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INSERT SCHOOL NAME ANNUAL EDUCATION REPORT 2005 - 2006 Insert Vision Statement here (optional) Insert your school logo here (optional) LEADERSHIP STAFF Superintendent: Insert Name Here Assistant Superintendent: Insert Name Here Principal: Insert Name Here

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Insert school name annual education report l.jpg

INSERT SCHOOL NAMEANNUAL EDUCATION REPORT

2005 - 2006

Insert Vision Statement here (optional)

Insert your school logo here (optional)


Leadership staff l.jpg
LEADERSHIP STAFF

Superintendent: Insert Name Here

Assistant Superintendent: Insert Name Here

Principal: Insert 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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Accreditation Status

Adequate Yearly Progress (AYP)

Graduation Rate and/or Student Attendance Rate

Retention Rates

Comparison of Groups with State’s Annual

Measurable Objective: ELA

Comparison of Groups with State’s Annual

Measurable Objective: Math

Trend In Achievement: Tracker

ELA (Tracker)

Reading (Tracker)

Writing (Tracker)

Math (Tracker)

Science (Tracker)

Social Science (Tracker)

Trend in Achievement: Non-Tracker

ELA (Non-Tracker)

Reading (Non-Tracker)

Writing (Non-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)

Reading (Non-Tracker)

Writing (Non-Tracker)

Math (Non-Tracker)

Science (Non-Tracker)

Social Science (Non-Tracker)

Table of Contents (page 1)


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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

Parent Involvement Policy

Safe Schools (Optional)

Advanced Placement (Optional)

Required High School Components

Dual Enrollment

Core Curriculum

ELA

Math

Science

Social Science

Equitable Access

Variances

Teacher Qualifications

Table of Contents (page 2)


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Accreditation Status

  • Provide a brief description of your building’s 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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Contents


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Retention Rates

Compare the current retention rates to the previous year’s 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 State’s Annual Measurable Objectives: ELA

  • Provide information as to performance of each aggregate group with the State’s 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 State’s Annual Measurable Objectives: Math

  • Provide information as to the performance of each aggregate group with the State’s 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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Contents


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Trend in Student Performance on State Assessments: ELA Objectives: Math

  • 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 Objectives: Math

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

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Contents


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Trend in Student Performance on State Assessments: Writing Objectives: Math

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

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Contents


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Trend in Student Performance on State Assessments: Math Objectives: Math

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

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Of

Contents


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Trend in Student Performance on State Assessments: Science Objectives: Math

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

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Of

Contents


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Trend in Student Performance on State Assessments: Social Science

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

Table

Of

Contents


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Two Year Trend in Achievement: English Language Arts Science

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 Science

Provide a brief description/narrative about your trend in achievement as evidenced by the data provided above.

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Of

Contents


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Two Year Trend in Achievement: Writing Science

Provide a brief description/narrative about your trend in achievement as evidenced by the data provided above.

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Of

Contents


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Two Year Trend in Achievement: Math Science

Provide a brief description/narrative about your trend in achievement as evidenced by the data provided above.

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Of

Contents


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Two Year Trend in Achievement: Science Science

Provide a brief description/narrative about your trend in achievement as evidenced by the data provided above.

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Of

Contents


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Two Year Trend in Achievement: Social Science 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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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

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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

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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


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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


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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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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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Contents


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Table & State for two years: ELA

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Contents

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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Contents


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Student Achievement by Subgroups as compared to the District & State for two years: Mathematics

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Contents


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Student Achievement by Subgroups as compared to the District & State for two years: Science

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Contents


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Student Achievement by Subgroups as compared to the District & State for two years: Social Science

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Contents


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Other Student Achievement Data & State for two years: Social Science

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 & State for two years: Social SciencePoints of Pride

Describe generalinformation 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 & State for two years: Social Science

  • Describe how the evaluation of data and the current’s year’s 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 year’s school improvement process similar or different from last year’s process? Enter a comparison here.

  • Enter any other information about your building’s 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 & State for two years: 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.

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Improvement Implementation Plan: Reading & State for two years: 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.

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Of

Contents


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Improvement Implementation Plan: Writing & State for two years: 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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Improvement Implementation Plan: Math & State for two years: 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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Improvement Implementation Plan: Science & State for two years: 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.

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Of

Contents


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Improvement Implementation Plan: Social Science & State for two years: 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.

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Contents


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School Improvement Evaluation Process & State for two years: Social Science

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 year’s school improvement process similar or different from last year’s process? Enter comparison here.

Enter any other information about your building’s School Improvement Plan or process that the community might be interested in knowing. (Optional)

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Contents


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English Proficiency Gains & State for two years: Social Science

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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Contents


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Parent Involvement & State for two years: Social Science

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Contents


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Parent Involvement Policy & State for two years: Social Science

Insert the school’s 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 & State for two years: Social Science(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 & State for two years: Social Science(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 & State for two years: Social Science

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 & State for two years: Social 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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Core Curriculum: Math & State for two years: Social 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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Contents


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Core Curriculum: Science & State for two years: Social 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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Contents


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Core Curriculum: & State for two years: Social ScienceSocial 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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Contents


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Core Curriculum: & State for two years: Social ScienceEquitable 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 & State for two years: Social Science

Each building must describe the variances, if any, from the Michigan Curriculum Framework.

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Teacher Qualifications & State for two years: Social Science

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 & State for two years: Social Science

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 Michigan’s objective.

Parent Notification & point of Contact: Every parent has the right to know the particular teacher qualifications of his/her child’s 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 district’s parent notification and point of contact.

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