The Annual Education Report

Introduction

The Annual Education Report is a requirement of the Revised School Code of Michigan, MCL 380.1204a. Michigan’s new accreditation system Education YES! and the federal No Child Left Behind (NCLB) legislation also have reporting requirements. This template helps you meet the existing reporting requirements as well as the NCLB Report Card requirements. Unless denoted as “optional,” all of the components in this template are required for ALL school buildings.

It is the responsibility of the district to pull together the information from each building into a comprehensive district report. The template is a tool used by a district to collect all of the components from each building in a uniform way; it is a suggested tool for the format of the content, not the presentation of the final Report.

Your Annual Education Report should communicate to parents and community members the type of district you are, the distinctiveness of each of your schools and the great job you are doing of educating their children. So keep the language easy to understand, the format easy to read, and focus on the wonderful things going on for the children in your district.

The publication of an Annual Education Report is as unique as each district. Some districts turn this report into a calendar, some into a glossy magazine, others into a web-based publication. If your district chooses to publish to the web, your community must be notified how to access the electronic Report. You must also have some printed copies available for those who request a hard copy.

Although the Annual Education Report is compiled and published by the school district, each school building in the district must distribute its part of the Annual Education Report and the district report to the public at an open meeting no later than October 15 of each year.

According to NCLB the board of each school district must submit the information contained in this template to the Michigan State Board of Education before the beginning of the school year. Paul Bielawski at the Michigan Department of Education is the contact for the state board. He accepts either print or electronic versions of the Annual Education Report. His contact information is:

Paul Bielawski

Special Assistant

Office of the Superintendent

Michigan Department of Education

608 W. Allegan

Lansing, MI 48933

bielawp@michigan.gov

This Report must also be submitted to your intermediate school district no later than October 15 each year. In Calhoun County, this report should be submitted in either a print or electronic version to:

Mary Gehrig

Calhoun Intermediate School District

17111 G Drive North

Marshall, MI 49068

gehrigm@calhoun-isd.k12.mi.us

Annual Education Report Requirements

I. Overview of School

A. Describe your building’s accreditation status and grades as determined by Education YES! You have

the option to describe an alternate accreditation status (i.e., North Central Association, Baldridge) as

well as your Education YES! accreditation status.

The State of Michigan accreditation plan, Education Yes!, gives schools grades of A, B, C, D, or F in several different areas and one overall grade of A, B, C, D/alert or unaccredited on a School Report Card. The break down of our scores for the 2008-09 school year is as follows:

B. Compare your current year’s status to last year’s status.

Olivet High School received an overall grade of B in 2007-08. Olivet High School continues to make adequate yearly progress in the areas of reading and math.

C. If your school could be considered a specialized school (i.e., fine arts, environmental, etc), describe its

characteristics.

Not applicable

D. 1. What are your student retention rates for this current year? Retention rate is defined in the State

School Aid Act as the proportion of pupils who have not dropped out of school in the immediately

preceding school year and is equal to one (1) minus the quotient of the number of pupils unaccounted for

in the immediately preceding school year, as determined by the District Pupil Retention Report, divided

by the pupils of the immediately preceding school year. The State of Michigan calculates this rate. In

the future, the state will use the Single Record Student Database (SRSD) for this purpose.

The current retention rate is not available at this time.

D.2. Compare the current retention rates to the previous year’s retention rates.

N/A

E. Describe your average class size in each grade. (Optional)

N/A

F. Insert your school logo or mascot below. (Optional)

G. Enter any other information that the community might be interested in knowing about your school,

(i.e., partnerships, community service projects, Blue Ribbon status, etc.).

(Optional)

100% of the Class of 2009 took the MME
100% of the Class of 2008 took the MME
60% of the Class of 2007 qualified for the Michigan Merit Award.
47% of the Class of 2006 qualified for the Michigan Merit Award.
62% of the Class of 2005 qualified for the Michigan Merit Award.
62% of the Class of 2004 qualified for the Michigan Merit Award.
50% of the Class of 2003 qualified for the Michigan Merit Award.
58% of the Class of 2002 qualified for the Michigan Merit Award.
63% of the Class of 2001 qualified for the Michigan Merit Award.

II. School Improvement Plan

A. The descriptions below must be from the current school year.

1. Describe how data led your School Improvement Team to select your building’s improvement

objectives in the core academic curriculum.

By identifying the gaps in student comprehension for select content standards, strands and benchmarks per each of the content areas on the MME test.

2. 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.

“All students will earn passing scores on each section of the MME test.” This is our school’s goal per the four content areas. Each content area is using MME data to develop the following: strategies, research as needed, assessments, professional development, technology requirements, resources necessary, a time line, and persons responsible. We will accomplish this goal by:

Identify essential curricular content, make certain it is sequenced appropriately and taught effectively in the available instructional time. Assessments will be aligned to curricular content and be used to guide instructional decisions and monitor student learning.
School leaders will create a school environment where everyone contributes to a cumulative, purposeful and positive effect on student learning.
Our staff will be highly qualified and continually acquire and use skills, knowledge, attitudes and beliefs necessary to create a culture with high levels of learning for all.
Our staff will maintain purposeful, active, positive relationships with families of its students and with the community to support student learning.
We will establish a system for managing data and information in order to make informed decisions to improve student achievement.

b. English/Language Arts

N/A

c. Math

N/A

d. Science

N/A

e. Social Studies

N/A

3. Did your School Improvement plan do what it set out to do? Describe the evaluation process

that led you to this conclusion.

Completion of the Education Yes! performance indicators and combined MME scores helped to drive our school improvement MME goals. We used a subject area problem identification and strategy development sheet per each content area. Olivet High School continues to prepare to deal with gaps in our students knowledge per each of the content areas. We continue to review and analyze annual data and focus strategies to strengthen areas of weakness.

4. Describe how the evaluation of data and the current 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.

Olivet High School continues to work on the identified strategies, professional development, technology needs, etc. for the 2009-2010 school year. We have the MME scores for the Class of 2010 to guide us and merge with the 2009 data to view similarities and differences and to adjust accordingly.

B. How was this year’s school improvement process similar or different from last year’s process?

Each department/content area has evaluated the data to discern exactly what the areas of weakness are and how to overcome them with the process of identification and strategy development. This year we will continue work, in terms of implementing strategies, technology, professional development required, etc. in order to meet our goal of having “All students earn passing scores on each section of the MME test.”

C. Enter any other information about your building’s School Improvement Plan or process that the

community might be interested in knowing. (Optional)

School improvement is a process! This process is ongoing, and at Olivet High School we are making strides towards improvement in how we approach student achievement. Much work has been accomplished and much work remains as our staff meets the requirements for Education Yes at the state level, and No Child Left Behind at the federal level.

III. Student Assessment Data

The district should be the source of uniform graphic displays for all of its buildings. Graphic displays of data are not required. You may present the data in a narrative form. However, your community members can more easily understand graphic displays of data.

A. Insert graphic displays of MEAP data in the four core academic curriculum areas, broken down into

the achievement levels (Level 1, Level 2, Level 3, Level 4), that include:

1. Aggregated student achievement data for each content area

a. status (school’s overall achievement score)

b. compared to other schools in the district

c. compared to the state

d. compared to last year (change/two year trend)

e. percentage of students not tested

English/Language Arts

Math data

Science data

Social Studies data

2. Disaggregated student achievement data for subgroups (gender, economically disadvantaged, limited

English proficiency, race/ethnicity, disability status, migrant) of thirty or greater broken down into

achievement levels (Level 1, Level 2, Level 3, Level 4), that include:

a. status of each subgroup (subgroup’s overall achievement score)

b. compared to other schools in the district

c. compared to the state

d. compared to last year (change/two year trend)

e. percentage of students in each subgroup not tested

This disaggregated data must be provided for each school building and across the district by grade level tested.

ELA gender data was unavailable when this report went to print.

Mathematics gender data was unavailable when this report went to print.

Science gender data was unavailable when this report went to print.

Social Studies gender data was unavailable when this report went to print.

B. Insert graphic displays of data showing the academic achievement and gains in English proficiency of

limited English proficient students for this year and the previous year. (Optional)

n/a

C. 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 in D below.

n/a

D. Insert graphic displays of national normed achievement test data for this year and the previous year,

if applicable. Include data from the assessments for students in grades 1-5 if not reported in C above.

ACT TEST
	# of students tested	ENGLISH	MATH	READING	SCIENCE	COMPOSITE
OLIVET
2008-2009	116	18.1	19.3	18.8	20.0	19.1
2007-2008	99	16.9	18.4	17.9	19.5	18.2
2006-2007	101	16.8	18.2	18.7	19.8	18.5
STATE
2008-2009	122459	18.2	19.3	19.1	19.5	19.1
2007-2008	123108	17.8	19.1	19.0	19.5	19.0
2006-2007	123109	17.8	18.9	19.1	19.5	18.9

E. Enter any other achievement information (i.e., gifted and talented, mobility) that the community

might be interested in knowing. (Optional)

Olivet High School sent twenty-six students from grades 9-12 to the Battle Creek Area Math and Science Center.

Olivet High School had twenty students take a total of thirty-two classes at Olivet College.

Olivet High School had sixteen students take Michigan Virtual High School classes.

IV. Adequate Yearly Progress Data

A. Describe your building’s Adequate Yearly Progress (AYP) status in each of the core academic areas

and how this status has impacted your building’s accreditation. Indicate Michigan’s target

achievement goal and your building’s % proficient (Level 1 plus Level 2). You must compare the

achievement of subgroups (race/ethnicity, disability, economically disadvantaged, limited English

proficiency) of 30 or greater to the state’s target achievement goals.

1. English/Language Arts (elementary, middle school, high school)

Our building met AYP with a composite grade of “C” in the English Language Arts core academic area and was assigned interim state accreditation. The state target goal was met and exceeded in each category reported.

[If your school is a Title I building, state if it is identified for improvement based on this data and how long it has been identified]

n/a

2. Math (elementary, middle school, high school)

Our building met AYP with a composite grade of “C” in the Math core academic area and was assigned interim state accreditation. The state target goal was met and exceeded in each category reported.

[if your school is a Title I building, state if it is identified for improvement based on this data and how long it has been identified] n/a

3. Science (middle school and high school; elementary beginning no later than 2007/08)

Our building met AYP with a composite grade of “B” in the Science core academic area and was assigned interim state accreditation. The state target goal was met and exceeded in each category reported.

[beginning no later than 2007/ 08, if your school is a Title I building, state if it is identified for Improvement based on this data and how long it has been identified]

n/a

4. Social Studies (middle school and high school)

Our building met AYP with a composite grade of “B” in the Social Studies core academic area and was assigned interim state accreditation. The state target goal was met and exceeded in each category reported.

B. Insert graphic displays of your attendance rate (elementary and middle school) or graduation rate

(high school) data that include:

1. Aggregated attendance or graduation data

a. building’s overall rate

b. compared to other schools in the district

c. compared to the state

d. compared to last year

OLIVET HIGH SCHOOL GRADUATION RATE 2 year comparison to State of Michigan
	2006-07	2007-08
OLIVET HIGH SCHOOL	91.46	92.16
STATE OF MICHIGAN	75.45	Not available

V. Parent Involvement

A. Insert graphic displays of the number and percent of parents/guardians attending parent/teacher

conferences for this year and the previous year.

B. Insert the school’s parent involvement policy. If the school board has adopted a parent involvement

policy, this should be shared with all schools in the district.

The board policy encourages parental involvement in our school through programs and activities designed to increase parent-school communication and to involve parents in the development and implementation of educational policies and school programs. The superintendent is responsible for facilitating parental involvement in our schools by affording special consideration to single and working parents. Schools should schedule meetings, programs and events so that working parents can attend.

C. Describe the extent and type of parental involvement in your school. (Optional)

Parent Advisory Committee meets at least four times per year
Athletic Booster Club meets monthly
Band Boosters meets monthly
Parenting classes
Parents volunteer for school clubs, organizations and field trips.
Established a web page where parents can check student attendance and grades.

VI. Safe Schools (Optional)

A. State the incidence of school violence

N/A

B. State the incidence of student drug and alcohol abuse.

N/A

C. Describe the number, percentage and types of suspensions.

N/A

D. Describe the number, percentage and types of expulsions.

N/A

VII. Advanced Placement (Optional)

A. State the percentage of students completing Advanced Placement or International Baccalaureate

courses. (See VIII.D)

n/a

B. Describe the Advanced Placement or International Baccalaureate courses.

n/a

C. State the passing rate for students taking Advanced Placement or International Baccalaureate tests.

(See VIII.E)

n/a

VIII. Additional Required High School Criteria for Current Year and Previous Year

A. State the number and percentage of students who received college credit through dual enrollment for

this year and the previous year.

2008-2009

Twenty students received college credit through dual enrollment.

2007-08

Twenty-two students received college credit through dual enrollment.

2006-07

Eleven students received college credit through dual enrollment.

B. State the number and description of college equivalent courses (i.e., AP courses) OFFERED this year

and the previous year.

2008-2009

Through Michigan Virtual High School, seventeen courses were offered: Health Science, Spanish 3B, Global Issues, Latin 2 B, Spanish II, Astronomy, American Literature, English II Critical Reading/Writing, Human Space Exploration, Sociology, Native American History, Digital Photography, Latin 2, Web Design HTML, Legal Issues, American Film Survey B, Entrepreneurship.

2007-2008

Through Michigan Virtual High School, thirteen classes were offered: AP Calculus, AP Chemistry, AP Physics, AP English Language & Composition, AP English Literature & Composition, AP Microeconomics, AP Macroeconomics, AP Statistics, AP US History, AP Human Geography, AP Psychology, AP US Government and Politics.

C. 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.

2008-2009

Twenty seniors (20%) enrolled in college level or AP courses.

Two juniors (2%) enrolled in college level or AP courses.

2007-2008

Ten seniors (11%) enrolled in college level or AP courses.

One junior (4%) enrolled in college level or AP courses.

D. 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. (See VII.A)

2008-2009 (only at OHS-MVHS)