• January 6, 2020

     

    Dear Parents and Community Members:

    We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2018-19 educational progress for the Carman-Ainsworth Middle 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 Carman-Ainsworth Middle School for assistance.

    The AER is available for you to review electronically by visiting the following web site http://bit.ly/2I23D6p, or you may review a copy in the main office at your child’s school.

    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.

    We were not given a label this year.

    State law requires that we also report additional information:

    1. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL

    a. Carman-Ainsworth enrollment process is as follows. Carman-Ainsworth Middle School is a school of choice Middle School. Prior to acceptance we require from in-district students an enrollment application, updated immunization record, parent driver’s license, residency documents, and student birth certificate.

    b. Prior to acceptance we require from school of choice students an enrollment application, updated immunization record, parent driver’s license, residency documents, student birth certificate, and 2 years of prior disciplinary records. Once these documents are in the hands of the application review committee parents will be contacted and informed of whether or not their student has been accepted.  

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

    a. The comprehensive needs assessment is conducted through Professional Learning Communities throughout the school year. The staff looked at several forms of data: achievement, process, demographic as well as perception data during their PLCs which met 24 times during Late Start Wednesdays. The data was analyzed by staff to notice trends, and make plans on how to adjust the school improvement plan to address gaps. Parents have been surveyed and information was shared at Parent Club meetings. Parent input from surveys as well as informal parent feedback is used to guide administrators and staff on improvements. Near the end of the year, the teachers work in content area groups to review their content area's section of the school improvement plan. Using the data that has been shared throughout the year, they make decisions about things that should remain or things that should change for the following year. The School Improvement Team gathers the information and makes decisions on how to the update the plan. The revised plan is shared with teachers the following August before starting the school year; this begins the process again. The updated plan will also be shared with parents during the Title 1 meeting in the fall.

    b. The results of the comprehensive needs assessments show a need for continued focus on reading strategies to improve NWEA data. We have added additional sections of reading lab and created a writing lab class to support reading goals. Continued work on alignment along with reading intervention support for students should help our students continue to grow. After examining math data, we continue see a downward trend in math scores on the NWEA and M-Step. This process has led us to the conclusion that our current piloted program was not meeting the needs, and therefore we continue to examine other curriculum possibilities. School Climate Survey results from parents and staff show that we need to continue to focus ensuring that behavior supports are in place to create the best environment for teaching and learning. We have added additional administration and have streamlined grade level supports.

    c. The school goals are strongly connected to the priority needs as seen in the needs assessment. The students need to continue to grow in the areas of reading, writing and math. The strengthening of these skills will assist them in the academic areas of science and social studies as well. All teachers are working to adjust assessments to have questions similar to the types of questions that they will see on standardized assessments such as M-Step. Teachers in all content areas will continue to work on literacy strategies to support our goal of improving all students in the area of reading. The school has an additional goal that uses positive behavior support strategies to increase the amount of instructional time all students receive and we will also focus on improving attendance next year as well. These goals all focus on the needs seen in the analysis of the school data.

    d. The school improvement goals address the needs of both the whole school population and those students who are most in need through a tiered system of intervention. The academic goals include a focus on depth of knowledge, improving reading and math, along with increased instructional time. In addition, all of the courses except math have a focus on constructive response mode as part of their goal. These Tier 1 initiatives are supported by Accelerated Critical Reading Intervention and Reading Lab classes for students who are behind grade level. The math teachers focus on more mathematical modeling experiences, teaching problem solving strategies and reinforcing skills with all of their students through the use of ALEKS adaptive support program. These Tier 1 initiatives in math are supported by Math Lab classes for students behind grade level. This tiered system that is focused on literacy and math skills supports both the whole school population in strengthening their skills but also focuses support on the students who need additional reinforcements to be successful. This has been outlined and implemented through our revamped MTSS handbook.

    3. A BRIEF DESCRIPTION OF EACH SPECIALIZED SCHOOL

    a. N/A

    4. 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

    a. Access to a copy of the school’s curriculum, a description of its implementation, and an explanation of the variances from the state model can be found in the counseling offices of Carman-Ainsworth Middle School.

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

    a.   http://bit.ly/2I23D6p

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

    a. 2018-2019

    i. 457/947 parents/guardians attended parent teacher conferences (48%)

    b. 2019-2020

    ii. 399/848 parents/guardians attended parent teacher conferences (47%)

    We, at Carman-Ainsworth Middle School are proud of the hard work and achievement efforts of our students and staff, but we know that we could be better. As a staff, we look forward to continuing the partnership with our community to deliver a school experience that continues to grow in the right direction, preparing students to become lifelong learners and contributing citizens.

    Sincerely,

     

    Taylor Chapman
    Principal, Carman-Ainsworth Middle School