• May 21, 2018  

    Dear Parents and Community Members:

    We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2016-17 educational progress for Carman-Ainsworth 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 about the AER, please contact the building principal for assistance.

    The AER is available for you to review electronically by visiting the following web site https://goo.gl/vqtHLH, or you may review a copy in the main office at your child’s school.

    For the 2016-17 school year, schools were identified using new 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.  Some schools are not identified with any of these labels. In these cases, no label is given. Carman-Ainsworth High School has not been given one of these labels.

    Carman-Ainsworth High School works to meet the needs of all students. According to test data, there are gaps in performance between our subgroups which we are working toward improving, and which continue to be a focus for our school. We are confident, with all of our planned work ahead that we will continue to make strides in providing our students with a quality education at CAHS. In order to increase achievement and to support our students, we offer co-taught/teamed core academic courses, interventions in math and reading, in-class and after-school tutoring, credit recovery courses before and after school. In addition, we use an on-line gradebook and attendance program which is accessible to students and parents at any time.

    We will continue moving forward with high expectations while searching for ways to improve student achievement. We will continue implementing rigor to our curriculum and instruction while creating interventions for students who need support. We will address our achievement gaps through implementation of our School Improvement Plan to ensure that all students have the opportunity to experience many successes. Carman-Ainsworth High School is a great place for learning, with a wide variety of opportunities, and we will continue to expect nothing but the best from our students and staff. 

    Sincerely,

     

    Deborah M. Davis, Ed.S.

    Principal

     

     

    State law requires that we also report additional information.

     

    1. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL

    Resident students live within the district boundaries or have been accepted as Section 105 State Limited Choice students for 2015-2016 and for 2016-2017. Additionally, a few students attend our school from outside the district through our Employee Choice Program or through Superintendent’s release. Carman-Ainsworth Community Schools has a policy and process for School of Choice requests which is available through the Central Administration Office or at www.carman.k12.mi.us on the district home page.

     

    1. THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN

    The CAHS staff continues to review and revise our School Improvement Plan (SIP) each year. The 2016-2017 School Improvement Goals are:

    • To continue to develop literacy, math, science and social studies skills through improvement of instruction in order to increase academic achievement.
    • To increase the use of technology to improve student literacy and math skills, assist teachers in differentiating instruction, and improve student engagement.
    • All students will increase the amount of instructional time they receive in the classroom.

    All schools in our district, including the high school, were awarded accreditation by AdvancEd in 2013-2014, the first year in our five year cycle with accreditation expiring in June, 2019.

    1. A BRIEF DESCRIPTION OF EACH SPECIALIZED SCHOOL

     

    • Atlantis High School: Atlantis is an alternative high school supported by Carman-Ainsworth Community Schools, serving grades 9 to 12. The student body is drawn from Bendle, Carman-Ainsworth and Flushing High Schools. Courses are provided with a blended learning environment with certified teachers on staff in a computer based learning environment.
    • Carman-Ainsworth – Baker Career Academy: The Carman-Ainsworth-Baker Career Academy is a high school/early college partnership between Carman-Ainsworth Community Schools, Bendle Public Schools, and Baker College of Flint. The Baker Career Academy is a unique high school designed for students who are highly motivated to complete the Michigan Merit Curriculum (MMC) through an exceptional program that emphasizes academics and career preparation. The Academy offers rigorous and relevant academic and career preparation in a setting that reflects high expectations, demands strong student commitment and meets MMC guidelines.
       
    • Genesee Career Institute (GCI): The Genesee Career Institute (GCI) provides instruction for 11th and 12th graders for a portion of the day with career-technical training for students with approximately 40 different programs available. 
    • GenNET Distance Learning Lab: The GenNET system is a fiber optic network that provides unique courses from certified teachers in county districts using technology to allow students to take courses on-site.
    • Carman-Ainsworth STEM Early College: The C-A STEM Early College is a program within the school offering 11th through 13th grade students the opportunity to earn college credits in collaboration with The University of Michigan-Flint. Students are enrolled one additional year, and graduate one year beyond their cohort, meeting high school graduation requirements and approximately 50 college credits toward a degree program.

     

    1. IDENTIFY HOW TO ACCESS A COPY OF THE CORE CURRICULUM, A DESCRIPTION OF ITS IMPLEMENTATION, AND AN EXPLANATION OF THE VARIANCES FROM THE STATE’S MODEL

    Carman-Ainsworth High School’s curriculum is developed and implemented based on the Michigan Merit Curriculum and aligned with the Common Core Standards and Michigan High School expectations. Information regarding the core curriculum is contained in the Carman-Ainsworth Course Description booklet. The only variances from the state model require a personal curriculum for students on an individualized basis. For more information on curriculum, please contact the building principal.

     

    1. THE AGGREGATE STUDENT ACHIEVEMENT RESULTS FOR ANY LOCAL COMPETENCY TESTS OR NATIONALLY NORMED ACHIEVEMENT TESTS

    For local assessments, Carman-Ainsworth High School used STAR testing for Math and Reading as a screener in 2015-2016 and began using NWEA for Reading and Math in 2016-2017. NWEA provides assessment reports for grades 9 through 11 which changes the total number of students reported. In addition, we use common assessments developed by content area Professional Learning Communities in order to evaluate data and improve instruction.

     

    2015-2016 School Year:  The STAR Test percentile distribution summary for each subject can be found in the tables below:

    STAR Math 2015-2016

    Percentile

    Students (n=1419)

    Percent

    Below 25th

    537

    38%

    25th to 49th

    361

    25%

    50th to 74th

    310

    22%

    75th & Above

    211

    15%

     

    STAR Reading 2015-2016

    Percentile

    Students (n=1295)

    Percent

    Below 25th

    608

    47%

    25th to 49th

    342

    26%

    50th to 74th

    221

    17%

    75th & Above

    124

    10%

     

    2016-2017 School Year:  The NWEA MAP Testing percentile distribution summary for each subject can be found in the tables below:

    NWEA Math 2016-2017

    Percentile

    Students (n=993)

    Percent

    Below 21st

    260

    26%

    21st to 40th

    262

    26.4%

    41st to 60th

    222

    22.4%

    61st to 80th

    158

    16%

    Above 80th

    91

    9.2%

     

    NWEA Reading 2016-2017

    Percentile

    Students(n=890)

    Percent

    Below 21st

    185

    20.8%

    21st to 40th

    149

    16.8%

    41st to 60th

    213

    23.9%

    61st to 80th

    212

    23.9%

    Above 80th

    131

    14.7%

     

    In addition, the AER/Combined Report to address state assessments is available at https://goo.gl/vqtHLH.

     

    1. IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY PARENTS AT PARENT-TEACHER CONFERENCES

    2015-2016 School Year:

    573 parents attended fall 2015-2016 Parent-Teacher Conferences representing 40% of students.

    388 parents attended spring 2015-2016 Parent-Teacher Conferences representing 28% of students.

     

    2016-2017 School Year:

    396 parents attended fall 2016-2017 Parent-Teacher Conferences representing 30% of students.

    349 parents attended spring 2016-2017 Parent-Teacher Conferences representing 27% of students.

     

    1. FOR HIGH SCHOOLS, ONLY ALSO REPORT ON THE FOLLOWING:

    a.) THE NUMBER AND PERCENT OF POSTSECONDARY ENROLLMENTS (DUAL ENROLLMENT)

     

    2015-2016 School Year:  62 students (4.41%) Postsecondary Enrollments

    2016-2017 School Year:  66 students (4.59%) Postsecondary Enrollments

     

    b.)  THE NUMBER OF COLLEGE EQUIVALENT COURSES OFFERED (AP/IB)

    CAHS also offers students college equivalent courses called Advanced Placement (AP) Courses. Courses offered include the following: AP Calculus, AP Chemistry, AP English, AP U.S. History, AP World History, AP Psychology, AP Physics, and AP Biology.

                                                

    2015-2016 School Year: Seven (7) of the eight (8) courses were offered, with the exception of AP Physics.

    2016-2017 School Year: Seven (7) of the eight (8) courses were offered, with the exception of AP Physics.

     

    c.) THE NUMBER AND PERCENTAGE OF STUDENTS ENROLLED IN COLLEGE EQUIVALENT COURSES (AP/IB)

     

    2015-2016 School Year:  147 students took one or more AP courses (10.46% of school enrollment)

    2016-2017 School Year: 156 students took one or more AP courses (10.86% of school enrollment)

     

    d.) THE NUMBER AND PERCENTAGE OF STUDENTS RECEIVING A SCORE LEADING TO COLLEGE CREDIT

     

    2015-2016 School Year: 41 students taking the Advanced Placement classes/exams passed at least one AP test earning college credit.  In addition, 65 students earned college credit through dual enrollment.  This represents 7.36% of the school enrollment for 2015-2016.*

    *This is a revision from the 2015-2016 AER adding the dual enrollment credits earned.

     

    2016-2017 School Year: 33 students taking the Advanced Placement classes/exams passed at least one AP test earning college credit. In addition, 66 students earned college credit through dual enrollment. This represents 6.89% of the school enrollment for 2016-2017.*