Annual Education Report

Berrien RESA Electronic Letterhead

2019-20 Annual Education Report (for 2018-19 School Year): 
All Berrien RESA Special Education Programs

January 15, 2020 

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2018-19 educational progress for Berrien RESA and our center-based programs. The AER addresses the complex reporting information required by federal and some requirements of state laws. Our staff is available to help you understand this information.  Should you need assistance interpreting this report, please feel free to contact me directly at kevin.ivers@berrienresa.org

The
District AER is available for you to review electronically or you may review a copy in the principal’s office at your child’s school. Each program will also be communicating their own AER to parents directly.

These reports contain the following information:


Student Assessment Data

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

Accountability – Detail Data and Status

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

Teacher Qualification Data

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

NAEP Data (National Assessment of Educational Progress)

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

Civil Rights Data

Review the table below listing our schools. For the 2018-19 school year, schools were identified using definitions and labels as required in the Every Student Succeeds Act (ESSA). A Targeted Support and Improvement (TSI) school is one that has at least one underperforming student subgroup. An Additional Targeted Support (ATS) school is one that has a student subgroup performing at the same level as the lowest 5% of all schools in the state. A Comprehensive Support and Improvement (CSI) school is one whose performance is in the lowest 5% of all schools in the state or has a graduation rate at or below 67%. Some schools are not identified with any of these labels. In these cases, no status label is given.

Label Status Chart
Program Name Label Key Initiative to Accelerate Achievement 
Blossomland Learning Center No Label N/A
Lighthouse Education Center No Label N/A
Berrien County Juvenile Center No Label N/A


Berrien RESA is extremely confident in the educational opportunities offered to your children.  As you know, center-based programs measure student success based on the completion of Individual Education Plan Goals.   Goals are reviewed annually and may include such tasks as making eye contact, tying shoes, using utensils, learning how to wait in a line, understanding consequences or even managing their own behavior.  While simple for some, these types of goals often represent an entire year’s worth of practice, patience and determination.  These students (and their teachers) deserve our highest praise. 

We are very proud of our students and look forward to achieving even more goals next year.

Sincerely,
Kevin M. Ivers, Ph.D.
Superintendent

Please be reminded:

Subgroups being measured in this report typically have less than 10 students.  Should there be a variance in the number of students counted in the groups from year to year, the change in proficiency will be reflected as a dramatic drop or increase; skewing the true proficiency of our students.  Additionally, because the subgroups are so small,  it is highly likely that attendance requirements will not be met.  For example, in a group of 10 students, if one student does not participate in a test, then we do not have the required 95 percent participation. 

To gain a true picture of students' success at a center-based program, individual student progress should be measured consistently throughout the school year.  Therefore, Berrien RESA does not feel that this report accurately reflects student progress.


 

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