Peach Plains School Annual Education Report


April 22, 2016

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2014-15 educational progress for the Peach Plains Elementary School. 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. Please contact Instructional Services Director Mary Jane Evink at 616.850.5075 if you need assistance.

The AER is available for you to review electronically here, or you may review a copy in the main office at your child’s school.

We continue to work diligently at deeper, more complex thinking as well as balancing rigorous curriculum with formative assessment. Some initiatives include: learning progressions, student goal-setting, further developed specific reading strategies, classroom learning labs and growth mindset learning.

State law requires that we also report additional information.  

Pupil Assignment
Peach Plains School’s students are assigned to our building by geographic boundaries as well as schools of choice requests.

3 - 5 Year School Improvement Plan

  • With regard to our goal of reading proficiency for all students, we recognize this area as a strength for our school. Students participate in a our workshop-formated curriculum and we've worked to focus on different genres in our instruction. Fiction and non-fiction alike are texts that have been focuses. In addition, our Literacy Specials intervention block has coordinated with our data goals. Students of all levels are monitored regularly and given appropriate interventions in smaller group formats, as needed. Staff and students alike have been pushing our thinking with Jennifer Serravallo's Reading Strategies book and creating individualized reading goals.
  • Writing, traditionally, has been another area of strength. Our commitment to the MAISA writing curriculum, along with writing in all three text types (narrative, informational and opinion) in content areas, will help grow students. Learning progressions in both reading and writing have offered direction in helping the ranger of performers in our classrooms - we've been able to offer more precise feedback and goals.
  • Math has been an area of excitement for us this year. Knowing this was a focus area, we regularly analyzed data, formatively assessed and incorporated specific "math talk" more intentionally. As with reading, we used a data-driven structure to target/deliver instruction (MTSS) via our new math interventionist. 
  • Our systems of support have further developed. We have utilized more precise goals for at-risk learners in literacy. In Math, we've been increasingly creative with delivering targeted interventions. In addition, a more formalized behavior support team and in-class behavioral supports (when appropriate) have been offered and utilized.

Michigan State Standards
Grand Haven Area Public Schools has joined the state of Michigan in adopting Michigan's State Standards which include the Common Core State Standards. We continue to transition from the Grade Level Content Expectations and High School Content Expectations to fully adopt a more rigorous curriculum in English Language arts, math, and science. We will use the state standards in social studies until new standards are adopted. A copy of the core curriculum, its implementation, and how it may vary from state curriculum can be accessed by contacting the Office of Instructional Services at 616.850.5075.

Parent - Teacher Conferences
Our school program is effective because of the consistent support from our parents, as families partner with us in learning. At various times, students facilitate conferences with families – showing ownership and leadership. In 2014 – 2015, 403 students (100 percent) in the fall and 403 students (100 percent) in the spring were represented by parents at parent-teacher conferences.  In 2013 – 2014, 394 students (100 percent) in the fall and 394 students (100 percent) in the spring were represented by parents at parent-teacher conferences. 

Our school community embraces the idea of a "growth mindset" in all aspects of learning. This work has resonated with us as adult learners, and promoted a renewed thinking/understanding of how children learn. We are growing learners!

Sincerely,

Kate Drake, Principal
Peach Plains Elementary School

 

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