigan Future grant funds committed and available for school start-up costs, including those that will be needed between now and August 2014. Additionally, it is contemplated that Michigan Department of Education and Walton planning grant funds will be secured to support the opening of the school. Michigan Future Schools grant funds available for school planning and start up activities total $502,202, while the anticipated MDE planning and Walton grants total $350,000. 28. See attached Pre-Operational Budget Worksheet Detroit Delta Preparatory Academy for Social Justice Page 13 0f 14 Ferris State University Charter School Application October 2013 Conclusion 29. Other Information: EQUITY's operations and management expertise, combined with lSA?s instructional expertise is a high-quality collaboration that will produce a high-quality school. More on the EQUITY Founding Team: The Detroit Delta Prep founding project team, led by Gary Meier, represents Education Management Solutions. The core team has experience operating and starting public schools, including a model Michigan Future Schools college-prep high school. Femdale?s University High School. They have also been involved in the Michigan Future, Inc. Detroit high school accelerator project since 2004, and have supported the implementation planning and launch of i 1 Michigan Future School projects, including Femdale?s University High School in partnership with Lawrence Technological University in 2005, which today has a college persistence rate well over 80 percent. The experience gained through the operational support to these Michigan Future Schools, in addition to the successful launch and long-term sustainability of Ferndale?s University High School, have positioned EQUITY to transition from providing substantial services and support to school founders and operators to launching and managing schools themselves. Their experience with the day-to-day challenges presented to all Michigan school operators, have armed this seasoned team with the necessary skills to complete the scope of work included in this proposal successfully, in a manner consistent with the mission and core principles of Michigan Future Schools. Below is a summary ofthe team and their experiences. More on National Model and Success: Two independent external studies of schools by the Academy for Educational Development and IMPAQ lntemational found that has a large and positive effect on student achievement, significantly improving high school attendance, credit accumulation, grade promotion, high school graduation rates, and college attendance and persistence rates. Studies show that lSA's largely African American and Hispanic student population has a four-year cohort graduation rate of nearly 80%. This dramatically exceeds the national high school graduation rate for African American students of 60% and Hispanic students of 58%. Beyond high school, 90% oflSA students persist in college, as compared to the national rate for all students of 77% and the national average for African Americans and Hispanics of 55%. Detroit Delta Preparatory Academyr for Social Justice Ferris State University Charter School Application October 2013 Page 14 of 14