December 7, Dear Parents/Guardians and Community Members:

Transcription

1 December 7, Dear Parents/Guardians and Community Members: We are pleased to present you with our (AER) which provides key information on the 4- educational progress for. The AER addresses the complex reporting information required by Federal and State laws. This school s report contains information about student assessment, accountability and teacher quality. If you have any questions about the AER, feel free to contact me for assistance. The AER is available for you to review electronically by visiting the following websites or you may review a copy in Visions' main office. The state has identified some schools with the status of Reward, Focus or Priority. A Reward school is one that is outperforming other schools in achievement or growth or is performing better than other schools with a similar student population. A Focus school is one that has a large achievement gap in % of its student achievement scores. A Priority school is one whose achievement and growth is in the lowest % of all schools in the state. is classified as a Shared Educational Entity (SEE) that serves 8 to 6 year olds. These students are considered adults and consequently there are no state standardized testing nor any Scorecard information provided. Student achievement is measured and reported using community and school-based work sites, as well as a universal work skills checklist, in addition to the progress documentation on individualized goals and objectives developed through the IEPT process. The challenges we face include: Our program and student needs have outgrown our building space. Due to the economy it has gotten increasingly difficult for us to locate viable employment training opportunities for our students within our community. Finding curricular materials that meet the needs of our very diverse population. You may find multiple years of Annual Reports for all schools posted on Farmington s website As part of this correspondence the state asks that we provide a two year report on the following topics: Process for Assigning Pupils to the School are assigned to through the special education Individual Educational Planning Team (IEPT) process. The of our Three to Five Year School Improvement Plan Vision s Improvement Team met monthly and is required to generate a School Improvement Plan. The principal was introduced to Michigan Department of Education s new school improvement process. AdvancED s online tool, ASSIST was introduced and

2 learned. Time was spent reviewing -4 Goals developed in -, focusing on data analysis including the examination of current data, and completing the required -4 diagnostics. is part of the Oakland Intermediate School Mandatory Special Education Plan, which is approved by the State Board of Education every three years. Our 4- school improvement goals included the following: All students at will make progress in the applied academic skills. All students at will develop work skills. The Visions curriculum will have increased alignment, to the CCSS EE, CCTC and the Brigance TSI skills, with better vertical and horizontal cohesion. The following is a summary of progress made in meeting the 4- goals that were developed during the -4 school year. We have established consistent data collection sheets for universal work skills and have also created transition based themes that all staff are required to use for applied math and reading instruction. We continue to align our expectations to the CCSS EE, CCTC and Brigance TSI skill inventory. A Brief Description of Each Specialized School serves 9 students ( females, 6 males). There are six classrooms for students with moderate cognitive impairments (MOCI) and paraprofessionals that service the MOCI programs. There is one classroom for students with Autism Spectrum Disorders (ASD) and two paraprofessionals that serve the ASD program. There are three classrooms for students with severe multiple impairments (SXI) and 7 paraprofessionals that service the SXI programs. There are ten professional teaching staff members and also ancillary staff to meet special needs, including two nurses, a school psychologist, social worker, transition consultant, occupational therapist, physical therapist, interpreter, and speech/language therapist. is a post-secondary educational program operated by Farmington Public Schools. The school serves young adults ages 8 through 6 with identified developmental and acquired disabilities who are residents of constituent school districts in southwestern Oakland County. who attend Visions Unlimited do not receive a regular high school diploma but rather a certificate of completion. Services are available through age 6 but may be terminated earlier if the student has completed all identified goals and objectives, or are competitively employed. How to Access a Copy of the Core Curriculum, a Description of its Implementation, and an Explanation of any Variances at Visions are provided access to core curriculum to meet individual needs in the areas of daily living skills, universal works and personal adjustment skills. Programs and services are provided as deemed appropriate through the IEPC.

3 The Aggregate Student Achievement Results for Any Local Competency Tests or Nationally Visions students do not participate in district standardized testing. The Number and of represented by Parents at Parent-Teacher Conferences In -4 we had 96 out of 96 students represented by parents at Parent-Teacher Conferences for a % participation rate. In 4- we had 9 out of 9 students represented at Parent-Teacher Conferences for a % participation rate. We are proud of the work we have done to ensure student success. Please find below some examples of our successes. Post-secondary students produced an increased number of products for sale through the Micro-enterprise class continue to support families in our district by packing and delivering backpacks filled with non-perishable food on a biweekly basis. The Visions curriculum has been aligned to the Career and Technical Education standards have increased in their reading and math skills as documented on the Brigance TSI skill inventory. The will continue to work diligently and collaboratively to support teaching and student learning during the -6 school year. We look forward to meeting the needs of our students and partnering with our families to miximize our students successes as learners. Sincerely, Bobbie Goodrum, PhD Principal,

4 4//6 M-STEP Grades -8 Subject Grade Testing Group School Year State School Advanced Partially Not No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page of

5 4//6 MME Subject Grade Testing Group School Year State School Advanced Partially Not No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page of

6 4//6 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page of

7 4//6 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 4 of

8 4//6 MI-Access Supported Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page of

9 4//6 MI-Access Participation Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 6 of

10 4//6 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** All Mathematics 98.% 6.% 99.% N/A N/A N/A All ELA 98.% 48.% 99.% N/A N/A N/A All Science 97.%.% 98.9% N/A N/A N/A All Social Studies 97.4%.8% 99.4% N/A N/A N/A American Indian American Indian American Indian American Indian African American African American African American African American Mathematics 98.% 7.8% < N/A N/A N/A ELA 98% 4.% < N/A N/A N/A Science 97.8% 7.7% < N/A N/A N/A Social Studies 97.%.% < N/A N/A N/A Mathematics 96.%.% 99.% N/A N/A N/A ELA 96.% 4.% 99.% N/A N/A N/A Science 9.4% 6.% 98.6% N/A N/A N/A Social Studies 9.% % 99.% N/A N/A N/A Asian Mathematics 99.% 66.% 98.6% N/A N/A N/A Asian ELA 98.7% 7.% 97% N/A N/A N/A Asian Science 99% 8% 98.8% N/A N/A N/A Asian Social Studies 98.8% 49.6% 99.% N/A N/A N/A Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Native Hawaiian or Other Pacific Islander Mathematics 98.%.7% 98.6% N/A N/A N/A ELA 98.% 6.% 98% N/A N/A N/A Science 97.9%.7% 96.9% N/A N/A N/A Social Studies 97.%.% 98.% N/A N/A N/A Mathematics 99.8% 4.8% < N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 7 of

11 4//6 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** 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 ELA 99.%.% < N/A N/A N/A Science 99.6%.9% < N/A N/A N/A Social Studies 99.% % < N/A N/A N/A Mathematics 98.%.6% 99.% N/A N/A N/A ELA 98.% 46.9% 99.% N/A N/A N/A Science 98.%.% 98% N/A N/A N/A Social Studies 98.% 8.% 99% N/A N/A N/A White Mathematics 98.% 4.% 99.4% N/A N/A N/A White ELA 98.% % 99.4% N/A N/A N/A White Science 98.% 6.6% 99.% N/A N/A N/A White Social Studies 98% 7.% 99.4% N/A N/A N/A Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged English Language Learners English Language Learners English Language Learners Mathematics 97.6%.% 98.9% N/A N/A N/A ELA 97.6%.7% 99.% N/A N/A N/A Science 96.8%.7% 98.% N/A N/A N/A Social Studies 96.% 7.8% 98.7% N/A N/A N/A Mathematics 98.6%.% 99% N/A N/A N/A ELA 98.% 4% 96.% N/A N/A N/A Science 98.%.9% 98.% N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 8 of

12 4//6 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** English Language Learners With Disabilities With Disabilities With Disabilities With Disabilities Social Studies 97.9% 8.% 97.% N/A N/A N/A Mathematics 97.%.8% 98% N/A N/A N/A ELA 96.6% 4.7% 98.6% N/A N/A N/A Science 96.%.4% 97.6% N/A N/A N/A Social Studies 9%.9% 97.7% N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 9 of

13 4//6 Accountability Details Graduation Data Student Group Statewide School All 78.6% 9.8% N/A American Indian 64.8% N/A N/A African American 64.% 87.9% N/A Asian 89.% 97.% N/A Hispanic of Any Race 68.8% N/A N/A Native Hawaiian or Other Pacific Islander 78.9% N/A N/A Two or More Races 74.% 97.% N/A White 8.9% 9.% N/A Female 8.9% N/A N/A Male 74.4% N/A N/A Economically Disadvantaged 6.6% 8.6% N/A English Language Learners 68.% 8.8% N/A With Disabilities.% 9.% N/A Bottom % 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 of

14 4//6 Accountability Details Attendance Data Student Group Statewide School All 94.7% 96.% 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 of

15 4//6 Accountability Data Name Reading Reading Score Writing Writing Score Math Math Score Science Science Score Social Studies Social Studies Score Overall Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page of

16 4//6 Accountability School Data Name School Name Title Reading Reading Score Writing Writing Score Math Math Score Science Science Score Social Studies Social Studies Score Overall Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page of

17 4//6 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D. 9 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.%.%.% 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 4 of

18 4//6 NAEP Grade 4 Math of below Basic Basic Advanced All 77 4 Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available 47 # Race/Ethnicity White Black Hispanic Asian American Indian/Alaska Native Native Hawaiian/Pacific Islander Two or More Races # &# 9 &#8 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 Sciences. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) Mathematics Achievement. A service of the Center for Educational Performance and Information (CEPI) Page of

19 4//6 NAEP Grade 8 Math of below Basic Basic Advanced All 9 7 Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available 4 # Race/Ethnicity White Black Hispanic Asian American Indian/Alaska Native Native Hawaiian/Pacific Islander Two or More Races 69 4 # # 4 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 Sciences. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) Mathematics Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 6 of

20 4//6 NAEP Grade Math of below Basic Basic Advanced All 4 4 Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/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 Sciences. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) Mathematics Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 7 of

21 4//6 NAEP Grade 4 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available 48 # Race/Ethnicity White Black Hispanic Asian American Indian/Alaska Native Native Hawaiian/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 Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 8 of

22 4//6 NAEP Grade 8 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available 4 # Race/Ethnicity White Black Hispanic Asian/Pacific Islander American Indian/Alaska Native 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 Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 9 of

23 4//6 NAEP Grade Reading of below Basic Basic Advanced All 6 7 Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL 98 7 # 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 Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page of

24 4//6 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Standard Error 4 Math Reading Math Reading A service of the Center for Educational Performance and Information (CEPI) Page of