Annual Education Report / C-A Annual Report

February 6, 2023

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER), which provides key information on the 2021-2022 educational progress for the Carman Ainsworth Community Schools and our schools. The AER addresses the complex reporting information required by federal and some requirements of state laws. Our staff is available to help you understand this information. Please contact Mrs. Gina Ryan, Assistant Superintendent, at 810-591-8246 for help if you need assistance.

The Carman-Ainsworth AER is available for you to review electronically by visiting the following web site https://bit.ly/2WCcnpD, or you may review a copy in the main office at your child’s school. Each school will also be communicating their own AER to parents directly.

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 to understand achievement performance within grades and schools, and to make comparisons to district, state, and national achievement benchmarks.

Accountability

The accountability portion of the AER includes only high school graduation rates for Carman-Ainsworth Community Schools.

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
Includes 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

Sec. 1003 School Improvement Funds

Provides information on schools identified to receive additional support.

Review the table below listing our schools. For the 2021-2022 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 a student subgroup performing at the same level as the lowest 5% of all schools in the state. 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.

School Name	Status Label	Key Initiative to Accelerate Achievement
Dillon Elementary	No label	* 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 that follows the Michigan Continuous Improvement Process Professional Learning Communities established to share and implement best practices for student learning Comprehensive Tiered Response to Intervention System (MTSS) Instructional Coach/Reading Interventionist After school support Culturally Proficient Instruction & Seeking Educational Equity and Diversity (SEED) Professional Development *Restorative Practices
Dye Elementary	No label	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 that follows the Michigan Continuous Improvement Process 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
Randels Elementary	No label	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 that follows the Michigan Continuous Improvement Process 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
Rankin Elementary	No label	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 that follows the Michigan Continuous Improvement Process 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
Carman-Ainsworth Middle School	No label	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 that follows the Michigan Continuous Improvement Process 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
Carman-Ainsworth High School	No label	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 that follows the Michigan Continuous Improvement Process 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 ACT Success Workshop After school support Culturally Proficient Instruction Restorative Practices
Atlantis Alternative High School	No label	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 Accelerated learning opportunities for credit recovery Reading/Math Interventionist * 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,

Gina Ryan

Assistant Superintendent

Carman-Ainsworth Community Schools

A Collaborative Community Working Together to Guarantee Learning for Every Student

Annual Education Report

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