INSERT SCHOOL NAME ANNUAL EDUCATION REPORT

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INSERT SCHOOL NAMEANNUAL EDUCATION REPORT

• 2005 - 2006

Insert Vision Statement here (optional)
Insert your school logo here (optional)
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LEADERSHIP STAFF
Superintendent Insert Name Here Assistant
Superintendent Insert Name Here Principal I
nsert Name Here School Improvement Chair Insert
Name Here Business Manager Insert Name Here
2005-2006 Board of Education
President Insert Name Here Trustee Insert
Name Here Secretary Insert Name Here Trustee
Insert Name Here Treasurer Insert Name Here
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Table of Contents (page 1)

• Accreditation Status
• Adequate Yearly Progress (AYP)
• Graduation Rate and/or Student Attendance Rate
• Retention Rates
• Comparison of Groups with States Annual
• Measurable Objective ELA
• Comparison of Groups with States Annual
• Measurable Objective Math
• Trend In Achievement Tracker
• ELA (Tracker)
• Reading (Tracker)
• Writing (Tracker)

• Trend in Achievement Non-Tracker (continued)
• Math (Non-Tracker)
• Science (Non-Tracker)
• Social Studies (Non-Tracker
• Aggregate Student Achievement by Proficiency
• Level by Subgroup
• ELA
• Reading
• Writing
• Math
• Science
• Social Science
• Aggregate Student Achievement by Proficiency
• Level by Subgroup
• ELA (Non-Tracker)

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Table of Contents (page 2)

• Other Student Achievement Data
• Points of Pride
• School Improvement Plan
• Overview
• ELA
• Reading
• Writing
• Math
• Science
• Social Science
• School Improvement Evaluation Process
• English Proficiency Gains
• Parent Involvement

• Safe Schools (Optional)
• Advanced Placement (Optional)
• Required High School Components
• Dual Enrollment
• Core Curriculum
• ELA
• Math
• Science
• Social Science
• Equitable Access
• Variances
• Teacher Qualifications

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Accreditation Status

• Provide a brief description of your buildings
  current accreditation status including your Ed
  YES! Grades.
• Include Education YES! Status and other
  information about alternate accreditation systems
  you may be involved in (NCA, Baldridge, etc.)
• Locate this information at www.michigan.gov/mde
  and then follow the links for the school report
  card.

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Adequate Yearly Progress (AYP) Data

• Describe briefly your current AYP status.
• If identified for improvement, designate the
  priority area and the Phase you are in.
• If you are completing this report for more than
  one building, be sure to include this information
  for all buildings.

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Graduation Rate and/or Student Attendance Rate
Insert a brief narrative addressing your findings
as to your graduation rate (HS) or attendance
rate as evidenced by the data above.
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Retention Rates
Compare the current retention rates to the
previous years retention rates. Delete this box
when finished.
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Describe your average class size in each grade.
Delete this box when finished.
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Comparison of Groups with States Annual
Measurable Objectives ELA

• Provide information as to performance of each
  aggregate group with the States Annual
  Measurable Objective as designated below. Delete
  this box when you have finished. This
  information can be found on your Michigan School
  Report Card.

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Comparison of Groups with States Annual
Measurable Objectives Math

• Provide information as to the performance of each
  aggregate group with the States Annual
  Measurable Objective as designated below. Delete
  this box when you have finished. This
  information can be found on your Michigan School
  Report Card.

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Trend in Student Performance on State
Assessments ELA

• Quick finder PLPL for English Language Arts at
  www.mitracker.us
• Those that are not MI Tracker users can enter the
  information on the slides following the MI
  Tracker section

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Trend in Student Performance on State
Assessments Reading

• Quick finder PLPL for Reading at www.mitracker.us

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Trend in Student Performance on State
Assessments Writing

• Quick finder PLPL for Writing at www.mitracker.us

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Trend in Student Performance on State
Assessments Math

• Quick finder PLPL for Mathematics at
  www.mitracker.us

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Trend in Student Performance on State
Assessments Science

• Quick finder PLPL for Science at www.mitracker.us

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Trend in Student Performance on State
Assessments Social Science

• Quick finder PLPL for Social Science at
  www.mitracker.us

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Two Year Trend in Achievement English Language
Arts
Provide a brief description/narrative about your
trend in achievement as evidenced by the data
provided above.
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Two Year Trend in Achievement Reading
Provide a brief description/narrative about your
trend in achievement as evidenced by the data
provided above.
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Two Year Trend in Achievement Writing
Provide a brief description/narrative about your
trend in achievement as evidenced by the data
provided above.
Table Of Contents
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Two Year Trend in Achievement Math
Provide a brief description/narrative about your
trend in achievement as evidenced by the data
provided above.
Table Of Contents
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Two Year Trend in Achievement Science
Provide a brief description/narrative about your
trend in achievement as evidenced by the data
provided above.
Table Of Contents
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Two Year Trend in Achievement Social Science
Provide a brief description/narrative about your
trend in achievement as evidenced by the data
provided above.
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Aggregate Student Achievement by Proficiency
Level by Subgroup ELA
MI Tracker users can insert a graphic display of
this data by accessing the Quick Finder report
PSCSDS for the past two years in each content
area and inserting each of the graphs on the
slides provided. or Enter the data obtained from
those graphs on the charts provided on the next
slides
Table Of Contents
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Aggregate Student Achievement by Proficiency
Level by Subgroup Reading
MI Tracker users can insert a graphic display of
this data by accessing the Quick Finder report
PSCSDS for the past two years in each content
area and inserting each of the graphs on the
slides provided. or Enter the data obtained from
those graphs on the charts provided on the next
slides
Table Of Contents
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Aggregate Student Achievement by Proficiency
Level by Subgroup Writing
MI Tracker users can insert a graphic display of
this data by accessing the Quick Finder report
PSCSDS for the past two years in each content
area and inserting each of the graphs on the
slides provided. or Enter the data obtained from
those graphs on the charts provided on the next
slides
Table Of Contents
26
Aggregate Student Achievement by Proficiency
Level by Subgroup Math
MI Tracker users can insert a graphic display of
this data by accessing the Quick Finder report
PSCSDS for the past two years in each content
area and inserting each of the graphs on the
slides provided. or Enter the data obtained from
those graphs on the charts provided on the next
slides
Table Of Contents
27
Aggregate Student Achievement by Proficiency
Level by Subgroup Social Science
MI Tracker users can insert a graphic display of
this data by accessing the Quick Finder report
PSCSDS for the past two years in each content
area and inserting each of the graphs on the
slides provided. or Enter the data obtained from
those graphs on the charts provided on the next
slides
Table Of Contents
28
Aggregate Student Achievement by Proficiency
Level by Subgroup Social Science
MI Tracker users can insert a graphic display of
this data by accessing the Quick Finder report
PSCSDS for the past two years in each content
area and inserting each of the graphs on the
slides provided. or Enter the data obtained from
those graphs on the charts provided on the next
slides
Table Of Contents
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Student Achievement by Subgroups as compared to
the District State for two years ELA
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Student Achievement by Subgroups compared to
District State for two years Reading
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Student Achievement by Subgroups as compared to
the District State for two years Writing
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Student Achievement by Subgroups as compared to
the District State for two years Mathematics
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Student Achievement by Subgroups as compared to
the District State for two years Science
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Student Achievement by Subgroups as compared to
the District State for two years Social
Science
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Other Student Achievement Data

• On this page include data other than MEAP. Be
  sure to provide a narrative description of what
  this data is telling you.
• Insert graphic displays of locally administered
  student test data (i.e. common grade level
  assessments, district milestone assessments) for
  this year and the previous year. Include data
  from the assessments for students in grades 1 5
  if not reported elsewhere.
• Enter any other achievement information (i.e.,
  gifted and talented, mobility) that the community
  might be interested in knowing. (optional)

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Insert School Name Points of Pride
Describe general information that the community
might be interested in knowing about your school
(ie. Partnerships, community service projects,
Blue Ribbon status, etc.) If your school could
be considered a specialty school, describe its
characteristics here.
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School Improvement Plan

• Describe how the evaluation of data and the
  currents years school improvement process led
  your School Improvement Team to select your
  building's improvement objectives in the core
  academic curriculum for the next school year. The
  description must be from the current school year.
  
• How was this years school improvement process
  similar or different from last years process?
  Enter a comparison here.
• Enter any other information about your buildings
  School Improvement Plan or process the community
  might be interested in knowing. (optional)
• Address the status of the core curriculum in your
  building.

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Improvement Implementation Plan English Language
Arts
Describe your implementation plan for the core
academic improvement objectives identified in
your school improvement process. You may choose
to describe your overall curricular
implementation plan or you may choose to describe
the plan in each content area. Slides are
provided for each content area if this is the
format desired.
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Improvement Implementation Plan Reading

• Describe your implementation plan for the core
  academic improvement objectives identified in
  your school improvement process. You may choose
  to describe your overall curricular
  implementation plan or you may choose to describe
  the plan in each content area. Slides are
  provided for each content area if this is the
  format desired.

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Improvement Implementation Plan Writing
Describe your implementation plan for the core
academic improvement objectives identified in
your school improvement process. You may choose
to describe your overall curricular
implementation plan or you may choose to describe
the plan in each content area. Slides are
provided for each content area if this is the
format desired.
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Improvement Implementation Plan Math
Describe your implementation plan for the core
academic improvement objectives identified in
your school improvement process. You may choose
to describe your overall curricular
implementation plan or you may choose to describe
the plan in each content area. Slides are
provided for each content area if this is the
format desired.
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Improvement Implementation Plan Science
Describe your implementation plan for the core
academic improvement objectives identified in
your school improvement process. You may choose
to describe your overall curricular
implementation plan or you may choose to describe
the plan in each content area. Slides are
provided for each content area if this is the
format desired.
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43
Improvement Implementation Plan Social Science
Describe your implementation plan for the core
academic improvement objectives identified in
your school improvement process. You may choose
to describe your overall curricular
implementation plan or you may choose to describe
the plan in each content area. Slides are
provided for each content area if this is the
format desired.
Table Of Contents
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School Improvement Evaluation Process
In this textbox, answer the question, Did our
School Improvement plan do what it set out to
do? Describe the evaluation process that led
you to this conclusion. How was this years
school improvement process similar or different
from last years process? Enter comparison here.
Enter any other information about your
buildings School Improvement Plan or process
that the community might be interested in
knowing. (Optional)
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English Proficiency Gains
Describe briefly the gains you have made in
English Proficiency in the past year as evidenced
by the data provided above.
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Parent Involvement
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Parent Involvement Policy
Insert the schools parent involvement policy
which is now required by all buildings and
districts. Describe the extent and type of
parent involvement in your school. (Optional)
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Safe Schools (Optional)
School Violence State the incidence of school
violence.
Student Drug and Alcohol Abuse State the
incidence of drug and alcohol abuse.
Student Suspensions Describe the number,
percentage and types of suspensions.
Student Expulsions Describe the number,
percentage and types of expulsions.
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Advanced Placement (Optional)
Completion State the percentage of student
completing Advanced Placement or International
Baccalaureate courses Courses Describe the
Advanced Placement or International Baccalaureate
courses. Passing Rate State the passing rate
for students taking Advanced Placement or
International Baccalaureate tests
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Additional Required High School Criteria
Dual Enrollment State the number and percentage
of students who received college credit through
dual enrollment for this and the previous
year. Courses Offered State the number and
description of college equivalent courses (I.e.,
AP courses) OFFERED this year and the previous
year. Enrollment State the number and
percentage of pupils ENROLLED in college level
equivalent courses (I.e., AP courses),
disaggregated by grade for this year and the
previous year. College Level Equivalency Credit
Exam State the number and percentage of pupils
enrolled in college level equivalent courses
(I.e. AP courses) who took a college level
equivalency credit exam this year and the
previous year. College Credit State the number
and percentage of pupils who took a college level
equivalency exam (I.e., AP Courses) and those who
achieved a score to receive college credit this
year and the previous year. OR
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Core Curriculum ELA

• Describe how the Michigan Curriculum Framework,
  Grade Level Content Expectations, and/or High
  School Content Expectations for each content area
  are implemented in the district for the current
  year and for the previous year. Include the
  following components
• Process for development
• Process for curriculum alignment
• Address the use of data in this process

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52
Core Curriculum Math

• Describe how the Michigan Curriculum Framework,
  Grade Level Content Expectations, and/or High
  School Content Expectations for each content area
  are implemented in the district for the current
  year and for the previous year. Include the
  following components
• Process for development
• Process for curriculum alignment
• Address the use of data in this process

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Core Curriculum Science

• Describe how the Michigan Curriculum Framework,
  Grade Level Content Expectations, and/or High
  School Content Expectations for each content area
  are implemented in the district for the current
  year and for the previous year. Include the
  following components
• Process for development
• Process for curriculum alignment
• Address the use of data in this process

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54
Core Curriculum Social Studies

• Describe how the Michigan Curriculum Framework,
  Grade Level Content Expectations, and/or High
  School Content Expectations for each content area
  are implemented in the district for the current
  year and for the previous year. Include the
  following components
• Process for development
• Process for curriculum alignment
• Address the use of data in this process

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Core Curriculum Equitable Access
Enter a description of how pupils are ensured
equitable access to appropriate instruction in
the core academic curriculum, how ALL pupils have
the same opportunities to learn the core
curriculum. (Address the process you have used
to begin to align the special education
curriculum with the general education curriculum
to ensure access.)
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Core Curriculum Variances
Each building must describe the variances, if
any, from the Michigan Curriculum Framework.
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Teacher Qualifications
Under No Child Left Behind (NCLB), districts are
required to publish the professional
qualifications of its teachers. Names of
individual teachers do not need to be shared in
the Annual Education Report.
Certificates and Advanced Degrees Enter the
percentages of teachers in your building who hold
the different types of teaching certificates and
advanced degrees. You may wish to insert tables
in these areas.
Emergency or Provisional Credentials Enter the
percentage of teachers in your building teaching
with emergency or provisional credentials.
Teacher Status Enter the percentage of classes
NOT taught by highly qualified teachers. The
district must disaggregate this data by high
poverty compared to low poverty schools. Of the
teachers not considered high qualified under
NCLB, indicate what percent plan to become highly
qualified by 2005 - 2006. (Optional)
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Teacher Qualifications
Under No Child Left Behind (NCLB), districts are
required to publish the professional
qualifications of its teachers. Names of
individual teachers do not need to be shared in
the Annual Education Report.
Highly Qualified Progress Plan Each district
must have a lpan to ensure that all of its
teachers are highly qualified by 2005 - 2006.
State how your building is making annual progress
towards Michigans objective.
Parent Notification point of Contact Every
parent has the right to know the particular
teacher qualifications of his/her childs
teacher(s). The districts must notify parents of
this right to know provision. It is recommended
that there be a single point of contact in the
district for the dissemination of this
information. Insert districts parent
notification and point of contact.
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