Adequate Yearly Progress Success
Released by the Michigan Dept.
of Education, April 15, 2003
For more articles like this
Fairview Elementary School – Lansing
Tara Fry, principal, 517-325-6784
For the second consecutive school year, Lansing’s Fairview
Elementary achieved adequate yearly progress (AYP). Prior to
that, the building had been identified for improvement in 2000 –
01 since it had not met minimal AYP targets for two consecutive
Fairview Principal Tara Fry, who has been the school’s principal
for two years, said she and staff “studied achievement data a
lot.” A gap analysis of Michigan Educational Assessment Program
(MEAP) data was completed to target specific areas of weakness.
Fry said many of strategies implemented at Fairview are easily
adaptable at most schools because they utilize resources already
“One of the most helpful things we did was align the Fairview’s
curriculum to the state standards,” Fry said. “Through small
group work and one-on-one instruction, we were able to target
students that needed the most help, and give them that little
area push they needed to succeed.
Crary Elementary School – Detroit
Denise Powell, principal, 313-852-0612
For the first time in 2000-01 and again in 2001-02, Crary
Elementary School met AYP goals. Crary had been identified for
improvement in 1997-98, and for corrective action in 1999-00.
Crary Principal Denise Powell attributes the school’s success to
beginning with a simple vision and clearly communicating the
school’s goals to all educational stakeholders in the community,
including staff, parents, and citizens.
“We built a foundation very early, with our second and third
graders receiving intensive instruction in mathematics, reading,
and science,” Powell said. “By being consistent with our
curricular expectations, we have seen rapid improvement in our
test scores. But most importantly, our student are realizing
that what they learn in school matters.”
Crary staff analyzed Michigan Educational Assessment Program
(MEAP) scores to adjust reading, math, and science curriculums.
Additionally, Crary educators also made building modifications
to ensure that teachers could deliver quality instruction in the
best educational environment the school could provide.