Robinson School Annual Education Report

January 31, 2017

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2015-16 educational progress for Robinson Elementary. 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. If you have any questions about the AER, please contact Instructional Services Director Mary Jane Evink at 616.850.5075 for assistance.

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

For the 2016-17 year, no new Priority or Focus schools were named; some Priority or Focus schools did exit their status because they met the exit criteria. New Reward schools were identified using school rankings and Beating the Odds information. A Focus school is one that has a large achievement gap between the highest and lowest achieving 30% of schools. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. A Reward school is one that has achieved one or more of the following distinctions: top 5% of schools on the Top-to-Bottom School Rankings, top 5% of schools making the greatest gains in achievement (improvement metric), or “Beating the Odds” by outperforming the school’s predicted ranking and/or similar schools. Some schools are not identified with any of these labels. In these cases no label is given.

Our school has not been given one of these labels.

Robinson School has 331 students in grades Young 5 through 4th. Our student population includes housing the bulk of the elementary school aged students who are Migrant as well as a large group of students who are receiving Free or Reduced Lunch. We also are the home to a county Intensive Resource Room, with the majority of the students having a special education label of Emotionally Impaired. With such a diverse population, one of our key challenges in closing the gaps in achievement is the understanding that many of our students do not have a home life that promotes family support and involvement. As we look at our data, we see an achievement gap between our students who are not Economically Disadvantaged and those that do fit into this subgroup. In an effort to remediate this, we have allocated additional resources to support students who fit in the “at-risk” population. These resources provide additional, focused support in reading, ranging from 3 to 5 days per week depending on the student’s academic levels. We also have a Math Interventionist, who works with this same group three to four days per week to elevate their math skills. Migrant and English Language (EL) support are provided to students who qualify and we have integrated that support with our Resource Room teachers, Speech and Language teachers, Migrant Support as well as providing them with Reading and Math support through our At-Risk programs. We feel that by providing additional, focused interventions, we can help accelerate this group of students so they can be successful as they continue their education.

State law requires that we also report additional information.  

Pupil Assignment

Robinson School students are assigned to our building by geographic boundaries as well as schools of choice requests.

3-5 Year School Improvement

We are currently in the fourth year of our 3-5 year School Improvement Plan. Our first year was focused on growth of our students’ writing skills, providing professional development to teachers, aligning curriculum and identify gaps in our current programs. This work continues to show positive growth and we continue to pursue advances in this area. During our second year, we shifted our focus to looking at our math programs and methods to advance our struggling students. We have revamped our Math Intervention program and have put it structurally into our weekly schedule. Students are regularly assessed and staff meet every 6 weeks to review student progress and evaluate the effectiveness of the programs. Our third school year, we had a focus on School Climate. We believe that students can only reach their potential if they feel positive about the school and their classmates. We worked to revitalize our Positive Behavior Systems, have installed several peer programs and have dedicated many hours to pushing our Capturing Kids Hearts program to the forefront. This school year we are returning our focus to Math. Each grade level meets weekly to review student data and make adjustments to our teaching to ensure mastery. Each year we continue to monitor all our goals and adjust our strategies to continue move them forward.

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

In 2015-16 school year, we had 325 (99 percent) students represented by parents at our Parent-Teacher conference in the fall. At our spring conferences we had 325 (99 percent) students represented at Parent-Teacher conferences. In 2014-15, 327 students (99 percent) in the fall and 326 students (99 percent) in the spring were represented by parents at parent-teacher conferences.

It is a privilege working with this amazing group of educators at Robinson School. Our entire staff functions as one team with only one goal - “Do whatever it takes to help our students.” Our successes are shared by all and we have had a number of them. Our scores continue to rise on state assessments and the focused, intentional work that has been put forth by the staff has begun to address the academic gaps our disadvantaged students. As a team, we will continue to strive to improve our students’ success and will continue to use our data to drive our decisions.


Jeffrey Marcus, Principal

Robinson Elementary School

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