When families consider the merits of their community, safety and school system quality are among the most important factors. Farmington Public Schools is proving its worth to a community that is ranked as one of America’s safest cities by providing an education that continues to be seen as a one of the best in Michigan.
“We’ve experienced a great deal of change, and public education is facing many challenges here and around the country, but we continue to make student achievement our top priority,” Superintendent Susan Zurvalec says.
Farmington Public Schools serves more than 11,000 students, speaking more than 100 languages, out of four high schools, two middle schools, two upper elementary schools, nine elementary schools, two early childhood centers and four special service sites. Its goal as an institution is for all students to be knowledgeable and resourceful problem-solvers who can communicate effectively, function independently and collaboratively and are committed to lifelong learning as healthy, global citizens.
Farmington Public Schools is making strides in many areas. Although not all district schools made Adequate Yearly Progress (AYP) in 2010-2011, Farmington Public Schools made AYP in English language arts and mathematics. Financially, the district received the Meritorious Budget Award for its 2011-2012 annual budget from the Association of School Business Officials (ASBO) International for effective budget presentations.
Forward thinking
Over the last few years, the school system has operated based on the principles of Farmington Forward, a long-term strategic plan that is guiding its evolution. The plan is dedicated to high student achievement and collaboration among students, teachers, administrators, staff, parents and community members.
In terms of curriculum, instruction and student achievement, Farmington Public Schools is working to provide a safe learning environment that is challenging and relevant. There have been many recent instances that illustrate how the school system is moving this plan forward. In 2010, the district’s board of education approved the creation of an IB program for grades nine to 12 at Harrison High School. The program launched this year with the 2011-12 ninth grade class and will expand by a grade level each year.
Another new program for the 2011-12 school year is New Family Orientation, designed to help new families transition into the district. Throughout September, the district held orientation sessions, on which addressed issues such as communicating with educators, technology, transportation, extracurricular activities, disciplinary protocols and parent organizations. The district also responds to the linguistic and educational needs of newly arrived immigrants in Newcomer Centers that provide a supportive environment intended to help students acquire communicative English language skills. The district’s multi-age Newcomer Center program is nationally recognized as a best practice model.
Other successful programs include a smaller and alternative learning environment at Farmington Central High School for students age 16 to 19 that includes new credit or credit recovery opportunities through the online E20/20 platform. In addition, Oakland Opportunities Academy is another alternative high school for 11th and 12th grade students. This provides the ability to pursue a high school diploma through late afternoon and evening classes; instruction online and with teachers and tutors, as well as career preparation programs in areas such as biotechnology and environmental science, culinary arts and hospitality, and transportation technology.
The district’s efforts have been so successful that in March it was placed on the College Board’s AP Achievement List. In the last three years, the school system has increased the number of AP students and maintained a high percentage of students earning scores of three or higher on the AP Exam. Then in April, an AdvancEd Quality Assurance Review (QAR) Team recommended the school system for Accreditation status. The district received high ratings in seven standards for quality systems that reflect research and best practice, not just in education, but also in organizational excellence in general.
“We’ve managed to increase opportunities for all students to engage in rigorous coursework and prepare them for college and beyond,” Zurvalec says.
In addition, the district has improved performance on the Michigan Education Assessment Program (MEAP). Over the last six years, eighth graders have seen proficiency numbers rise from 76 percent in 2005 to 89 percent in 2010. This is due in part to more eighth graders taking Algebra I, as well as an increased focus on high-order thinking skills. Now that data shows improvement in middle school scores, the district is working to see improvements in elementary, upper elementary and high school scores. Progress will be monitored through other testing means, better communication as students transition between grade levels and using MEAP results to identify students in need of remediation.
Big picture
Farmington Forward also contains goals focused on community relations; budget and finance; and human resources, operations and technology. Some of the plans in these areas have centered on issues such as facilities and soliciting public input on school system strategies.
For example, in June 2010 the district decided to close four elementary schools and an administrative building. In December 2010, the district began surveying the community online to determine what to do with the buildings.
After hearing the community’s thoughts, the board of education voted to go ahead with a plan to demolish the vacant schools. The district’s sustainability policy required that remaining building items be recycled as much as possible.
In the fall of 2007, Farmington Public Schools implemented a trimester schedule for all schools. According to the district, this change was brought about by a desire to reduce budget expenditures while maintaining a model of scheduling which met the needs of students. The school district says it is in the process of reviewing the effects of the high school trimester schedule.
Around budgetary and financial issues, the school district is trying to find ways to deal with K-12 funding cuts from the state at the same time that payroll costs for retirement pensions are increasing. The school system’s intention is to be proactive with budget issues, use data to study all financial options and seek out community input on district priorities.
Heading into 2011-12, the district expected a budget shortfall of more than $14 million. This is similar to the situation facing the district in other recent years, and these shortfalls are the reasons behind decisions such as the aforementioned school closings and other expenditure reduction efforts. Some of the methods used to close funding gaps include salary and benefit concessions from all employees.
“We are maintaining educational excellence and instructional programs by looking for collaborative solutions that can help us prepare our students while still being fiscally responsible,” Zurvalec says. “Providing the highest-quality learning experience for all students is our commitment.”
