GHHS Annual Education Reports
January 17, 2020
Dear Parents and Community Members:
We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2018-19 educational progress for Grand Haven High 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. 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 - http://bit.ly/2tLJwAU , or you may review a copy in the main office at your child’s school.
For the 2018-19 school year, schools were identified using definitions and labels as required in the Every Student Succeeds Act (ESSA). A Targeted Support and Improvement (TSI) school is one that has at least one underperforming student subgroup. An Additional Targeted Support (ATS) school is one that has a student subgroup performing at the same level as the lowest 5% of all schools in the state. A Comprehensive Support and Improvement (CSI) school is one whose performance is in
the lowest 5% of all schools in the state or has a graduation rate at or below 67%. 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.
Grand Haven High School is a building with over 1,900 diverse learners and making certain we are meeting the needs of each of our students is what our focus is. This requires that we offer a tiered level of support. The interventions and accommodations that we offer for all learners is increased as we work to support our most struggling students. We ensure that our class options include a wide-range of academic levels to support lower functioning students all the way to our high achieving learners. The following information includes the final year of our 3-5 year school improvement progress as well as data for some of the programs.
State law requires that we also report additional information.
Grand Haven High School’s students are assigned to our building by geographic boundaries as well as schools of choice requests.
3-5 Year School Improvement
GHHS has a detailed plan that outlines school improvement strategies centered on our three building goals. Increased Student Engagement through the use of Technology, Increased Teacher Effectiveness and Student Achievement through the use of Five-Dimensions of Teaching &
Learning, and Increase the overall Climate at GHHS so that ALL students feel Safe & Supported. This is the final year of our current 3-5 year plan and we will evaluate all progress to determine next steps moving forward.
- All students will be engaged in subject matter & content expectations through the use of our embedded technologies. Through the use of The Triple ‘E’ Framework – We continue to Evaluate, Enhance and Extend the use of technology within and beyond the classroom. Technology Coaches and Teacher Learning Labs have provided a fantastic avenue for our staff to learn how to embed the 1-to-1 technology with the use of Chromebooks into each and every lesson. Google Classroom has become a common theme around engaging students during the class period, school day and after school hours. Students are engaged with one another through blogs, chats and classroom forums to deepen their understanding of the content. The support and professional development our staff receives from one another through Classroom Learning Labs has enhanced the technology being used within each lesson. Through the use of many Google Apps - i.e., Quizlet, Kahoot, Socrative, etc., our staff are developing opportunities for our students to receive on demand feedback around content. The engagement of our students continues to increase from day to day.
- All students will experience quality instruction through the use of Five-Dimensions of Teaching & Learning. This teaching observation & evaluation tool has provided the opportunity for some extremely rich conversations between staff and administration. Teachers are continuing to grow their practice through Classroom Learning Labs as peers demonstrate the use of these embedded practices. We continue to focus on the Purpose Dimension of our Five-Dimensions of Teaching and Learning Rubric. A specific focus is on Learning Targets, Performance Tasks and Success Criterion. All parts of a Balanced Assessment System are strengthened through using Five-Dimensions of Teaching & Learning.
- All students will feel safe, valued, and empowered in the school. At GHHS we use Capturing Kids' Hearts , and Love a Buc, Help a Buc programs to focus our attention on the social/emotional aspects of our students’ growth. TEAM GH. One Family, One Team, One Grand
Haven. Be Kind. Always. is an intentional approach to be inclusive along with a focused approach to cultural competency. Our PBIS Matrix has been implemented and we continue to teach the behavioral expectation in every area of our building through School Improvement Lessons ( TEAM GH = Together, Excellence, Accountability, Mindfulness Grand Haven ). An added component to our Climate Goal has been the Mental Health Initiative with the Live, Laugh, Love curriculum taught to all 9 th grade students and Mindfulness used within School Improvement Lesson times. We continue to support the Mental Wellbeing of our kids by using Question, Persuade, Refer (QPR) techniques in situations of high need. Mental Health & Suicide Awareness/Prevention is a critical focus for our building.
Grand Haven Area Public Schools has joined the state of Michigan in adopting Michigan's State Standards which include the Common Core State Standards. Students are afforded a rigorous, guaranteed and viable curriculum. 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.
In 11th grade, students take the Michigan Merit Exam (MME), which consists of the SAT college entrance exam, ACT WorkKeys career readiness assessment, and M-STEP assessments in science and social studies. Overall proficiency over the past few years are as follows:
2018-19: 61% proficient
2017-18: 64% proficient
2016-17: 57% proficient
Parent - Teacher Conferences
Our school program is effective because of the consistent support from our parents. Our conference data represents the number of students represented out of the full student population:
2018-19: 1,163 students represented (61%)
2017-18: 884 students represented (47.2%)
2016-17: 985 students represented (52.1%)
We also invite parents into the high school to participate in Parent Learning Walks. During the 2018-19 school year we had 27 parents take advantage of this learning opportunity.
GHHS students have the option of enrolling in college courses while attending high school once a student has exceeded our curriculum.
2018-19: 5 students dual enrolled in 18 different courses
2017-18: 8 students dual enrolled in 12 different courses
2016-17: 8 students dual enrolled in 20 different courses
GHHS began an Early College program with the Ottawa Area Intermediate School District, Spring Lake High School, Allendale High School, and Coopersville High School in the fall of 2014, called the Northwest Ottawa County Early College. Cohort #1 had 10 students participate, Cohort #2 had 33 students participate, Cohort #3 had 35 students participating, Cohort #4 has 31 students participating, Cohort #5 has 32 students participating, Cohort #6 has 20 students participating and Cohort #7 has 31 students participating. During the 2018-2019 school year, we had 81 students participating in years 1, 2 or 3 of the program from cohorts #4, 5 and 6. We currently (2019-20) have 46 students enrolled in Early College. Our first cohort completed the program in May 2016 with an 80% completion rate, our second cohort completed the program in May 2017 with a 91% completion rate, our third cohort completed the program in May 2018 with an 86% completion rate and our fourth cohort completed the program in May 2019 with a 97% completion rate.
AP Courses / Enrollment
Grand Haven High School offered 14 AP courses in the 2018-19 school year with 511 students enrolled or 26% of our population enrolled in those courses. In the 2017-18 school year, we had 546 students (29.2%) enrolled in 14 AP course. In 2016-17, we had 605 students (43.4%) enrolled in 13 AP courses.
College Credit can be awarded through Dual Enrollment, Early College, Direct Credit and AP Course testing success.
2018-19: 248 (82.1%) of AP course students received college credit
2017-18: 241 (83.4%) of AP course students received college credit
2016-17: 203 (74.1%) of AP course students received college credit
It makes me extremely proud to share our success along with our areas of focused attention with our community. Grand Haven High School is a comprehensive high school with 1900+ students coming together each and every day growing to become respectful, contributing citizens of our
country. The 215 adults who work closely with our students have seen a tremendous amount of growth in regards to compassion and empathy of our student body. This piece of information is not reported within data, standardized test scores or college and career benchmarks; however, it’s an integral part of the social and emotional education we take very seriously. This summary report cannot do justice to the amazing things taking place within the walls of Grand Haven High School, you need to come see for yourself. We would be happy to take you on a learning walk to show you all that happens here. You can schedule that with the building principal at (616) 850-6071.
Team GH … One Family, One Team, One Grand Haven. Be Kind. Always.
Together, Excellence, Accountability, Mindfulness Grand Haven!
Tracy Wilson, Principal
Grand Haven High School