Annual Report - Edwardsburg Public Schools

Transcription

Edwardsburg Public Schools
Annual
Report
2007-2008
69410 Section Street
Edwardsburg, MI 49112
269.663.3055
www.edwardsburgpublicschools.org
Pride. Passion. Purpose.
Table of Contents
Page
Board of Education...........................................................................................................................1
Administration.................................................................................................................................1
Historical Perspective.......................................................................................................................1
Blue Ribbon Recognition..................................................................................................................2
Accreditation....................................................................................................................................2
Strategic Plan...................................................................................................................................3
School District Profile......................................................................................................................3
Curriculum and Instruction..............................................................................................................5
Parent/Community Involvement........................................................................................................6
Staff Development.............................................................................................................................7
Special Programs..............................................................................................................................7
Student Achievement and Assessment...............................................................................................8
Specialized Schools........................................................................................................................16
Primary School...............................................................................................................................21
Eagle Lake School...........................................................................................................................29
Intermediate School.......................................................................................................................41
Middle School.................................................................................................................................49
High School....................................................................................................................................59
Baseball
Graham Knapp, Mike Ostrander, Jon Muff,
Anthony Peak,
Basketball (Boys)
Brett Hoover
Wrestling
Rick Ackerman, Brett Bailey, Mike Cripe
Cary Culver, Patrick Etherington, Scott
McMillan, Josh Rinehart, Jay Teter, Steve
Williams, Rex Kendle
Cross Country (Boys) Patrick Etherington, Victor Mattson, Shawn
Neff, Charles Penninger
Cross Country (Girls) Jennifer Milliken
Golf
Eric Emenaker
Softball
Ashley Nugent
State Miss Softball 2000
Vicki Nelson
Track (Boys)
Brad Apel, David Devenney, John Disher
Greg Douglas, Patrick Etherington, Gregory
Track (Girls)
State Miss Track 2001
Beth Lerner, Becky Breisch, Abby Paul
Becky Warner, Erin Eggleston
Becky Breisch
Michigan Gatorade
Player of the Year 2000
Becky Breisch
Frost, Todd Gizzi, David Hoover, Robert
Meyers, Shawn Neff, Brian Renaldi, Chad
Kring, Craig Shuttleworth, John Black, Josh
Kujawa, Brock Holtsclaw, Doug Shuttleworth,
Brent Shuttleworth
SPECIALIZED SCHOOLS AND PLACEMENT PROCESS
Shared Time programs meet the goals for Edwardsburg High School by providing additional options for all students.
Building Trades is offered in conjunction with Niles. Eleven students enrolled in Building Trades. Also offered is the Pharmacy Tech and
Health Academy. Six students enrolled in Pharmacy Tech and Health Academy.
Southwestern Michigan College instructors have been providing coursework for Edwardsburg High School since 1991-92. The purpose
of these classes is to offer advanced placement opportunities to qualified students. In order to enroll in theses courses, a student must satisfy
the necessary prerequisites with a specified grade point average. Thirty-seven students participated in the Southwestern Michigan College
classes in 2007-08.
Advanced Biology was added to the curriculum during 1995-96. In 2006-07 100% of the students enrolled took the Advanced Placement
Exam to earn college credit. Last year 86% of the students who took the test were eligible for credit.
SMC Academies provide college level technical education opportunities for the vocational students. So far, students have participated in the
areas of machine trades, CADD, health, welding and education. Thirty-two students participated in the SMC Academies in 2007-2008.
An Extended Education class is offered. The purpose of this class is to provide an opportunity for students to earn credit toward graduation
when they are deficient in credits at the beginning of their junior year. Twenty-two students participated in extended education classes in 2007-08.
In our thirteenth year of participation in the Berrien County Math and Science Center, Edwardsburg High School sent 10 students. These
students completed math and science credits on Andrews University campus during their high school years.
The Elkhart Area Career Center is a vocational facility offering 23 half-day skill training programs with a component for special needs
students. Students are selected for this program by demonstrating sincere vocational interest. Access to the EACC allows students to
participate in vocational and technical education beyond the means of the local school district. Twenty-nine Edwardsburg students attended
the EACC in 2007-08.
Advanced College Placement courses in language arts and chemistry were offered through Indiana University during the 2007-08 school
year. Twenty-four students participated in theses courses
65
COLLEGE LEVEL COURSEWORK
Enrollment/Passing Rate
College
Equivalent
Courses by Grade
Level
9th Grade
10th Grade
11th Grade
12th Grade
# of Enrolled
Students
2006-07
% of Enrolled
Students
2006-07
Passing
Rate %
2006-07
# of Enrolled
Students
2007-08
% of Enrolled
Students
2007-08
Passing
Rate %
2007-08
0
0
9
49
0
0
5%
34%
N/A
N/A
100%
80%
0
0
12
69
0
0
7%
45%
N/A
N/A
100%
94%
College Credit/Dual Enrollment
2006-2007
#
Students
% of
Students
2007-2008
#
Students
% of
Students
Students Receiving College
Credit through Dual Enrollment
58
18%
76
10%
Students Who Enrolled in
College Courses and Took
Exam
58
18%
80
11%
Students Who Achieved a Score to
Receive College Credit
48
15%
76
10%
ATHLETIC DEPARTMENT
SPORT
DISTRICT
REGIONAL
Baseball
Basketball(Boys)
Cheerleading
Cross Country
(Boys)
Cross Country
(Girls)
Golf
Softball
Tennis
Track (Boys)
Track (Girls)
Volleyball
Wrestling
1988,03,04
1988
2004
OTR. FINAL
1994,95
1987,88,89
ST. RUNNER-UP
STATE CHAMPS
1989
1990,92
1986,92,07
1986,87,88,
89,90,91,92,08
1988,89,90
1985,98
1990
1985,88,90,92
1989,92,00,01
1992
1986,88,
1990,92
2000
1992
1989,90
89,90,91
1989,90
LAKELAND CONFERENCE ALL-SPORTS TEAM TROPHY (Boys) 1999-00, 2000-01, 2002-03, 2003-04, 2004-05
LAKELAND CONFERENCE ALL-SPORTS TEAM TROPHY (Girls) 1999-00, 2000-01, 2003-04, 2004-05, 2006-07, 2007-08
INDIVIDUAL ALL-STATE (1985 to Present)
64
Enrollment/Passing Rate
Edwardsburg High School provided students with the opportunity to take college level equivalent courses.
College
Equivalent
Courses by Grade
Level
9th Grade
10th Grade
11th Grade
12th Grade
# of Enrolled
Students
2005-06
% of Enrolled
Students
2005-06
Passing
Rate %
2005-06
# of Enrolled
Students
2006-07
% of Enrolled
Students
Passing
Rate %
2006-07
0
0
11
51
0
0
7%
30%
N/A
N/A
70%
90%
0
0
9
49
0
0
5%
34%
N/A
N/A
100%
80%
STUDENT ASSESSMENT DATA
ACT SCORES (from MME)
2006-2007
English
Math
Reading
Science Reasoning
Composition
2007-2008
EHS
STATE
EHS
STATE
19.1
19.6
20.2
20.7
20.0
17.8
18.9
19.1
19.5
18.9
17.9
19.0
19.4
20.0
19.2
17.6
19.0
18.8
19.4
18.8
MICHIGAN MERIT EXAM (MME)
Percentage of Students Proficient
EHS
STATE
EHS
STATE
2007*
2007*
2008
Math
58
46
53
English Language Arts
64
51
60
Reading
72
60
69
Writing
54
40
46
Science
70
56
63
Social Studies
95
83
90
* New test in 2007 includes the ACT, Work Keys and State Assessment.
2008
46
52
62
41
59
80
63
SUBJECT: ENGLISH LANGUAGE ARTS (INCLUDES READING AND WRITING)
Student Group
Grade: 11
All Students
White
Male
Female
Percent of Student in School at Each
Achievement Level
School
Year
School
Percent of
Student
Proficient &
Advanced
District
Percent of
Student
Proficient &
Advanced
State
Percent of
Student
Proficient &
Advanced
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
60%
64%
60%
63%
56%
59%
65%
69%
60%
64%
60%
63%
56%
59%
65%
69%
52%
51%
59%
57%
48%
47%
57%
55%
100%
98.2%
N/A
N/A
N/A
N/A
N/A
N/A
School
Year
School
Percent of
Student
Proficient &
Advanced
District
Percent of
Student
Proficient &
Advanced
State
Percent of
Student
Proficient &
Advanced
Percent
Tested OR
Not Tested
in Grade
Span ___
Advanced
Level 1
Proficient
Level 2
Basic
Level 3
Below
Basic
Level 4
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
53%
58%
53%
57%
52%
61%
53%
56%
53%
58%
53%
57%
52%
61%
53%
56%
46%
46%
53%
53%
49%
49%
45%
44%
100%
98.8%
N/A
N/A
N/A
N/A
N/A
N/A
8%
8%
8%
8%
10%
10%
5%
6%
45%
51%
45%
50%
42%
51%
48%
50%
16%
22%
16%
22%
14%
24%
18%
21%
31%
19%
31%
20%
33%
15%
29%
23%
School
Year
School
Percent of
Student
Proficient &
Advanced
District
Percent of
Student
Proficient &
Advanced
State
Percent of
Student
Proficient &
Advanced
Percent
Tested OR
Not Tested
in Grade
Span ___
Advanced
Level 1
Proficient
Level 2
Basic
Level 3
Below
Basic
Level 4
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
63%
70%
64%
69%
63%
78%
64%
63%
63%
70%
64%
69%
63%
78%
64%
63%
57%
56%
64%
63%
58%
57%
55%
55%
100%
98.8%
N/A
N/A
N/A
N/A
N/A
N/A
6%
5%
6%
5%
9%
6%
2%
3%
58%
65%
58%
64%
54%
71%
62%
59%
17%
17%
18%
17%
19%
13%
15%
21%
19%
13%
18%
14%
18%
10%
21%
16%
School
Year
School
Percent of
Student
Proficient &
Advanced
District
Percent of
Student
Proficient &
Advanced
State
Percent of
Student
Proficient &
Advanced
Percent
Tested OR
Not Tested
in Grade
Span ___
Advanced
Level 1
Proficient
Level 2
Basic
Level 3
Below
Basic
Level 4
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
90%
95%
90%
95%
91%
95%
80%
95%
90%
95%
90%
95%
91%
95%
88%
95%
80%
83%
85%
88%
80%
82%
80%
85%
100%
98.8%
N/A
N/A
N/A
N/A
N/A
N/A
54%
68%
54%
66%
56%
71%
52%
65%
36%
27%
36%
28%
36%
24%
36%
30%
8%
2%
8%
3%
8%
3%
9%
2%
2%
2%
2%
3%
1%
3%
3%
2%
Percent
Tested
Advanced
Level 1
Proficient
Level 2
Basic
Level 3
Below
Basic
Level 4
3%
2%
3%
2%
2%
1%
3%
2%
57%
62%
58%
61%
53%
58%
62%
66%
35%
34%
35%
34%
37%
37%
33%
30%
5%
2%
5%
3%
8%
4%
2%
1%
SUBJECT: MATH
Student Group
Grade: 11
All Students
White
Male
Female
Achievement Level
SUBJECT: SCIENCE
Student Group
Grade: 11
All Students
White
Male
Female
Achievement Level
SUBJECT: SOCIAL STUDIES
Student Group
Grade: 11
All Students
White
Male
Female
62
Achievement Level
Robert C. Byrd
Academic Scholarship
Robert Babler
Shane Szalai
Shane Szalai
1989
1991
1993
Christopher Black
Jason Dodge
Kaitlyn Smous
2002
2004, Honorable Mention
2006
Edwardsburg High School has had fourteen National Merit Finalists since 1980.
PARENT TEACHER CONFERENCES
Each fall daytime and evening hours are scheduled for conferences between students, teachers and parents.
Conferences Held
Number of Families
in Attendance
Fall 2002
796
189
Fall 2003
868
185
Fall 2004
842
179
Fall 2005
858
161
Fall 2006
819
142
Fall 2007
810
199
COMMUNITY RESOURCES
There was considerable community-school involvement throughout the 2007-08 school year. Numerous agencies/families contributed
scholarships to graduating seniors. Local businesses participated in job shadowing programs – a key component to School-To-Work
transition program. Businesses and neighboring schools shared services, programs, and facilities with Edwardsburg High School students.
PSAT-NMST FINALISTS AND COMMENDED STUDENTS
Recipient
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2006
2008
Finalists
Galen Ressler
Commended Students
Gary Gerfen,Thomas Rea
William Proctor
Duane Ressler
Penny Hough
Chris Deroo
Thomas Crane
Jeffrey Stickney, David Ackels
Robert Babler, Laurie Kirkdorfer, Eric Seigel
Bonita Beadenkopf
Jolie Sheffer
Michelle Funk
Jeffrey Milliken
Brett Bailey
Pat Etherington
Shane Szalai, David Loder
Jason Bidwell
Heidi Quinn, Kurt Etherington
Matthew Proctor
Tracey Thompson
Alison Mikulyuk
Kelsey Haas
Gabriel Black
Drew Dodge
Christopher Black
Kaitlyn Smous
Matthew Boesler
Andrew Hall
61
1 Credit
Physical education/health credit guidelines to be developed by MDE.
1 Credit
Visual, performing, applied arts credit guidelines to be developed by MDE.
1 Credit
Business Technology Management
Additional Graduation Requirements:
In addition to the credits outlined above, nine (9) credit hours in electives, or career and technical education programs must be completed
and twenty-six (26) credits awarded.
Students must take an on-line course or learning experience; OR have the on-line learning experience incorporated into each of the required
credits of the Michigan Merit Curriculum.
In addition to the courses taught at Edwardsburg High School, students have an opportunity to attend courses in Building Trades or courses
offered at the Elkhart Area Career Center. Students also are enrolled in college-level and college credit courses in English, Math and the
trades through Southwestern Michigan College. Students at Edwardsburg High School have the opportunity to take AP exams in Advanced
Biology, Academic English, and History. EHS students enrolled in Berrien County Mathematics and Science Center participate in Honors Level
Math and Science Courses on the campus of Andrews University. An extended education program is also offered to seniors who will not have
enough credits to graduate.
The Michigan State Board of Education has developed the Michigan Model Core Curriculum, as well as Essential Goals and Assessment
Frameworks in each subject area. Edwardsburg High School has adopted these outcomes and revised the curriculum to meet state standards.
Each subject area has developed outcomes, activities, goals, and objectives that follow state guidelines. The State Department of Education
measures success of the Core Curriculum by administering proficiency tests.
PROFESSIONAL DEVELOPMENT
During the 2007-08 school year, 100% of Edwardsburg High School staff attended conferences and workshops. Subjects addressed included
Data Analysis Using MI Tracker Golden Package, Effective Teaching Strategies, Energizing the Classroom Environment, Writing Workshop and
Developing Problem Solving and Critical Thinking Skills.
BUILDING LEVEL DECISION MAKING
A Building Council comprised by key staff members meets with the Administration on a monthly basis to express thoughts and ideas regarding
building operations. An open line of two-way communication exists whereby building strengths and concerns may be discussed. Information
and decisions shared in these meetings are then networked back to individual department members.
The purpose of the Building Council is to provide staff an opportunity to be involved in examining current practices/policies and
recommending changes when appropriate. The council’s strength derives from participatory management, i.e., clarification and organization
of building purpose, and goals and objectives that are formulated on a consensus basis and not by decree. This format provides any staff
person the opportunity to initiate change by submitting their proposal with substantive rationale to a group of their peers for consideration.
Each staff member and department is involved in the educational planning of the building. The principal meets with each department
to secure budgetary recommendations for the following school year and, in essence, each staff member has direct input into the overall
prioritizing of the department’s budget.
SPOTLIGHTING EXCELLENCE 2007-2008 ACCOMPLISHMENTS
OUTSTANDING ALL AROUND ACADEMIC ACHIEVEMENT
Detroit Free Press
Academic All-State
Robert Babler
1989
Shane Szalai
Sharon Szalai
1993
60
Jacob Gunn
Jason Dodge
2002
PHILOSOPHY AND GOALS
The Edwardsburg Public Schools shall provide the best and most comprehensive education possible for each student within the limits of the
resources of the district.
The School shall share with the parents the responsibility for the development of appropriate moral, ethical, and social values in the students
as well as the responsibility for developing aesthetic values and appreciation.
To meet the challenges of an ever changing world, the school shall share with the community the responsibility to plan, initiate, and provide
programs and experiences so that individual pupils will develop the skills they need to accomplish their best and fulfill their potential.
The school will provide students the programs and opportunities to:
• Communicate, orally and in writing.
• Develop maximum academic proficiency through proper application of basic skills.
• Develop wise, productive and enjoyable use and appreciation of leisure time.
• Develop appreciation of the arts.
• Develop physical, mental and emotional health.
• Produce a feeling of dignity and self-worth and an attitude of pride of accomplishment in a job well done.
• Develop and apply clear, logical thinking and good judgment.
• Acquire a zeal for continuous learning and self-improvement.
• Develop a social responsibility for our environment and its preservation.
• Develop attitudes of tolerance, respect and understanding of others’ rights, opinions and property.
Long Range Building Goals
• Continue to address North Central Target Goals
• Expand support services for At-Risk students to improve attendance, achievement and encourage continuing education
• Continue monitoring of curriculum to ensure that “total student body” needs are being met
• Expand educational opportunities, through online coursework and partnerships with colleges/universities
• Increase an emphasis upon school to work transition programs to prepare students for post graduation opportunities
• Continue accelerated course offerings for academically talented students:
• College credit in English, Mathematics and Science
• Berrien County ISD Mathematics/Science Center Consortium
• Southwestern Michigan College Academies
ACCREDITATION STATUS
Edwardsburg High School was awarded Outcomes Accreditation Status in March of 1994 by North Central Association of Colleges and Schools
Accrediting Agency and has continued to receive NCA accreditation since that time. Edwardsburg High School will continue to work with
North Central Model for school improvement by assessing student performance, developing an improvement plan, and documenting student
success.
Edwardsburg High School earned a “B” on the Education YES state report card. Additionally, the building met “Adequate Yearly Progress”.
One hundred percent of the professional staff is “highly qualified” as defined by federal guidelines in “No Child Left Behind”.
CURRICULUM
Graduating Requirements for Students Graduating in 2011 and Thereafter:
The Michigan Merit Curriculum requires sixteen (16) credits for graduation, which could be acquired through subject and integrated (mixed
subject) classes, as well as career and technical education programs. The Board has designated listed Curriculum as required for graduation.
Credits include:
4 Credits
Mathematics including algebra I; geometry; algebra II; including one (1) credit in senior year.
4 Credits
English Language Arts aligned with subject area content expectations developed by MDE.
3 Credits
Science including biology; physics or chemistry; one (1) additional science credit.
3 Credits
Social Studies including .5 credit in civics; .5 credit in economics; U.S. history and geography 1 credit; world history and geography 1 credit.
59
High School
mentally impaired or emotionally impaired.
Students participate in this specialized school from the Edwardsburg Public School District. Students also attend specialized contracted
programs in other counties or districts within Lewis Cass.
Special education eligible students are enrolled in the LCISD specialized school through the Individualized Educational Planning
Committee (IEPC) process. Each student’s needs are discussed, using the 13 step, least restrictive environment process as a guide to
determine that enrollment in the LCISD specialized school is the most appropriate placement to maximize his/her potential.
The goals of the school are defined in the LCISD mission statement and are met when individual students reach toward their maximum
potential by accomplishing the goals and objectives on the individualized educational plan and are challenged to become as independent as
possible.
COMMUNITY INVOLVEMENT
Athletic Booster Club - 45 members
Band Boosters - 113 members
Career Exploration Day - 26 participants
Parent Advisory Committee - 12 members
Parent-Teacher Conferences
• Students represented
• Percent of the student body
2004-05
402
72%
2005-06
393
69%
56
2006-07
439
74%
2007-08
429
69%
PERFECT ATTENDANCE AT E.M.S. (2007-08 SCHOOL YEAR)
6th Grade
Ford Adams
Mackenzie McCracken
Siera Murphy
Cathleen Razzano
Tanner Rieck
Andrew Shafer
Andrea Wagoner
7th Grade
Austin Alabaugh
Kelly Blumka
Nicole Brady
Trenton Carpenter
Daniel Ferenczi
Megan Hunt
Kaylan Malone
Jaclyn Schramm
Samantha Smous
Cory Stoneburner
Joshua Wyman
8th Grade
Joseph Benjamin
Ethan Blosser
Lori Cline
Anthony Hans
Jacob Hickman
Col Hunsberger
Douglas Kessler
Angel Ludwick
Felicia Underwood
2 years perfect attendance –Nicole Brady, Daniel Ferenczi, Samantha Smous
3 years perfect attendance – Anthony Hans
SCIENCE OLYMPIAD (E.M.S. TOOK 2ND PLACE IN REGIONAL COMPETITION, QUALIFIED FOR STATE COMPETITION FOR THE 3RD
STRAIGHT YEAR)
7th Grade
Anna Gardner
Emily Hunter
Patrick Monaghan
8th Grade
Jaclyn Schramm
Nathan Shellhamer
T.J. Bond
Buchanan Bourdon
Kyle Brovold
Greg Hall
Eli Metzler-Prieb
Erica Hemenway Shannon Schalk
Taylor Kanaby
Ashton Sova
Chase Stone
SEVENTH GRADE BAND EARNED A DIVISION 1 RATING AT THE FESTIVAL!
NINETY-ONE STUDENTS QUALIFIED FOR THE AAA LUNCHEON FOR NO ABSENCES, NO TARDIES, AND NO SUSPENSIONS FOR
THE FIRST SEMESTER!
SIXTY-TWO STUDENTS QUALIFIED FOR THE AAA LUNCHEON FOR THE SECOND SEMESTER!
TRI-COUNTY MATH MEET
6th Grade Team (2nd place in Patterns and Functions event)
Tharon Combs, Jordan Douglas, Michael Hinegardner, Anne Makielski, Andrew Shafer
7th Grade Team
Kirsta Anderson, Christopher Baldwin, Michaela Curtis, Megan Hunt, Nathan Shellhamer
8th Grade Team (1st place in Geometry and Measurement event, 2nd place in Problem Solving event)
1ST PLACE OVERALL, THIS CLASS OF 2012 WAS UNDEFEATED ALL THREE YEARS
Buchanan Bourdon, Greg Hall, Austin Payne, Ashton Sova, Ethan Zimmerman
SPECIALIZED SCHOOLS
Brookside Learning Center
Lewis Cass Intermediate School District operates a specialized school, Brookside Learning Center, to educate those birth to 25 year old
students whose handicapping condition is labeled as severely mentally impaired, severely multiply impaired, trainable mentally impaired,
autistically impaired, or for those 6 year old and under students whose handicapping condition qualifies them for a preprimary classroom.
LCISD also operates several specialized classrooms for the purpose of educating some students whose disability is labeled as educable
55
8th Grade
Male
Female
Econ. Disadvantaged
Reading
78
88
85
Writing
68
83
57
ELA
76
84
77
Math
85
81
70
Science
92
88
87
MIDDLE SCHOOL ACTIVITIES
ACTIVITIES
Art Club
28 participants
Geography Bee
214 participants
Hoops for Heart
150 participants
Martin’s Advantages
602 participants
Math Team
6th - 5 team members
Peer Mediation
10 participants
Pop tab collection
Ronald McDonald House
70 participants
Science Olympiad
15 participants
Spelling Bee
16 participants
Student Council
56 participants
Student Tutoring
46 participants
ATHLETICS
Boys Basketball
Girls Basketball
Cheerleaders
7th & 8th - 41 team members
Football
Volleyball
Wrestling
Boys Track
Girls Track
6TH GRADE INTRAMURALS
Boys Basketball
17 participants
Girls Basketball
23 participants
STUDENT ACHIEVEMENT/POINTS OF PRIDE
CASS COUNTY SPELLING BEE
8th Grade Team (1st place in team competition)
Darian Carlton, Erica Hemenway, Derek Freeze, Kacey Linde, Rachel Swift
7th Grade Team (2nd place in team competition)
Michaela Curtis, Daniel Ferenczi, Katrina Huffman, Alexis Niswander, Heather Passi
6th Grade Team (1st place in team competition)
Rachel Benjamin, Justin Deckler, Katherine Engle, Michael Hinegardner, Andrew Shafer, Allison Steele
Qualified for Individual Competition by missing 0 or 1 word in the team competition:
Rachel Benjamin, Michaela Curtis, Erica Hemenway, Michael Hinegardner, Kacey Linde, Alexis Niswander, Andrew Shafer, Rachel Swift
Finishing in the top five spellers in Cass County were:
4th place – Erica Hemenway
3rd place – Michael Hinegardner
2nd place – Andrew Shafer
FORTY-NINE STUDENTS QUALIFIED FOR THE 4.0 PRINCIPAL’S LIST FOR FIRST SEMESTER!
FIFTY-THREE STUDENTS QUALIFIED FOR THE 4.0 PRINCIPAL’S LIST FOR SECOND SEMESTER!
EMS GEOGRAPHY BEE
3rd place – Patrick Monaghan
2nd place – Nathan Shellhamer
54
1st place – Greg Hall
MEAP TEST SCORES
Mathematics
6th Grade
State Results
7th Grade
State Results
8th Grade
State Results
Science
8th Grade
State Results
Social Studies
6th Grade
State Results
8th Grade
State Results
Writing
6th Grade
State Results
7th Grade
State Results
8th Grade
State Results
Reading
6th Grade
State Results
7th Grade
State Results
8th Grade
State Results
ELA
6th Grade
State Results
7th Grade
State Results
8th Grade
State Results
03/04
04/05
85.0
63.0
78.0
66.0
25.0
29.0
37.0
47.0
64.0
61.0
58.0
57.0
73.8
62.0
05/06
82.4
65.1
75.7
59.6
66.3
63.2
06/07
83.4
69.0
78.0
64.3
91.8
68.1
07/08
82.0
73.0
84.5
73.0
83.0
71.0
85.7
65.0
88.0
76.8
88.2
74.9
90.0
79.0
90.4
78.3
85.9
74.3
82.3
73.0
74.2
53.0
92.3
74.8
86.7
66.7
77.4
64.7
77.8
74.1
80.2
65.4
80.0
66.8
81.8
73.0
84.1
77.0
75.5
70.0
80.2
73.0
90.5
79.6
88.3
75.8
76.9
72.9
92.3
83.3
84.4
79.7
85.1
75.6
87.1
82.0
83.6
72.0
82.5
77.0
76.9
66.0
89.0
73.0
89.0
73.0
76.0
69.0
88.0
78.0
82.0
76.0
83.0
71.0
85.6
80.0
84.1
74.0
80.0
75.0
33.3
30.0
The results indicated below compare the percentage of students in each disaggregated sub-group as defined by “No Child Left Behind” having
met or exceeded the Michigan standards measured by the Michigan Educational Assessment Program (MEAP) in 2007-2008.
6th Grade
Male
Female
Econ. Disadvantaged
Reading
86
89
83
Writing
79
86
78
ELA
82
91
85
Math
84
80
70
7th Grade
Male
Female
Econ. Disadvantaged
Reading
83
85
74
Writing
79
89
68
ELA
80
88
74
Math
82
88
66
53
Social Studies
85
79
85
Gender Specific Classrooms
Classrooms that are designed for teachers to use brain research and best practice to vary instructional strategies to meet the specific learning
needs of boys and girls.
Gold Cards
The Triple “A” (Attendance, Academics, and Attitude) program promotes positive attitudes and citizenship skills by encouraging students to
exhibit these skills everyday.. Teachers and staff give out “Gold Cards” to students who show positive citizenship skills such as picking up and
throwing away trash in the hallways without being asked. The “Gold Card” is worth fifty cents towards school lunch, sports activities, and dances.
Horizons Program
Horizons program is designed for at-risk students who need individual help in academic areas. Students take part in a Horizons class for one
hour a day and a Horizons teacher monitors their progress.
NWEA Assessment
Each student in the middle school will take an NWEA (Northwest Evaluation Association) assessment, once in the fall and once in the spring.
This assessment measures each student’s progress or growth in three areas: reading, language usage, and mathematics.
Peer Mediation
Each year, a cross representation of students is trained as mediators for the Peer Mediation program. As conflict managers, kids-help-kids
to develop mutually agreed upon solutions using a problem solving process. The goal of this program is to enhance peer relationships and
further develop life-long conflict resolution skills.
Reading Renaissance
This comprehensive reading program is offered in the sixth grade curriculum. Students earn points by passing computerized tests over
selected readings. The Reading Renaissance program provides all students the opportunity to further enhance their reading skills on an
individual basis and at their own pace.
SRA Mathematics Program
A direct instructional program that focuses on the mastery of basic skills and showing the connection between mathematical concepts in order
to facilitate the understanding of higher level objectives.
SRA Reading Program
A direct instructional reading program that focuses on decoding skills has been implemented to help special needs students become more
fluent and accurate readers.
Student Climate Committees
Students at each grade level were selected by staff to be part of these grade level committees designed to address and discuss student climate
issues. Students meet with the assistant principal and behavioral specialist once a month to discuss these concerns.
Student-Led Conferences
Since utilizing this type of conference at the middle school level, parent and student attendance has increased. Students utilize portfolios and
oral presentations to demonstrate academic progress to their parents.
Student of the Month Recognition
Students are recognized on a monthly basis for demonstrating significant daily effort and excellence in academics. Also, students are awarded
for demonstrating a positive, cooperative, and congenial attitude to others daily. Pictures of these students are displayed on a bulletin board in
front of the building, and local newspapers are contacted for publicity. A Student of the Month dinner is held in the spring recognizing these
students on their accomplishments.
52
School Improvement Team
Parent Advisory Committee
Jackie Carter
Jacque Chislea
Elisa Laskowski
Carrie Pryor
Erin Souchick
Kim Stevenson
Kevin & Kelly Bronkema
James & Tracy Deckler
Keith & Kristie Kutschbach
Tom & Michelle Shoupe
David & Karen Visser
Rick & Tamara Watts
STUDENT OF THE MONTH RECIPIENTS
Student of the Month Recognition
Students are recognized on a monthly basis for demonstrating significant daily effort and excellence in academics. Also, students are awarded
for demonstrating a positive, cooperative, and congenial attitude to others daily. Pictures of these students are displayed on a bulletin board in
front of the building, local newspapers are contacted for publicity, and students received a plaque at an awards dinner in the spring.
6th Grade
Jordan Ballard Tristan Doughman Sarah Ritchie
Alyssa Bavar Jordan Douglas Halie Rogge
Dylan Billings Austin Harman Kristen Schlamersdorf
Brett Bowman Caleb Janezich Andrew Shafer
Jackson Brady Anne Makielski Allison Steele
Megan Bretschneider Brady McKay Bailey Thomas
Anna Cameron Melissa Raab T.J. Vanderheyden
Laura Coble
Casey Reese
Sarah Ward
7th Grade
Devin Armstrong
Maureen Becsei
Jordan Bosse
Nicole Brady
Haley Deak
Andrew Gnott
Megan Halgren
Megan Hunt
Joshua Kozinski
Kaylan Malone
Ally McIntee
Audrey Oppman
Benjamin Peak
Skye Roy
Jennifer Sporleder
Robert Stasiak
8th Grade
Amanda Barella
T.J. Bond
Nicole Brooks
Joshua Clark
Sophia Devenney
Donald Dye
Terese Dye
A.J. Frank
Greg Hall
Eli Metzler-Prieb
Scot Miller
Andrew Reynolds
Ashley Smith
Anna Smous
Bronwyn Tafunai
Lee Williamson
SPECIAL PROGRAMS
After-School Tutoring
E.M.S. offers a tutoring program for 6th-8th grade students in all the four core subject areas. This program runs through the second and third
marking periods of the school year.
Behavioral Services
A comprehensive program offering: suport groups; individual, family, and staff consultations; family education nights; crisis counseling;
leadership training; life skills presentations; and after school and summer programs.
Breakfast Club
This program offers 8th grade students the opportunity to share their concerns regarding climate, programs, and other components of the
middle school. Different 8th grade students meet with the principal on Friday of each week.
Camp Eberhart
Horizons and sixth grade students participate in a program at Camp Eberhart. These students travel to Camp Eberhart and partake in the
“Ground Initiatives” course, where life skills are practiced in an alternative setting from school. Leadership, sportsmanship, teamwork,
individual challenges, and respect are some of the skills used in the program.
Educational Talent Search (ETS)
ETS is a college preparation program funded by the U.S. Department of Education TRIO Programs. The goal of this program is to provide
students in grades 6-8 with support, motivation, and encouragement toward educational advancement and pursuit of postsecondary
educational programs. This goal is reached by providing small group and individual assistance in various service areas.
51
Edwardsburg Middle School received an “A” as a letter grade and met “Adequate Yearly Progress.” One hundred percent of the
professional staff is “Highly Qualified” as defined by the Federal law entitled “No Child Left Behind.”
EDUCATIONAL PLAN 2007-2008
1.
Continue to offer gender specific math, science, and social studies in 6th grade. Expand this program to one section of male and
female classes in grade 7 mathematics.
2.
Support the Special Needs Department with the SRA Corrective Reading Program as it enters its third year. Based upon the success of
the reading program, we will implement the math program as well.
3.
Continue to provide middle school students accelerated programming opportunities with high school course work. Also, provide
similar programming with Intermediate students completing middle school course work.
4.
Focus upon differentiated instruction in all content areas to meet the wide range of student levels.
5.
Provide assistance/professional development for the newly adopted mathematics curriculum.
6.
Establish an intramural program for middle school students.
Edwardsburg Middle School is under the management of the building principal and assistant principal. The building staff’s suggestions and
concerns are solicited by the administration during periodic staff meetings. An open door policy encourages staff to communicate directly with
administration as needed. Formal dialogue between administration, staff, and community is established in three areas: School Improvement
Team, Parent Advisory, and Curricular Departments.
School Improvement Team
The School Improvement Team is a proactive committee that strives to establish and maintain a cutting edge approach toward middle school
education. The School Improvement Team is responsible for gathering information, data, and parental input from the Parent Advisory
Committee necessary to construct and fulfill meaningful immediate and long term building goals. The team also seeks out ways to effectively
communicate these goals to the community.
Parent Advisory Committee
The Parent Advisory Committee, consisting of Edwardsburg Middle School parents, plays an important role in the school improvement
process. Open sharing is welcomed and utilized to assure a clear focus on Edwardsburg Middle School goals. This committee generates a
constant flow of new ideas and perspectives that can be incorporated into our curriculum.
Curricular Departments
Dialogue between administration and staff exists on the departmental level. Periodic meetings between the building principal and department
members occur to discuss instructional and curricular matters, and to secure budgetary recommendations for the following school year. In
summary, EMS encourages building level decisions in the areas of curriculum, discipline, capital purchases, and departmental budgets to be
made through dialogue between staff and the administration.
50
MISSION STATEMENT
The mission of Edwardsburg Middle School is to provide a positive environment where students are challenged to acquire the skills and
self-confidence necessary to succeed in life.
PHILOSOPHY
For students to learn and achieve within a safe and positive environment, a working partnership is necessary between the students,
faculty, parents, and community. A well-balanced educational program will insure that each student has the opportunity to grow academically,
physically, socially, and emotionally.
CURRICULUM
The development of curriculum and educational programs for Edwardsburg Public Schools is an ongoing process served through the
cooperative effort of all professional staff. Teachers, administrators and Board of Education members work together to update curriculum and to
develop the best possible plans for the schools. The curriculum guides are based on the Michigan Curriculum Framework and Grade Level
Content Expectations. After the Curriculum Committee writes a curriculum proposal, the plan must be approved by the Building Council, district
level Professional Council and the School Board. Upon adoption all teachers receive the curriculum guides, which become the basis for
instruction.
GOALS
During the 2003-04 school year, administration and staff began their new cycle of the NCA process. Data was collected and school
improvement goals were established. On February 1, 2005, a Review Committee of the Michigan NCA State Committee approved the following
two goals:
1. All students will improve their writing skills across the curriculum.
2. All students will improve their reading skills across the curriculum.
During the 2005-06 school year, the following strategies/interventions were developed by staff to support these school improvement goals:
WRITING GOAL
1. Students will use a variety of graphic organizers to organize their ideas.
2. Students will increase their understanding of voice by demonstrating the writing process after listening to published literature.
3. Students will create an organized written document by demonstrating the writing process after reading a variety of published
manuscripts.
READING GOAL
1. Students will do cross-text analysis of fiction and non-fiction selections by completing graphic organizers and answering MEAP-like
questions.
2. Students will use prior knowledge, anticipation guides, charts, graphs, and other visuals to improve reading comprehension.
3. Students will use pre and post test reading exercises to improve comprehension and improve reading reflection.
Edwardsburg Middle School staff is continuing to collect data and implementing the activities necessary to meet these strategies/interventions.
Teachers received professional development during the 2007-2008 school year on topics such as: cross-text analysis, voice in writing, and the
four different types of writing (Narrative, Persuasive, Expository, and Descriptive). Staff members also revised the NCA Reading and Writing
Post Tests to meet the needs of the current MEAP assessment. Edwardsburg Middle School will continue to reinforce the concepts previously
mentioned, and decide what other professional development will be necessary in making sure our goals are met. A final visitation will occur
during the 2009-2010 school year to finish this improvement plan cycle.
49
Middle School
ENRICHMENT ACTIVITIES
Edwardsburg Intermediate School offers a variety of programs, which allow students to investigate and develop special talents and
interests. The core curriculum is enhanced through enrichment activities, which occur within and outside the classroom setting.
•
•
•
•
•
•
•
•
After School Tutoring
Assemblies
Band Concert
Chicago Trips
Drama Club
Field Day
Field Trips
Fine Arts Festival
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Free Throw Contest
Fun Nights
Holiday Craft Club
Intramural Basketball
Intramural Volleyball
Intramural Wrestling
Jump-A-Thon
Junior Achievement
Kids’ Cuisine Club
Math-A-Rama
Music Concerts
Pen Pals
Ping Pong Tournament
Reading Renaissance
Rollerskating
Science Fair
•
•
•
•
•
•
•
Science Olympiad
Spelling Bee
Student Council
Talent Show
Virtue Cards
Walking Club
Young Writers’ Day
POINTS OF PRIDE 2007-08
• The fifth grade Spelling Bee team, sponsored by Mrs. Nancy Tighe, won the Cass County Spelling Bee.
• The fourth grade Spelling Bee team, sponsored by Mrs. Cindy Vernon, won the Cass County Spelling Bee for the fifth consecutive
school year.
• Physical Education Instructor, Mr. Steve Crawford served as co-coordinator for “Jump Rope for Heart” which generated nearly $14,000
for the American Heart Association.
• The Intermediate Student Council, under the direction of Mrs. Mary Todt and Mrs. Cindy Vernon, raised $1,746 to provide for two
families with a total of nine children during the holiday season through the Cass County “Adopt- A-Family” program.
• The AAA Program recognized 79 students for maintaining no absences, tardies or suspensions throughout the 1st Semester and 54
throughout the 2nd Semester. A total of 30 students maintained Perfect Attendance throughout the entire school year.
46
Fifth Grade
Male
Female
Econ. Disadvantaged
Reading
92
92
91
Writing
62
70
50
ELA (R + W)
87
89
78
Mathematics
89
86
78
Science
92
90
83
Sixth Grade
Male
Female
Econ. Disadvantaged
Reading
86
89
83
Writing
79
86
78
ELA (R + W)
82
91
85
Mathematics
84
80
70
Social Studies
85
79
85
During the 2007-2008 school year Edwardsburg Intermediate School received an Education YES! school report card composite letter grade
of A (90%) and met Adequate Yearly Progress (AYP). Every teacher is certified in their instructional area and has achieved Highly Qualified
status.
Edwardsburg Intermediate School implements the Measures of Academic Progress (MAP) Test to students during the fall and again in the
spring of each school year. This instrument is uniquely designed by the Northwest Evaluation Association (NWEA) to provide accurate measurement of student achievement and growth over time. This assessment was provided to all students in fourth and fifth grades in the area of
Language Usage, Mathematics, and Reading.
The results indicated below compare the Mean RIT score for students at Edwardsburg Intermediate School / NWEA Standard Mean RIT
score for students at each grade level.
Grade
Fourth
Fifth
Language Usage
211 / *207
215 / *213
Mathematics
214 / *210
222 / *218
Reading
211 / *205
214 / *211
*Denotes the NWEA Mean RIT score for students to be on grade level for each respective grade.
DAILY ATTENDANCE
Fourth / Fifth Grade
-
Percentage of students attending school daily
‘05
96%
-
Percentage of students achieving Honor Roll
Percentage of students achieving Honor Roll
‘05
39%
43%
‘06
96%
‘07
95%
‘06
41%
46%
‘07
49%
47%
HONOR ROLL
Fourth Grade
Fifth Grade
SPECIALIZED SCHOOLS
The Brookside Learning Center is offered through the Lewis Cass Intermediate School District (LCISD). This is
a specialized school to educate students with various handicapping conditions. These handicaps include severely mentally impaired, severely
multiply impaired, trainable mentally impaired, autistically impaired and those students under the age of 6 who qualify. LCISD also operates
several severely specialized classrooms educating students with a disability labeled as educable mentally impaired or emotionally impaired.
Students participate in this specialized school from the Edwardsburg Public Schools. Students also attend specialized contracted programs in
other counties or districts within Cass County.
Eligible special education students are enrolled in the LCISD school through the Individualized Educational Planning Committee (IEPC)
process. Each student’s needs are discussed, using the 13 step least restrictive environment process as a guide, to determine appropriate
program placement.
45
MEAP DATA
The results indicated below compare the percentage of students scoring in Level 1 – Exceeds Michigan standards and Level 2 – Meets
Michigan standards on MEAP testing at Edwardsburg Intermediate School to the state average for each grade level since 1999.
03-04
04-05
05-06
06-07
07-08
Reading
4th Grade
81.0
92.0
87.0
94.0
96.0
State Avg.
80.0
82.0
83.0
85.0
85.0
th
5 Grade
--86.0
92.0
92.0
State Avg.
--80.0
84.0
82.0
th
6 Grade
--91.0
92.0
87.0
State Avg.
--80.0
83.0
82.0
Writing
4th Grade
State Avg.
5th Grade
State Avg.
6th Grade
State Avg.
52.0
48.0
-----
31.0
55.0
-----
65.0
45.0
64.0
63.0
92.0
75.0
40.0
46.0
55.0
57.0
78.0
74.0
67.0
59.0
82.0
73.0
English / Language Arts
4th Grade
State Avg.
5th Grade
State Avg.
6th Grade
State Avg.
70.0
64.0
-----
71.0
54.0
-----
83.0
76.0
79.0
75.0
89.0
73.0
85.0
78.0
84.0
78.0
88.0
78.0
89.0
76.0
88.0
78.0
86.0
80.0
Mathematics
4th Grade
State Avg.
5th Grade
State Avg.
6th Grade
State Avg.
84.0
73.0
-----
72.0
72.0
-----
87.0
82.0
84.0
73.0
82.0
65.0
90.0
85.0
82.0
76.0
83.0
69.0
91.0
86.0
88.0
74.0
82.0
73.0
5th Grade
State Avg.
94.0
78.0
93.0
79.0
90.0
77.0
91.0
83.0
91.0
82.0
Social Studies
5th Grade
State Avg.
6th Grade
State Avg.
41.0
31.0
---
27.0
26.0
---
--90.0
78.0
--86.0
74.0
--82.0
73.0
Science
The results indicated below compare the percentage of students in each disaggregated sub-group as defined by No Child Left Behind having
met or exceeding the Michigan standards measured by the Michigan Educational Assessment Program (MEAP).
Fourth Grade
Male
Female
Econ. Disadvantaged
Reading
96
96
94
Writing
42
50
33
ELA (R + W)
88
90
9
44
Mathematics
91
91
78
SCHOOL IMPROVEMENT TEAM
The NCA/School Improvement Team is a proactive committee also nominated by staff. It strives to establish and maintain a cutting edge
approach toward elementary education. The NCA/School Improvement Team is responsible for gathering information, data, and parental
input to construct and fulfill meaningful immediate and long term building goals. The team also seeks out ways to effectively communicate
these goals to the community.
Members of the NCA / School Improvement Team at Edwardsburg Intermediate School include:
Staff Representatives
- Sion Curtis, Rachele Dugger, Marcia Harroff, Deb Williams
Administrative Representative
- Daniel Nommay
In summary, building level decisions in the areas of curriculum, discipline, capital purchases, and departmental budgets are usually
developed through dialogue between staff and the administration.
PARENT INVOLVEMENT
PARENT ADVISORY COMMITTEE
Jon Badur
Ranee Conley
Kirk Mecklenburg
Rachel Oppman
Melissa Ryker
Steve Ryker
Amy Jo Mahaney
DeeDee Rogers
Bill Mahaney
P.T.O.
The P.T.O. has sponsored many events including the Open House Picnic, Family Bingo, and fundraisers.
PARENT/TEACHER CONFERENCE ATTENDANCE
’03
’04
96%
96%
’05
96%
’06
97%
‘07
99%
STUDENT ACHIEVEMENT
Individual student achievement and accomplishments are displayed throughout Edwardsburg Intermediate School. Student work is
routinely showcased within each classroom, as well as the central instructional area and hallways leading to the respective pods. Students
are recognized each morning during announcements for their reading and citizenship efforts, and periodically by the “Excellence Flag” being
flown that day in honor of an individuals or group achievement. Students are also featured throughout our “Intermediate Informer” and
district “Eddie-torial” newsletters, local newspapers, and electronically on our district website and video announcements. Each school year
concludes with an Academic Awards Assembly for each grade level to allow teachers, activity sponsors, and administration an opportunity to
recognize outstanding student achievement.
Student assessment tools are utilized throughout each school year to measure and reflect individual academic achievement. Formal
assessments are conducted twice each year in Reading, Language Usage, and Mathematics. Student progress is communicated through
progress reports, report cards, rubrics, portfolios, test results, and reading inventories. Student planners are also provided as a tool to
enhance daily communication between school and home. Parent conferences, student-led conferences, written correspondence, parent
advisory committee meetings, open house and other large group parent gatherings such as fine arts festivals, band concerts, and PTO
meetings are utilized to convey information.
Since Edwardsburg Intermediate School is comprised solely of fourth and fifth grade students, the Michigan Educational Assessment
Program (MEAP) testing is a priority of our students and staff. As a result of the significant improvement in student testing results that
occurred during the 1999-2002 school years, Edwardsburg Intermediate School received the Golden Apple Award and $10,000 from the
Michigan Department of Education.
43
• collaborative workers who use effective communication, leadership and group skills to develop and manage
positive interpersonal relationships within culturally and organizationally diverse settings or communities,
• quality producers who create and share intellectual, artistic, practical, and physical products, which reflect
originality and high standards.
CORE CURRICULUM
The State Department of Education recommends each school district to implement the Core Curriculum. The Core Curriculum is
composed of academic content standards and benchmarks in the following areas: English/ Language Arts, Mathematics, Science, and Social
Studies.
CORE CURRICULUM IMPLEMENTATION
The development of curriculum and educational programs in the Edwardsburg Public Schools is an ongoing process best served through
the cooperative efforts of all available professional staff. Teachers, administrators, and the Board of Education continually work together to
update existing curriculum to develop the best possible education for our students.
Curriculum revisions occur on a scheduled basis and are reviewed by the district-wide Professional Council. During the past four years,
new Mathematics, Social Studies, and Science curriculums have been implemented. All academic programs utilize benchmarks established
by the Michigan Department of Education Core Curriculum.
CURRICULUM GUIDE
A curriculum guide along with grade level brochures are available to parent/guardian(s) of students as a means of informing them of the
various subject areas their child will be learning during the year. The State of Michigan Core Curriculum and the curriculum guide are also
available to review through the Intermediate office.
CURRICULAR DEPARTMENTS
Finally, dialogue between administration and staff exists on the departmental level. Periodic meetings between the building
principal and department members occur to discuss instructional and curricular matters, and to secure budgetary recommendations.
Language Arts
Sion Curtis
Brian Schaible
Nancy Tighe
Janie Williams
Social Studies
Rachele Dugger
Brad Ostrander
Easter Shearer
Lisa Wills
Science
Kasey McBeth
Kelly Sutton
Cindy Vernon
Deb Williams
Mathematics
Jessica Carter
Marcia Harroff
Lisa Jacobson
Martha Lange
Mary Todt
The staff at Edwardsburg Intermediate School is involved in numerous components of decision making including curriculum, capital
purchases, and budgets. The building level improvement plan, while reflecting the direction and goals of the district team, Superintendent
and the Board of Education, is an expression of each building’s needs. Staff suggestions and concerns are solicited by the administration
during periodic staff meetings. An open door policy encourages staff to communicate directly with administration as needed. Formal
dialogue between administration, staff and community is established in three areas: Building Council, School Improvement Team, and
Curricular Departments.
BUILDING COUNCIL
A Building Council, nominated by staff to represent the various content areas, meets with the building principal periodically to serve as
a formal arena in which to air thoughts, ideas, and concerns regarding the overall effectiveness of the building. The Building Council also
serves as a proving ground for curricular change as it approves or rejects curriculum proposals before they are sent for final authorization by
the District-Wide Professional Council.
BUILDING COUNCIL MEMBERS
Brad Ostrander
Mary Todt
Deb Williams
42
Lisa Wills
PHILOSOPHY
The purpose of the Edwardsburg Intermediate community is to prepare students for their future. Recognizing all students as
unique individuals, we will foster basic skills, critical thinking, and creativity. In a positive, challenging environment, we promote selfdiscipline and self-esteem. Our educational methods will be flexible, coordinated, and open to change. Our primary goal will be to nurture
and develop individual potential so that each student will be best prepared to lead a rewarding life.
GOALS
2007-2008 N.C.A. TARGET AREA GOALS
Edwardsburg Intermediate School achieved Outcomes Accreditation Status from the North Central Association, and was accredited without
warning during the 2007-08 school year. The following Target Area Goals were determined by gender and economically disadvantaged data
from standardized test scores.
• Analyze and compare data
• Incorporate supporting details in their writing
2. Students will improve their reading for understanding skills across the curriculum.
• Inferencing
• Supporting Details
• Comparing/Contrasting/Similarities
3. All students will improve their ability to interpret and compare data across the curriculum.
• Charts
• Tables
• Graphs
2007-2008 EDUCATIONAL GOALS
• To successfully transition into two-person teaching teams.
• To continue to emphasize and improve MEAP Writing results.
• To further expand the utilization of data driven decision-making in developing differentiated instructional strategies within each classroom.
• To continue to utilize the Target Area interventions established through the NCA / School Improvement and Performance Accreditation
process.
During the 2007-2008 school year, Edwardsburg Intermediate School received an Education YES! school report card
letter grade of “A” and met Adequate Yearly Progress (AYP). One hundred percent of the professional staff is highly
qualified.
Edwardsburg Intermediate School achieved Outcomes Accreditation through the North Central Association during the 2002-03
school year. During 2004-05, Target Area Goals were established and a Student Profile was submitted to the NCA Central Reviewing
Committee in pursuit of Performance Accreditation.
CURRICULUM
STUDENT OUTCOMES
Through completion of their education the Edwardsburg Public Schools students will demonstrate that they are:
• complex thinkers who identify, assess, analyze, and use available information and resources to reason, make
decisions and solve problems in a variety of contexts,
• self-directed lifelong learners who value knowledge, are motivated to learn, set priorities and achievable goals,
create options for themselves, and assume responsibility for their actions,
• respectful of self and others and they exhibit self confidence, have the courage to take risks and contribute
their time, energies, and talents to improving the welfare of self and others,
41
Intermediate
• Both the second grade and multi-age classes hosted “Grandparent Days”.
• For the fourth year all of our third grade students attended the Shrine Circus in Grand Rapids. This wonderful opportunity was sponsored
by the Cass County Shiners Club.
SPECIALIZED SCHOOLS AND PROGRAM OPTIONS
BROOKSIDE LEARNING CENTER
Lewis Cass Intermediate School District operates a specialized school, Brookside Learning Center. This school provides programs to
educate students from birth to 25 years of age, whose handicapping condition is labeled as severely mentally impaired, trainable mentally
impaired, or emotionally impaired. There are programs for 6 year olds and other students whose handicapping condition qualifies them for
a pre-primary classroom. LCISD also operates several specialized classrooms, for the purpose of educating some students whose disability is
labeled as educable, mentally impaired or emotionally impaired.
EAGLE LAKE ELEMENTARY SCHOOL
Programs to address students with special needs in the areas of Speech and Language, Occupational Therapy, Physical Therapy, Educable
Mentally Impaired and Learning Disabilities have their services delivered at Eagle Lake Elementary School. Resource teachers are available to
deliver the services needed for these students in the least restrictive manner. These resource teachers also work with the classroom teachers
to modify and support students in the regular and appropriate curriculum.
PLACEMENT IN SPECIAL NEEDS PROGRAMS
The building level TAT (Teacher Assistance Team) provides teachers with the problem solving assistance, to help students who are having
difficulty in the classroom, with academics or behavioral issues. This group collaborates to provide early intervention and support for the
student and teacher. Ultimately the students may be referred for testing for participation in a variety of special programs. Special education
eligible students are enrolled in the LCISD specialized-school through the Individualized Educational Planning Committee (IEPC) process.
Each individual student’s needs are discussed and using the 13 step least restrictive environment process as a guide, determination is made
that enrollment in the LCISD specialized school is the most appropriate placement to maximize his/her potential.
PROGRAM OPTIONS
Eagle Lake Elementary School offers choices to meet the variety of learners that pass through our doors. All choices teach the same
curriculum and are designed to give common experiences to our students. These choices begin with a state-funded program for “at-risk”
preschool students and continue through fifth grade at the Intermediate School.
Parents and students in grades two and three are allowed to request from three different options. Single grade, is a traditional one-grade
classroom with the same teacher for one year. Looping, that allows for the teacher to start with a group of students at the begining of second
grade year and continue through third grade. This provides continuity for both teacher and student in the second year. Multi-age, is the other
option for parents and students of Edwardsburg. A team of four teacher delivers this program, to students in second and third grades.
Children who need extra help in the area of reading and math may receive services from the Title I program. Aides work in the classroom
to support students in core curricular areas.
A Behavior Specialist works with teachers, to provide support for the Eagle Lake students.
37
Academic Competitions
• The Eagle Lake third grade students participated in the LCISD talent development programs in Science and Math.
• The Eagle Lake third grade students were a part of the Elementary Science Olympiad and were able to experience science activities
designed by other students in the county. Third grade students were a part of the Math-a-Rama at LCISD. They worked in teams to solve
problems and think mathematically. Many of our students brought back awards for their effort at the program.
Student Support
TAT (Teacher Assistance Team)
• The teachers and staff at Eagle Lake Elementary School met to provide 77 of our students with a problem solving session to support
their teachers by brainstorming ways to help these students learn. With the help of their colleagues teachers were able to help students
overcome their difficulties. Those that continued to struggle were referred for testing to assess if they were eligible for special needs
assistance.
Tutoring and Summer School
• Students at Eagle Lake are offered extended time to master the core curriculum. Tutoring is offered after school for students who are
determined by testing and/or teacher recommendation to be below their grade level in the core curriculum. About 50 students attended
each of two sessions that were offered after school. The same criterion was used to determine students who would benefit from an
opportunity to improve their skills during a summer program. Fifty students were invited to participate in this program.
Transition and Pen Pals
• Pen Pals are assigned to students who are in third grade and preparing to move from Eagle Lake Elementary to fourth grade at
Edwardsburg Intermediate. Students correspond throughout the year and learn about their pen pal and Edwardsburg Intermediate
School. Classes of students preparing to come to second grade at Eagle Lake are paired with classes of students who are already in
second grade. The classes correspond to learn from each other about what they can expect when they come to Eagle Lake Elementary.
• On a Friday in May the district hosts a transition day where students go to the school where they will attend in the fall. These experiences
include lunch and collaborative activities with their pen pals and/or classes. This helps take away any fear of the unknown for students
changing schools.
Parent Orientations
• Eagle Lake teachers and administration present to parents of students entering Eagle Lake the next school year an orientation related to
Eagle Lake programs and expectations in April prior to the students' Transition Day Activities.
• When school starts in the fall the staff hosts an information night for parents to learn how our programs are delivered. Parents are invited
to school in the evening to experience the tasks students do everyday in the areas of Reading, Math and Writing.
Assessment
MEAP
• Our students continue to improve in most areas of the MEAP test and we scored above state averages in all areas. Our Reading and Math
scores have been above 90% proficiency.
NWEA Sub Group Results
• Our students continue to improve in all areas of Math, Reading and Language Usage. They are above the norming groups in all areas
tested. Analysis of the disaggregated data for our NWEA finds little difference in the sub groups to the total group. This meets the
definition of an Effective School as defined by the leading school researchers such as Dr. Larry Lezotte, Dr. Ron Edmonds, Dr. Robert
Marzano and others.
Parent and Community Support
Collaboration and Support from PTO
• The Parents and the community continue to support our students in many ways. With the help of PTO each student received an Eagle Lake
“T” shirt. Students wore their shirts with pride during all school events, on field trips, when the class had video conferences and to show
school spirit.
• The PTO also supported assemblies and special events that enhanced our instruction for our students. They hired a storyteller who
entertained and encouraged our students to do well in school. They also supported our Young Authors' Day with funds for bringing in a
local author and illustrator plus materials that allowed every student to write their own book.
• In addition they have raised money to provide our playground with many enhancements that make recess more fun and make our school
a community center.
Community Support and Participation
• Community volunteers teamed with the school and Junior Achievement to help our students begin to develop an understanding of
economics and business.
• Representatives from the local Historical Society/Museum made presentations and brought artifacts to expose our students to local history.
• Our police liaison met with students to help them understand the role of the police in their community.
36
Edwardsburg Middle School and High School students volunteered to serve as mentors and classroom helpers. We also hosted a work/
study student from Southwestern Michigan College, who assisted our second grade teachers in providing small group and individual assistance
for second grade students. The High School, Middle School students and the SMC student gained first hand experience of working in the
classroom.
POINTS OF PRIDE
Adult Learning
Continuing Education is Important for Teachers
• Most Eagle Lake staff members have completed their Masters Programs. Other staff continue their learning by taking classes to update
their skills and to keep their certification current.
Staff Development to Achieve Our NCA Goals
• The efforts of the Eagle Lake staff members to provide never stops. This year we implemented the “Writer’s Workshop” which was
designed by Lucy Calkins. Students were given the opportunity to write for one hour per day. To properly implement this program, staff
received training and two members of the staff were trained to become writing coaches for their colleagues.
• The staff also received training in the use of “Brain Gym”. This is a sensory integration program that helps students to stimulate the areas
of their brain that are engaged in the learning process. A routine was developed and practiced each morning by all students with the
guidance from our library supervisor who directed the activities over the PA system.
• We also continued our work in building student vocabulary with a word of the day for each grade level. The clues were given as a part
of the morning exercises; teachers would follow the clue with a discussion and an activity that had the students identify the word of the
day. Students were to give the meaning of the word in their own words and then draw a non linguist representation of the word. This
technique is taught by Robert Marzano, a prominent educational researcher.
• Two days per week the students were presented with a “Brain Teaser”. This helped the teachers initiate discussions using Critical
Thinking and Problem Solving.
Curriculum Enhancements
Economics
• Many classrooms experienced economics in their classroom environment through a mini economy program. Students were paid to
do classroom jobs, paid taxes, had to pay rent for their desks and other classroom necessities. They were also given the opportunity to
provide goods and services for their classmates during mini mall sessions. Students participated in an end of year auction where they
could bid on items that were of interest, if they had enough money.
Video Conferencing
• The students at Eagle Lake had the opportunity of participating in Video Conferencing with the use of equipment secured through a
grant. Eagle Lake Elementary has met and surpassed the requirements of the grant, which includes teacher training and course work,
professional development, and students’ participation in video conferences.
• The first year of the grant 37 such opportunities were provided for the students at Eagle Lake. In year two more than 80 video
conferencing opportunities were provided for the Eagle Lake students. These included virtual field trips, talking to experts about a topic
in the curriculum and one on one or group meetings with students in Michigan and around the world.
Fitness and Health
• Physical Education Instructors, Mr. Steve Crawford and Mrs. Martha Cleveland, served as co-coordinators for “Jump Rope for Heart”
which generated a large donation to the American Heart Association.
• Physical Education Instructors, Mr. Steve Crawford and Mrs. Martha Cleveland, served as co-coordinators for ACES day, which stands for
“All Students Exercise Simultaneously”. The event continues to grow and includes all elementary and middle school students. Varsity
athletes assist the physical education teachers during the event and provide positive role models for the participating students.
• At the end of the year all students at Eagle Lake participate in a field day. There are many stations that challenge students' skills and
perseverance. A part of this day is also given for the “Principal’s Challenge”, a reward for students setting and achieving their reading
goals. Water balloons are thrown at the principal and the top readers in every class get to toss a cream pie in the principal’s face.
Student Talent Development
Young Writers Day
• The staff members at Eagle Lake have taken steps to improve our students' writing ability. To bring writing to a higher level of importance
for our students, the staff devoted a whole day to a Young Writer’s Day.
• An author and illustrator were brought to the school with the help of PTO to talk to our students about how a book is written and
illustrated. These two individuals worked together to publish books, but held separate sessions with each class so the students could see
how a writer and an illustrator work together to produce the final product.
• Each student was given a blank book. By the end of the year every student had written and illustrated a book of their own.
35
Disaggregated Data
for Third Grade
Male
Female
Economically Disadvantaged
Disaggregated Data
for Fourth Grade
Male
Female
Reading
90%
86%
79%
Writing
58%
63%
55%
ELA
84%
82%
71%
Math
96%
95%
95%
Reading
83%
92%
79%
Writing
64%
68%
54%
ELA
79%
88%
79%
Math
90%
83%
80%
2006 Results:
Reading
*MEAP
Fall 2006
Third Grade
Fourth Grade
Eagle
Lake
92%
94%
Writing
State
Avg.
87%
85%
Disaggregated Data
for Third Grade
Male
Female
Disaggregated Data
for Fourth Grade
Male
Female
Eagle
Lake
50%
40%
ELA
State
Avg.
52%
45%
Eagle
Lake
86%
85%
State
Avg.
79%
78%
Math
Eagle
Lake
93%
89%
State
Avg.
88%
85%
Reading
90%
93%
84%
Writing
38%
62%
42%
ELA
81%
91%
82%
Math
97%
90%
86%
Reading
94%
93%
84%
Writing
38%
43%
27%
ELA
83%
86%
69%
Math
94%
86%
80%
2007 Results:
*MEAP
Fall 2007
Third Grade
Fourth Grade
Reading
Eagle
State
Lake
Avg.
89.6%
86.4%
95.8%
84.5%
Disaggregated Data
for Third Grade
Male
Female
Disaggregated Data
for Fourth Grade
Male
Female
Writing
Eagle
Lake
59.2%
46.4%
ELA
State
Avg.
57.4%
44.5%
Eagle
Lake
82.7%
89.1%
Math
State
Avg.
80.9%
76.3%
Eagle
Lake
98.4%
91.3%
State
Avg.
90.2%
85.8%
Reading
86%
94%
87%
Writing
50%
68%
55%
ELA
75%
91%
78%
Math
98%
99%
97%
Reading
96%
96%
94%
Writing
42%
50%
33%
ELA
88%
90%
79%
Math
91%
91%
78%
*Students with disabilities count is below the threshold as required by NCLB.
AVERAGE DAILY ATTENDANCE
The average daily attendance at Eagle Lake Elementary School was 90%.
VOLUNTEERS AND COLLABORATION
Many parents, grandparents, and community members volunteered to help the classroom teachers by assisting with activities,
projects, and one-on-one tutoring of students. More than eighty volunteers were honored at a Volunteer Social Gathering given by
the staff in May.
34
NWEA Results (Northwest Evaluation Association)
The scores in the table below indicate the NWEA Mean RIT score for the students at Eagle Lake Elementary School/ NWEA Standard
Mean RIT score for students to be on grade level for each respective grade.
Grade
Second
Third
Spring 2006 Results
Mathematics
Reading
194/**191
192/**188
204/**202
201/**198
Spring 2007 Results
Mathematics
Reading
196/**188
193/**187
206/**201
204/**198
Language Usage
195/**190
204/**201
Grade
Second
Third
Spring 2008 Results
Mathematics
Reading
195.5/**188
192.8/**187
206.8/**201
202.8/**198
Language Usage
194.8/**190
203.2/**201
Grade
Second
Third
Language Usage
194/**191
204/**201
** Denotes the NWEA Mean RIT score for students taking the MAP for each respective grade and subject based on 2005 norming data.
Report of NWEA Mean RIT scores for the students in each sub category as defined by NCLB (No Child Left Behind)
Second Grade
Disaggregated Data
Testing Period
Free and Reduced Lunch
Mobility
Male
Female
Mathematics
Reading
Language Usage
Sp 2006 Sp 2007 Sp 2008 Sp 2006 Sp 2007 Sp 2008 Sp 2006 Sp 2007 Sp 2008
191
194
189.5
188
191
185
191
193
187
192
194
184.2
188
194
185
192
197
186
195
196
196
191
190
192
193
192
193
193
196
184
193
196
194
195
197
196
Third Grade
Disaggregated Data
Testing Period
Free and Reduced Lunch
Mobility
Male
Female
Mathematics
Reading
Language Usage
Sp 2006 Sp 2007 Sp 2008 Sp 2006 Sp 2007 Sp 2008 Sp 2006 Sp 2007 Sp 2008
201
202
206
195
201
202
199
201
202
208
202
191
207
201
195
211
202
192
205
208
206
199
204
201
202
203
201
204
204
207
202
204
204
205
205
205
2005, 2006 and 2007 MEAP Results
The MEAP testing is conducted in the fall and tests the core curriculum for the students in the grade the previous year. Thus,
third grade results are a measure of the second grade core curriculum and the fourth grade results are a measure of the third
grade core curriculum. Below is the percent of students considered proficient by the State of Michigan. The disaggregated data is
reported by sub-group as defined by the NCLB Law. (No Child Left Behind)
2005 Results
*MEAP
Fall 2005
Third Grade
Fourth Grade
Eagle
Lake
88%
87%
Reading
State
Avg.
87%
83%
Writing
Eagle
Lake
60%
65%
ELA
State
Avg.
51%
55%
33
Eagle
Lake
83%
83%
Math
State
Avg.
78%
76%
Eagle
Lake
95%
87%
State
Avg.
87%
82%
PARENT AND COMMUNITY INVOLVEMENT
P.T.O.
The Parent Teacher Organization (P.T.O.) has made significant contributions to our school. The group continued to be an integral part
of the Reading Renaissance Program by funding the R.R. related activities and rewards. Additionally, the P.T.O. sponsored family activities this
year that included Family Reading nights, parent informational meetings and the Bingo Bash. The group provided volunteer assistance for
school-wide and grade level events and programs, such as the book fair, field trips, class cookouts and field day activities. They were a most
valuable resource for classroom teachers.
The PTO also operates a Gingerbread shop so our students can shop for their family in a safe environment for holiday gifts. Scholarships
are also provided for students who might have financial difficulties.
The P.T.O. continued to support our school through fund-raising efforts including: the collection of Martin’s Receipts, and General Mill’s
box tops.
The P.T.O. sponsored a picnic that was a huge success during the Open House at the schools. Parents participated in Open House
Activities with a high percentage of Eagle Lake students being represented at this event. (See table below) Participation at parent teacher
conferences continues to be high for Eagle Lake Elementary School.
Percent of Students Represented at Open House Activities
‘02
‘03
‘04
‘05
77%
76%
80%
77%
‘06
84%
‘07
80%
Parent/Teacher Conference Attendance
‘02
‘03
‘04
98%
98%
97%
‘06
98%
‘07
97%
‘05
97%
Community volunteers teamed up with the school and Junior Achievement to help our students begin to develop an understanding of
economics and business. Representatives from the local Historical Society/Museum made presentations and brought artifacts to expose our
students to local history. Our police liaison met with students to help them understand the role of the police in their community. Both the
second grade and multi-age classes hosted “Grandparent Days”. Teachers had activities to help the generations see how school was when the
grandparents went to school and for the grandparents to see how school has changed.
STUDENT ACHIEVEMENT/EVALUATION
Our focus is to continue to build on the reputation that Eagle Lake has earned as a child-centered school. We will maintain this focus on
children while working towards the goals and mandates of No Child Left Behind. We are committed to maintaining the standard of excellence
that is expected at Edwardsburg Public Schools.
Often students are featured at School Board Meetings in order to highlight exceptional student work or programs in the classrooms.
The Eagle Lake newsletter "Eagle Call", the district newsletter "Eddie-Torial" and classroom updates from teachers communicated students’
successes. Both local print and electronic media are used to spread the word about school achievement.
Eagle Lake has committed to develop a school improvement plan that emphasizes student learning and achievement. We are currently
working through the next cycle of the NCA process and have established our NCA goals. Action plans have been developed for each goal area.
These contain strategies, staff development needs and assessments for each goal.
Our school embraces the principles of developmentally appropriate teaching and learning. Eagle Lake Elementary staff utilizes student
assessment tools that reflect age appropriate measures to meet the needs of the children. Common informal assessments are conducted
throughout the year for all students to measure growth in accordance with our NCA plan. These teacher assessments include progress reports,
report cards, checklists, rubrics, narratives, portfolios, teacher made tests, informal reading inventories, and daily logs for the reading
program. This information is shared with parents during conferences, in written correspondence, parent advisory meetings and in large
group meetings such as open house and PTO. Daily communication is enhanced through the use of student planners. Teachers and parents
use this tool to write notes to each other and planners are checked daily both at school and home.
During the 2007 - 2008 school year, Eagle Lake Elementary administered the NWEA (Northwest Evaluation Association) MAP (Measures of
Academic Progress) Test. This instrument is uniquely designed to provide accurate measurement of student achievement and student growth
across time. These were given to all students in second and third grades in the areas of Mathematics, Reading and Language Usage.
32
CURRICULUM UPDATES
The State of Michigan has issued Curriculum updates in the areas of Math, Language Arts and now Social Studies. These updates are referred
to as Grade Level Content Expectations, (GLCE’s) and break the Michigan Frameworks into grade level curriculum. It also identifies the core
curriculum that will be tested on the MEAP for grades 2 through 8. The Eagle Lake staff has incorporated these changes into the curriculum
and has updated our parent reporting system to include these curriculum changes. The state has identified the same changes in the Social
Studies curriculum and is addressing the area of science in the near future. The Eagle Lake Staff will make the necessary adjustments to the
curriculum areas when the State of Michigan releases the final update.
STAFF DEVELOPMENT
The staff at Eagle Lake are all (100%) “Highly Qualified” as defined in the Federal NCLB Law. (No Child Left Behind) It is our goal
to maintain this status and demonstrate our commitment in offering our students the best education possible by continuing our professional
growth.
The Eagle Lake Elementary staff attended a broad spectrum of professional development activities. These included training for
implementation of Everyday Mathematics, writing, reading for information and problem solving. We also received training in the use of new
technologies and software that is used to enhance student learning. There is on-going support for our teachers with review of curriculum and
lesson plan review so we can provide the best opportunities for our students.
Teacher representatives attended workshops and conferences to gain knowledge of new techniques and methods to teach Reading,
Writing, Mathematics and Social Studies. These representatives returned and were given time during staff meetings to share the information
they received. As a part of our NCA School Improvement Plan, we have identified members of the staff to get extensive training. The staff
members will serve as coaches for the Eagle Lake teachers in the areas of writing, critical thinking and teaching informational reading.
The Eagle Lake staff received additional training in using computer curriculum software to enhance the ability, to provide both whole
class and individual curriculum skill instruction, in the areas of Math, Language Arts and Science. We also were trained to use “Study Island”,
a review and assessment program based on the Michigan GLCE’s. We are using this software to assess, then re-teach, reinforce, and enrich
students in the Grade Level Content Expectations outlined by the State of Michigan.
The Eagle Lake staff met 3 times per month to deal with building related topics. The format of these meetings was changed to include
staff development training. Eagle Lake Elementary School is working towards becoming a professional learning community. Staff members are
encouraged to share information that would be helpful for all of us to better meet the needs of our students. This is an ongoing process that
builds a common understanding of problems and possible solutions.
The Eagle Lake staff is directly involved in the development of our goals, building schedules, establishing equipment acquisition priorities
and the budget process. The staff is involved in many aspects of the planning for the school year, including student class assignments and
scheduling of some special classes. Our building school improvement team continues to be involved in the planning for next year.
The entire building staff was invited to take part in the school improvement process. A building school improvement team, met to
coordinate and lead the team's activities. Parents were selected to represent each grade level and program to provide the school with parent
and community input to the improvement process. This is a part of our drive to take a good idea and make it better.
The NCA/SIT, (North Central Accreditation/School Improvement Team) is made up of staff, parents and administrators. This group helps
to oversee the progress towards the NCA Goals and school improvement at Eagle Lake. They also facilitate two-way communications between
staff and administration within the school. Feedback was sought from the staff regarding the movement towards accomplishing the goals in
our NCA/SIT improvement plan.
Each teacher participates on a building level committee in one of the four core curricular areas. This is generally an area of strength and
interest to that particular teacher. Representatives of these curriculum committees represent Eagle Lake on a district level committee in their
respective curriculum area. The building level groups become guides and resources to their colleagues in their curriculum area.
31
Core Curriculum Implementation
All curriculum and instruction at Eagle Lake Elementary School has been aligned with the State Core Curriculum (Frameworks) and
district standards. The core curriculum includes the areas of Language Arts, Mathematics, Science and Social Studies.
Language Arts: McGraw Hill basal program continues to be used together with supplemental non-fiction trade books to ensure
continuity across grades K-5. Language skills and writing are integrated based on overlying unit themes. Spelling and vocabulary are
derived from literature units. We are utilizing a computer program whereby students can access individual skills needed for remediation
and enrichment. Reading Renaissance continues to be used to help students practice reading under the guidance of teachers and
parents. It is a program that uses daily, sustained silent reading; reading logs, record keeping and individual computerized testing to
practice reading skills. We have added a large number of Guided Reading materials for the teacher to have a variety of materials to use to
differentiate instruction for our students.
A Literacy Specialist is shared by the two elementary schools. Her background and training enables her to focus on those students
who are experiencing difficulty learning to read. She tests these students and provides remediation for them to become better readers.
Mathematics: The goal of our math program is to create students with a strong foundation of basic skills, and to have the ability
to be critical thinkers. This is the second year of implementation for the Everyday Mathematics Program developed by the University of
Chicago. The Everyday Mathematics program aligns with the Michigan Benchmarks and the Grade Level Content Expectations. During
between building meetings of K-5 teachers, staff collaborates and shares ideas to meet the needs of all students.
Science: The school district committee researched the teaching of science before updating our science curriculum. Their findings
suggested a move towards an inquiry-based approach to science instruction as the most favored method of teaching science to students.
This encompasses the use of instructional resources that provide hands-on or inquiry-based instruction. Students are actively involved
in constructing their own understanding through the research of their questions, rather than simply having information presented to
them through textbooks and/or lecture. Teachers have met during between building meetings to review and make adjustments that are
necessitated by a change in the State of Michigan Testing Program (MEAP).
Social Studies: The Social Studies program used at Eagle Lake explores the concepts of: Our world, our country, communities
then and now, economics, map skills and understanding the regions of the United States. These concepts are developed through the use
of hands-on, experienced-based, and research activities. The economics and community concepts are addressed through the use of the
Junior Achievement program with community volunteers.
This program has been under review for a number of years because the State of Michigan was realigning the Grade Level Content
Standards in this area. Approval of the new GLCE’s was obtained by the state and they were distributed to the districts during this
school year. The building level and district Social Studies committees adjusted and revised the curriculum to align with the new state
standards. They also reviewed materials and had the new curriculum approved by the District Professional Council so we will begin its
implementation in September of 2008. This includes training for staff.
Support Curriculum: Certified specialists are employed to work in the areas of Library Science, Music and Physical Education.
Computers are available in both the classroom and a lab setting. Library classes meet weekly. Music and Physical Education meet twice
weekly.
Library classes expose students to a variety of literature. The focus is on creating lifelong readers by stimulating the children's
interest in books, and covering a wide variety of topics. Students also use the Internet to do group research on topics, and to gain an
appreciation for the wealth of information available covering a vast array of topics. Classroom teachers guide students through obtaining
information on various topics. This is culminated with each student reporting their information to the class.
Music classes for students are offered as a general program that include theory, skills and appreciation. Students are given the
opportunity to use a computer program, Music Ace. The use of this interactive software enables students to learn music composition.
The students are also exposed to the great composers and artists with a series of month long studies of a music great and their work.
Each group of students participated in an evening musical performance, which was presented to the parents via an evening performance.
Physical Education is based on a life-long fitness philosophy. The students learned skills and activities that promote a healthy
lifestyle. This program received level-one recognition from the Governor’s Council on Physical Fitness, Health and Sports as an
Exemplary Physical Fitness Program.
Computers are provided both in the classroom and a lab setting. The classroom computers support the reading program and are
networked to provide access to the library collection. We have added a “mobile lab”, Lap Top computers on a cart that are connected to
the LAN via wireless terminals located throughout the building. The teachers can use these computers in their classrooms as part of their
Literacy Stations for differentiated instruction in all areas. The laptop lab is also used in Music classes to give students the opportunity to
compose music and gain a broader understanding of music.
30
PHILOSOPHY/BELIEF STATEMENTS
We believe:
1.
2.
3.
4
5.
6.
7.
8.
9.
All children enter school with different backgrounds, learning styles, experiences and abilities.
All children rely on teachers to fill many roles.
All children need love, support, and helping hands to develop.
All children need to be encouraged to develop independent learning skills.
All children deserve to be valued and respected.
All children have individual strengths and weaknesses.
All children deserve every opportunity to develop to their fullest potential.
All children need to learn how to set both short and long term goals.
All children need to learn how to work towards achieving their goals.
GOALS 2007-2008
2007 - 2008 EDUCATIONAL GOALS
1. To have our curriculum become more data driven with analysis of MEAP and NWEA.
2. Develop ways of providing students additional time to master core curriculum.
3. Continue to build the skills of the staff by providing information and training to staff in the areas of differentiated instruction,
brain compatible classrooms, building students informational reading skills, problem solving / critical thinking
skills and writing.
4. Continuation and implementation of strategies and activities that will help Eagle Lake achieve the NCA goals.
5. Develop and implement a systematic teaching of writing for our students.
6. Continue parent and community involvement to support and enrich the students of Eagle Lake Elementary.
7. Study information that will assist the staff in meeting the needs of all students.
NCA GOALS FOR 2007 - 2008
2. All students will improve their informational reading skills across the curriculum.
3. All students will improve their critical thinking skills across the curriculum.
ACCREDITATION
Since Eagle Lake Elementary School has joined the North Central Association, we have met or exceeded their standards and are accredited
by the North Central Association. Eagle Lake Elementary continues status of “Accredited Without Warning” for the 2007-2008 school year. We
are implementing strategies that will help us to reach our goals. During the 2007-2008 school year, Eagle Lake Elementary received
an “Education YES” School Report Card composite letter grade of "A" and met Adequate Yearly Progress (AYP).
CURRICULUM
Through completion of their education the Edwardsburg Public Schools students will demonstrate that they are:
• complex thinkers, who identify, assess, analyze and use available information and resources to reason, make decisions
and solve problems in a variety of ways.
• self directed lifetime learners, who value knowledge, are motivated to learn, set priorities and achieve goals, create
options for themselves, and assume responsibility for their actions.
• respectful of self and others, as they exhibit self confidence, have the courage to take risks and contribute their time,
energies and talents to improving the welfare of self and others.
• collaborative workers, who use effective communication, leadership and group skills to develop and manage positive
interpersonal relationships within culturally and organizationally diverse settings or communities.
• quality producers, who create and share intellectual, artistic practical and physical products that reflect originality and
high standards.
29
Eagle Lake
SPECIALIZED SCHOOLS AND PROGRAM OPTIONS
Brookside Learning Center
Lewis Cass Intermediate School District operates a specialized school, Brookside Learning Center. This school provides programs to
educate birth to 25 year old students whose handicapping conditions are labeled as severely mentally impaired, trainable mentally impaired,
or autistically impaired. There are programs for 6 year olds and other students whose handicapping condition qualifies them for a preprimary classroom.LCISD also operates several specialized classrooms for the purpose of educating some students whose disability is labeled
as educable mentally impaired or emotionally impaired.
Edwardsburg Primary School
Programs to address students with special needs in the areas of Speech and Language, Occupational Therapy, Physical Therapy, Educable
Mentally Impaired and Learning Disabilities have their services delivered at Edwardsburg Primary School. Resource teachers are available to
provide the services needed for these students in the least restrictive manner. These resource teachers work with the classroom teachers to
modify and support students in the regular and appropriate curriculum.
Placement in Special Needs Programs
The building level TAT, (Teacher Assistance Team) provides teachers with problem solving assistance to help students who are having
difficulty in the classroom with academics or behavioral issues. This group collaborates to provide early intervention and support for the
student and teacher. Ultimately the students may be referred for testing for possible participation in a variety of special programs. Special
education eligible students are enrolled in the LCSID specialized-school through the individualized Educational Planning Committee (IEPC)
process. Students’ individual needs are discussed and a decision on the appropriate placement into a special needs program is determined.
PROGRAM OPTIONS
Edwardsburg Primary offers a variety of program choices. State Grade Level Content Expectations are used as the backbone for assessing all
core curriculum studies. The state funded Great Start Readiness Program is also housed at the Primary. Eligibility for the Readiness Program is
based on state guidelines.
Program options at the Primary include: both AM/PM Half-Day Kindergarten, All-Day Kindergarten, Looping K-1, Multiage K-1, and Single
Grade First Grade. The Gender Specific pilot concluded with positive results. It was decided to continue the program at the Primary School for
the 2008-2009 school year and extend it into a looping program in grades two and three at Eagle Lake.
Our Title I Program continued a Reading Recovery/Guided Reading based Intervention Program under the guidance of our literacy
instructor. Our highly certified aides provided instructional support in reading.
25
Disaggregated DIBELS Kindergarten results indicate the following percentage of students successfully meeting Benchmark Grade Level Expectations:
Males: 80%
Females: 84%
Economically Disadvantaged: 78% Non-Economically Disadvantaged: 83%
Disaggregated AIMSWEB Kindergarten results indicate the following percentage of students successfully meeting Benchmark Grade Level
Expectations:
Males: 83%
Females: 85%
Economically Disadvantaged: 76%
First Grade
DIBELS:
100
90
85
AIMSWEB:
83
DIBELS
80
Non-Economically Disadvantaged:
88%
(Literacy) 85% of students scored at
or above satisfactory
(Math)
83% of students scored at
AIMSWEB
70
60
50
Disaggregated DIBELS First Grade results indicate the following percentage of students successfully meeting Benchmark Grade Level Expectations:
Males: 79%
Females: 91%
Non-Economically Disadvantaged: 93%
Disaggregated AIMSWEB First Grade results indicate the following percentage of students successfully meeting Benchmark Grade Level Expectations:
Males: 83%
Females: 83%
Non-Economically Disadvantaged: 87%
2007-2008 HIGHLIGHTS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Edwardsburg Primary received NCA (North Central Association) Accreditation.
The Primary School used a RTI (Response To Intervention) program to meet the academic needs of our “at risk” students.
Implemented the Lucy Caulkins Red Cedar Writing Project.
Eddies’s Book Club is a literacy based enrichment program for all students.
Students celebrate their successes by wearing ribbons for various academic and non-academic achievements.
A strong support group of student helpers and volunteers work in the school.
Life Skill character awards are given on a monthly basis honoring outstanding students displaying these traits.
Students receive Quarterly, Semester, and Yearly Perfect Attendance Certificates.
Students participated in the annual Jump-A-Thon to raise monies for the Heart Fund.
Children demonstrated their Life Skill of Caring by collecting canned goods for the community pantry.
Students celebrated their reading success with our Ready, Set, Go Ribbons for Reading, a visit from Miss Frizzle and her Magic School
Bus, Healthworks, Fernwood, Story Peddlers, Cup Stacking: Experience the Magic, Organella, Earth Day Activities, and a local dentist.
All students participated in musical performances this year.
Participation at Parent Teacher Conferences was 100%.
First Grade participated in the District Summer School Program.
Behavioral Services provides support to students. These include: Bullying prevention classes, large or small group counseling sessions,
and individual counseling sessions.
The School Readiness Program resides in the Primary School.
The Primary School earned an “A” on the “Education Yes” report card in 2007-2008. Additionally, the school met Adequately Yearly
Progress.
24
and tutoring of students. Edwardsburg Middle School and High School students volunteered to serve as mentors, reading partners and
classroom helpers. The Edwardsburg High School Advanced World Language classes presented a six-week language experience in German,
French, or Spanish for first grade Primary students. Many Primary classrooms “buddy-up” with classes from the other schools to learn
together.
PTO
The Parent Teacher Organization (P.T.O.) makes significant contributions to our school. The PTO continued to be an integral part of the
Reading Renaissance Program by funding special programs. The group organized spirit-wear sales to promote school pride and sponsored
family activities. The group provided volunteer assistance for school-wide and grade level events and programs.
During the 2007-2008 Primary Open House, the PTO sponsored the annual Open House Picnic. Nearly 100% of the Primary families
attended this event. The PTO also recognizes the teaching staff during Teacher Appreciation Week with a luncheon and gift certificates for
teaching supplies. This year the PTO sponsored a special presentation by renowned story teller Chris Fascione.
The P.T.O.’s fund-raising efforts included the collection of Martin’s receipts, General Mill’s box tops and Target’s “Take Charge of
Education” program.
PARENT ADVISORY
The Parent Advisory Group is made up of parents representing the various programs and ages of children at the Primary. The group
met with the administrator to discuss topics of interest and concern. Their input helps guide in the decision making process for the Primary
School.
PARENT ADVISORY
The Parent Advisory Group is made up of parents representing the various programs and ages of children at the Primary. The group
met with the administrator to discuss topics of interest and concern. Their input helps guide in the decision making process for the Primary
School.
STUDENT ACHIEVEMENT AND EVALUATION
The students’ achievements and accomplishments were showcased throughout Edwardsburg Primary School. Student work was proudly
displayed both within the classroom and in the hallways. School achievement was highlighted and celebrated at monthly school assemblies.
Our focus was to continue to build upon the reputation that the Primary School has earned as an exemplary school. We are committed to
maintaining the standard of excellence that has been established and recognized when the State of Michigan named the Primary a Blue Ribbon
School in 1999.
Often students are featured at School Board Meetings in order to highlight exceptional student work or programs in the classrooms. The
Edwardsburg Primary newsletter “Primary Times”, the district newsletter “Eddie-Torial” and classroom updates from teachers communicated
students’ successes. Both local print and electronic media are used to spread the word about school achievement.
Our school embraces the principles of developmentally appropriate teaching and learning. Edwardsburg Primary staff utilizes student
assessment tools that reflect age appropriate measures to meet the needs of the children. Common informal assessments include progress reports, report cards, checklists, rubrics, narratives, portfolios, teacher made tests, informal reading inventories, and daily logs for the reading
program. This information is shared with parents during conferences, in written correspondence, parent advisory meetings and in large group
meetings such as Open House.
ASSESSMENT DATA
The Primary School utilizes DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and AIMSWEB math assessments to measure
student performance. The Primary School tested 100% of the students.
Kindergarten
DIBELS:
100
90
81
84
80
70
DIBELS
(Literacy) 81% of students scored at
AIMSWEB: (Math)
AIMSWEB
60
50
23
84% of students scored at
CURRICULUM IMPLEMENTATION
All curriculum and instruction at the Primary School has been aligned with the Michigan Curriculum Framework with its standards and
benchmarks as determined by the Michigan Department of Education. The core curriculum includes the areas of Language Arts, Mathematics,
Science and Social Studies. Curriculum committees with teacher representatives from Kindergarten through Twelfth Grade analyze data and
research, standards, and programs to align with required State Standards and select the best materials to meet the needs of our students. This
team creates the district curriculum which is board approved. The Primary materials to meet the needs of our students. This team creates the
district curriculum which is board approved. The Primary teachers developed brochures explaining to parents the goals and expectations for
children in the various programs in the school.
Language Arts: The District uses the McGraw-Hill reading program in grades K-6. The program ensures continuity in skill presentation.
Teachers also use many other resources to present concepts, including Zoo Phonics, Guided Reading, and Lucy Calkins’ writing strategies.
Mathematics: Everyday Mathematics supports our math curriculum. Students use a kinesthetic approach by using manipulatives when
learning new concepts. Students use computer software and math games to improve and strengthen skills. Teachers use a variety of researchbased strategies including Touch Math and A.D.D. (Arithmetic Developed Daily) to ensure student understanding. There is a building-wide
math vocabulary that aligns with current research, standardized tests, benchmarks, and State Grade Level Content Expectations (GLCE’s).
Science: The school district uses the FOSS Science Program. The Primary’s science program is an active, hands-on learning curriculum. First
hand interactions provide an opportunity for students to make observations, discuss their findings, and ask questions about their experiences.
The FOSS kits provide lessons focusing on the scientific process.
Social Studies: The focus for youngsters at the Primary is that of understanding time and chronology, the components of the environment
in which they live, goods and services, maps and the globe, importance of rules in a community, and conflict resolution that aligns with
democratic values. A collection of materials helps the educator to meet these objectives.
Support Curriculum: Certified specialists are employed to work in the areas of Library Science, Music, Physical Education, Literacy, and
Special Education. Computers are available for student use.
STAFF DEVELOPMENT
The Edwardsburg Primary staff attended a broad spectrum of professional development opportunities with the majority
focused on literacy and literacy skills. Workshops with seminars included Six Traits Writing K-2, Guided Reading, Early Childhood miniconference, Gender Specific Training, Touch Math, Autism, and the many facets of Differentiated Instruction. Teachers attended these
workshops to gain knowledge of new techniques and best practices in their core subject areas. These individuals shared the information with
colleagues at staff meetings.
The district, in keeping a focus on Differentiated Instruction, offered seminars in the Lucy Calkins’ Writing Program, Data Analysis,
Building Academic Vocabulary and Effective Teaching Strategies.
The Edwardsburg Primary staff was directly involved in the development of our goals, building schedule, establishing
equipment acquisition priorities, and the budget process. The staff was involved in many aspects of the planning for the 2007-2008 school
year, including student class assignments and scheduling of some special classes. Our building school improvement team continues to be
involved in the planning for next year. The Parent Advisory Committee met to continue teacher, parent, and community involvement. The
Primary School continues with the NCA School Improvement Process. The NCA site visit resulted in an exemplary rating.
PARENT AND COMMUNITY INVOLVEMENT
Volunteers and Collaboration
Over two hundred twenty-five parents and grandparents volunteered to help the classroom teachers by assisting with activities, projects,
22
PHILOSOPHY STATEMENT
At Edwardsburg Primary School we create a caring environment where children feel secure and find learning fun. Academics,
creative expression, and positive character traits are promoted in daily activities. Being the child’s entry point in public education’s
journey, we design learning experiences to enhance these formative years, encouraging success for all students.
BELIEF STATEMENTS
1. We believe all students are unique and can learn.
2. We believe individual successes should be recognized.
3. We believe a safe, caring, and orderly environment
promotes learning.
4. We believe honesty, respect, and responsibility are essential
in life and learning.
5. We believe quality instruction is the heart of education.
6. We believe excellence is a standard not to be compromised.
7. We believe education is a partnership of family, school, and the
entire community.
8. We believe students need to be aware of and adapt to the everchanging world.
9. We believe students should be encouraged to be lifelong
learners.
GOALS 2007-2008
NORTH CENTRAL ACCREDITATION TARGET AREA GOALS
Edwardsburg Intermediate School achieved Outcomes Accreditation Status from the North Central Association, and was accredited without
warning during the 2007-08 school year. The following Target Area Goals were determined by gender and economically disadvantaged data
from standardized test scores.
1. All students will increase their reading ability across the curriculum.
2. All students will increase their mathematical ability across the curriculum.
EDUCATIONAL GOALS
• Complete the Gender Specific pilot and analyze data for program continuation.
• Pilot “Aimsweb”, as an alternative assessment tool for the Primary.
• Maintain our Response to Intervention Program.
• Maintain our Extended Language Program.
• Implement the Lucy Calkins’ Writing Program.
• Maintain Eddies’ Book Club as our enrichment program for all students.
During the 2007-2008 school year, Edwardsburg Primary School received an “Education Yes” grade of an “A” and the school
met “Adequate Yearly Progress” as defined by the State. Edwardsburg Primary School continues to be accredited by NCA. One
hundred (100) percent of the professional staff is highly qualified as defined by federal guidelines in “No Child Left Behind” legislation.
CURRICULUM
STUDENT OUTCOMES
Edwardsburg Public Schools students will demonstrate that they are:
• complex thinkers who identify, assess, analyze, and use available information and resources to reason, make
decisions and solve problems in a variety of contexts,
• self-directed lifelong learners who value knowledge, are motivated to learn, set priorities and achievable goals,
create options for themselves, and assume responsibility for their actions,
• respectful of self and others and they exhibit self confidence, have the courage to take risks and contribute
their time, energies, and talents to improving the welfare of self and others,
• collaborative workers who use effective communication, leadership and group skills to develop and manage
positive interpersonal relationships within culturally and organizationally diverse settings or communities,
• quality producers who create and share intellectual, artistic, practical, and physical products, which reflect
originality and high standards.
21
Primary School
The BROOKSIDE LEARNING CENTER is offered through the Lewis Cass Intermediate School District (LCISD). This is a specialized school to
educate students with various handicapping conditions. These handicaps include severely mentally impaired, trainable mentally impaired, and
autistically impaired. This program is also available for those students under the age of 6 who qualify. LCISD also operates several specialized
classrooms educating students with a disability labeled as educable mentally impaired or emotionally impaired. Students also attend
specialized contracted programs in other counties or districts within Cass County.
Eligible special education students are enrolled in the LCISD school through the Individualized Educational Planning Committee (IEPC)
process. Each student’s needs are discussed, using the 13 step least restrictive environment process as a guide, to determine appropriate
program placement.
ALTERNATIVE EDUCATION PROGRAM offers a program for students in a non-traditional high school environment. Students receive
instruction in the core content areas using the distance learning program, Nova Net, as well as direct instruction with highly qualified staff.
EQUAL EDUCATION OPPORTUNITY
It is the policy of this District to provide an equal opportunity for all students regardless of race, color, creed, age, disability, religion, gender,
ancestry, national origin, and place of residence within the boundaries of the District, weight, height, marital status, arrest record or social or
economic background to learn through the curriculum offered in this District.
POLICY OF NONDISCRIMINATION
The Board of Education does not discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, marital status, or
any other legally protected characteristics, in its programs and activities, including employment opportunities.
If any person believes that the Edwardsburg Public Schools District or any of the district’s staff has inadequately applied the principles and/
or regulations of Title II, Title VI, and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendment Act of 1972, Section 504 of
the Rehabilitation Act of 1973, The Age Act and The Americans with Disabilities Act, she/he may bring forward a complaint to the district’s Civil
Rights Coordinator, Debra Cripe, Assistant to the Superintendent for Academic Services, Edwardsburg Public Schools, 69410 Section Street,
Edwardsburg, Michigan 49112 (269-663-1048).
17
ACT SCORES (from MME)
2006-2007
English
Math
Reading
Science Reasoning
Composition
2007-2008
EHS
STATE
EHS
STATE
19.1
19.6
20.2
20.7
20.0
17.8
18.9
19.1
19.5
18.9
17.9
19.0
19.4
20.0
19.2
17.6
19.0
18.8
19.4
18.8
COLLEGE LEVEL COURSEWORK
College
Equivalent
Courses by Grade
Level
9th Grade
10th Grade
11th Grade
12th Grade
# of Enrolled
Students
2006-07
% of Enrolled
Students
2006-07
Passing
Rate %
2006-07
# of Enrolled
Students
2007-08
% of Enrolled
Students
2007-08
Passing
Rate %
2007-08
0
0
9
49
0
0
5%
34%
N/A
N/A
100%
80%
0
0
12
69
0
0
7%
45%
N/A
N/A
100%
94%
SPECIALIZED SCHOOLS
BUILDING TRADES is offered for students. The purpose of this program is to provide hands-on experience and instruction in skills needed
in the construction industry.
SOUTHWESTERN MICHIGAN COLLEGE instructors have been offering courses to Edwardsburg High School students since 1991-92.
Courses offered during the 2006-07 school year included English, Pre-Calculus, Calculus, Sociology and Psychology. The purpose of these
classes is to offer advanced placement opportunities to qualified students.
SMC ACADEMIES provide college level technical educational opportunities for vocational students at Southwestern Michigan College. Areas
of study include machine trades, drafting, welding, electronics, automotive technology, accounting, business management, and computer
information systems.
The BERRIEN COUNTY MATH & SCIENCE CENTER is located on the campus of Andrews University. Students who meet eligibility standards
as measured by SAT scores may choose to participate and take college level mathematics and science coursework. Students in grades 9-12
are eligible to participate in this program.
The ELKHART AREA CAREER CENTER is a vocational facility offering 23 half-day training programs. Students are selected for this program
by demonstrating a sincere vocational interest. Juniors and seniors participate in this program.
An EXTENDED EDUCATION class is taught during the evening hours. The purpose of this class is to offer an opportunity to earn credit
toward graduation for students who are deficient in credits at the onset of the junior year. Students who would not have been able to meet
graduation requirements through day schooling are eligible for this program.
16
SUBJECT: Science
Grade 8 (Science) Proficiency Level Summary
Student Group
Grade: 8
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
8th Science
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
88%
90%
88%
90%
79%
87%
89%
92%
88%
88%
88%
90%
88%
90%
79%
87%
89%
92%
88%
88%
75%
79%
84%
87%
56%
65%
74%
79%
75%
80%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
43%
48%
43%
49%
28%
23%
49%
57%
36%
38%
45%
43%
45%
41%
51%
64%
40%
36%
51%
50%
Partially Not Proficient
Proficient
Level 4
Level 3
10%
9%
10%
9%
19%
11%
8%
7%
13%
12%
2%
1%
2%
1%
2%
2%
3%
1%
0%
1%
SUBJECT: Science
Student Group
Grade: 11
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
11th Science
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
70%
64%
69%
64%
53%
62%
78%
63%
63%
64%
70%
64%
69%
64%
53%
62%
78%
63%
63%
64%
56%
57%
63%
64%
34%
36%
57%
58%
55%
55%
98.8%
100%
N/A
100%
100%
100%
N/A
100%
N/A
100%
5%
6%
5%
6%
0%
5%
6%
9%
3%
2%
65%
58%
64%
58%
53%
57%
71%
54%
59%
62%
Proficient
Level 4
Level 3
17%
17%
17%
18%
11%
16%
13%
19%
21%
15%
13%
19%
14%
18%
37%
22%
10%
18%
16%
21%
Achievement Targets in Relation to AYP Targets and Graduation Rate
Student Group
(if N ≥ 30)
Percent
Tested
2007-2008
Goal: 100%
Mathematics
Percent
Proficient &
Advanced
Percent Tested
2007-2008
2007-2008
Goal: 61%
Additional Academic Indicators
Percent
Proficient &
Advanced
2007-2008
Goal: 100%
Goal: 55%
Graduation
Rate
Graduation
Rate
2006-07
2007-08
Goal 80%
Goal 80%
State
District
State
District
State
District
State
District
State
District
All Students
98.8
NA
73.3
52.0
98.8
NA
68.4
46.0
94.34 88.2
White
99.0
NA
73.8
59.0
99.0
NA
69.1
53.0
15
N/A
N/A
District
State
89.3
75.45
N/A
N/A
SUBJECT: Social Studies
Grade 9 (Soc. Std.) Proficiency Level Summary
Student Group
Grade: 9
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
9th Soc. Std.
District
Proficient & Proficient &
Advanced
Advanced
82%
82%
82%
83%
70%
71%
79%
82%
84%
82%
82%
82%
82%
83%
70%
71%
79%
82%
84%
82%
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
74%
71%
82%
79%
59%
54%
73%
70%
75%
71%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
38%
44%
38%
44%
27%
27%
43%
50%
34%
38%
44%
38%
45%
39%
43%
44%
36%
32%
50%
44%
Proficient
Level 4
Level 3
16%
15%
15%
14%
27%
22%
18%
14%
14%
16%
6%
3%
2%
3%
2%
7%
3%
4%
2%
2%
Student Group
Grade: 11
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
11th Soc. Std.
District
Advanced
Advanced
95%
90%
95%
90%
95%
89%
95%
91%
95%
88%
95%
90%
95%
90%
95%
89%
95%
91%
95%
88%
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
83%
80%
88%
85%
70%
65%
82%
80%
85%
80%
98.8%
100%
N/A
100%
100%
100%
N/A
100%
N/A
100%
68%
54%
66%
54%
37%
51%
71%
56%
65%
52%
27%
36%
28%
36%
58%
38%
24%
36%
30%
36%
Proficient
Level 4
Level 3
2%
8%
3%
8%
0%
5%
3%
8%
2%
9%
2%
2%
3%
2%
5%
5%
3%
1%
2%
3%
SUBJECT: Science
Student Group
Grade: 5
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
5th Science
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
91%
91%
90%
90%
87%
83%
89%
92%
92%
90%
91%
91%
90%
90%
87%
83%
89%
92%
92%
90%
83%
82%
89%
89%
71%
70%
83%
82%
83%
82%
100%
1%
100%
1%
100%
1%
100%
1%
100%
1%
43%
58%
43%
60%
20%
35%
50%
66%
34%
51%
48%
32%
47%
31%
67%
48%
50%
25%
58%
39%
14
Proficient
Level 4
Level 3
9%
8%
9%
9%
11%
15%
11%
8%
7%
8%
0%
1%
1%
1%
2%
2%
0%
0%
1%
2%
SUBJECT: Math
Grade 8 (MATH) Proficiency Level Summary
Student Group
Grade: 8
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
8th MATH
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
92%
83%
92%
83%
85%
70%
93%
85%
91%
81%
92%
83%
92%
83%
85%
70%
93%
85%
91%
81%
68%
72%
76%
79%
51%
56%
68%
71%
68%
72%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
50%
53%
51%
53%
36%
32%
56%
56%
42%
49%
42%
31%
41%
29%
49%
38%
36%
29%
49%
32%
Proficient
Level 4
Level 3
7%
13%
6%
13%
13%
21%
6%
11%
8%
15%
2%
5%
2%
5%
2%
9%
2%
5%
1%
4%
SUBJECT: Math
Student Group
Grade: 11
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
11th MATH
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
58%
53%
57%
53%
21%
41%
61%
52%
56%
53%
58%
53%
57%
53%
21%
41%
61%
52%
56%
53%
46%
46%
53%
53%
24%
25%
49%
49%
44%
43%
98.8%
100%
98%
100%
100%
100%
N/A
100%
N/A
100%
8%
8%
8%
8%
5%
5%
10%
10%
6%
5%
51%
45%
50%
45%
18%
35%
51%
42%
50%
49%
Proficient
Level 4
Level 3
22%
16%
22%
16%
42%
22%
24%
14%
21%
18%
19%
31%
20%
31%
37%
38%
15%
33%
23%
29%
Student Group
Grade: 6
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
6th Soc. Std.
District
Advanced
Advanced
86%
82%
87%
82%
77%
85%
84%
85%
88%
79%
86%
82%
87%
82%
77%
85%
84%
85%
88%
79%
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
75%
73%
83%
81%
58%
56%
73%
72%
75%
73%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
54%
57%
53%
56%
40%
44%
58%
58%
50%
56%
32%
25%
34%
26%
37%
41%
26%
28%
38%
23%
13
Proficient
Level 4
Level 3
11%
8%
10%
8%
18%
9%
11%
5%
12%
12%
3%
10%
3%
9%
5%
7%
5%
10%
1%
9%
SUBJECT: Math
Student Group
Grade: 5
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
5th MATH
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
82%
88%
82%
89%
70%
78%
85%
90%
79%
86%
82%
88%
82%
89%
70%
78%
85%
90%
79%
86%
76%
74%
83%
81%
62%
60%
77%
75%
75%
73%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
39%
53%
39%
54%
30%
33%
44%
58%
33%
48%
43%
35%
43%
35%
41%
46%
41%
32%
46%
38%
Proficient
Level 4
Level 3
17%
10%
17%
9%
30%
18%
15%
10%
20%
11%
0%
2%
1%
2%
0%
4%
0%
1%
1%
3%
SUBJECT: Math
Student Group
Grade: 6
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
6th MATH
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
83%
82%
85%
82%
75%
70%
85%
84%
82%
80%
83%
82%
85%
82%
75%
70%
85%
84%
82%
80%
69%
73%
77%
80%
53%
58%
69%
72%
69%
73%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
45%
49%
46%
48%
33%
42%
49%
53%
40%
44%
39%
33%
39%
34%
42%
28%
36%
31%
41%
35%
Proficient
Level 4
Level 3
12%
14%
12%
15%
18%
25%
11%
13%
13%
16%
4%
4%
3%
4%
7%
5%
3%
3%
5%
5%
SUBJECT: Math
Student Group
Grade: 7
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
7th MATH
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
78%
85%
78%
86%
68%
66%
76%
82%
80%
88%
78%
85%
78%
86%
68%
66%
76%
82%
80%
88%
64%
73%
73%
80%
46%
58%
64%
71%
65%
74%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
50%
57%
50%
58%
32%
38%
59%
58%
40%
56%
28%
28%
28%
28%
36%
29%
17%
23%
40%
32%
12
Proficient
Level 4
Level 3
19%
14%
19%
13%
25%
32%
23%
17%
15%
12%
3%
1%
3%
2%
7%
2%
1%
2%
4%
1%
SUBJECT: English Language Arts (Includes Reading and Writing)
Grade 11 (ELA) Proficiency Level Summary
Student Group
Grade: 11
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
11th ELA
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
64%
60%
63%
60%
37%
60%
59%
56%
69%
65%
64%
60%
63%
60%
37%
60%
59%
56%
69%
65%
51%
52%
57%
59%
29%
31%
47%
48%
55%
57%
98.2%
100%
98%
100%
100%
100%
N/A
100%
N/A
100%
2%
3%
2%
3%
0%
5%
1%
2%
2%
3%
62%
57%
61%
58%
37%
54%
58%
53%
66%
62%
Proficient
Level 4
Level 3
34%
35%
34%
35%
58%
30%
37%
37%
30%
33%
2%
5%
3%
5%
5%
11%
4%
8%
1%
2%
SUBJECT: Math
Student Group
Grade: 3
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
3rd MATH
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
93%
98%
93%
99%
86%
97%
97%
98%
90%
99%
93%
98%
93%
99%
86%
97%
97%
98%
90%
99%
85%
90%
92%
94%
80%
84%
88%
90%
88%
90%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
64%
65%
65%
67%
54%
54%
68%
59%
61%
72%
29%
33%
29%
32%
32%
43%
29%
39%
30%
27%
Proficient
Level 4
Level 3
7%
2%
7%
1%
14%
3%
3%
2%
10%
1%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
SUBJECT: Math
Student Group
Grade: 4
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
4th MATH
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
90%
91%
89%
91%
80%
78%
94%
92%
86%
91%
90%
91%
89%
91%
80%
78%
94%
92%
86%
91%
85%
86%
90%
91%
75%
77%
85%
86%
85%
86%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
39%
51%
40%
50%
21%
31%
41%
56%
38%
45%
51%
41%
49%
41%
59%
47%
53%
35%
49%
46%
11
Proficient
Level 4
Level 3
10%
8%
10%
8%
18%
20%
5%
7%
14%
8%
1%
1%
1%
1%
2%
2%
1%
1%
0%
1%
Student Group
Grade: 6
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
6th ELA
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
88%
86%
89%
86%
89%
85%
87%
82%
90%
91%
88%
86%
89%
86%
89%
85%
87%
82%
90%
91%
78%
80%
84%
86%
65%
67%
74%
76%
82%
83%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
19%
17%
18%
17%
7%
10%
12%
15%
24%
19%
70%
69%
71%
68%
82%
75%
74%
66%
66%
72%
Proficient
Level 4
Level 3
11%
14%
10%
14%
11%
15%
13%
19%
10%
9%
1%
0%
1%
0%
0%
0%
0%
0%
1%
0%
Student Group
Grade: 7
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
7th ELA
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
82%
84%
82%
85%
77%
74%
80%
80%
85%
89%
82%
84%
82%
85%
77%
74%
80%
80%
85%
89%
76%
74%
82%
82%
61%
59%
71%
70%
81%
79%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
9%
16%
9%
16%
7%
9%
8%
11%
11%
20%
73%
69%
72%
68%
70%
65%
72%
69%
74%
68%
Proficient
Level 4
Level 3
14%
13%
14%
12%
18%
16%
12%
14%
15%
12%
4%
3%
4%
4%
5%
11%
8%
7%
0%
0%
Student Group
Grade: 8
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
8th ELA
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
83%
80%
83%
79%
68%
77%
84%
76%
81%
84%
83%
80%
83%
79%
68%
77%
84%
76%
81%
84%
1%
75%
78%
82%
56%
62%
65%
70%
78%
81%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
21%
19%
20%
19%
6%
9%
16%
19%
26%
18%
62%
62%
63%
60%
62%
68%
68%
57%
55%
67%
10
Proficient
Level 4
Level 3
14%
18%
13%
18%
26%
23%
13%
19%
16%
16%
3%
3%
3%
3%
6%
0%
3%
5%
3%
0%
Student Assessment Data
Edwardsburg Public Schools administers state assessments in the content areas and grades as identified in the
charts that follow.
Student Group
Grade: 3
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
3rd ELA
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
86%
83%
86%
83%
82%
78%
81%
75%
91%
91%
86%
83%
86%
83%
82%
78%
81%
75%
91%
91%
79%
81%
84%
85%
68%
71%
75%
78%
84%
84%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
19%
25%
19%
26%
8%
16%
18%
24%
21%
25%
67%
58%
66%
57%
74%
61%
63%
51%
71%
65%
Proficient
Level 4
Level 3
11%
17%
12%
17%
18%
22%
14%
25%
8%
10%
3%
0%
3%
0%
0%
0%
4%
0%
1%
0%
Student Group
Grade: 4
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
4th ELA
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
85%
89%
85%
90%
69%
79%
83%
88%
86%
90%
85%
89%
85%
90%
69%
79%
83%
88%
86%
90%
78%
76%
83%
82%
65%
64%
74%
73%
81%
80%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
14%
17%
14%
18%
7%
15%
10%
19%
17%
16%
71%
72%
72%
72%
62%
65%
73%
69%
69%
74%
Proficient
Level 4
Level 3
15%
10%
14%
9%
31%
21%
16%
11%
14%
10%
1%
1%
1%
1%
0%
0%
1%
1%
0%
0%
Student Group
Grade: 5
All Students
White
Economically
Disadvantaged
Male
Female
School
Year
5th ELA
Proficient &
Advanced
District
Proficient &
Advanced
State
Proficient &
Advanced
Percent
Tested
Advanced
Level 1
Proficient
Level 2
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
2006-2007
2007-2008
84%
88%
84%
88%
82%
78%
81%
87%
87%
89%
84%
88%
84%
88%
82%
78%
81%
87%
87%
89%
78%
78%
83%
84%
65%
65%
74%
75%
82%
81%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
12%
28%
12%
28%
5%
17%
9%
26%
16%
30%
72%
60%
72%
60%
77%
61%
72%
61%
71%
59%
9
Proficient
Level 4
Level 3
16%
12%
15%
12%
18%
22%
18%
13%
13%
11%
1%
0%
1%
0%
0%
0%
1%
0%
0%
0%
for students. She coordinates backpack distribution to students in need, Mobile Dentists exams offered to students in the elementary buildings,
and serves as a community liaison for such groups as Edwardsburg Lion’s Club. The nurse provides Blood-borne Pathogen training and CPR /
First Aid courses for staff.
TITLE I / SECTION 31A PROGRAMMING
Children in grades K-5 who need additional support to master grade level concepts and make consistent progress received instructional
support from staff funded by Title I and Section 31A funding. Students are identified based on patterns of performance, testing data and
classroom teacher referrals. Students may qualify for assistance in any of the four core content areas – English Language Arts, Mathematics,
Science and Social Studies. Lessons are coordinated with the child’s classroom teacher to ensure consistency for the student. This funding
makes it possible for us to meet the needs of students, including those who need review or additional instruction and practice.
STUDENT ACHIEVEMENT AND ASSESSMENT
The Primary School utilizes DIBELS (Dynamic Indicators of Basic Early Literacy Skills—University of Oregon) and the Balanced Assessment
Program at Harvard University (math) to assess student performance. The Primary School tested 100% of the students.
100
90
81
84
80
DIBELS:
(Literacy) 81% of students
scored at or above satisfactory
AIMSWEB:
(Math)84% of students scored at
DIBELS:
(Literacy) 85% of students
AIMSWEB:
(Math)83% of students
DIBELS
70
Balanced Assessment
60
50
Kindergarten
100
90
85
83
80
DIBELS
70
Balanced Assessment
60
50
First Grade
Disaggregated DIBELS Kindergarten results indicate the following percentage of students successfully meeting Benchmark Grade Level
Expectations:
Males: 80%
Females: 84%
Not Economically Disadvantaged: 78%
Disaggregated Balanced Assessment Kindergarten results indicate the following percentage of students successfully meeting Benchmark Grade
Level Expectations:
Males: 83%
Females: 85%
Disaggregated DIBELS First Grade resultsindicate the following percentage of students successfullymeeting Benchmark Grade Level
Expectations:
Males: 79%
Females: 91%
Not Economically Disadvantaged:67%
Disaggregated Balance Assessment First Grade results indicate the follwoing percentage of students successfully meeting Benchmark Grade
Level Expectations:
Males: 83%
Females: 83%
8
• Athletic and Band Boosters support students and educators with funds and extra hands.
• Many parents, grandparents, siblings and friends volunteer to help out in the classroom or to serve on committees to benefit the children in
the district. At the Primary and Eagle Lake Schools, 280 volunteers were recognized at the Volunteer Tea.
• PTO and Student Council co-host an annual Student of the Month dinner at the middle school. Staff members prepared and served a
spaghetti dinner to students and parents. The Superintendent and school Board members helped to distribute individualized plaques to 48
student recipients.
• Over 60 Edwardsburg Middle School and High School students serve as reading partners, mentors, and classroom helpers.
• The Edwardsburg World Language students presented six week language experiences for the Primary stoutness and they put on plays for the
students, speaking the language the students have been exposed to during the buddy sessions.
• The Open Houses are a community event with the PTO sponsoring the annual Open House Picnic. Attendance runs as high as 99% at the
elementary schools.
• The district hosted several students from Western Michigan University, Indiana University at South Bend, and Bethel College who were
preparing to be teachers .
• Parent–Teacher conferences are well attended during November.
STAFF DEVELOPMENT
Upon reviewing district data and determining the needs of the staff, the district has provided a variety of opportunities for professional
development. Dr Larry Lezotte, internationally renowned educator, has been a keynote speaker with his focus on Effective Schools, and the
district continues to embrace the correlates for learning. Dr. William Bender, author and educator, presented a workshop on “Differentiated
Instruction.” Edwardsburg Public Schools has been invited into the Successful Practices Network of the International Center for Leadership
in Education via the high school’s Model School status with ICLE. Dr. Willard Daggett has addressed the staff on the necessity for change in
education. EPS continues the partnership with the organization by having ICLE consultants work with staff. Jim Miles returned to present a
workshop on Critical Thinking and Problem Solving. Shirley Poulton presented a writing workshop integrating the “Six Traits of Writing,”
as well as “Power Writing’ strategies. Troy Hicks, a consultant with the Michigan State Red Cedar Writing Project, has presented writing
workshops. The district collaborates with the Intermediate School Districts near us at the Lewis Cass and Berrien County centers. Kathy
McCumber, BCISD ELA consultant, worked with teachers as they reviewed curriculum. The following professional development sessions
were accessible to teachers: Michigan High School Reform Symposium, RTI (Response to Intervention), and an Achievement Series with Pat
Davenport.
In 2007-2008 Deb Wahlstrom, educational consultant, led the district in an analysis of data from a variety of sources using MI Tracker. Tom
Roy from Marzano and Associates presented a workshop on vocabulary development. Instructors in Alternative Education were trained in the
use of Nova Net, a technological instructional tool. Spence Rogers focused on effective teaching strategies. Carl Olson addressed the staff and
spoke regarding energizing the school environment. Social Studies teachers attended conferences, workshops and curriculum study groups to
prepare for the writing and adoption of the district Social Studies program.
BEHAVIORAL SERVICES
The Edwardsburg School District’s Behavioral Services program is staffed by a Behavioral Services Coordinator and five Behavior Specialists.
These Behavior Specialists are counselors and social workers providing student support services. Each elementary and middle school has a
“Counselor’s Corner”, a room arranged to accommodate individual consultation and small group facilitation. These services include goaloriented counseling sessions to meet the identified needs of individuals, groups of students, and/or families; school staff and parent consultations; and life skills instruction in both small group and classroom settings. Behavior Specialists facilitate leadership development programs
training Student Ambassadors to welcome new students, Peer Mediators to assist students in resolving conflicts, and Middle School students
to address school climate issues. Family nights provide opportunities for caregivers, students and their siblings to connect with the broader
school community.
HEALTH SERVICES
Edwardsburg Public Schools provides comprehensive health services for students by employing one full time nurse. A health aide is available
in each building to assist in the distribution of medications and to care for ill or injured students.
The nurse also supports students with chronic health conditions. She submits required immunization data to the State of MI to assure compliance of students with the public health laws regarding vaccinations. The district nurse performs scoliosis screenings for middle school
students annually. She is the district sex education supervisor and provides HIV lessons for students along with a germ / hand washing lesson
7
Curriculum Development Schedule
Content
Area
Research/
Review
Pilot/
Evaluate
Adopt/
Implement
Secondary Mathematics
2004-05
2005-06
2006-07
Social Studies
2005-06
2006-07
2007-08
2006-07
2007-08
2008-09
Science
2007-08
2008-09
2009-10
PARENT/COMMUNITY INVOLVEMENT
PARENT TEACHER CONFERENCES
Each fall daytime and evening hours are scheduled for conferences between students, teachers and parents. Student led conferences have been
initiated at the upper elementary and middle school levels. The percentage of parental participation, per building, is provided below.
Fall Conferences
2005
2006
2007
2008
Primary Building (Pre-K-1)
Eagle Lake (2-3)
Intermediate (4-5)
Middle School (6-8)
High School (9-12)
97%
96%
96%
72%
32%
98%
97%
96%
69%
33%
99%
98%
97%
74%
43%
100%
97%
99%
70%
41%
Stakeholders in Decision Making
• Parent Advisories at each building are made up of parents representing the various programs and ages. The group meets with the
administrator to discuss topics of interest and concern and their input helps guide the decision making process.
• Superintendents Council is an opportunity for educators to meet with the superintendent to discuss educational issues.
• Superintendent’s Advisory for students provides an avenue for students to meet with the superintendent and talk about topics of the students’ choice.
• School Improvement Teams are active in each building, as well as the district level.
• The Professional Development Team meets to give input regarding training for teachers.
• During K-12 Curriculum meetings all teachers provide input regarding educational decisions in the subject areas in which they teach.
• Professional Curriculum Committees review curriculum and propose programs and instructional materials.
• District-wide Professional Council is an integral part of the curriculum review process and ultimately must approve a curriculum/program
adoption.
• The Building Council is a forum for teachers to communicate openly at the building level and provides the first steps in initiating curricular changes.
• The District Strategic Planning Committee involves over 100 teachers, parents, community members, students, administrators to determine
the direction of the district for the next five years.
• Grade level teams also provide input and direction for instruction.
• Superintendents’ Cabinet and Council provide an avenue for discussion and sharing.
• Teacher Assistance Teams come together to determine ways to assist educators in meeting the needs of students.
HIGHLIGHTS OF PARENT/COMMUNITY INVOLVEMENT
• Career Exploration Day brings many community members into the school to talk to students about their professions.
• Parent Teacher Organization has made significant contributions to the school in the form of special programs and events and funding for
reading activities.
6
• Eighty-eight percent of 2008 EPS graduates pursued post secondary education.
• Sixty-five students from the 2008 graduating class were Michigan Promise award recipients.
• The Varsity Chorale has been invited to sing at the State Capitol where they were recognized for outstanding choral achievement. They also
received a Division I rating at choral festival and have been invited to participate in State Choral Festival.
• The Marching Band has qualified for the Michigan Competing Band Association State Finals held in Detroit at Ford Field. The middle school
and high school bands have earned First Division Rating at the Orchestra Associations Marching Band Festival.
• In Science Olympiad competitions, the middle and high school teams have placed in the regional competition which has qualified them for
state.
• Business students have placed at the state and national competitions.
• Daily attendance rates range from 90% to 95% per year.
• EHS has strong athletic programs with a variety of opportunities and has been the recipient of the Lakeland Conference Men’s All Sports
Trophy for 2000, 2001, 2003, 2004 and 2005 and the Women’s All Sports Trophy for 2000, 2001, 2004, 2005 and 2007. In sports, the girls
were co-winners of the Lakeland All Sports Award. EPS had many students on the Academic All Lakeland Conference team. Girls basketball
and softball teams placed on the Academic All-State teams.
• In Science Olympiad competitions, the middle school and high school teams placed first in the regional competition and several individuals
placed in the state competition.
• The fourth grade Spelling Bee Team won the Cass County Spelling Bee for the fourth consecutive school year.
• The Edwardsburg Middle School Math Team placed first out of 23 schools in the Tri County Math Competition in Spring of 2007.
• Business students placed in state and national competitions.
• The Transportation Department won the regional award in Rodeo for the 6th consecutive year.
CURRICULUM AND INSTRUCTION
The State of Michigan recommends a curriculum that is based on the State of Michigan’s core curriculum called the Michigan Curriculum
Frameworks and Benchmarks. This core curriculum provides objectives for content areas by levels (elementary, middle and high school).
From this, teams of K-12 teachers and administrators develop a more specific and detailed district curriculum by each grade level and content
area. A major goal in the development of Edwardsburg’s core curriculum is to ensure that each curriculum area includes, at a minimum,
the benchmarks specified in the state’s core curriculum as well as the Grade Level and High School Expectations. An important part of the
core curriculum development in Edwardsburg is reviewing the research about necessary student learning outcomes and the most effective
practices in a discipline. The outcomes deemed most necessary and in line with the most appropriate practices are incorporated into the core
curriculum and provide the basis on which Edwardsburg Public Schools select new books and materials for students.
A district-wide curriculum committee is formed in each content area scheduled for review. This committee is populated by teachers and
administrators from each building. Educators involved in the review process conduct research of best practice, attend conferences, visit model
districts and discuss curriculum with content area consultants.
Curriculum is planned and reviewed initially through the Building Councils and ultimately through the Professional Council. This planning
and review process is organized around specific content areas on a rotational cycle. In the spring of 2008 the Social Studies curriculum was
adopted. English Language Arts will follow in 2009.
The Michigan Education Assessment Program (MEAP) and the High School Test (MME) provide tools to monitor our curriculum and
instruction. The tests are based on the State of Michigan’s core curriculum. Conducting a gap analysis between student performance and our
curriculum helps us to fine-tune and modify the curriculum and related instruction.
Additionally, Edwardsburg Public Schools has implemented an instrument to measure progress toward academic goals. The NWEA (Northwest
Evaluation Association) MAP (Measures of Academic Progress) system is used to assess students in grades 2-10 through a series of tests taken
on the computer that measure a student’s general knowledge in reading, language usage and math.
Highly Qualified Teachers and Paraprofessionals
To ensure quality instruction using the district and state curriculum, the federal government in the No Child Left Behind Act has defined new
guidelines for “highly qualified teachers.” Currently, all of the teachers in the district are “highly qualified” which means that all classes
are taught by highly qualified teachers. Fifty-eight percent of the professional staff have a Bachelor’s Degree and forty-two percent have a
Master’s Degree. A parent has the right to request information regarding the status of a teacher’s qualifications and can do so by contacting the
Assistant to the Superintendent for Academic Services, Debra Cripe at 269-663-1048.
5
realtors often highlight Edwardsburg Public Schools, which has contributed to the fact that multiple residential developments have begun
construction this school year.
• The combination of multi-generational families that hold a strong sense of tradition, along with the many new families that bring in new
ideas, has resulted in a dynamic community that continues to promote educational standards of excellence.
• Edwardsburg Public Schools is comprised of five schools with grade specific buildings so that educators can focus on the particular
developmental needs of the age group. (Primary School - Grades Pre K-1; Eagle Lake - Grades 2-3; Intermediate -Grades 4-5; Middle School
- Grades 6-8; High School - Grades 9-12)
• A small industrial park and several small businesses are located in Edwardsburg. Much of the industry is connected with the mobile home
and recreational vehicle fields. Many area residents work in the nearby urban areas of Northern Indiana. The school district is the secondlargest employer in the village with 270 employees.
A DISTRICT OF CHOICE: POINTS OF PRIDE
• Edwardsburg Public Schools takes pride in providing a safe and orderly environment in a positive learning setting.
• Only a few districts in the state have organized their elementary schools as uniquely as Edwardsburg Public Schools, whereby students are
grouped within two grade spans in order to meet their educational and developmental needs.
• Our district’s elementary schools offer a variety of instructional models: Single Grade, Looping, Multi-Age and Departmentalized Teams.
Primary parents choose from an all-day, every day or half-day Kindergarten program.
• Gender-specific classroom offerings are being piloted in the district at the Primary School and Middle School whereby teachers use brain
research and best practice to vary instructional strategies and classroom environment to meet the specific learning needs of boys and girls
• Diverse curricular offerings at the secondary level include programs in cooperation with the following institutions: Indiana University,
Southwestern Michigan College, Elkhart Career Center, Berrien County Math and Science Center at Andrews University, the Lakeland Health
Academy, SMC Academies, and Virtual High School/University.
• High School students can earn over forty semester hours of college credit through our cooperative agreement with Southwestern Michigan
College.
• The district curriculum for each grade level and content area is based on the State Frameworks and Benchmarks and is reviewed
systematically to ensure alignment.
• Educators at Edwardsburg Public Schools participate in professional development activities to improve instructional methodology focused
upon “Differentiated Instruction”. Annually, renowned practitioners share research and best practice strategies with our instructional staff.
• Larry Lezotte, internationally renowned educational consultant, has provided a framework for successful schools for EPS to pursue.
• Secondary teachers are participating in the Achievement Series with renowned educator/consultant Pat Davenport.
• Dr.Willard Daggett and other members from the International Center for Leadership in Education have spoken to staff and challenged us to
provide Rigor, Relevance, and Relationships in our programs.
• The community is very supportive of the district as shown by their continued approval of the annual millage renewal, as well as the passage
of bonds to build new facilities: Intermediate School, Performing Arts Center and Gymnasium.
• The district is committed to providing comprehensive health services for students, exhibited by the fact that EPS employs one full time nurse
and a health aide in each building.
• EPS supports Behavioral Services which offers a comprehensive program: support groups; individual, family and staff consultations; family
education nights; crisis counseling; leadership training; life skills presentations; and after school and summer programs.
• Parental participation as volunteers, advisory committee members, PTO, Booster members, district SIT/NCA representatives is welcomed.
ACHIEVEMENTS: POINTS OF PRIDE
• Since the inception of the state report card, all five of the schools in the Edwardsburg Public School district have earned “A”s on the
Education YES report card and have met “Adequate Yearly Progress”.
• Edwardsburg Public Schools received Governor Granholm’s tribute as the first district in the State of Michigan to have all buildings achieve
Blue Ribbon Status.
• Edwardsburg High School has been selected as one of 300 high schools, out of over 16,000 nationally, as a Model School by the
International Center for Leadership in Education and was accepted into their “Successful Practices Network,” led by Dr. W. Daggett.
• Edwardsburg Public School students consistently score above the state average on MEAP and the national average on ACT testing
assessments.
• Each of the district’s schools are fully accredited by the North Central Association of Schools and Colleges and the Michigan Department of
Education. All schools were granted NCA accreditation without warning upon completing a rigorous plan for insuring student achievement.
4
Each of the district’s schools is fully accredited by the North Central Association. Edwardsburg Public Schools is one of only a few districts
in Southwest Michigan that have had a K-12 accreditation status through this organization. Edwardsburg Public Schools combines the NCA
and School Improvement Process. The district recently concluded a five year NCA/School Improvement Plan whereby all of the schools
successfully completed the “Outcomes Accreditation Process.” The Commission on Accreditation and School Improvement designated all of
Edwardsburg’s schools as “Accredited Without Warning”. The schools conducted a self-study, prepared a school profile, collected pertinent
information and reviewed data regarding the performance of students as a whole and in subgroups of the population. The teams have
developed goals as a basis for a school improvement plan, and all of the plans have been approved by NCA.
The district-wide goals that have guided our improvement during the 2006-2007 school year are as follows:
NCA School Improvement Goals
All students will demonstrate effective communication skills in the area of informational reading across the curriculum.
All students will demonstrate effective communication skills in the area of writing across the curriculum.
All students will improve problem solving and critical thinking skills in the area of mathematics, science and social studies.
Goals from the
DISTRICT STRATEGIC PLAN:
• Increase funding through additional funding sources
• Enhance and upgrade facilities
• Insure quality instruction and accountability
• Recruit and retain highly qualified staff
• Develop current staff through quality professional development
• Strengthen community support and involvement
• Maintain school-wide safety
EDWARDSBURG PUBLIC SCHOOLS
Accreditation Status
Education Yes Grade
Edwardsburg Public Schools
District Building
2006-2007 2007-2008
Edwardsburg Primary School
A
A
Edwardsburg Eagle Lake School
A
A
Edwardsburg Intermediate School
A
A
Edwardsburg Middle School
A
A
Edwardsburg High School
B
B
Adequate Yearly Progress
Reading
Math
2006-2007 2007-2008 2006-2007 2007-2008
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
North Central Association
2006-2007
Accredited
Accredited
Accredited
Accredited
Accredited
2007-2008
Accredited
Accredited
Accredited
Accredited
Accredited
SCHOOL DISTRICT PROFILE: Points of Interest
• Edwardsburg is a small, rural village; the school district is approximately within 62 square miles.
• Edwardsburg Public Schools is located in Southwestern Michigan in a community with nine inland lakes as well as the country setting for
recreational hobbies.
• There are five townships located within Edwardsburg Public Schools District boundaries.
• Residents enjoy the combined benefits of a small community while being located near Elkhart and South Bend, Indiana which house a wide
variety of shopping and business opportunities, as well as social and cultural activities.
• Edwardsburg is known as a bedroom community due to the fact that many of our parents return each evening from jobs that take them to
bigger cities often across the state line. Many businesses in Elkhart, Granger, Mishawaka and South Bend employ our constituents.
• Additionally, residents enjoy the activities and resources provided by the cities that are in close proximity to us—South Bend (Notre Dame),
Elkhart, Chicago, Grand Rapids and Kalamazoo, as well as the lake/harbor towns in Southwest Michigan.
• Within the Edwardsburg community there is a variety of housing ranging from country farmhouses to upscale waterfront homes. Local
3
K-12 with an enrollment of 260 students. Tuition was $45 for grade school and $60 for high school students. The first graduating class was
in May 1924 with eight students receiving a diploma. By 1951 enrollment had grown to 487 students and a new elementary school was built
(Primary School). In 1956 it became necessary to expand and build an additional elementary school (Eagle Lake). In 1959 a bond issue was
passed to build a new high school which opened in 1961. Enrollment continued to increase and by 1968 had reached 2,150 students.
The new junior high school was constructed in 1971 along with additions to both the high school and Eagle Lake Elementary. The peak
enrollment was in 1972 with 2,180 students. Enrollment then began to decline sharply and ten years later had dropped to 1,722 students. At
that time Chicago Road School was closed.
In the 1980’s enrollment slowly increased and Chicago Road School was again used for classrooms. In 1991 an addition was built at the EPS
Junior High School and the sixth grade was moved there to make it a middle school. Since that time another addition was added to Eagle Lake
School, as well as one to the current Primary Building.
Community voters approved a 15.9 million dollar bond issue in 1998. Numerous district-wide enhancements were completed as outlined
in a five year Strategic Plan developed in 1996. In addition, a state of the art new elementary school building was designed, constructed and
opened in the fall of 2001. This building was named Edwardsburg Intermediate and housed students in grades 4 and 5. The new elementary
configuration involved the Primary (grades pre K-1), Eagle Lake (grades 2 and 3) and Intermediate (grades 4 and 5). Improvements
continued to be made in all buildings in 2001-2002. The construction of a district Administrative Center was completed in 2002.
The summer of 2003 brought changes to the village campus with the construction of the Alternative Learning Center, an addition to the
transportation/ maintenance building. Now standing where the Chicago Road School was once situated is the archway, which was the main
entrance to the school. The archway, located on U.S. 12 (the historic Chicago Road), creates a simple, attractive, welcoming landmark at the
apex of the district’s town campus.
In 2003 Edwardsburg Public Schools embarked on the process of developing a Strategic Plan to carry the district forward for the next five
years. With the input of over 45 members consisting of representatives from the community, the school, students, and parents, the team
collectively conducted an intensive external and internal review of the district. From this data and information, the team prioritized the goals
for the district.
In September of 2004 the voters of Edwardsburg passed a bond to finance the building of a district auditorium and gymnasium. The gym
was competed in the Winter of 2007. With a seating capacity of nearly 1800, it was the site for the 2007 Graduation Ceremony. Elementary
youngsters were the first to perform in the Performing Arts Center in late Spring of 2007. Upon the completion of theses building projects, all
of the goals that were set in the Strategic Planning session were accomplished.
BLUE RIBBON RECOGNITION
The Michigan Blue Ribbon Exemplary School Program recognizes schools that demonstrate a strong commitment to educational excellence
and significant academic achievement. In 2005 the district garnered statewide recognition in a “Special Tribute” which recognized
Edwardsburg Public Schools as the only school district in the State of Michigan to have achieved Michigan Blue Ribbon Exemplary School
distinction for all of its school buildings. This exclusive award was signed by Governor Granholm and presented to students and teachers by a
representative from the state office. Additionally, the high school has received the United States Department of Education National Blue Ribbon
recognition.
ACCREDITATION
Education YES! Adequate Yearly Progress
The Edwardsburg Public School District is evaluated by The Michigan Department of Education and the North Central Association of Schools
and Colleges. The Education YES! Report Card from the state reviews several components and collectively averages scores for achievement
status, achievement change, as well as a self evaluation rating on the “Indicators of School Performance.” The grades for 2007-2008 were all
“A”s at the elementary and the middle schools. The high school received a “B”.
Another facet of the accreditation for schools is the determination as to whether or not the schools made Adequate Yearly Progress in reading
and math. Edwardsburg Public Schools takes a great deal of satisfaction in the fact that all schools met AYP in content areas and in all
subgroups larger than 30 students.
2
BOARD OF EDUCATION
President
Vice President
Secretary
Treasurer
Birdella Holdread
Douglas Stickney
Eric Coles
John Feil
Trustee
Trustee
Trustee
Superintendent
Mike Gordon
Douglas Hall
Edward Patzer
Sherman Ostrander
CENTRAL ADMINISTRATION
Superintendent
Assistant to the Superintendent for Academic Services
Chief Financial Officer
Director of Information Technology
Director of Special Education
Data Analysis Coordinator/Director of Alternative Education
Athletic Director
Director of Operations
Director of Building and Grounds
Sherman L. Ostrander
Debra Cripe
Anne Flautt-Read
Gary Sawtelle
Candace Long
Mike Myers
Kevin Dean
William Rauch
Denny Merritt
SCHOOLS AND ADMINISTRATION
Edwardsburg High School (grades 9-12)
Edwardsburg Middle School (grades 6-8)
Edwardsburg Intermediate School (grades 4-5)
Eagle Lake School (grades 2-3)
Edwardsburg Primary School (grades Pre-K-1)
Don Quimby, Principal, Ryan Markel, Assistant Principal
Anthony Koontz, Principal, Brian Clements, Assistant Principal
Dan Nommay, Principal
James Hendress, Principal
Debora Crouch, Principal
MISSION STATEMENT
Edwardsburg Public Schools will maximize all students’ potential to be successful in life.
BELIEF STATEMENTS
•
•
•
•
•
•
•
•
•
•
The Edwardsburg Public Schools recognizes that each person is a unique, important individual.
Quality educational opportunities shall be provided for all students within the framework of an adopted budget.
Edwardsburg Public Schools will provide an educational environment which is safe, orderly and conducive to student learning.
The K-12 curriculum shall provide students with a coordinated and sequenced program which promotes maximum lifelong personal
achievement and produces responsible contributing members of society.
Education is a partnership of family, school and the entire community.
Honesty, respect and responsibility are essential components to lifelong learning.
Students need the ability to adapt in an ever changing world.
Excellence is a standard not to be compromised.
Quality instruction is the heart of education.
All students can learn.
HISTORICAL PERSPECTIVE
In 1829, the first school was started in what is now the village of Edwardsburg. It was held in a log cabin located where the former Methodist
Parsonage now stands. It was a private school and remained private until 1850, when the law was passed creating public schools.
The Edwardsburg School District was organized in 1923, with consolidation of rural schools with the Village School. After planning for three
years, the Edwardsburg Consolidated School (Chicago Road School) opened its doors. The building was designed to house students in grades
1

Annual Report - Edwardsburg Public Schools

Transcription

Similar documents

RADIO COMMERCIAL

10 Things You Should Know about Current Dual Language Research

Balanced Assessment - Confederation of Oregon School

Fitger`s Lake View Office

Deka Lake VFD - Sulphurous Lake Hall

MLS Page - Steigerwaldt Land Services, Inc.

Lake Fenton High School

Captain Geech

Amy Biehl Community School At Rancho Viejo

Carlos Gilbert Elementary