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NPS 2018-19 Annual Education Report

Dear School Families and Community Members:
 
Following the recent release of data from the Michigan Department of Education (MDE), we are pleased to present you with the Annual Education Report (AER) which provides key information on the 2017-18 educational progress for Northville Public Schools as a district, and at each of our schools. The AER addresses the complex reporting information required by federal and some requirements of state law.
 
You are invited to review the entire report on the MI School Data website, by clicking Northville Public Schools Annual Education Report. Copies of the district and individual school reports are also available in the Office of Instruction at the Board of Education Offices at Old Village School (405 West Main Street, two blocks west of Center Street in downtown Northville) and at each of the individual school offices. For more information, or if you have questions about the report, our staff is available to help you. Please contact the Office of Instruction at 248-344-3520.

These reports contain the following information:

Student Assessment Data

• Includes data from the following three assessments: Michigan Student Test of Educational Progress (M-STEP); Michigan’s Alternative Assessment Program (MI-Access) for student’s with disabilities, and the College Board SAT.

• This data includes assessment information for English language arts (ELA) and mathematics for grades 3-8, and grade 11, along with science data for grades 4, 7, and 11, compared to state averages for all students, as well as subgroups of students.

• The report helps users understand achievement performance within grades and schools, and to make comparisons to district, state and national achievement benchmarks.
 
Teacher Qualification Data

• Professional Qualifications are defined by the State and includes information such as the degrees of public school teachers (e.g., percentage of teachers with Bachelor’s Degrees or Masters Degrees) or the percentage of fully certified teachers.

• Identifies the number and percentage of inexperienced teachers, principals, and other school leaders, and 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. Results are reported only at the state level, rather than by individual districts.

Civil Rights Data

• Provides information on school quality, climate and safety.
This information, derived from the 2015-16 U.S. Department of Education Civil Rights Data Collection (CRDC) is available as a downloadable file on the “Annual Education Report Home” tab under “Additional Resources”.
 
Accountability Scorecard – 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.

Review the table below listing our schools. For the 2017-18 school year, schools were identified using new 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.
 
Each of our K-12 Northville schools achieved a proficiency index value, as well as an overall accountability index value above 90 on the 100 point scale. Our Cooke Center Special Education Program, serving students from across Wayne County who have significant special needs, received a proficiency index value of 78.52, and an overall accountability index value of 33.99. Our Cooke program is focused on forging pathways to promote individual growth, as well as to provide systematic, aligned curriculum, which assures that all student are making progress toward their academic, social, and functional goals.

None of our schools have been identified for targeted or comprehensive support, and therefore do not have a “status label.” The following table lists each of our schools, the MDE Proficiency Index, Overall Accountability Index Value, and a brief statement of key initiative(s) focused on achievement. For more specific information, please refer to the District Improvement Plan and/or each building’s School Improvement Plan, which are available by September 1st of each year on the district website at Annual Reports.
 
Northville Public Schools remains committed to raising achievement for all students, and continues to dedicate resources toward Multi-Tiered Systems of Support (also referred to as tiers of intervention) to support all learners. Additionally, each of our schools has established goals and identified strategies for improvement in their School Improvement Plans, based on school and subgroup achievement data. The same process takes place at the district level to set goals and identify strategies in the District Improvement Plan.
 
Northville Public Schools also takes part in robust accreditation processes at each level that align with the District’s vision, purpose and goals. These processes include an external review component that provides feedback critical to our continued growth as a learning organization. Our Early Childhood Program is accredited through the rigorous National Association for the Education of Young Children. Each of our six elementary schools have adopted The Leader in Me framework which addresses the teaching of leadership principles, creating a leadership culture, and aligning academics through a robust goal-setting process, student agency and empowering instruction. Our secondary schools are fully authorized as International Baccalaureate World Schools, including the Middle Years Program (MYP), grades 6-10 and the esteemed Diploma Program in Grades 11-12. Additionally, Northville High School is accredited through the AdvancED / North Central Association Commission on Accreditation and School Improvement (NCA CASI), as is our Cooke Center Program, serving students with special needs from pre-K up through graduation from across Wayne County. Each of these processes support Northville’s ongoing, overarching goal for student learning and provides a nationally-recognized mark of quality for our district and all the schools within our district. Our students and families are the ultimate beneficiaries of this rigorous processes. When an entire school community is aligned and focused on a shared vision for learning, students thrive.
 
On an ongoing basis, we focus our school improvement efforts on the achievement of all students and to improve future readiness without losing sight of the value of our comprehensive programming and balanced curriculum. We use all of this student data information, together with other measures of student performance, to improve our curriculum and instructional practices, and to enhance student intervention and support programs to further enable success for all students – across the spectrum of learners and in an increasingly global context. We are committed to an ongoing process of identifying learner profiles that lead to globally-ready graduates; reimagining curriculum and instruction that is relevant, responsive and aligned; and to developing strong school cultures that inspire intellectual curiosity and a love of learning. We invite you to join in this work as we continue to advance our Tradition of Excellence and open a World of Possibilities for our students.
 
We are encouraged by the success of our students and staff as reflected in these measures along with those that go beyond standardized assessments, and remain mindful that a strong partnership of our teachers working together with students and families will allow our students to experience even greater success and opportunity.
 
Sincerely,
 
Mary K. Gallagher
Superintendent