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    April 2, 2019       

     

    Dear Parents and Community Members:

    We are pleased to present you with the Annual Education Report (AER), which provides key information on the 2017-18 educational progress for the Carman-Ainsworth Community Schools. The AER addresses the complex reporting information required by federal and some requirements of state laws. Our building staff is available to help you understand this information. Please contact Mrs. Cathy McGilvery, Assistant Superintendent, at 810-591-8246 for assistance.

    The Carman-Ainsworth AER is available for you to review electronically by visiting the following web site http://bit.ly/2HT8vKZ, or you may review a copy at the Carman-Ainsworth Administration Building. Each school will also be communicating their own AER to parents directly and you may review a copy in their main office.

    These reports contain the following information:

    Student Assessment Data – Includes the following three assessments: M-STEP (Michigan Student Test of Educational Progress), MI-Access (Alternate Assessment), and College Board SAT. These assessment reports present information for English language arts and mathematics for grades 3 to 8 and 11, and MI-Access science for grades 4, 7, and 11, compared to state averages for all students as well as subgroups of students. The report helps users to understand achievement performance within grades and schools, and to make comparisons to district, state, and national achievement benchmarks.

    Accountability – Detail Data and Status

    The accountability portion of the AER includes assessment proficiency and participation rates, graduation rates or attendance rates, as well as accountability index values showing school performance on a 1-100 scale.

    Teacher Qualification Data

    • Identifies the number and percentage of inexperienced teachers, principals, and other school leaders. Reports teachers who are teaching with emergency or provisional credentials.
    • Included teachers who are not teaching in the subject or field for which they are certified.

    NAEP Data (National Assessment of Educational Progress)

    • Provides state results of the national assessment in mathematics and reading every other year in grades 4 and 8

    Civil Rights Data

    • Provides information on school quality, climate and safety

    Review the table below listing our schools. For the 2017-18 school year, schools were identified using definitions and labels as required in the Every Student Succeeds Act (ESSA). A Targeted Support and Improvement (TSI) school is one that has at least one underperforming student subgroup. An Additional Targeted Support (ATS) school is one that has three or more underperforming student subgroups. A Comprehensive Support and Improvement (CSI) school is one whose performance is in the lowest 5% of all schools in the state or has a graduation rate at or below 67%. Some schools are not identified with any of these labels. In these cases, no status label is given.

    *Note TSI and ATS definitions were changed for the 2018-19 school year per federal requirements.  The new definitions are:

    TSI – The school has at least one subgroup performing in the bottom 25% within each applicable accountability index component.

    ATS – The school has met the criteria for TSI identification and has at least one subgroup performing at the same level as a CSI school.

     

    SCHOOL NAME

     

    SCHOOL SUPPORT

     

    KEY INITIATIVE TO ACCELERATE ACHIEVEMENT

    Dillon Elementary

    None

    *Aligned curriculum with pacing guides to ensure consistency in what is taught and assessed across the district

    *School Improvement Plan aligned with District School Improvement Plan with a focus on Essential Instructional Practices in Early Literacy

    *Professional Learning Communities established to share and implement best practices for student learning

    *Comprehensive Tiered Response to Intervention System

    *Instructional Coach/Reading Interventionist

    *After school support

    *Culturally Proficient Instruction & Seeking Educational Equity and Diversity (SEED) Professional Development

    *Restorative Practices

    *Attendance Intervention

    *Computer Programs targeted toward individual needs

    Dye Elementary

    None

    *Aligned curriculum with pacing guides to ensure consistency in what is taught and assessed across the district

    *School Improvement Plan aligned with District School Improvement Plan with a focus on Essential Instructional Practices in Early Literacy

    *Professional Learning Communities established to share and implement best practices for student learning

    *Comprehensive Tiered Response to Intervention System

    *Instructional Coach/Reading Interventionist

    *After school support

    *Culturally Proficient Instruction & Seeking Educational Equity and Diversity (SEED) Professional Development

    *Restorative Practices

    *Computer Programs targeted toward individual needs

    Randels Elementary

    None

    *Aligned curriculum with pacing guides to ensure consistency in what is taught and assessed across the district

    *School Improvement Plan aligned with District School Improvement Plan with a focus on Essential Instructional Practices in Early Literacy

    *Professional Learning Communities established to share and implement best practices for student learning

    *Comprehensive Tiered Response to Intervention System that includes Behavior and Academic Support

    *Instructional Coach/Reading Interventionist

    *After school support

    *Culturally Proficient Instruction & Seeking Educational Equity and Diversity (SEED) Professional Development

    *Restorative Practices

    Rankin Elementary

    None

    *Aligned curriculum with pacing guides to ensure consistency in what is taught and assessed across the district

    *School Improvement Plan aligned with District School Improvement Plan with a focus on Essential Instructional Practices in Early Literacy

    *Professional Learning Communities established to share and implement best practices for student learning

    *Comprehensive Tiered Response to Intervention System

    *Instructional Coach/Reading Interventionist

    *21st Century After school support

    *Culturally Proficient Instruction & Seeking Educational Equity and Diversity (SEED) Professional Development

    *Restorative Practices

    *NIJ Grant

     

    Carman-Ainsworth Middle School

    Targeted Support and

    Intervention

    *Aligned curriculum with common assessments to ensure consistency in what is taught and assessed across the district

    *School Improvement Plan aligned with District School Improvement Plan with a focus on building academic vocabulary this school year

    *Professional Learning Communities established to share and implement best practices for student learning

    *Comprehensive Tiered Response to Intervention System

    *Instructional Coach/Reading Interventionist

    *Adolescent Accelerated Reading Initiative

    *After school support 

    *Culturally Proficient Instruction

    *Restorative Practices

    *Math Lab Interventions

    Carman-Ainsworth High School

    None

    *Aligned curriculum with common assessments to ensure consistency in what is taught and assessed across the district

    *School Improvement Plan aligned with District School Improvement Plan with a focus on building academic vocabulary this school year

    *Professional Learning Communities established to share and implement best practices for student learning

    *Comprehensive Tiered Response to Intervention System

    *Instructional Coach/Reading Interventionist

    *Adolescent Accelerated Reading Initiative

    *Advisory Interventions

    *After school support 

    *Culturally Proficient Instruction

    *Restorative Practices

     

    As an entire district, we are proud of the academic achievement of our student’s, and the strategies and initiatives that ensure students are learning at their highest capacity. Literally hundreds of adults in our school system, thousands of parents and guardians, and the entire community must work to assure that every student is able to meet their full potential academically, socially and emotionally. I want to personally thank all of those who work tirelessly to support our students! We invite all parents to join us in our pursuit of excellence and progress in our District Vision: “Working Together to Guarantee Learning for Every Student.”

     

    Sincerely,

     

    Cathy McGilvery

    Assistant Superintendent

     

    A printable .pdf of the District AER is available here.