Dear Parents and Community Members:
We are communicating with you to present the Annual Education Report (AER) which provides key information on the 2018-19 educational progress for Carman-Ainsworth Community Schools Alternative Program: Bendle/Carman-Ainsworth Alternative [Atlantis HS]. The AER addresses the complex reporting information required by federal and state laws. The school’s report contains information about student assessment, accountability, and teacher quality. If you have any questions or suggestions about the AER or the alternative program, please contact Wesley Mayo (Principal) with your thoughts and ideas.
The AER is electronically available for you to review by visiting the following web site: http://bit.ly/2IsaN3V or you may review a copy in the main office at Atlantis.
For the 2018-19 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 label is given.
As an alternative program, our school “Has Not Been Given These Labels”. Our school has a unique, highly transient and fragile student population that has not been successful in many traditional school environments. Based on state assessment data, our students come to our program significantly behind their ‘current’ Grade-Level Equivalency (GLE). Some recent SY18-19 test data reflects that our 11th grade population averages for their GLEs are as follows: Mathematics, >90% Not Proficient; Reading & Writing, 85% Not Proficient. Based on our district’s NWEA results, we also recognize that our students are behind in the grade skill levels for math and reading on average by 2.0-3.0 grade levels when they come into our program.
Our students traditionally come to our program through a referral process based on the following school areas: Academic progress is behind for their assigned grade; Attendance issues; Behavioral issues; Change of Placement due to Disciplinary Actions; Parents’ Request for Placement; “Outside” Issues. Our program’s original intent is to provide an avenue for credit recovery towards grade course accomplishments to return to correct grade or obtain a high school diploma. Our program also does its very best to insist and assist students in developing skills, knowledge and abilities to meet expectations as a student, remain out of any disciplinary issues while attending school and become as a positive, contributing citizen in the future.
To meet additional state requirements of the state law, we also report some additional information on the two most recent years with some of the following items:
- PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL: Referral Process from Administration and Counselors of Consortium School Districts that participate in our alternative program.
- STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN: Our plan is still in progress to improve on the reading and math gaps for our students. As an alternative program, our funding and resourcing is quite dynamic and very limited based on student enrollment semester to semester. We have instituted a reading/math intervention ‘lab’ for our school for the last three school years.
- IDENTIFY HOW TO ACCESS A COPY OF THE CORE CURRICULUM: Pearson’s GradPoint, Grades 7-12 Curriculums. Beginning the 15-16SY, our alternative program provided an on-line educational curriculum that allows students to work with their mentor-teachers to complete course credits towards a high school diploma or return to their appropriate grade level, in their cohort. The on-line curriculum provides ample course scheduling for nearly any student’s needs to complete course credits. Students’ options towards graduation can happen in the following ways due to the flexibility and depth of the on-line course curriculum:
- Recover credits to return to their appropriate grade-level and graduate
- Complete credits towards a high school diploma with Atlantis Alternative H.S.
- Complete credits at an accelerated pace to graduate ahead of cohort (early) to move onto career or college choices
- AGGREGATE STUDENT ACHIEVEMENT RESULTS: We utilize NWEA, Reading Intervention testing and State assessments to measure our students’ success in reading improvement. Based on SY18-19 results, our program showed an average 0.5 grade-level increase in reading for ~70% of our student population tested. This is our first school year rotating reading and math intervention. We’re looking forward to similar results of performance based on our reading intervention experiences.
- IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY PARENTS AT PARENT-TEACHER CONFERENCES: 16%
- FOR HIGH SCHOOLS, ONLY ALSO REPORT ON THE FOLLOWING:
- The number and percent of Post-Secondary Enrollment, or Dual Enrollment: n/a
- The number of College Equivalent Courses Offered (AP/IB Courses): n/a
- The number of and percentage of students enrolled in College Equivalent Courses: (AP/IB): n/a
- The number of and percentage of students receiving a score leading to a College Credit: n/a
The Atlantis staff is constantly reviewing student data pertaining to performance, attendance and behavior to continuously improve the learning environment for all of our students. We strive to develop an individual learning plan that is co-planned between student and mentor-teacher to create ownership and engagement towards educational success.
While our school works diligently to provide turnaround opportunities for our dynamic student population, the Below-GLE experiences for the moral majority of our students will continue to impact the performance data and students’ achievements for our school. With more positive parental involvement, mindful relationships between students and staff, then align resources that address “issues outside of school” for our students, we are confident that we can impact nearly every single student to achieve their learning goals and obtain a high school diploma.
Wesley Mayo, Principal
Atlantis Alternative High School