Providing Highly-Valued Service Through Leadership, Innovation, and Collaboration

Transcription

1 ~ivingston Providing Highly-Valued Service Through Leadership, Innovation, and Collaboration March 3, 27 Dear Parents and Community Members: We are pleased to present you with the Annual Education Report (AER) which provides key information on the 25-6 educational progress for. 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 Kris Resseguie, Director of Pathway Programs, for assistance. The AER is available for you to review electronically by visiting our website at services/special education/administration and compliance, or you may review a hard copy in our Pathway main office. For the 26-7 year, no new Priority or Focus schools were named across the state; some previously identified Priority or Focus schools did exit their status secondary to meeting 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 3% 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. Presently, has not been identified under any of the above mentioned categories as a Priority or Focus school. An ongoing challenge for LESA center-based programs is to collect data that allows staff to document and analyze curricular gains across our programs. The majority of our data collection is done at the individual student level based on the goals, 425 W. Grand River Ave. Howell, Ml Phone: (57) Fax: (57) R. Michael Hubert, Superintendent

2 Parents and Community Members March 3, 27 Page 2 which address academic standards as well as adaptive daily living and vocational skills. State mandated assessments, such as MI-Access, provides a snapshot of each students' success annually, however, it does not provide a true picture of each students' yearly academic growth. Teachers and administrators continue to create, implement, and refine various tools to collect meaningful data. Given the additional requirement for consideration of student growth within teacher and administrative evaluations, Pathway is moving towards a higher quality self-assessment and monitoring of student progress across programs and services. State law requires that we also report on the following information: PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL Pathway staff members work with our five constituent local school districts and families to provide center-based programs and services to students as determined through the IEP process. Placements in a Program is initiated in collaboration with local school districts, parents, and LESA staff. is located in Howell, MI with additional satellite programs located in Howell Public Schools. THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN For the past 2-years Pathways school improvement plan has been in compliance with state guidelines and had been completed annually. The faculty and staff have a collective commitment to address the needs of students through analyzing data, gathering parent input, completing staff training and implementing best practice strategies. The team also analyzes state reported data through CIMS (Continuous Improvement Monitoring System) to ensure compliance with state and federal special education requirements. recently participated in an AdvancED External Review to further strengthen our commitment to continuous improvement. A BRIEF DESCRIPTION OF EACH SPECIALIZED SCHOOL In addition to our Pathway classroom programs, support services include physical, occupational, speech, and other therapies. Consultant services and behavioral support from program consultants and other professional staff assist students and families with the development of appropriate student behavior and adaptive skills. Assistive technology, health, and other support services also are available. Classroom programs and services are determined based on the needs of each individual student. All of LESA's specialized programs for students provide instruction that emphasizes the development of functional skills necessary for students to become productive adults and community members. These include:

3 Parents and Community Members March 3, 27 Page 3 Communication skills Emotional, social and intellectual skills Environmental awareness Functional academics Independent living skills Personal health habits, self-care, personal safety Physical coordination and motor development Prevocational, vocational and Employability skills CURRICULUM utilizes the Common Core Essential Elements, a modified curriculum aligned with the Michigan Merit Curriculum. Staff members implement the curriculum and individualize it to meet the needs of each student. A copy of the curriculum can be accessed at ,.html. PERCENTAGE OF STUDENTS REPRESENTED BY PARENTS AT PARENT TEACHER CONFERENCES (In this case, Individualized Education Program Team meetings): 24-25: 96% of students were represented by their parents : 96.5% of students were represented by their parents. As I continue in my first year as Superintendent at the Agency I remain inspired by the dedication and hard work of our staff. Parents have been very willing to share their thoughts and ideas in a constructive fashion to help make the Agency a better place for their students to learn. Their counsel has been invaluable. I see great things in the future for our Agency! Educationally yours, <q,u)~ R. Michael Hubert, Superintendent

4 2/5/27 M-STEP Grades 3- Subject Grade Testing Group School Year State Students Proficient District Students Proficient School Students Proficient Advanced Proficient Partially Proficient Not Proficient No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page of 33

5 2/5/27 SAT Location Name School Year Subject Student Group Mean SAT Score Benchmark Met or Exceeded % Met or Exceeded Did Not Meet % Did Not Meet Number Assessed No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 2 of 33

6 2/5/27 MI-Access Functional Independence Subject Grade Testing Group School Year State Students Proficient District Students Proficient School Students Proficient Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 3 of 33

7 2/5/27 MI-Access Supported Independence Subject Grade Testing Group School Year State Students Proficient District Students Proficient School Students Proficient Surpassed Attained Emerging All Students % < < < < < All Students % < < < < < All Students % < < < < < White % < < < < < White % < < < < < White % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < % < < < < < % < < < < < % < < < < < All Students % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 4 of 33

8 2/5/27 MI-Access Supported Independence All Students % < < < < < All Students % < < < < < White % < < < < < White % < < < < < White % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < White % < < < < < White % < < < < < White % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 5 of 33

9 2/5/27 MI-Access Supported Independence White % < < < < < Female % < < < < < Female % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < White % < < < < < White % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 6 of 33

10 2/5/27 MI-Access Supported Independence White % < < < < < White % < < < < < White % < < < < < White % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < % < < < < < % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 7 of 33

11 2/5/27 MI-Access Supported Independence % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 8 of 33

12 2/5/27 MI-Access Participation Subject Grade Testing Group School Year State Students Proficient District Students Proficient School Students Proficient Surpassed Attained Emerging 3rd Grade 3rd Grade 3rd Grade 3rd Grade 3rd Grade 3rd Grade 3rd Grade 3rd Grade 3rd Grade 3rd Grade 3rd Grade 3rd Grade 3rd Grade All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < White % < < < < < White % < < < < < White % < < < < < White % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Male % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 9 of 33

13 2/5/27 MI-Access Participation 3rd Grade Male % < < < < < 3rd Grade % < < < < < 3rd Grade % < < < < < 3rd Grade % < < < < < 3rd Grade % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < White % < < < < < White % < < < < < White % < < < < < White % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page of 33

14 2/5/27 MI-Access Participation White % < < < < < White % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page of 33

15 2/5/27 MI-Access Participation % < < < < < % < < < < < % < < < < < % < < < < < % < < < < < 5th Grade 5th Grade 5th Grade 5th Grade 5th Grade 5th Grade 5th Grade 5th Grade 5th Grade 5th Grade All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < White % < < < < < White % < < < < < White % < < < < < White % < < < < < Female % < < < < < Female % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 2 of 33

16 2/5/27 MI-Access Participation 5th Grade 5th Grade 5th Grade 5th Grade Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < 5th Grade % < < < < < 5th Grade % < < < < < 5th Grade % < < < < < 5th Grade % < < < < < 6th Grade 6th Grade 6th Grade 6th Grade 6th Grade 6th Grade 6th Grade All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < White % < < < < < White % < < < < < White % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 3 of 33

17 2/5/27 MI-Access Participation 6th Grade 6th Grade 6th Grade 6th Grade 6th Grade 6th Grade 6th Grade White % < < < < < Female % < < < < < Female % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < 6th Grade % < < < < < 6th Grade % < < < < < 6th Grade % < < < < < 6th Grade % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 4 of 33

18 2/5/27 MI-Access Participation All Students % < < < < < All Students % < < < < < White % < < < < < White % < < < < < White % < < < < < White % < < < < < White % < < < < < White % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Male % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 5 of 33

19 2/5/27 MI-Access Participation Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < % < < < < < % < < < < < % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < White % < < < < < White % < < < < < White % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 6 of 33

20 2/5/27 MI-Access Participation White % < < < < < Female % < < < < < Female % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < All Students % < < < < < White % < < < < < White % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 7 of 33

21 2/5/27 MI-Access Participation White % < < < < < White % < < < < < White % < < < < < White % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < % < < < < < % < < < < < % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 8 of 33

22 2/5/27 Accountability Details Subject Data Testing Group Subject State Tested Total State Proficient District Tested Total District Proficient* School Tested Total School Proficient** All Students 98.7% 69.6% 93.6% <3 93.6% <3 All Students 98.6% 62.% 93.6% <3 93.6% <3 All Students 98.% 5.% <3 <3 <3 <3 All Students Social Studies 98.% 59.3% N/A N/A N/A N/A Bottom 3% N/A 25.% N/A <3 N/A <3 Bottom 3% N/A 9.% N/A <3 N/A <3 Bottom 3% N/A 9.8% N/A <3 N/A <3 Bottom 3% Social Studies N/A 3.3% N/A N/A N/A N/A American Indian or Alaska Native American Indian or Alaska Native American Indian or Alaska Native American Indian or Alaska Native 98.4% 63.4% N/A N/A N/A N/A 98.4% 55.9% N/A N/A N/A N/A 98.% 46.3% N/A N/A N/A N/A Social Studies 97.3% 54.5% N/A N/A N/A N/A Asian 99.3% 84.3% N/A N/A N/A N/A Asian 99.4% 83.7% N/A N/A N/A N/A Asian 99.3% 65.5% N/A N/A N/A N/A Asian Social Studies 99.3% 76.% N/A N/A N/A N/A Black or African American Black or African American Black or African American Black or African American Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race 97.7% 46.9% N/A N/A N/A N/A 97.4% 37.3% N/A N/A N/A N/A 96.5% 23.9% N/A N/A N/A N/A Social Studies 96.6% 33.6% N/A N/A N/A N/A 98.8% 6.8% N/A N/A N/A N/A 98.8% 5.% N/A N/A N/A N/A 98.% 36.7% N/A N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 9 of 33

23 2/5/27 Accountability Details Subject Data Hispanic of Any Race Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Two or More Races Two or More Races Two or More Races Two or More Races Social Studies 98.% 47.7% N/A N/A N/A N/A 99.5% 72.4% N/A N/A N/A N/A 99.7% 65.9% N/A N/A N/A N/A 99.7% 59.6% N/A N/A N/A N/A Social Studies 99.6% 65.7% N/A N/A N/A N/A 98.9% 67.8% N/A N/A N/A N/A 98.7% 59.2% N/A N/A N/A N/A 98.5% 45.2% N/A N/A N/A N/A Social Studies 98.5% 57.3% N/A N/A N/A N/A White 99.% 75.6% 93.6% <3 93.6% <3 White 98.9% 68.4% 93.6% <3 93.6% <3 White 98.6% 57.% <3 <3 <3 <3 White Social Studies 98.5% 65.8% N/A N/A N/A N/A English Language Learners English Language Learners 98.3% 56.8% <3 <3 <3 <3 98.2% 48.5% <3 <3 <3 <3 97.5% 35.% <3 <3 <3 <3 Social Studies 97.5% 43.9% N/A N/A N/A N/A 98.8% 49.5% N/A N/A N/A N/A 99.% 48.4% N/A N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 2 of 33

24 2/5/27 Accountability Details Subject Data English Language Learners English Language Learners Students With Disabilities Students With Disabilities Students With Disabilities Students With Disabilities 98.5% 22.% N/A N/A N/A N/A Social Studies 98.2% 3.9% N/A N/A N/A N/A 97.2% 4.% 93.6% <3 93.6% <3 97.% 36.5% 93.6% <3 93.6% <3 97.% 26.5% <3 <3 <3 <3 Social Studies 96.6% 3.8% N/A N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 2 of 33

25 2/5/27 Accountability Details Graduation Data Student Group Statewide District School All Students 79.79% N/A N/A American Indian or Alaska Native 7.88% N/A N/A Asian 9.77% N/A N/A Black or African American 67.3% N/A N/A Hispanic of Any Race 72.7% N/A N/A Native Hawaiian or Other Pacific Islander 76.67% N/A N/A Two or More Races 74.74% N/A N/A White 83.48% N/A N/A Female 83.76% N/A N/A Male 76.% N/A N/A 67.48% N/A N/A English Language Learners 72.4% N/A N/A Students With Disabilities 57.2% N/A N/A Bottom 3% N/A N/A N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 22 of 33

26 2/5/27 Accountability Details Attendance Data Student Group Statewide District School All Students 94.32% 88.75% 88.75% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 23 of 33

27 2/5/27 Accountability Status District Data District Name Status Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 24 of 33

28 2/5/27 Accountability Status School Data School Name Status Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score Pathway School Green 2 Green 2 Green 2 Yellow 6 A service of the Center for Educational Performance and Information (CEPI) Page 25 of 33

29 2/5/27 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D. 2 6 Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g., percentage of teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers Teacher Quality - Class School Aggregate High-Poverty Schools Low-Poverty Schools age of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.% N/A.% Teacher Quality - Provisional Certification age of Public Elementary and Secondary School Teachers in the School with Emergency Certification.% A service of the Center for Educational Performance and Information (CEPI) Page 26 of 33

30 2/5/27 NAEP Grade 4 Math of Students below Basic Basic Proficient Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African American Hispanic Asian American Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races # &# &#8225 Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 25 Achievement A service of the Center for Educational Performance and Information (CEPI) Page 27 of 33

31 2/5/27 NAEP Grade 8 Math of Students below Basic Basic Proficient Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African American Hispanic Asian American Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races # # 4 32 Student classified as having a disability SD Not SD # 7 Student is an English Language Learner ELL Not ELL Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 25 Achievement A service of the Center for Educational Performance and Information (CEPI) Page 28 of 33

32 2/5/27 NAEP Grade 2 Math of Students below Basic Basic Proficient Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African American Hispanic Asian American Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 25 Achievement A service of the Center for Educational Performance and Information (CEPI) Page 29 of 33

33 2/5/27 NAEP Grade 4 Reading of Students below Basic Basic Proficient Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African American Hispanic Asian American Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races # Student classified as having a disability SD Not SD # 6 Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 25 Reading Assessment A service of the Center for Educational Performance and Information (CEPI) Page 3 of 33

34 2/5/27 NAEP Grade 8 Reading of Students below Basic Basic Proficient Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or Afican American Hispanic Asian/Native Hawaiian or Pacific Islander American Indian or Alaska Native Two or More Races &#35 3 Student classified as having a disability SD Not SD # 3 Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 25 Reading Assessment # 3 A service of the Center for Educational Performance and Information (CEPI) Page 3 of 33

35 2/5/27 NAEP Grade 2 Reading of Students below Basic Basic Proficient Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African American Hispanic Asian American Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 25 Reading Assessment A service of the Center for Educational Performance and Information (CEPI) Page 32 of 33

36 2/5/27 NAEP Participation Data Grade Subject Participation Rate for Students with Disabilities Standard Error Participation Rate for Limited English Proficient Students Standard Error 4 Math Reading Math Reading A service of the Center for Educational Performance and Information (CEPI) Page 33 of 33