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Dedicated to excellence in teaching, learning, and character growth.

Annual Report

The Annual Report for Ionia Public Schools includes the latest information on assessment data, Teacher Quality Data, School Programs, Parents and School Improvement goals and strategies.

District Annual Report Data

AER Letter

District School Improvement Plan Highlights

 

March 27, 2019    

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2017-18 educational progress for Ionia Public Schools and our schools. The AER addresses the complex reporting information required by federal and some requirements of state laws. Our staff is available to help you understand this information. Please contact Jennifer Burns, jburns@ioniaschools.org, for help if you need assistance.

The Ionia Public Schools AER is available for you to review electronically by visiting the following web site www.ioniaschools.org/departments/instructional-services/annual-report , or you may review a copy in the main office at your child’s school. Each school will also be communicating their own AER to parents directly.

These reports contain the following information:

Student Assessment Data – Includes the following three assessments: M-STEP (Michigan Student Test of Educational Progress), MI-Access (Alternate Assessment), and College Board SAT. Presents assessment information for English language arts and mathematics for grades 3 to 8 and 11, and MI-Access science for grades 4, 7, and 11, compared to state averages for all students as well as subgroups of students. The report helps users to understand achievement performance within grades and schools, and to make comparisons to district, state, and national achievement benchmarks.

Accountability – Detail Data and Status

The accountability portion of the AER includes assessment proficiency and participation rates, graduation or attendance rates, as well as accountability index values showing school performance on a 0-100 scale.

 

Teacher Qualification Data

  • Identifies the number and percentage of inexperienced teachers, principals, and other school leaders Reports teachers who are teaching with emergency or provisional credentials
  • Includes teachers who are not teaching in the subject or field for which they are certified

 

NAEP Data (National Assessment of Educational Progress)

Provides state results of the national assessment in mathematics and reading every other year in grades 4 and 8

 

Civil Rights Data

Provides information on school quality, climate and safety

Review the table below listing our schools. For the 2017-18 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 three or more underperforming student subgroups. 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 status label is given.

* Note TSI and ATS definitions were changed for the 2018-19 school year per federal requirements. The new definitions are:

TSI – The school has at least one subgroup performing in the bottom 25% within each applicable accountability index component.

ATS – The school has met the criteria for TSI identification and has at least one subgroup performing at the same level as a CSI school.

School Name

Status Label

Key Initiative to Accelerate Achievement

A.A. Rather Elementary

No Label

MIBLSI Partnership (MTSS)

Emerson Elementary

No Label

MIBLSI Partnership (MTSS)

Jefferson Elementary

No Label

MIBLSI Partnership (MTSS)

R.B. Boyce Elementary

No Label

MIBLSI Partnership (MTSS)

Twin Rivers Elementary

No Label

MIBLSI Partnership (MTSS)

Ionia Middle School

No Label

MIBLSI Partnership (MTSS)

Ionia High School

No Label

MIBLSI Partnership (MTSS)

Douglas R. Welch High School

No Label

MIBLSI Partnership (MTSS)

 

I am proud of the work our staff, administration and school board is doing to improve student achievement.  Our mission, “dedicated to excellence in teaching, learning and character growth”, reflects our commitment to our students, families and community.   Improved literacy is a key component of the district improvement plan. We have established a plan to improve early literacy.  The plan calls for intense monitoring of children’s reading progress in grades K-3.  Part of the monitoring will include NWEA (North Western Educational Assessment) testing.  The NWEA test will be administered three times a year and will provide both leading and lagging indicators of growth and skill level.   If a child is not reading at the expected level, a plan is created that focuses on improving each student’s reading ability.  This includes:

  • Extra instruction or support in areas of need
  • Ongoing checks on reading progress
  •  A Read at home plan

If your child is enrolled in Ionia Public Schools and is identified as needing additional support, our staff will provide your child with an individual reading improvement plan.  This means your child’s teacher and school will evaluate your child’s reading level and develop a support plan to maximize growth.

The extra support in your child’s reading improvement plan will occur in small groups during the school day.  Essentially, your child will not miss regular reading instruction.  Part of a child’s reading plan will include a read at home plan that encourages parents to work with their children on reading and writing at home.    Parents are a key component in the success of early literacy.

A coach once told me a good defense is the best offense.  That holds true in football as well as early literacy.  Students who are regularly read to at home do better in school and are more likely to attend college or trade school.    Schools, parents and community members must work together to promote literacy.

Here are some defensive strategies that will give your child a leg up in reading:

  •  Read out loud to your child.
  •  Listen to your child read.
  • Echo read (you read a line, then they repeat).
  •  Read together at the same time.
  • Reread or retell favorite stories.
  • Talk to your child about the importance of reading.
  • Ask questions about the reading.
  • Talk about your favorite passages, what you’ve learned, or who is in the book and what they do.
  • Talk about the pictures in the book and how they connect to the words on the page.
  • Help connect the stories to your child’s life or other books you’ve read.
  • Talk to and with your kids frequently.  Hearing more words helps kids to better understand the words they read.  
  • Encourage writing.  Help your children practice writing the sounds they hear.  This will improve word recognition and spelling.

Last but not least, be involved in your child’s education.   Students and schools benefit when parents are active partners in a child’s education.  Together we can make a difference in the lives of our students and community.

Sincerely,

 

Ronald Wilson

Superintendent