• The district did not have any out-of-state travel expenses.

• Educator Evaluation Plan
• Educator Evaluation
• Administrator Evaluation

• DCP Harper Woods SY23 Mid Year Report on Benchmark Assessment  
• DCP Harper Woods 2021-22 Year End Benchmark Assessment Report  
• DCP Harper Woods 2021-22 Mid-Year Benchmark Assessment Progress Report

• Covid-19 Preparedness Plan
• 22-23 Confirmation of Learning
• Mid Yr Reports on Goals
• Training on Delivery, Access, and Use of Virtual Content (1/15/21)
• Monthly Extended Covid-19 Learning Plan Actions 10/20/20
• COVID-19 Preparedness and Response (07/21/20)

• 2024 Annual Education Report (Updated February 2025)
• 2024 District Annual Education Report (Updated February 2025)

• DCP Harper Woods Title IX

• DCP Charter Contract

• DCP Harper Woods Fire Drill Report 10/09/24
• DCP Harper Woods Fire Drill Report 10/24/24
• Emergency Drills Documentation Form 11/26/24
• Emergency Drills Documentation Form 12/03/24
• Emergency Drills Documentation Form 04/04/25
• Emergency Drills Documentation Form 04/28/25
• Emergency Drills Documentation Form 5/16/25
• Emergency Drills Documentation Form 5/22/25
• DCP Redford Fire Drill #1- 25/26 SY
• DCP Redford Fire Drill #2 – 25/26 SY 
• DCP Redford Emergency Drills Documentation Form 11/18/2025

After surveying the stakeholders, having board meetings and asking meaningful questions, we were guided to use ESSER III funds for the following purposes:

• Free Summer School
• Learning Loss of students during the pandemic
• Preventative measures to keep our schools safe from spreading the pandemic
• Continued Interventions in ELA and Math
• Keep class sizes small with qualified teachers

We will use ESSER III funding to strategically address pandemic-related learning loss in our scholars, especially those disparately impacted by COVID-19. This will include providing Tier II, small-group tutoring to our scholars; providing data-driven extended learning time programming in the summer; providing additional social-emotional programming to support scholars in making a successful transition to in-person instruction; providing our educators with staff development and retention opportunities, and more.

Our emphasis on utilizing small-group, differentiated instruction for every scholar in the classroom allows us to identify at-risk scholars most significantly impacted by the pandemic, and target data-driven interventions to support their academic success. Our teachers will implement regular, rigorous, standards-aligned formative and benchmark assessments to monitor student progress and to identify students who may be at risk of academic failure due to pandemic-related learning loss. We will use state assessments; interim assessments tied to state standards; adaptive learning quizzes that target specific standards; and qualitative data to identify scholar needs in real-time. Consistent evaluation of student performance and progress will allow us to ensure high quality instruction that is personalized to each scholar’s unique needs. The data we gather from frequent year-round assessments will empower our educators to implement evidence-based interventions in real-time to address any learning gaps for each scholar throughout the school year. More specifically, we will implement the following datadriven instructional strategies to support scholars who are underserved or disparately impacted by COVID-related learning loss: maximized learning time on-task and on core subjects; differentiated, small-group instruction; data-driven instruction; targeted, evidence-based interventions to meet the learning needs of scholars with deficits (Catch Up) and those that need challenged beyond on-grade level (Move Up) including additional, Tier II, small-group tutoring; research-based and standards aligned curricula; and instructional tasks with higher order, complex thinking.

NOTE: Prior to July 1, 2023, Discovery Creative Pathways was managed by Distinctive Schools and previously known as Distinctive College Prep

• Pre-K to 5 Literacy Curriculum: Houghton Mifflin Harcourt (HMH) Into Reading which is evidence based literacy instruction grounded in the science of reading. Into Reading is our core curriculum for K-5 (we do not serve Pre-K) and is focused on teaching essential literacy skills including phonemic and phonological awareness, phonics and word analysis, fluency, language comprehension, background knowledge, vocabulary development, reading comprehension, and writing.
• Benchmark Assessments: We utilize NWEA Assessments, MClass intervention, and Dibels reading assessment data to support the formation of small groups that can benefit from additional instruction on the same literacy skills, and monitor student progress and tailor personalized learning plans to meet the ongoing and changing needs of our students.

• MICIP Portfolio Report – Discovery Creative Pathways

• 2024 – 2025 Budget Transparency Report: Personnel Expenditures

• 2023 – 2024 Personnel Expenditures
• 2022 – 2023 Personnel Expenditures