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    5/23/2018 

    Dear Parents and Community Members:

    We are communicating with you to present the Annual Education Report (AER) which provides key information on the 2016-17 educational progress for Carman-Ainsworth Community Schools Alternative Program: Atlantis Alt. High School. 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: https://goo.gl/DtDsiz or on the school’s website via https://www.carman.k12.mi.us/Page/7287.

    For the 2016-17 year, no new Priority or Focus schools were named; some Priority or Focus schools did exit their status because they met the exit criteria. New Reward schools were identified using school rankings and Beating the Odds information. A Focus school is one that has a large achievement gap between the highest and lowest achieving 30% of schools. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. A Reward school is one that has achieved one or more of the following distinctions: top 5% of schools on the Top-to-Bottom School Rankings, top 5% of schools making the greatest gains in achievement (improvement metric), or “Beating the Odds” by outperforming the school’s predicted ranking and/or similar schools. 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 SY16-17 test data reflects that our 11th grade population averages for their GLEs are as follows:

    Mathematics, >95% Not Proficient; Reading & Writing, 85% Not Proficient.

    Based on our district’s NWEA results, we recognize that our students are behind in the grade skill levels for math and reading on average by 2.5-3.0 grade levels.

    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. Our program’s original intent is to provide an avenue for credit recovery towards grade course accomplishments to return to correct grade or obtain 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, as a positive citizen in the future and remain out of any disciplinary issues while attending our school.

    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:

     

    1. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL: Referral Process from Consortium School Districts that participate in our alternative program
    2. 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 the number of students enrolled for our program.
    3. IDENTIFY HOW TO ACCESS A COPY OF THE CORE CURRICULUM: Pearson’s GradPoint, Grades 7-12 Curriculums. Beginning the 15-16SY, our alternative program provides 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 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:
      1. Recover credits to return to their appropriate grade-level and graduate
      2. Complete credits towards a high school diploma with Atlantis Alternative H.S.
      3. Complete credits at an accelerated pace to graduate ahead of cohort (early) to move onto career or college choices
    4. AGGREGATE STUDENT ACHIEVEMENT RESULTS:
      1. 2016 M-Step

    11th Grade [% of those Tested]

    Advanced

    Proficient

    Partially Proficient

    Not Proficient

     

    ELA

    n/a

    n/a

    n/a

    n/a

    Math

    n/a

    n/a

    n/a

    n/a

    Science

    0

    6

    18

    77

    Social Studies

    0

    6

    82

    12

     

     

    1. 2017 M-Step

    11th Grade [% of those Tested]

    Advanced

    Proficient

    Partially Proficient

    Not Proficient

     

    ELA

    n/a

    n/a

    n/a

    n/a

    Math

    n/a

    n/a

    n/a

    n/a

    Science

    0

    0

    33

    67

    Social Studies

    0

    8

    67

    25

     

    1. IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY PARENTS AT PARENT-TEACHER CONFERENCES: 10%
    2. FOR HIGH SCHOOLS, ONLY ALSO REPORT ON THE FOLLOWING:
      1. The number and percent of Post-Secondary Enrollment, or Dual Enrollment: n/a
      2. The number of College Equivalent Courses Offered (AP/IB Courses): n/a
      3. The number of and percentage of students enrolled in College Equivalent Courses: (AP/IB): n/a
      4. The number of and percentage of students receiving a score leading to a College Credit: n/a

     

    While our school works diligently to provide turnaround opportunities for all in our unique 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 and a few more resources aligned to our program, we are confident we can impact nearly every single student to achieve their learning goals. The Atlantis staff is constantly reviewing all data pertaining to student performance and success to continuously improve the course curriculum and 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. 

    Sincerely,


    Wesley Mayo, Principal

    Atlantis High School

    wmayo@carmanainsworth.org