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Building Successful Schools

Together

ST. LOUIS PUBLIC SCHOOLS

ANNUAL REPORT

2013-2014


2013-2014

ANNUAL EDUCATION REPORT

August 15, 2014

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER) which

provides key information on the 2013-2014 educational progress for St. Louis

Public 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 Kristi Teall,

Superintendent, for help if you need assistance.

The AER is available for you to review electronically by visiting the following web

site http://www.stlouisschools.net or you may review a copy in the principal’s

office at your child’s school.

The report contains the following information:

Student Assessment Data − Elementary or middle school assessment results on

the Michigan Educational Assessment Program (MEAP), high school assessment

results on Michigan Merit Exam (MME), and assessment results for students with

disabilities on Michigan’s Alternative Assessment Program (MI-Access or MEAP-

Access)

Presents achievement data for all five tested subjects (mathematics, reading, science, social studies and writing) compared to targets for all students as well as subgroups of students.

Helps parents understand achievement progress within schools and compare these to district and State achievement.

Accountability Scorecard – Detail Data and Status

Information is provided for the district and each school related to achievement

targets in reading, writing, mathematics, science and social studies answering

questions like:

The district did not meet all achievement goals for our students. We continue to have achievement gaps with our subgroups, specifically, Students with Disabilities, English Language Learners, and Economically Disadvantaged. The subgroup gaps are apparent at all buildings.

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Teacher Qualification Data All teachers in the district are highly qualified.

All of our core classes are taught be highly qualified personnel.

NAEP Data (National Assessment of Educational Progress)

Our students did not participate in the NAEP in 2013-14. Review the table below listing our schools. The state has identified some schools

with the status of Reward, Focus or Priority. A Reward school is one that is

outperforming other schools in achievement, growth, or is performing better than

other schools with a similar student population. A Focus school is one that has a

large achievement gap in 30% of its student achievement scores. A Priority school

is one whose achievement and growth is in the lowest 5% of all schools in the

state. Some schools are not identified with any of these labels. In these cases no

status label is given.

School Name

Status

Label

Key Initiative(s) to Accelerate

Achievement

Carrie Knause ECLC none Implementing Singaport Math

Strategies, Curriculum Mapping,

Multi-tiered System of Support

Nikkari Elementary none Implementing Singaport Math

Strategies, Curriculum Mapping,

Multi-tiered System of Support

T.S. Nurnberger Middle

School

none Curriculum Mapping and Multi-

tiered System of Support

St. Louis High School none Curriculum Mapping and Multi-

tiered System of Support

St. Louis Public Schools does not have any buildings that have been identified as

priority or focus schools. Our achievement has been stable and increasing. St.

Louis Public Schools is focusing on closing the achievement gap for all students

by focusing on a multi-tiered system of support for all students. We have spent

a year studying several processes and will be moving forward with a plan of action

for the 14-15 school year. Our goal is ultimately to increase student achievement

for all of our students providing support every step of the way.

I believe our renewed emphasis on our at-risk population we will begin addressing the achievement gap. As always, we encourage parents to become involved in their child’s education. I look forward to working with the educational community to create the best learning environment possible for our students. Sincerely,

Kristi L. Teall, Superintendent

Core Beliefs

We are committed to the following beliefs about learning:

students learn best when instruction is varied in its practice and is individualized to students’ particular learning styles; students learn best when they are fully engaged and self-motivated; students learn best by experience and by developing higher levels of mastery when they can apply learned knowledge and skills to new situations. We further believe:

students learn best when the school’s demanding curricula provide: exposure to diverse experiences, opportunities for creative activity, and broad engagement in cooperative endeavors focused on real world lessons; students learn best when they are challenged to set high goals and to independently reflect on and assess

their progress in achieving those goals; students learn best when assessment by the school is designed not only to assess current levels of

achievement, but also to establish new goals for achievement.

We further believe that:

students learn best in safe environments;

students learn best when the entire community fully supports their learning in all regards: financial, personal,

social, and emotional.

Our vision is to assure that our students can succeed in a global society Develop an exemplary educational program Encourage each student to excel Emphasize the importance of lifelong learning Be leaders in developing innovative educational techniques & programming

Our mission is to help all students strive for excellence Always place children first Provide a safe, caring educational environment Involve the community in the educational program Integrate technology into the learning process Keep the District financially sound

President Mr. Jeff Baxter

Vice-President Mrs. Kelly Bebow

Secretary Mrs. Kathy Wiles

Treasurer Mrs. Carrie Salladay

Trustee Mr. David Best

Trustee Mr. Donald Kelley

Trustee Mrs. Carrie Beeson

Vision and Mission Statement School Board Members

ST. LOUIS CARRIE KNAUSE EARLY CHILDHOOD

LEARNING CENTER

2013-2014 SCHOOL ANNUAL REPORT COVER LETTER

Carl Sztuczko, Principal

Principal’s Greeting/Message

August 6, 2014



provides key information on the 2013-2014 educational progress for Carrie

Knause Early Childhood Learning Center 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 Carl Sztuczko

for assistance.

The AER is available for you to review electronically by visiting the following

web site http://www.stlouisschools.net

You may also review a copy in the principal’s office at your child’s school.

The state has identified some schools with the status of Reward, Focus or

Priority. A Reward school is one that is outperforming other schools in

achievement, growth, or is performing better than other schools with a similar

student population. A Focus school is one that has a large achievement gap in

30% of its student achievement scores. A Priority school is one whose

achievement and growth is in the lowest 5% of all schools in the state.

Our school has not been given one of these labels.

Two key challenges that we are facing at our school are truancy, and

implementing effective methods of instruction for working with students in

poverty. We continue to improve in these areas.

State law requires that we also report additional information for the two most

recent years. This information can be found in the following pages.

Table of

Contents

Annual

Education

Report

Information

Description of

the School

Pupil Assignment

School

Improvement

Plan

Core Curriculum

Local

Assessment Data

Parent

Conferences


Description of the School

Carrie Knause Early Childhood Learning Center serves students in Kindergarten through 2nd Grade. Programs provided at the school include a center based Deaf Education Classroom through the Gratiot-Isabella RESD, and Great Start School Readiness Program (GSRP) and Head Start through Eight CAP.

Process for Assigning Pupils to the School

All district pupils in Kindergarten through 2nd Grade are assigned to Carrie Knause Early Childhood Learning Center since there is only one building in this district that serves this grade span of pupils. Students may also be assigned to this building for a program offered that better meets their educational needs.

Status of 3-5 Year School Improvement Plan

A copy of the School Improvement Plan is available on our school website at http://www.stlouisschools.net , or by contacting the school office. The School Improvement Team, composed of several focus groups, meets regularly during the school year. The purpose of the team is to develop, review and evaluate goals, objectives and strategies for the School Improvement Plan. The School Improvement Team facilitates the continuous collection and analysis of academic assessment data to guide instruction and evaluate progress toward student achievement goals We will begin implementing a revised School Improvement Plan during the 2013-2014 School Year.

GOALS PROGRESS

NOT YET BEGUN

MAKING PROGRESS

COMPLETED

Improve Reading Proficiency

Teachers will learn about and implement the Common Core Standards integrated with a Balanced Assessment System including formative and summative assessment strategies with a focus on improving the proficiency levels of economically disadvantaged students, students with disabilities, and other at-risk learners.

X

Teachers will learn about and implement effective instructional strategies including differentiated instructional strategies with a focus on improving the ELA proficiency levels of underachieving students.

X

CK staff will provide intervention groups for struggling readers based on progress monitoring data gathered using DIBELS techniques.

X

Improve Math Proficiency

Teachers will learn about and implement the Common Core Standards integrated with a Balanced Assessment System including formative and summative assessment

X


strategies with a focus on improving the proficiency levels of economically disadvantaged students, students with disabilities, and other at-risk learners

Teachers will learn about and implement effective instructional strategies including differentiated instructional strategies with a focus on improving the proficiency levels of economically disadvantaged children and students with disabilities in the area of Math.

X

CK staff will plan and implement a minimum of 3 activities throughout the school year to teach parents how to support student progress in math and reading

X

Improve Writing Proficiency

Carrie Knause Staff will learn how to implement formative assessments that will guide instruction for all student learning levels.

X

Teachers will learn about and implement effective instructional strategies including differentiated instructional strategies with a focus on improving the ELA proficiency levels of underachieving students.

X

Core Curriculum Status

A copy of the Core Curriculum is available on our school website (http://www.stlouisschools.net). We are in

the process of changing our curriculum from one based on Michigan Grade Level Content Expectations to

the Common Core Standards.

English Language Arts The English Language Arts curriculum follows the Grade Level Content Expectations approved by Michigan’s

State Board of Education. We are in the process of changing our curriculum from one based on Michigan

Grade Level Content Expectations to the Common Core Standards. Building educators utilize numerous

programs and resources including DIBELS, Zoo Phonics, Writers Workshop, Scott Foresman Reading, Orton-

Gillingham methods as well as many supplemental materials, verified by research conducted by Michigan

and Federal Sources. The English Language Arts curriculum was last approved by our local Board of

Education in 2005. We will be revising this curriculum during the 2013-2014 school year. Staff will receive

professional development, and begin implementation of the Journeys ELA curriculum in 2014-2015.

Mathematics The Mathematics curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. . We are in the process of changing our curriculum from one based on Michigan Grade Level Content Expectations to the Common Core Standards. Building educators utilize Scott-Foresman Math, Essential Skills Software and other supplemental materials, including Singapore Math, verified by research conducted by Michigan and Federal Sources. The Mathematics curriculum was last approved by our local Board of Education in 2006. We will be revising this curriculum during the 2014-2015 school year. Science The Science curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. We are in the process of changing our curriculum from one based on Michigan Grade Level Content Expectations to the Next Generation Science Standards. Building educators utilize Weekly Reader, McGraw-Hill texts and National Geographic Magazine, verified by research conducted by Michigan and Federal Sources. The Science curriculum was last approved by our local Board of Education in 2004. We will be revising this curriculum during the 2013-2014 school year. Social Studies The Social Studies curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. We are in the process of changing our curriculum from one based on Michigan Grade Level Content Expectations to the Common Core Standards. Building educators utilize Weekly Reader and the Houghton-Mifflin Series verified by research conducted by Michigan and Federal Sources. The Social Studies curriculum was last approved by our local Board of Education in 2004. We will be revising this curriculum during the 2014-2015 school year.


Aggregate Local Assessment Data

The State of Michigan requires that all students grade 3-8 participate in the Michigan

Education Assessment Program (MEAP). While Carrie Knause students do not take the MEAP

assessments, we believe the scores from 3rd-5th graders are accurate reflections of our

success in teaching the Michigan Grade Level Content Expectations. Please click here to

access our MEAP scores for the past two years.

Parent Conferences

*The following information is required for ALL students BUT subgroup disaggregated data is OPTIONAL.

Parent Teacher Conference Attendance Data

Subgroups

2012-2013 2013-2014

Number of students

represented

Percentage of students

represented

Number of students

represented


represented

All 204 85 210 81

American Indian/ Native Alaskan

Asian/ Pacific Islander

Black, Not of Hispanic Origin

Hispanic

White, Not of Hispanic Origin

Students with Disabilities

Limited English Proficient

Economically Disadvantaged

Thank you for reading our report. We look forward to working with you. Educationally Yours,

Carl Sztuczko


https://www.mischooldata.org/NewAer/CombinedReport.aspx?Common_Locations=1-A,0,0,0&Common_LocationIncludeComparison=False&Portal_InquiryDisplayType=None

https://www.mischooldata.org/NewAer/CombinedReport.aspx?Common_Locations=1-A,0,0,0&Common_LocationIncludeComparison=False&Portal_InquiryDisplayType=None

Eugene M. Nikkari Elementary School




August 6, 2014



provides key information on the 2013-2014 educational progress for Eugene

M. Nikkari 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. If

you have any questions about the AER, please contact Carl Sztuczko for

assistance.


site http://www.stlouisschools.net

You may also review a copy in the principal’s office at your child’s school.

The state has identified some schools with the status of Reward, Focus or Priority.

A Reward school is one that is outperforming other schools in achievement,

growth, or is performing better than other schools with a similar student

population. A Focus school is one that has a large achievement gap in 30% of its

student achievement scores. A Priority school is one whose achievement and

growth is in the lowest 5% of all schools in the state.


Two key challenges that we are facing at our school are truancy, and

implementing effective methods of instruction for working with students in

poverty. We continue to improve in these areas.

State law requires that we also report additional information for the two most

recent years. This information can be found in the following pages.

Table of

Contents

Annual

Education

Report

Information

Description of

the School

Pupil Assignment

School

Improvement

Plan

Core Curriculum

Local

Assessment Data

Parent

Conferences



Nikkari Elementary School serves students in Grades 3-5. Programs provided at the school include a center-based program for Deaf Education students through the Gratiot-Isabella RESD.


All district pupils in Grades 3-5 are assigned to Nikkari Elementary School since there is only one building in this district that serves this grade span of pupils. Students may also be assigned to this building for a program offered that better meets their educational needs.


A copy of the School Improvement Plan is available on our school website at http://www.stlouisschools.net , or by contacting the school office. The School Improvement Team, composed of several focus groups, meets regularly during the school year. The purpose of the team is to develop, review and evaluate goals, objectives and strategies for the School Improvement Plan. The School Improvement Team facilitates the continuous collection and analysis of academic assessment data to guide instruction and evaluate progress toward student achievement goals We will begin implementing a revised School Improvement Plan during the 2013-2014 School Year.

GOALS PROGRESS

NOT YET BEGUN

MAKING PROGRESS

COMPLETED

Improve English Language Arts Proficiency

Our school will sponsor 3 activities each year that will focus on helping their child with schoolwork.

X X

Our school will participate in a district wide GIRESD facilitated training to learn how a representative staff group can best accomplish the development and implementation of a subject-specific K-12 Curriculum Map

X

Intervention Groups will be provided for struggling students. These students will be identified through progress monitoring data. Paraprofessionals will provide interventions in a group setting to struggling students.

X

Improve Math Proficiency

Our school will develop a strong MTSS system of support to include: Tier I instruction with 80-85% of students achieving identified instructional targets ;supplementary intervention supports for students identified as needing

X


additional assistance through progress monitoring; and ensure that the needs of all students are being met especially those identified as at-risk learners.

Teachers will learn about and implement effective instructional strategies including differentiated instructional strategies with a focus on improving the proficiency levels of economically disadvantaged children and students with disabilities in the area of Math.

X

Improve Science Proficiency

Our school will participate in a district wide GIRESD facilitated training to learn how a representative staff group can best accomplish the development and implementation of a subject-specific K-12 Curriculum Map.

X

Improve Social Studies Proficiency

Our school will develop a strong MTSS system of support to include: Tier I instruction with 80-85% of students achieving identified instructional targets ;supplementary intervention supports for students identified as needing additional assistance through progress monitoring; and ensure that the needs of all students are being met especially those identified as at-risk learners.

X


A copy of the Core Curriculum is available on our school website (http://www.stlouisschools.net). We are in

the process of changing our curriculum from one based on Michigan Grade Level Content Expectations to

the Common Core Standards.

English Language Arts The English Language Arts curriculum follows the Grade Level Content Expectations approved by Michigan’s

State Board of Education. We are in the process of changing our curriculum from one based on Michigan

Grade Level Content Expectations to the Common Core Standards. Building educators utilize numerous

programs and resources including DIBELS, Zoo Phonics, Writers Workshop, Scott Foresman Reading, Orton-

Gillingham methods as well as many supplemental materials, verified by research conducted by Michigan

and Federal Sources. The English Language Arts curriculum was last approved by our local Board of

Education in 2005. We will be revising this curriculum during the 2013-2014 school year. Staff will receive

professional development, and begin implementation of the Journeys ELA curriculum in 2014-2015.


Mathematics The Mathematics curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. . We are in the process of changing our curriculum from one based on Michigan Grade Level Content Expectations to the Common Core Standards. Building educators utilize Scott-Foresman Math, Essential Skills Software and other supplemental materials, including Singapore Math, verified by research conducted by Michigan and Federal Sources. The Mathematics curriculum was last approved by our local Board of Education in 2006. We will be revising this curriculum during the 2014-2015 school year. Science The Science curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. We are in the process of changing our curriculum from one based on Michigan Grade Level Content Expectations to the Next Generation Science Standards. Building educators utilize Weekly Reader, McGraw-Hill texts and National Geographic Magazine, verified by research conducted by Michigan and Federal Sources. The Science curriculum was last approved by our local Board of Education in 2004. We will be revising this curriculum during the 2013-2014 school year. Social Studies The Social Studies curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. We are in the process of changing our curriculum from one based on Michigan Grade Level Content Expectations to the Common Core Standards. Building educators utilize Weekly Reader and the Houghton-Mifflin Series verified by research conducted by Michigan and Federal Sources. The Social Studies curriculum was last approved by our local Board of Education in 2004. We will be revising this curriculum during the 2014-2015 school year.


Our students are administered the MEAP tests on an annual basis. Below is our data for the 2012-2013 and 2013-2014 school years.

Parent Conferences *The following information is required for ALL students BUT subgroup disaggregated data is OPTIONAL.


Subgroups

2012-2013 2013-2014

Number of students

represented


represented

Number of students

represented


represented

All 204 85 205 79




Hispanic





Thank you for reading our report. We look forward to working with you. Educationally Yours,

Carl Sztuczko


T.S. NURNBERGER MIDDLE SCHOOL


Steve Brimmer, Principal


8-8-2014



provides key information on the 2013-2014 educational progress for T.S.

Nurnberger Middle 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 Steve Brimmer for assistance.


http://www.stlouisschools.net or you may review a copy in the principal’s

office at your child’s school.

The state has identified some schools with the status of Reward, Focus or Priority.

A Reward school is one that is outperforming other schools in achievement,

growth, or is performing better than other schools with a similar student

population. A Focus school is one that has a large achievement gap in 30% of its

student achievement scores. A Priority school is one whose achievement and

growth is in the lowest 5% of all schools in the state.


The staff at TSN are working diligently to assist our students maintain or obtain

adequate proficiency levels in numerous core subjects. We are attempting to

increase or ELA and Math scores by offering intervention courses in grades 6-8.

Students are selected by analyzing data from summative assessments such as the

MEAP.

Table of

Contents

Annual

Education

Report

Information

Description of

the School

Pupil Assignment

School

Improvement

Plan

Core Curriculum

Local

Assessment Data

Parent

Conferences



TSN serves 300 students in grades 6-8. Each student takes four core classes daily including Math, Science, Social Studies, and English. They also take a Reading Rotation and Mini-Studies class. Students may take Band instead of Mini-Studies. Physical Education is offered to each student for two quarters annually. We offer accelerated classes for advanced math students in grades 7 and 8. We assist at-risk learners by offering intervention courses in ELA and Math for grades 6-8. We also work with the Gratiot RESD to provide on-site Deaf and Hard of Hearing education, as well as a program that assists moderately cognitively impaired students. All of our staff meet the requirements of “Highly Qualified” as ordered by the NCLB (No Child Left Behind) Law. The faculty of TSN consists of Kevin Kuhn-Master’s Degree, Megan Feldpausch-Master’s Degree, Gayle Janasik-Master’s Degree, Amy Lesinger-Bachelor’s Degree, Tracy Seeley-Master’s Degree, Todd Starry-Bachelor’s Degree, Homero Trevino- Master’s Degree, Stephanie Wendt-Master’s Degree, Hillary Halfmann-Bachelor’s Degree, Angela Starry-Master’s Degree, Steve Taylor-Master’s Degree, Paul Beavers-Master’s Degree, Steve Lawhorne-Master’s Degree, Jeff Jackson-Bachelor’s Degree, Patrick McLaughlin-Bachelor’s Degree.


All district pupils in grades 6-8 are assigned to TS Nurnberger Middle School since there is only one building in this district that serves this grade span of pupils.


A copy of the School Improvement Plan is available at http://www.stlouisschools.net. The School Improvement Team, composed of several focus groups, meets regularly during the school year. The purpose of the team is to develop, review and evaluate goals, objectives and strategies for the School Improvement Plan. The School Improvement Team facilitates the continuous collection and analysis of academic assessment data to guide instruction and evaluate progress toward student achievement goals.

GOALS PROGRESS

NOT YET BEGUN

MAKING PROGRESS

COMPLETED

All Students at TSN will improve in Science proficiency

MTSS

Curriculum Mapping

X x

All student at TSN will improve in Math proficiency

MTSS

Curriculum Mapping

X X

All students at TSN will improve in reading proficiency


MTSS

Curriculum Mapping

X

X

All students at TSN will improve in writing proficiency

MTSS

Curriculum Mapping

X

X


A copy of the Core Curriculum is available at http://www.stlouisschools.net. The core curriculum follows the state mandated grade level content expectations and the implemented common core standards for Math and English/Language Arts. English Language Arts The English Language Arts curriculum follows the Common Core Standards approved by Michigan’s State Board of Education. Building educators use Prentice Hall’s Writing Coach 2012 and Literature Common Core edition 2012 which was verified by research conducted by our Curriculum Review and Development Council. The English Language Arts curriculum was last approved by our local Board of Education in 2000. There will be professional development provided to support teachers in teaching ELA. The PD planned is to train our instructors on the interactive components of the texts, including internet activities. Mathematics The Mathematics curriculum follows the Common Core Standards approved by Michigan’s State Board of Education. Building educators utilize Glenco 2009 and Prentice Hall 2008 (Algebra I) verified by research conducted by our Curriculum Review and Development Council. The Mathematics curriculum was last approved by our local Board of Education in 2007. Final book purchases were made in the 2008-2009 school year. Science The Science curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. Building educators utilize McMillan/McGraw Hill 2002 and Glenco 2002 verified by research conducted by our Curriculum Review and Development Council. The Science curriculum was last approved by our local Board of Education in 2001. Staff will be receiving professional development on differentiated instruction and learning as well as Response to Intervention/Pyramid of Interventions to focus on specific needs. Social Studies The Social Studies curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. Building educators utilize Holt/McDougal, 2012, verified by research conducted by our Curriculum Review and Development Council. Staff will be receiving professional development on differentiated instruction and learning as well as Response to Intervention/Pyramid of Interventions to focus on specific needs.


Parent Conferences *The following information is required for ALL students BUT subgroup disaggregated data is OPTIONAL.


Subgroups

2012-2013 2013-2014

Number of students

represented


represented

Number of students

represented


represented

All 125 42 132 43




Hispanic





We have seen an increase in parent participation in recent years. We have also seen a steady increase in our standardized test scores and student achievement. The staff at T.S. Nurnberger is very dedicated to providing the education possible to our students. Sincerely,

Steve Brimmer

Principal

ST. LOUIS HIGH SCHOOL

2013-2014 SCHOOL ANNUAL REPORT

Jennifer McKittrick, Principal


August 6, 2014


We are pleased to present you with the Annual Education Report (AER) which provides

key information on the 2013-2014 educational progress for St. Louis 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 Jennifer

McKittrick for assistance.

The AER is available for you to review electronically by visiting the following web site

http://www.stlouisschools.net or you may review a copy in the principal’s office at your

child’s school.

The state has identified some schools with the status of Reward, Focus or Priority. A

Reward school is one that is outperforming other schools in achievement, growth, or is

performing better than other schools with a similar student population. A Focus school is

one that has a large achievement gap in 30% of its student achievement scores. A Priority

school is one whose achievement and growth is in the lowest 5% of all schools in the

state.


St. Louis High School has made Adequate Yearly Progress (AYP) in the tested subjects

(mathematics, reading, science, social studies, and writing). The hard work and dedication

of the staff, students and parent/guardians made this goal a reality. While we are pleased

to have reached this important goal, we are continuously working to improve. We

appreciate the continued support of our parent/guardians, staff, and the St. Louis

Community. Together we can meet the mission and vision of the St. Louis Public Schools.

State law requires that we also report additional information for the two most recent

years and can be found in the subsequent pages of this document.

Sincerely, Ms. Jennifer McKittrick Principal, SLHS

Table of

Contents

Annual

Education

Report

Information

Description of

the School

Pupil Assignment

School

Improvement

Plan

Core Curriculum

Local

Assessment Data

Parent

Conferences

Postsecondary

Enrollment

Statistics



2013-2014: St. Louis High School continues to serve students in grades 9-12. We served 375 students this year. We provide a curriculum that is aligned with the Michigan Curriculum Framework in all academic areas. We also provide learning opportunities in art, music, physical education, computer technology, agri-science and foreign language. St. Louis High School also has several Points of Pride that include, but are not limited to: Safe, secure and Caring Learning Environment, Michigan Merit Curriculum, Fall harvest Festival, Tri-Valley Academic Competitions, Music Department with Marching , Jazz, and Steel Drum Bands, Athletics, Student Council, National Honor Society, Business Professionals of America, FFA, Pep Club, Spanish Club, Art Club, the LINKS Foreign Exchange Program, Flipping Classroom, Fully Developed Credit Recovery, Tutor Hall, Summer School, Tri-Valley Talent Show, AP Courses, and Dual Enrollment. The teaching staff at SLHS is 100% highly qualified as defined by No Child Left behind. The staff is as follows: Carmen Bajena, Steve Beattie, Sarah Beery, Walt Berry, Andrea Biehl, Erin Busch-Grabmeyer, Brian Caszatt, Sandy Dubridge, Jenny Everitt, David George, Ben Goward, Scott Hemker, Seth Gronski, Megan Larson, Steve Lawhorne, Matt Burelson, Jay Puffpaff, Terri Reeves, Gary Stanglewicz, and Kevin Stedman.


All district pupils in 9th – 12th grade are assigned to St. Louis High School since there is only one building in this district that serves this grade span of pupils. Students may also be assigned to this building for a program offered that better meets their educational needs.

Status of School Improvement Plan

A copy of the School Improvement Plan is available at www.stlouisschools.net .The School Improvement Team, composed of several focus groups, meets regularly during the school year. The purpose of the team is to develop, review and evaluate goals, objectives and strategies for the School Improvement Plan. The School Improvement Team facilitates the continuous collection and analysis of academic assessment data to guide instruction and evaluate progress toward student achievement goals.

GOALS PROGRESS

NOT YET BEGUN

MAKING PROGRESS

COMPLETED

All students will be proficient in reading • Balanced assessment systems • Differentiated instruction • Data analysis • Formative/Summative assessments

x

All students will be proficient in writing • Balanced assessment systems • Differentiated instruction • Data analysis • Formative/summative assessments

x

All students will be proficient in math. • Balanced assessment system • Differentiated instruction • Data analysis • Formative/summative assessments

x



A copy of the Core Curriculum is available at www.stlouisschools.net

English Language Arts The English Language Arts curriculum follows Michigan approved Common Core State Standards. Building educators text and/or supplemental resources verified by research conducted by Holt, Rinehart and Winston. The English Language Arts curriculum was last approved by our local Board of Education in 2005. The PD plan is to train our instructors in differentiated instruction and the implementation of a multi-tiered system of support to provide interventions to our struggling students. Mathematics The Mathematics curriculum follows the Common Core Standards approved by Michigan’s State Board of Education. Building educators utilize texts and/or supplemental resources verified by research conducted by Glencoe McGraw-Hill. The mathematics curriculum was last approved by the local Board of education in 2006. The PD plan is to train our instructors in differentiated instruction and the implementation of a multi-tiered system of support to provide interventions to our struggling students. Science The Science curriculum follows the High School Content Expectations and is transitioning to the newly available Common Core Standards approved by Michigan’s State Board of Education. Building educators utilize texts and/or supplemental resources verified by research conducted by Prentice Hall. The PD plan is to train our instructors in differentiated instruction and the implementation of a multi-tiered system of support to provide interventions to our struggling students. Social Studies The Social Studies curriculum follows the High School Content Expectations approved by Michigan’s State Board of Education. Building educators utilize texts and/or supplemental resources verified by research conducted by Holt/ McDougal, 2012, and our Curriculum Review and Development Council. A revised Social Studies curriculum was approved during the 2011-12 school year, leading to new text purchases and availability to students in 2012-13.


The State of Michigan requires that all students in Grade 11 take the Michigan Merit Exam (MME). It also requires our Grade 9 students to take the Michigan Educational Assessment Program (MEAP) Social Studies assessment. The data reflects the scores for the students tested in the past two school years, and applicable sub-groups as required by the No Child Left Behind Act.


MEAP Grade 9 Social Studies Fall 2012

% Students % % % Partially % Not Number Mean Scaled

Report Category Proficient Advanced Proficient Proficient Proficient Assessed Score

All Students 15.40% <10% 14.30% 47.30% 37.40% 91 907.7

American Indian or Alaska Native <10 <10 <10 <10 <10 <10 <10

Black or African American <10 <10 <10 <10 <10 <10 <10

Asian <10 <10 <10 <10 <10 <10 <10

Hispanic of Any Race <10 <10 <10 <10 <10 <10 <10

Native Hawaiian or Other Pacific Islander <10 <10 <10 <10 <10 <10 <10

Two or More Races <10 <10 <10 <10 <10 <10 <10

White 17.30% <10% 16.00% 46.90% 35.80% 81 908.8

Female 16.30% <10% 16.30% 42.90% 40.80% 49 906.7

Male 14.30% <10% 11.90% 52.40% 33.30% 42 908.8

Economically Disadvantaged <10% <10% <10% 42.20% 48.90% 45 901.3

Not Economically Disadvantaged 21.70% <10% 19.60% 52.20% 26.10% 46 913.9

English Language Learners <10 <10 <10 <10 <10 <10 <10

Not English Language Learners 15.60% <10% 14.40% 47.80% 36.70% 90 907.8

Students With Disabilities <10 <10 <10 <10 <10 <10 <10

Grade 9 Social Studies Fall 2013 % Students % % % Partially % Not Number Mean Scaled

Report Category Proficient Advanced Proficient Proficient Proficient Assessed Score

All Students 20.40% <10% 17.20% 49.50% 30.10% 93 910.7



Asian <10 <10 <10 <10 <10 <10 <10



Two or More Races <10 <10 <10 <10 <10 <10 <10

White 21.80% <10% 18.40% 50.60% 27.60% 87 911.8

Female 14.00% <10% 14.00% 50.00% 36.00% 50 906.3

Male 27.90% <10% 20.90% 48.80% 23.30% 43 915.9

Economically Disadvantaged <10% <10% <10% 48.10% 44.40% 54 901.2

Not Economically Disadvantaged 38.50% <10% 30.80% 51.30% 10.30% 39 923.9


Not English Language Learners 20.70% <10% 17.40% 50.00% 29.30% 92 910.9

Students With Disabilities <10% <10% <10% 21.40% 71.40% 14 890.6

MME

Grade 11 MME Mathematics Spring 2014

% %

% Partially % Not Number

Mean Scaled

% Students Proficient Advanced Proficient Proficient Proficient Assessed Score

All Students 20.00% <10% 19.00% 51.00% 29.00% 89 1,100.50



Asian <10 <10 <10 <10 <10 <10 <10



Two or More Races <10 <10 <10 <10 <10 <10 <10

White 21.00% <10% 20.00% 49.00% 30.00% 84 1,100.90

Female 16.00% <10% 16.00% 48.00% 36.00% 44 1,098.10

Male 24.00% <10% 22.00% 53.00% 22.00% 45 1,102.80

Economically Disadvantaged 13.00% <10% 13.00% 43.00% 43.00% 46 1,093.90

Not Economically Disadvantaged 28.00% <10% 26.00% 58.00% 14.00% 43 1,107.60

Not English Language Learners 20.00% <10% 19.00% 51.00% 29.00% 89 1,100.50


Grade 11 MME Mathematics Spring 2013

% % % Partially % Not Number Mean Scaled


All Students 26.00% <10% 24.00% 49.00% 26.00% 70 1,099.80



Asian <10 <10 <10 <10 <10 <10 <10



Two or More Races <10 <10 <10 <10 <10 <10 <10

White 25.00% <10% 24.00% 51.00% 24.00% 63 1,100.40

Female 30.00% <10% 28.00% 49.00% 21.00% 43 1,105.30

Male 19.00% <10% 19.00% 48.00% 33.00% 27 1,091.10


Not Economically Disadvantaged 35.00% <10% 33.00% 53.00% 12.00% 43 1,103.80




Grade 11 MME Reading Spring 2013

% %

% Partially % Not Number Mean Scaled


All Students 51.00% 13.00% 39.00% 37.00% 11.00% 70 1,109.00



Asian <10 <10 <10 <10 <10 <10 <10



Two or More Races <10 <10 <10 <10 <10 <10 <10

White 51.00% 13.00% 38.00% 38.00% 11.00% 63 1,109.30

Female 60.00% 16.00% 44.00% 33.00% <10% 43 1,116.90

Male 37.00% <10% 30.00% 44.00% 19.00% 27 1,096.40


Not Economically Disadvantaged 60.00% 16.00% 44.00% 30.00% <10% 43 1,115.60


Not English Language Learners 52.00% 13.00% 39.00% 38.00% 10.00% 69 1,109.70


Grade 11 MME Reading Spring 2014

% %


Mean Scaled


All Students 54.00% <10% 45.00% 35.00% 11.00% 89 1,110.40



Asian <10 <10 <10 <10 <10 <10 <10



Two or More Races <10 <10 <10 <10 <10 <10 <10

White 56.00% 10.00% 46.00% 35.00% 10.00% 84 1,112.20

Female 52.00% 11.00% 41.00% 39.00% <10% 44 1,111.10

Male 56.00% <10% 49.00% 31.00% 13.00% 45 1,109.70





Grade 11 MME Science Spring 2013

% %


Mean Scaled


All Students 29.00% 10.00% 19.00% 27.00% 44.00% 70 1,108.10



Asian <10 <10 <10 <10 <10 <10 <10



Two or More Races <10 <10 <10 <10 <10 <10 <10

White 29.00% 11.00% 17.00% 27.00% 44.00% 63 1,108.20

Female 33.00% 14.00% 19.00% 30.00% 37.00% 43 1,114.90

Male 22.00% <10% 19.00% 22.00% 56.00% 27 1,097.20

Economically Disadvantaged 11.00% <10% <10% 26.00% 63.00% 27 1,094.00

Not Economically Disadvantaged 40.00% 12.00% 28.00% 28.00% 33.00% 43 1,116.90


Not English Language Learners 29.00% 10.00% 19.00% 28.00% 43.00% 69 1,108.80


Grade 11 MME Science Spring 2014



All Students 28.00% <10% 20.00% 33.00% 39.00% 89 1,109.70



Asian <10 <10 <10 <10 <10 <10 <10



Two or More Races <10 <10 <10 <10 <10 <10 <10

White 30.00% <10% 21.00% 33.00% 37.00% 84 1,112.10

Female 23.00% <10% 14.00% 32.00% 45.00% 44 1,108.80

Male 33.00% <10% 27.00% 33.00% 33.00% 45 1,110.60


Not Economically Disadvantaged 42.00% 14.00% 28.00% 30.00% 28.00% 43 1,118.40



Grade 11 MME Social Studies Spring 2013



All Students 30.00% <10% 21.00% 59.00% 11.00% 70 1,120.30



Asian <10 <10 <10 <10 <10 <10 <10



Two or More Races <10 <10 <10 <10 <10 <10 <10

White 32.00% <10% 24.00% 57.00% 11.00% 63 1,120.30

Female 33.00% <10% 23.00% 63.00% <10% 43 1,122.20

Male 26.00% <10% 19.00% 52.00% 22.00% 27 1,117.40






Grade 11 MME Social Studies Spring 2014

% %


Mean Scaled


All Students 44.00% <10% 35.00% 45.00% 11.00% 89 1,127.20



Asian <10 <10 <10 <10 <10 <10 <10



Two or More Races <10 <10 <10 <10 <10 <10 <10

White 43.00% 10.00% 33.00% 45.00% 12.00% 84 1,127.30

Female 39.00% 11.00% 27.00% 45.00% 16.00% 44 1,124.20

Male 49.00% <10% 42.00% 44.00% <10% 45 1,130.10





Grade 11 MME Writing Spring 2013

% %


Mean Scaled


All Students 49.00% <10% 48.00% 44.00% <10% 73 1,099.20



Asian <10 <10 <10 <10 <10 <10 <10



Two or More Races <10 <10 <10 <10 <10 <10 <10

White 49.00% <10% 48.00% 46.00% <10% 65 1,100.70

Female 63.00% <10% 60.00% 37.00% <10% 43 1,110.70

Male 30.00% <10% 30.00% 53.00% 17.00% 30 1,082.60


Not Economically Disadvantaged 64.00% <10% 61.00% 34.00% <10% 44 1,108.30


Not English Language Learners 51.00% <10% 49.00% 44.00% <10% 71 1,100.70


Grade 11 MME Writing Spring 2014

% %


Mean Scaled


All Students 43.00% <10% 39.00% 53.00% <10% 89 1,097.00



Asian <10 <10 <10 <10 <10 <10 <10



Two or More Races <10 <10 <10 <10 <10 <10 <10

White 44.00% <10% 40.00% 51.00% <10% 84 1,098.10

Female 48.00% <10% 41.00% 52.00% <10% 44 1,101.00

Male 38.00% <10% 38.00% 53.00% <10% 45 1,093.10

Economically Disadvantaged 35.00% <10% 35.00% 57.00% <10% 46 1,086.60

Not Economically Disadvantaged 51.00% <10% 44.00% 49.00% <10% 43 1,108.20

Not English Language Learners 43.00% <10% 39.00% 53.00% <10% 89 1,097.00


Parent Conferences .


Subgroups

2012-2013 2013-2014

Number of students

represented


represented

Number of students

represented


represented

All 116 33% 131 35%




Hispanic





Post-Secondary, AP, IB Information

The following table provides information regarding the number of opportunities St. Louis High School students have for obtaining college credit during their high school careers.

Postsecondary Information 2012-2013 2013-2014 Number and Percent of Postsecondary Enrollments

(Dual Enrollment)

4 15

Number of College Equivalent Courses Offered (AP/IB) 3 3

Number and Percentage of Students Enrolled in College Equivalent Courses (AP/IB)

12% 14%

Number and Percentage of Students Receiving a Score Leading to College Credit

100% 100%

We are dedicated to improving our school with the help of staff, students, parent/guardians and the community. It is our mission to teach all students to communicate effectively, think creatively, and assume a responsible role in society. Through hard work and dedication from our staff and students we can and we will reach our goals. Sincerely, Ms. Jennifer McKittrick Principal, SLHS


2013-2014

ATHLETICS REPORT

Jennifer McKittrick, ATHLETIC DIRECTOR

August, 2014

The role of interscholastic athletics in the St. Louis Public Schools is to

provide educational experiences in the framework of competitive

athletics. By focusing on educational outcomes and student learning,

athletics can provide avenues for physical, emotional, social, and

intellectual growth.

Athletic Philosophy Students are encouraged to become involved in extracurricular and co-curricular activities. Student participation in such activities, including interscholastic athletics, is provided as an opportunity for students as long as they agree to follow the rules and guidelines as outlined below. Inasmuch as participation is a privilege, not a right, students who violate the guidelines will be subject to the penalties outlined, up to and including suspension from participation in such activities. A student should realize that the extracurricular and co-curricular activity’s guidelines apply at all times throughout the student’s high school career; including off-season and all vacation periods. The guidelines are not limited to the time period in which the student participates in a particular activity, nor are the guidelines limited to student behavior at school-sponsored activities or on school property. A student who violates the guidelines will be subject to disciplinary action as outlined in the penalty provisions. In addition, a student participant and his/her parent or guardian must sign and return to the designated school official, a form that acknowledges the student and his/her parent or guardian understands and agrees to abide by the guidelines.

All penalties for violation of this Code of Conduct will be cumulative

beginning with the student’s participation in the freshman year.

Governance

A. The Board of Education

The Board of Education, responsible to the people, is the ruling agency for the St. Louis Public Schools. The Board of Education is responsible for the following areas:

1. Interpreting the needs of the community, 2. Developing policies in accordance with state statutes and mandates and in

accordance with the educational needs and wishes of the people of the St. Louis School District,

3. Approving means by which professional staff may make these policies effective, and 4. Evaluating the interscholastic athletic program in terms of its value to the community.

B. Association Membership

St. Louis High School is a member in good standing of the Michigan High School Athletic Association (MHSAA) that is a private, voluntary association of public, private and parochial secondary schools. The primary function of the Association is to sponsor tournaments and ensure that member schools have rules and guidelines to follow to promote equitable competition.

C. League Affiliation

St. Louis High School is a voluntary member the Tri-Valley Conference. The purpose of this conference shall be to improve interscholastic relations among the schools of the conference, to promote comprehensive interscholastic competition, to administer this program in a way that will promote good sportsmanship, develop character, and improve the relationships of the students participating in this interscholastic program. These things shall be done by establishing a definite and orderly procedure in the administration of the constitution of this conference.

Saint Louis Athletic Programs (Program competition levels may be adjusted, at the beginning of each year or

season, dependent upon number of athletes and budget constraints)

A. Fall Sports and Teams

1. Volleyball (Girls) - Varsity, J. V., Freshmen, Eighth, and Seventh grade

2. Sideline Cheerleading – Varsity, Middle School 3. Cross Country (Boys) - Varsity, J. V., Eighth, and Seventh grade

4. Cross Country (Girls) - Varsity, J. V., Eighth, and Seventh grade 5. Football - Varsity, and J. V.

6. Golf (Girls) - Varsity

B. Winter Sports and Teams

1. Basketball (Girls) - Varsity, J. V., Eighth, and Seventh grade 2. Basketball (Boys) - Varsity, J. V., Eighth, and Seventh grade 3. Competitive Cheerleading (Girls) – Varsity, Eighth, and Seventh grade

4. Pom Pon – Varsity 5. Wrestling - Varsity and middle school 6. Bowling (Boys) – Varsity 7. Bowling (Girls) – Varsity C. Spring Sports and Teams

1. Baseball (Boys) - Varsity and J. V.

2. Softball (Girls) - Varsity and J. V. 3. Track (Boys) - Varsity and J. V., and middle school 4. Track (Girls) - Varsity and J. V., and middle school 5. Golf (Boys) - Varsity

Parent/Coach Communication

Research indicates that students involved in co-curricular activities have a greater chance for success during adulthood. We believe St. Louis High School's Athletic program helps develop the character traits that promote a successful life after high school. Both parenting and coaching are extremely challenging vocations. By establishing an understanding of each position, we are better able to accept the actions of each other, providing greater benefit to children. As parents, when your children become involved in our program, you have the right to understand what expectations are placed on your child. This begins with clear communication from the coach of your child's program. If a situation arises which requires a conference between the coach and the parent, this is encouraged. It is important that both parties involved have a clear understanding of the other’s position. A. Communication you should expect from your son’s/daughter’s coach:

1. Philosophy of the coach, 2. Expectations the coach has for the team, 3. Locations and times of all practices, contests, scrimmages, bus departures, meetings,

banquets, and possible awards, 4. Team requirements, i.e., fees, special equipment, off-season conditioning, 5. Procedure should your child be injured during participation, and 6. Discipline that resulted in the denial of your child’s participation.

The St. Louis Sharks have a history of positive sportsmanship and receive excellent support from our parents, community and Tri-Valley Conference.

2013-2014 Season Wrap-Up

Championships:

Volleyball: TVC West Champions Cross Country: Boys TVC West Champions Boys State Qualifiers Girls Basketball TVC West Champions District Champions Regional Champions Wrestling TVC West Champions District Champions Girls Bowling TVC West Champions Boys Bowling TVC West Champions Boys Track Regional Champions Girls Track TVC West Champions

TVC CHAMPIONSHIPS: 7 OUT OF 16 SPORTS

MHSAA DISTRICT CHAMPIONSHIPS: 2 SPORTS

MHSAA REGIONAL CHAMPIONSHIPS: 2 SPORTS

ACADEMIC ALL-STATE TEAMS: 3 TEAMS

Community Education

2013-2014

ANNUAL EDUCATION REPORT

Lori Hale, Program Director

August, 2014

During the 2013-2014 school year, Saint Louis Community Education

offered both Hunter and Boater Safety.

Program Mission

Recognizing that education is a lifelong process whereby learning should

take place in everything we do, the Saint Louis Community Education

program will encourage community education programs and

opportunities for citizens of all ages regardless of race, sex, or creed.

The schools are most effective when they involved the people of the

community in programs designed to fulfill their needs. Community

Education promotes efficient use of school facilities, equipment, and

personnel.

The Saint Louis Board of Education and Saint Louis Community Education program will strive to provide to residents of the community recreational, educational, social, and cultural services, in accordance with the needs, interests, and concerns of the community by fostering a Community Education program. The success of the Community Education program would not occur without

the assistance of instructors and, supervisors. To this number add

employees of Saint Louis Public Schools, parents, and participants who work

together as a team to ensure that this program meets its mission to provide

lifelong learning opportunities for everyone.

Safety

Boater Safety

Hunter Safety We Strive to offer courses that are beneficial, interesting, and exciting, plus encourage members of the community to share their hobbies, skills, and expertise as instructors in the program. Information about the Saint Louis Community Education program can be found on http://www.stlouisschools.net or at 989-681-2545.

Saint Louis Community Education Offerings

2013-2014


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