Partnership Agreement for Public School Academies
July 2018

THIS PARTNERSHIP AGREEMENT (Agreement) is entered on June 27, 2018 between the
Michigan Department of Education (MDE), the State School Reform/ Redesign Of?cer (SRO),
Ferris State University (Authorizer) and:

Detroit Delta Preparatory Academy for Social Justice (Academy)
3550 John Lodge Fwy

Detroit, Michigan, 48201

Rodney Deal, Principal

Edythe Hayden Friley, Academy Board President

Ronald Rizzo, Authorizing Agent

(Each a ?Party,? collectively ?the Parties?).

The above-named Parties agree that upon the commencement date of this Agreement, they
shall be deemed to have mutually agreed upon goals and outcomes for the Academy. The
agreed upon goals and outcomes set forth in this Agreement shall be consistent with the
educational goals and outcomes set forth in the Academy?s charter contract, which includes
all charter contract amendments, issued to the Academy by the Authorizer (collectively the
?Contract?). Contract goals will be amended to align to Partnership goals. The partnership
agreement will be between the MDE and the Public School Academy board.

The purposes, terms and conditions of this Agreement are as follows:

A. PURPOSE OF THIS AGREEMENT: The Parties enter into this Agreement with the
purpose of working collaboratively in setting 18?month benchmarks and 36-month
outcome goals for the Academy with the intent to signi?cantly increase student
achievement in the Academy school(s) named in this Agreement; and to determine
the next level of accountability if the 18-month benchmark(s) or 36?month goal(s)'
set forth in this Agreement are not be met by the Academy.

Michigan Law requires the Superintendent of Public instruction (State
Superintendent) to publish a list identifying the public schools in the State that MDE
has determined to be among the lowest achieving 5% of all public schools in the
State. The Academy school(s) subject to this Agreement are either identified as
Comprehensive Support and improvement (CSI) Schools or are electively added to
this agreement per the request of Detroit Delta Preparatory Academy for Social
Justice Board of Directors. Under Michigan Law, the SRO has the aUthority provided
in MCL 380.1280c to address chronically failing schools to achieve superior academic
performance for students at those schools. The SRO is executing its statutory
responsibilities defined in MCL 380.1280c by aSsigning the oversight of the Academy
school(s) named in this agreement to the Michigan Department of Education (MDE)
for the duration of this agreement, pending the Next Levels of Accountability (NLA)
defined in Paragraph 20 do not require implementation as defined therein. This
partnership agreement will further facilitate the achievement of that purpose, create
greater stability, maintain school governance at the Academy, and avoid the threat
of action by the SRO under Section 1280c.

Likewise, the Code requires that the Academy operate pursuant to the Contract
issued by the Authorizer. The Code defines the Contract as the executive act taken
by the Authorizer evidencing the authorization of the Academy and establishes,
subject to the constitutional powers of the State Board of Education and applicable
law, the written instrument executed by the Authorizer conferring certain rights,
franchises, privileges, and obligations on the Academy and confirms the status of the
Academy as a public school in this State. The Contracts contains specific
requirements for the Academy to operate as a public school, including the
educational goals and programs for the school, the curricula and methods of pupil
assessment (collectively ?Educational Program?). The Academy is required to
implement the Educational Program identified in the Contract. The updated goals and
benchmarks set forth in this contract shall be consistent with the newly identi?ed
Educational Program agreed upon in the partnership agreement. The Code provides
that Authorizer is responsible for overseeing compliance by the Academy?s Board of
Directors with the Contract and applicable, law, but this responsibility does not relieve
any other government entity of its own enforcement-or supervisory responsibility.

It is mutually agreed by all parties to this agreement that the implementation of this
partnership agreement is in the best interest of the students at Detroit Delta
Preparatory Academy for Social Justice for their academic improvement.

. TERMS AND CONDITIONS: Detroit Delta Preparatory Academy?s Board of Directors
retains control of the school?s named in this Agreement. The Parties will provide
mutually agreed upon support to the Academy to meet the benchmarks and goals
de?ned below.

. SCHOOLS SUPPORTED BY THIS AGREEMENT:

A. Detroit Delta Preparatory Academy for Social Justice

. EIGHTEEN MONTH BENCHMARKS TO BE MET BY Detroit Delta Preparatory
Academy:

A. Goal 1: 18?Month interim Benchmark: By Spring 2019, the Academy will
achieve a minimum 5 percentage point increase in students
meeting/exceeding College Readiness benchmarks, as measured by Academic
Approach 

8. Goal 2: 18?Month interim Benchmark: By Spring 2019, the Academy will
reduce their suspension rate by 20 percentage points (minimum) and
increase the percentage of students NOT chronically absent by at least 10
percentage points.

C. Goal 3: 18-Month interim Benchmark: By Spring 2019, the Academy will
define and develop a Multi~Tiered System of Support to support the academic,
social, emotional and behavioral needs of all students, to focus on the whole?
child, inclusive of a process for routine progress monitoring.

E. FOUR MONTH CHARTER CONTRACT GOALS TO BE MET BY Detroit Delta
Preparatory Academy:
The information and student achievement results gathered through January 31, 2019
will be considered in the final recommendation for the Academy?s Charter Contract
reauthorization for the February 2019 meeting for the Board of Trustees (BOT) for
Ferris State University. The goals set forth in the Charter Contract are detailed
below:

SAT Scores higher than the composite district.

An increase of at least 30 points in PSAT linear growth.

MDE Accountability Index value that is not in the bottom 5% of the State.
Improved and positive FSU Charter School Office (CSO) School and Board
observation reports. 

530$??

F. MONTH GOALS TO BE MET BY Detroit Delta Preparatory
Academy:

A. Goal 1: 36-Month Goal: The percentage of students meeting/exceeding SAT
College Readiness benchmarks will increase by 15 percentage points within
the core content areas of Math and English Language Arts. The percentage of
students proficient in Science and Social Studies will be greater than 5% on
the Michigan Merit Examination (MME).

B. Goal 2: 36?Month Goal: The Academy will achieve a yearly suspension rate
of 20% or lower and increase the percentage of students NOT chronically
absent by 15 percentage points. To support these goals, the school will
implement a Data Management System (DMS), focused on proactively
monitoring behavior, attendance, and academic achievement of the students.

C. Goal 3: 36-Month Goal: The Academy will ensure that at least 80% of
students will graduate within four years. The Academy will cultivate and
monitor enhanced student support services (via MTSS) and school?based
activities aimed at investing students in their school experience and
improving the whole child through high school and beyond.

G. ANALYSIS OF RELEVANT DATA:
A. Relevant Data for Goal 1: An analysis of Detroit Delta Preparatory Academy?s
11th grade SAT and MME assessments from 2015?2016 and 2016-2017
indicate that students are far below achieving expected College Readiness
benchmarks.

According to two years of MME data, students are farthest from pro?ciency in
Science, with 0% at pro?ciency and 90%+ falling in not proficient.

In Social Studies, while only 4% of students scored proficient, the percentage
of students scoring partially proficient is greater than in science, ranging from
37?48% partially proficient.

 

    



 

 

 

 

 

 

 

School Science Social Studies
Year Pro?cient/Above Proficient/Above
2016 0% PP, 93% NP) 4% (37% PP, 60% NP)
2017 0% PP, 92% NP). 4% (48% PP, 48% NP)

 

Review of SAT results indicate that Evidence?Based Reading and Writing is a
reiative strength, though the of students having met or exceeding the
EBRW benchmark has never surpassed 13%. Less than 5% of students met
or exceeded the benchmark in Mathematics over two years and overall, the
total percentage of students who met the composite benchmark for SAT was
less than 

 

   

 

 

 

 

 

 

 

   

    

 

 

 

 

 

 

2015-29165ATResultS
Mean SAT 0/oMet/
Score Benchmark Exceeded
Evidence-Based 0
Reading and Writing 398'9 480 12'3 .
Mathematics 390.2 530 
Composite 789.1 
2016?20175ATResuits 
Mean SAT %Met/
Score Benchmark Exceeded
Evidence?Based .
Reading and Writing 405'9 480 93%
Mathematics 380.9 530 . 
Composite 786.8 

 

 

 

 

. Relevant Data for Goal 2: Anaiysis of Detroit Deita Preparatory Academy?s
chronic absenteeism and suspension rates indicate the need for initiatives
that support the increase in student attendance, provide proactive strategies
to support student conduct and aiternatives to suspension, and have a
strategic way to monitor this data on a regular basis, especialiy for identified
students at risk.

 

IoofStudentsNOTc hromcallYAbsent

 

 

 

 

School Year Percentage (Goal: 92.3%)
2017 20.1% 
2018 As of May 2018 - 32.2%

 

 

    

 

 

 

 

?foofStudentsSusPEHded
School Year Percentage
2017 57.3%
2018 AS of May 2018 16.6%

 

 

 

 

 

 

 

 

 

Schooi Year . .. . (jays
2017 960
2018 AS of May 2018 208

 

H. AND WEAKNESSES 0F Detroit Delta Preparatory Academy:

A.

Strength - Students and teachers report improvement in the culture of the
building during the 2017?2018 school year. This is reflective in a significantly
reduced suspension rate so far for SY18.

Strength - The Academy utilizes a distributed leadership model to support the
work of the administration and education plan.

Strength - In partnership with their Education Service Provider (ESP), Delta
teachers have access to content support for the 2018?2019 school
year.

Strength The Academy has implemented a nationally recognized, high-
guality curriculum for mathematics (Eureka Math) and English Language Arts
(Expeditionary Learning) that support college readiness. Professional
development supports aligned to these resources are available through
EQUITY Education (Education Service Provider).

Strength The Academy provides Robotics, music programs, and sports
teams for both males and females (football, baseball, basketball, track,
volleyball and softball). .

Weakness The Academy has no program or de?ned system of support for
Tier II or Tier instruction for Math and ELA.

Weakness The Academy has a large population of students each year who
are in need of credit recovery. While a web?based program has been used in
the past to provide access to coursework, the needs of students far surpassed
scheduling and budgetary limits.

. Weakness The students attending Detroit Delta Preparatory Academy for

Social Justice are approximately 97% low income. Many are in need of social
and emotional support. Due to their low?income status, those students living
in extreme poverty struggle to have their basic necessities met.

Weakness The Academy struggles with having consistent data teams and
needs support and professional learning to structure professional learning
communities (PLC).

Weakness Effective counseling and mentoring programs need expansion
and seamless integration into the school day schedule and curriculum to
increase support for the high number of students struggling with social?
emotional deficits. While multiple organizations are available to support Delta
Prep students, a comprehensive support plan has not yet been developed or
implemented.

I. STRATEGIES TO MEET PARTNERSHIP GOALS AND BENCHMARKS:

A.

Goal 1: Increase Academic Achievement

i. Strategy 1: During 2018 Summer Summit (August 2018), teachers
will meet in content~speci?c planning PLCs to 1) Review the scope of
standards for their content and grade level; 2) Preview the scepe and
sequence of their core curricula relative to EQUITY network pacing
guides; 3) With support from the Instructional Coach of Humanities or
Instructional Coach of STEM, develop their first unit map and two
weeks of instructional lessons.

ii. Strategy 2: Teachers will participate in ongoing professional
development with core curriculum and content specific strategies via
(minimum) content-specific Professional Learning
Communities (PLCs) delivered by EQUITY content coaches, contracted
content experts, and/or Wayne RESA.



vi.

vii.

Strategy 3: Teachers will participate in weekly coaching cycles
focused on building their capacity to implement grade-level instruction
(optional use of the EQ Teaching Learning Rubric to drive coaching
cycles; if used EQUITY Education will provide support to the
Academy administration in use of the tool).
Strategy 4: Teachers with leadership support will implement bi?
weekly data cycles to inform instruction and remediation.
1. Identify data cycle protocol for implementation
2. Set calendar for bi-weekly cadence and name specific
assessment sources/data sets that will be referenced
3. Provide protocol preview opportunity during summer training
prior to September 2018
4. Provide explicit training to teachers in how to interpret data
reports from Academic Approach, an interim assessment
system aligned to PSATXSAT, utilize Academic Approach
question banks for the development of formative assessment,
and choose appropriate formative assessment questions
(teachers will also learn how to include questions from core
curriculum resources during content-specific planning
PLCs)
Strategy 5: As a component of bi weekly data cycles, students will
physically learn to implement and track their progress on key content
standards to promote ownership and engagement in their own
progress; the tracker will also include space for tracking attendance so
that students can begin to see the correlation between being at school
and how it directly affects academic achievement.
Strategy 6: With support from EQUITY Education and Wayne RESA,
the Academy will clearly de?ne, implement, progress monitor, track,
and celebrate student growth within a Tier II and Tier system of
support for English Language Arts and Mathematics.
Strategy 7: With support from EQUITY Education and Wayne RESA,
the Academy will implement a defined model of co? planning and co?
teaching between Special Education teachers and assigned General
Education classroom teachers.

8. Goal 2: Reduce Suspension, Increase Student Attendance



Strategy 1: The Principal and chosen leadership team members and

teachers will clearly define student expectations and a plan to teach
and model expectations for students beginning day one of the school
year.

Strategy 2: The Principal and chosen leadership team members and
teachers will research and seek professional development around
alternatives to student suspension.

Strategy 3: The Principal will secure professional development for
teachers and support staff on the importance and use of restorative
practices.

Strategy 4: With technical support from EQUITY Education, the
Detroit Delta Preparatory Academy for Social Justice will develop,
implement, and monitor the effectiveness of a process for proactively
monitoring and putting into place preventative measures to be taken
for students deemed at risk for suspension, chronic absenteeism,



and/or academic struggle, utilizing tools including PowerSchool and
SchoolZiIla.

1. The Principal and chosen leadership team members will
determine a protocol and cadence for ongoing review of the
Data Management System.

Strategy 5: The Principal and chosen leadership team members will
develop a strategy for communicating the school?s beliefs, stance, and
plan around reducing student suspensions and improving attendance;
the plan will be communicated to all staff and student families at the
beginning of the 2018?2019 school year, during Open House, and
again at the first round of Family?Teacher Conferences at the end of
Quarter 1.

Whole Child Development and Support

Strategy 1: With support from Wayne RESA, the Principal and chosen
leadership team members and teachers will collaboratively determine
a clearly defined model of MTSS for implementation at Detroit Delta
Preparatory Academy for Social Justice.

Strategy 2: With support from Wayne RESA, the Principal and chosen
leadership team members and teachers will collectively identify and
define all available wrap?around support services and partners
available to students at the school. The comprehensive list should
include the names of all wrap?around support organizations that
partner with the school, the services they offer, the number of
students they can support on their caseloads, and quali?cations they
have for working with students; leadership will then identify wherein
the MTSS protocol it becomes relevant to tap into the partners list. The
plan should include (at minimum): a process for setting goals between
identi?ed students and their support service, benchmark goals, a
check?in process, and a plan for communication with the students?
family and teachers around progress and classroom-relevant strategies
to support. A clearly articulated plan for the use of family engagement
supports should live within the MTSS plan as well.

Strategy 3: The Principal and chosen leadership team members and
teachers will conduct student surveys to determine a list of school?
based activities students would most like to engage in (sports, clubs,
volunteer opportunities, social engagements, service learning, etc).

1. Once survey feedback is collected, the leadership team will
develop a plan to implement high?quality activities, aligned to
students? interests, through local partnerships and/or staff
engagement. .

2. The team will create a menu of student activities offered at the
Academy that includes a timeline for when students can
start/stop participation in each activity, requirements for
joiningfremaining active, a master list of all students engaged
in each activity, and a predetermined cadence for when student
feedback on quality/needs of the activities will be collected and
reviewed.

3. The Academy?s student-activities will be included in literature,
recruitment tools, and advertising for the school. -

J. PROFESSIONAL LEARNING NEEDED TO MEET PARTNERSHIP GOALS 

BENCHMARKS:

1. Continued content development through English Language Arts core curricula
(Expeditionary Learning) and Mathematics core curricula (Eureka Math)

2. Creating valid formative assessment aligned to core curricula; processing
through the formative data cycle protocol

3. Administering, collecting, and interpreting data from Academic Approach
practice assessment) and other assessment tools; tying this data
back to formative data sets to form complete picture of student progress

4. Identifying, interpreting, and using key data sets to identify students for Tier
II and Tier English Language Arts and Mathematics support .

5. Implementing Special Education model of co?teaching/inclusive teaching for
students with Individual Education Plans

6. Use of restorative practices between students, groups of students, and
between adults and students

7. Effective alternatives to suspension and school?s PBIS plan

8. Use of SchoolZilla and PowerSchooI to gather, read, interpret, and plan
around key school data; understanding the role/function of the Data
Management System the system in place to use (protocolfcadence)

9. Developing and defining a clear MTSS system and plan; communicating plan

to teachers and families, other stakeholders as needed

K. DETROIT DELTA PREPARATORY ACADEMY FOR SOCIAL BOARD OF
DIRECTORS ROLE AND ACTIONS TO BE TAKEN IN ORDER TO MEET
BENCHMARKS AND PARTNERSHIP GOALS:

A.

The Detroit Delta Preparatory Academy for Social Justice's Board of Directors
shall become familiar with the Partnership Agreement in full, including its
goals and the benchmarks and strategies used to support achievement of its
goals.

The Detroit Delta Preparatory Academy for Social Justice?s Board of Directors
shall continue to provide transparency and accountability through abiding by
the norms and protocols during all meetings (open or closed) and during all
interactions outside of these meetings.

The Detroit Delta Preparatory Academy for Social Justice's Board of Directors
acknowledges the objectives outlined in the Partnership Agreement
Implementation Plan and shall align its meeting agendas to reflect the major
responsibilities of the School Board as reflected therein.

The Detroit Delta Preparatory Academy for Social Justice?s Board of Directors
requires the School and Education Service Provider to adopt the Partnership
Agreement goals as part of their management agreement and performance
evaluation goals.

The Detroit Delta Preparatory Academy for Social Justice?s Board of Directors
shall work to meet the goals and objectives outlined in the Partnership
Agreement by working closely with the School and Education Service Provider
to create accountability and ownership amongst all parties to achieve positive
outcomes.

The Detroit Delta Preparatory Academy for Social Justice?s Board of Directors
shall monitor the progress of the School towards the goals and objectives

H.

outlined in the Partnership Agreement by holding the School and Education
Service Provider responsible for successful outcomes.

. The Detroit Delta Preparatory Academy for Social Justice?s Board of Directors

shall work to meet the goals and objectives outlined in the Partnership
Agreement by actively fostering relationships with community partners to
attract talent and resources to the School District.

The Detroit Delta Preparatory Academy for Social Justice?s Board of Directors
shall continue to remove all barriers within its control to secure successful
implementation of the Partnership Agreement.

L. ROLE AND ACTIONS TO BE TAKEN IN ORDER TO MEET
BENCHMARKS AND GOALS:

A.

B.

C.

D.

The Principal will provide updates to the Academy?s Board of
Directors regarding the status of the Academy as relates to the
implementation of this Agreement and the achievement of the goals defined
herein.

Twice per year (Winter, Spring), the Academy?s Principal shall convene an
after-school community meeting (open to staff, students, families, and
partners) and shall provide attendees with an update regarding the status of
the Academy as relates to the implementation of this Agreement and the
achievement of the goals defined herein.

The Principal shall ensure that all teachers attend scheduled EQUITY?provided
curriculum and content professional development, professional development
provided in partnership with Wayne RESA, and actively engage in weekly
coaching cycles. In the event these professional responsibilities are missed,
the Principal will ensure the teacher schedules and follows through on make?
up opportunities and provides takes appropriate steps to ensure subsequent
commitments are not missed.

The Principal, in coordination with EQUITY Education support, will ensure that
the master schedule for the Academy meets core curriculum requirements
and that all staff adheres to the master schedule. Changes to class offerings,
schedule times, curricular materials, assessment schedules, scheduled time
out of the building by students, etc. will be discussed with EQUITY prior to
communication to school staff or implementation.

M. EMPLOYEE ACTIONS TO BE TAKEN IN ORDER TO MEET BENCHMARKS AND

GOALS: .

A. Teachers will use approved curriculum resources for instruction.

B. Teachers will actively participate in weekly coaching cycles.

C. Teachers will attend and actively participate in all scheduled professional
development sessions, both during and after school hours.

D. Teachers will take part in additional professional development Opportunities
provided by EQUITY Education and/or Wayne RESA, given advance notice.

E. Teachers will ensure students track formative and Academic Approach data
according to the school?s set cadence.

F. Teachers and support staff will attend scheduled professional development

sessions for positive behavior support, alternatives to suspensions, classroom
management, restorative practices and ongoing sessions relative to improving
school culture, reducing student suspension, and increasing student
attendance and investment in academics.

G. Teachers wili actively work to meet the improvement metrics and timelines

identi?ed within any Performance Improvement Pian (PIP) or Coaching Plan
(CP) that results from Mid? or End~of~Year Evaluation.

School Leadership (Principal and Director of School Operations, minimum)
and any Master Teachers will participate as active members of the Detroit
Delta Preparatory Academy for Social Justice Leadership Team.

Staff will maintain personal attendance records of 90% or higher throughout
the course of the school year.

N. FERRIS STATE (AUTHORIZER) ACTIONS TO BE TAKEN IN
ORDER TO MEET BENCHMARKS AND GOALS:

A.

B.

C.

Ron Schneider, FSU Partnership liaison, will serve as the primary point-pf-
contact for Ferris State University.

Provide data analytics to support the Academy in making data?informed
decisions.

Provide professional development opportunities to the Academy Board in an
effort to support its governance responsibility to ensure signi?cant academic
improvement.

0. MDE ACTIONS TO BE TAKEN IN ORDER TO MEET BENCHMARKS AND GOALS:

P.

A.

B.

The MDE Assigned Partnership Agreement Liaison will serve as primary point?
of?contact for MDE.

The MDE Partnership Liaison will provide opportunities for support and
resources to the district to help implement the partnership agreement,
subject to the availability of funds.

The MDE Partnership Liaison will work with the Academy Principal, Partnership
Team, and school staff to ensure the successful implementation of the
Partnership Agreement.

. The MDE Partnership Liaison will garner additional support from key personnel

and offices within the MDE, other partners and other state agencies to
successfuliy reach the Partnership Agreement goals.

The MDE Partnership Liaison will work with the Academy Principal, Partnership
Team, and staff to identify barriers to the Partnership Agreement and
eliminate or minimize these barriers.

The MDE Partnership Liaison wiil facilitate discussions and meetings related to
the Partnership Agreement when requested. They will include all Partnership
Team members in written or email communication.

The MDE Partnership Liaison will participate in regular check-ins (at least
quarterly) with partners to discuss Partnership Agreement progress.

. The MDE Partnership Liaison will identify and remove or minimize barriers

that may impede the successful implementation of the Partnership
Agreement, such as granting reasonable waiver of reports, allowabie'flexibility
in spending from federal funding sources, and allowable flexibility with reSpect
to state reporting requirements.

EQUITY (EDUCATION SERVICE PROVIDER) ACTIONS TO BE
TAKEN IN ORDER TO MEET BENCHMARKS AND GOALS:

A.

EQUITY Education will create and distribute Board Meeting agendas
that include time for the Principal to provide updates to the Academy?s Board
of Directors regarding the status of the Academy as relates to the

10

implementation of this Agreement and the achievement of the goals de?ned
herein.
B. EQUITY Education will provide a team member to serve as representative on
the Detroit Delta Preparatory Academy for Social Justice Partnership Team.
The representative will provide information relative to student data
(suspension, attendance, academic) and fiscal needs to support the work of
the team and participate in Partnership Team meetings either in?person or
virtually. 
C. EQUITY Education will manage the Academy's Human Resource services to 5
allow the Academy?s leadership team to focus their time and attention on the
strategies outlined in section of the Partnership Agreement.
D. EQUITY Education will support staff recruitment and hiring for the Academy
through the EQ Talent Department.
E. EQUITY Education will support the development of a student recruitment and
retention pian for the Academy.
F. EQUITY Education will complete and manage the Academy's budget in
accordance with Board approval, in support of the schoois? implementation of
this Agreement and the achievement of the goals defined herein.
G. EQUITY Education will provide professional development as requested by the
Academy in the areas of: PowerSchool, SchoolZilla, Academic Approach, core
curriculum and content support (Eureka Math, Expeditionary Learning, Frey
Science, MAISA Social Studies), the EQ Teaching Learning Rubric, the EQ 
Teacher Evaluation System, and other mutually?agreed upon topics within the
scope of EQUITY's Model Components, to support the accomplishment of the
goals and benchmarks defined herein.

Q. STUDENT ADVISORY COUNCIL ACTIONS TO BE TAKEN IN ORDER TO MEET
BENCHMARKS AND GOALS:

A. The newly-created Student Council will continue to support and represent the
concerns of the student body and communicate these concerns to school
leadership to ensure effective implementation of Partnership Agreement
goals.

B. The Student Council wili serve as advisors to School Leadership to
discuss Partnership Agreement goals.

C. Every effort will be made to include student voice in matters related to
academic achievement and overall student success.

R. BUDGET: The Academy has a tentative budget planned for using the existing and
anticipated local, state, and federai funds for staffing, programs, initiatives, and
activities to meet the 18 month benchmarks and 36 month goals (See Attachment
A, 36 Month Budget Overview)

5. PARTNERS: The Parties serve as the primary decision?making bodies for purposes
of this Agreement. The following entities have been identi?ed and will serve as
additional partners (collectiveiy ?the Partners?) in pursuit of achieving the
benchmarks and goals defined in this Agreement:

A. Wayne RESA will actively support Detroit Delta Preparatory Academy for
Sociai Justice in an effort to achieve their identified goals, in the following
ways:

i. Support in the development and implementation of a systemic
communication protocol between all stakeholders.

11

ii. Support: the coliection, review and analysis of the data for Detroit
Delta Preparatory Academy for Social Justice.

Support the deveiopment and implementation of data driven protocol
for conducting data conversations between the management company
and school team.

iv. Facilitate district/school improvement processes with stakeholders in
effort to support, monitor, maximize and align improvement efforts.

v. Provide ongoing professional learning opportunities for teacher teams.

vi. Provide training and support to leadership team.

vii. Provide training and support to Board of Directors.

Other supports may be requested by Detroit Delta Preparatory
Academy for Sociai Justice and/or EQUITY Education and are agreed to
by Wayne RESA and requesting agency.

ix. Effectiveness will be determined through data tracking relative to each
support area, applicabie student outcomes in the areas of academics,
attendance, and suspension, and survey feedback from the Detroit
Delta Preparatory Academy for Social Justice Leadership Team,
EQUITY Team, and any teachers who interact with the support
services.

ADDITIONAL SCHOOLS: The Parties agree that other Detroit Delta Preparatory
Academy for Sociai Justice schools may be added and become subject to this
Agreement upon the request of the Academy Board of Directors. If this Agreement is
amended by the Parties to add additionai Academy schools, the amended Agreement
not take effect untii it is incorporated into the Contract by amendment approved
by the Academy and Authorizer. At the time any additional Academy schools become
subject to this Agreement, the timeframes and deadiines that apply to the schooi(s)
identified in this Agreement shaii appiy prospectively to the added schooi(s) as if this
Agreement had become effective on the date they were added.

U. TERM OF AGREEMENT:

A.

Except as otherwise provided in this section, the Agreement shall commence
on the date of the last signature affixed beiow and expire at the end of the
[third] compiete school year after that date. The term of this Agreement shali
not extend past the term of the Charter Contract.

The board, the authorizer or the MDE may terminate this Agreement eariy
upon deiivery of written notice to all Parties at least 30-days in advance of the
prospective termination date. Termination of this Agreement by any Party for
any reason shali not affect the rights and obligation of the Parties accrued
prior to the effective date of termination of this Agreement. This inciudes, but
is not iimited to, imposition of the Next Level Accountability Measures defined
elsewhere in the Agreement.

If any of the above?named Parties terminates this Agreement, that Party shali
not be liabie for any costs resulting from or related to the termination,
including but not limited to, consequential damages or any other costs
incurred by any other Party.

A termination of this Agreement by any Party shall not affect the term of the
Charter Contract.

If the Authorizer terminates or does not reauthorize the Charter Contract, this
Agreement shali automaticaily terminate on the same day as the Charter
Contract terminates without any further action of the Parties.

12

F.

A Partner does not have the ability to terminate this Agreement, but a Partner
does have the ability to withdraw from the Agreement upon 30 days? notice to
the Parties.

V. NEXT LEVEL ACCOUNTABILITY MEASURES:

A.

if the Parties fail to sign this agreement within 90 days, the Authorizer shall
implement one of the following Next Level of Accountability Measures:
i. Close and Reconstitute
ii. Engage another Authorizer or ISD to assume control of the school(s)
Closure
If the Academy fails to sign this agreement within 90 days, and the Authorizer
fails to implement one of the Next Level of Accountability Measures defined in
subsection A, within 45 days of being notified by the OPE), the State School
Reform/Redesign Officer will implement one of the Next Level of
Accountability Measures defined in subsection A. .
If the Academy school covered by this Agreement does not meet the four?
month Charter Contract goals set forth in this Agreement as determined
during the October 2018 and January 2019 check?in meetings, the Authorizer,
working with MDE, will discuss the progress, further Options, and/or modified
activities for the remainder of this Agreement.
If the Academy school covered by this Agreement does not meet the 
month benchmark(s) set forth in this Agreement, the Authorizer shall
implement one of the following mutually agreed upon Next Level of
Accountability Measures:
i. Close and Reconstitute
ii. Engage another Authorizer or ISD to assume control of the school(s)
Closure
If the Academy school(s) covered by this Agreement [do][does] not meet the
[lBJ?month benchmark(s) set forth in this Agreement, and the Authorizer
fails to implement one of the Next Level of Accountability Measures de?ned in
subsection C, within 45 days of being noti?ed by the CPD, the State School
Reform/Redesignofficer will implement one of the Next Level of
Accountability Measures defined in subsection C.
If the Academy school(s) covered by this Agreement does not meet the 36-
month goal(s) set forth in this Agreement, the Authorizer shall implement one
of the following mutually agreed upon Next Level of Accountability Measures:
i. Close and Reconstitute
ii. Engage another Authorizer or ISD to assume control of the school(s)
Closure
if the Academy school(s) covered by this Agreement does not meet the 36?
month benchmark(s) set forth in this Agreement, and the Authorizer fails to
implement one of the Next Level of Accountability Measures defined in
subsection E, within 45 days of being notified by the CPD, the State School
Reform/Redesign Officer will implement one ofthe Next Level of
Accountability Measures defined in subsection E.
Consistent with the Contract, nothing in this Agreement shall prevent the
Academy or Authorizer from exercising other termination or revocation rights
set forth in the Contract or under applicable law.
Consistent with the Contract and applicable law, nothing in this Agreement
shall prevent the Academy from exercising the applicable legal and

13

appropriate rights if it does not agree with the next level of accountability
imposed by the SRO.

W. COMMUNITY ENGAGMENT: The following actions will be completed by Delta
Preparatory Academy, Principal, the Academy Board of Directors, and Partners to
ensure that the school community is meaningfully engaged in the implementation of
this Agreement:

A. The school leader will meet with community partners quarterly to discuss

Partnership Agreements goals. The school leader will report on progress
towards the school?s goals and the partners will collaborate to identify needs,
eliminate duplication and ensure alignment of resources thereby
strengthening the impact of agencies, organizations and partners on student
academic progress.

School leadership will regularly solicit input and feedback from the local
community on improving services for students.

School leadership will collaborate with signing partners, parents and the
greater community to create a comprehensive support network for parents
and students to ensure family success.

X. CHECKLIST OF ACTIONS: The following actions will be completed by Delta
Preparatory Academy, Principal, the Academy Board of Directors, and Partners as
specified below:

A.

By July 27, 2018, create an implementation plan to ensure that all
components of the Partnership Agreement are placed into a comprehensive
document that delineates the tasks that will be done by year (including all
deliverables), who is responsible for overseeing each task, and the deadline
for completion.

By August 10, 2018, determine the 2018?2019 meeting dates and
locations for the Partnership Agreement partners (those who signed the
Partnership Agreement) to monitor progress on the Partnership

By August 10, 2018, determine the quarterly 2018?2019 meeting dates and
locations for all Partnership Agreement partners.

By August 17, 2018, create a communication plan, to share the signed
Partnership Agreement with partners, school staff, parents, students and
relevant community members.

By October 31 2018, convene the Authorizer, Academy staff and relevant
partners to review the Charter Contract?s academic goals and measures.

By January 31, 2019, convene the Authorizer, Academy staff and relevant
partners to review the Charter Contract?s academic goals and measures.
NOTE: Refer to ?Section U: Terms of Agreement? for specific language
regarding the relationship between the Charter Contract and the Partnership
Agreement.

 

 

Y. FUTURE MEETING DATES: Detroit Delta Preparatory Academy for Social Justice
and the Michigan Department of Education will establish mutually agreed~upon
quarterly meeting dates in order to engage in collaborative discussion, gauge
implementation progress and identify barriers, and discuss relevant issues regarding
this Partnership Agreement.

ZS

AMENDMENTS: If a Party requests modification of this Agreement, the Parties shall,
upon reasonable notice of the proposed modification by the Party desiring the

14

change, confer in good faith to determine the feasibility of such modification. Any
modification of this Agreement approved by the Parties will not take effect until it is
incorporated into the Contract by amendment approved by the Academy and
Authorizer. A Partner does not have the right to request modification to this
Agreement.

AA. ENTIRE AGREEMENT: This Agreement sets forth ail the covenants,
agreements, stipulations, promises, conditions and understandings of the parties to if:
this Agreement concerning the activities and Services contemplated herein. No
party, inciuding but not limited to its respective members, empioyees, attorneys,
consultants, advisors, agents, representatives or students, have made any covenant,
agreement, stipuiation, promise, condition or understanding, warranty or
representation, either orai or written, other than set forth herein.

BB. INVALIDITY 0R CONFLICT WITH
CONTRACT: If any provision of this Agreement is held invaiid or unenforceable by
any court of competent jurisdiction, the other provisions of this Agreement will
remain in full force and effect. Any provision of this Agreement held invaiid or
unenforceable by any court of competent jurisdiction in part or degree will be
severed from the Agreement, and the Agreement wili remain in full force and effect
to the extent not held invalid or unenforceable. If any provision of this Agreement
conflicts with a provision in the Contract, the Contract provision shall control.

CC. WAIVER: No Party may waive any condition, promise, obligation or
requirement applicable to any other Party hereunder, uniess such waiver is in writing
signed by an authorized representative of such Party and expressly stated to
constitute such waiver. Such waiver shail only appiy to the extent given and shail
not be deemed or construed to waive any such or other condition, promise,
obligation or requirement in any past or future instance. No failure by a Party to
insist upon strict performance of any covenant, agreement, term, or condition of this
Agreement, shall constitute a waiver of any such covenant, agreement, term or
condition. 

DD. CAPTIONS: The captions in this Agreement are inserted only as a matter of
convenience and for reference and in no way define, limit, enlarge or describe the
scOpe or intent of this Agreement nor in any way shall affect this Agreement or the
construction of any provision hereof. 

EEGOVERNING LAW: This Agreement shall be governed by, construed and enforced in
accordance with, the laws of the State of Michigan.

FF. SUCCESSORS and ASSIGNS: The covenants, conditions and agreements in this
Agreement shail be binding upon and inure to the benefit of each Party, their
respective legai representatives, successors and assigns.

GG. NO INDEMNIFICATION: There shaii be no indemnification of any Party by any
other in regards to liabilities arising out of the functions covered by this Agreement.
All Parties shall be responsibie for their own liabilities and defense as determined by
law.

15

HH. NOTICES: Any notice to be given in connection with any of the terms or provisions

II.

of this Agreement shall be in writing and be given in person, by electronic mail,
facsimile transmission, courier delivery service or by US. mail, and shall become
effective on delivery if given in person, on the date of delivery if sent by
unsecured e?mail, facsimile transmission or other similar unsecured electronic
methods or by courier delivery service, or four business days after being deposited
in the mail, with proper postage for first?class registered or certified mail, prepaid.

Until noti?ed in writing by the appropriate Party of a change to a different address,
notices shall be addressed as follows: .

i) If to the Academy:
Detroit Delta Preparatory Academy for Social Justice
3550 John Lodge Fwy
Detroit, Michigan, 48201
Attn: Rodney Deal, Principal
Edyth Hayden Friley, President, Board of Directors
Email addresses: rdeal@detroitdeltaprep.ord and ediehf@aol.com.

ii) If to Authorizer:
Ferris State University, Charter Schools Office
1020 Maple Street
Big Rapids, Michigan 49307
Attn: Ronald Rizzo, Director
Email address: RonaldRizzo?ferrisedu

If to Michigan Department of Education:
608 W. Allegan Street
P.O. Box 30008
Lansing, MI 48909
Attn: Sheila Alies, Interim Superintendent
Email address: AllesS@Michioan.oov

iv) If to State School Reform/Redesign Officer (SRO):
608 W. Allegan Street
P.O. Box 30008
Lansing, MI 48909 
Attn: Dr. Dedrick Martin, State School Reform/ Redesign Officer
Email address: MartinD26@Michioan.oov

COUNTERPARTS: This Agreement may be executed in any number of counterparts,
each of which shall be an original, but all such counterparts shall together constitute
one and the same instrument.

16

IN WITNESS WH EREOF, the Parties and Partners have ca used this Agreement to be executed on this date:

Michigan Dep rtment of Education Academy Administrator

Name A, ,i?Za
Title: mitt} Pm 

Date: 74 2? Date: - 2:7. 'Zwi'S

 

 

 

Office of Partnership Districts, Director, SRO Of?cer

Namagm 74044: 
. Titie: Um to {/5121}
Date: Date: (0 a; 7 "if?

 

Superintendent Ferris State University, Authorizer

Name: Name: ?(Maw MW
Titie: Titie: Mium DMD
Date: Date: A 9:7 1' (90? 9

EQUITY Education

Name:

 

 

Titie:

Date: 47" lg Date:

 

 

 

Student Advisory Council

Name:

 

Titie:

 

Date:

 

17

ATTACHMENT A: MONTH BUDGET OVERVIEW

NOTE: The budget overview is for planning purposes only. The terms of this Agreement do
not grant explicit advanced approval for expenditure of Federal funds. Finai
approval of federai funding occurs in the Michigan Eiectronic Grants System Plus 
Approval in is subject to applicabie rules of suppiement vs. supplant, tests of
and reasonabie and necessary expenditures to support the impiemeatation of
activities in order to meet benchmarks and goais. Inciusion of an item the budget
overview does not guarantee it will be approved as a line item submitted in


 

 

 

 

1 $0 $0 229,328.00 $8,000.00 12,000.00 $7,000.00 256,328.00

 

 

 

 

=2 $0 $0 236,207.84 $8,240.00 12,360.00 $7,210.00 264,017.84
3 $0 $0 243,294.08 $8,487.20 12,730.80 $7,426.30 $271,938.38
Totals $0 $0 708,829.92 24,727.20 $37,090.80 21,636.30 $792,284.22

 

 

 

 

 

 

 

 

 

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