ZPS Annual Reports

PDF DocumentRead the annual report cover letter as a pdf.

March 1, 2019:

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2017-18 educational progress for the Zeeland Public School district and our schools. The AER addresses the complex reporting information required by federal and state laws. Our staff is available to help you understand this information. Please contact Dr. Brandi-Lyn Mendham, Director of Curriculum & Technology, for help if you need assistance.

The DISTRICT AER is available for you to review electronically by visiting the following web site http://bit.ly/2tLmLNn, or you may review a copy in the main office at your child’s school. Each school will also be communicating their own AER to parents directly.

These reports contain the following information:

Student Assessment Data –

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

Accountability – Detail Data and Status

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

Teacher Qualification Data

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

NAEP Data (National Assessment of Educational Progress)

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

Civil Rights Data

Provides information on school quality, climate and safety

Review the table below listing our schools. For the 2017-18 school year, schools were identified using definitions and labels as required in the Every Student Succeeds Act (ESSA). A Targeted Support and Improvement (TSI) school is one that has at least one underperforming student subgroup. An Additional Targeted Support (ATS) school is one that has three or more underperforming student subgroups. A Comprehensive Support and Improvement (CSI) school is one whose performance is in the lowest 5% of all schools in the state or has a graduation rate at or below 67%. Some schools are not identified with any of these labels. In these cases, no status label is given.

School Name, Status Label, and Key Initiative to Accelerate Achievement

Adams Elementary
No Label

Continued focus on creating student-centered campuses while integrating a multi-tiered system of support model for all students in academics and behavior (MTSS-A & MTSS-B).

Teacher professional development is differentiated according to department and/or teacher needs to support student learning.

Lincoln Elementary
No Label

Continued focus on creating student-centered campuses while integrating a multi-tiered system of support model for all students in academics and behavior (MTSS-A & MTSS-B).

Teacher professional development is differentiated according to department and/or teacher needs to support student learning.

New Groningen Elementary
No Label

Continued focus on creating student-centered campuses while integrating a multi-tiered system of support model for all students in academics and behavior (MTSS-A & MTSS-B).

Teacher professional development is differentiated according to department and/or teacher needs to support student learning.

Quincy Elementary
No Label

Continued focus on creating student-centered campuses while integrating a multi-tiered system of support model for all students in academics and behavior (MTSS-A & MTSS-B).

Teacher professional development is differentiated according to department and/or teacher needs to support student learning.

Roosevelt Elementary
No Label

Continued focus on creating student-centered campuses while integrating a multi-tiered system of support model for all students in academics and behavior (MTSS-A & MTSS-B).

Teacher professional development is differentiated according to department and/or teacher needs to support student learning.

Woodbridge Elementary
No Label

Continued focus on creating student-centered campuses while integrating a multi-tiered system of support model for all students in academics and behavior (MTSS-A & MTSS-B).

Teacher professional development is differentiated according to department and/or teacher needs to support student learning.

ZQuest K-8
No Label

Continued focus on creating student-centered campuses while integrating a multi-tiered system of support model for all students in academics and behavior (MTSS-A & MTSS-B).

Teacher professional development is differentiated according to department and/or teacher needs to support student learning.

Cityside Middle
No Label

Continued focus on creating student-centered campuses while integrating a multi-tiered system of support model for all students in academics and behavior (MTSS-A & MTSS-B).

Teacher professional development is differentiated according to department and/or teacher needs to support student learning.

Creekside Middle
No Label

Continued focus on creating student-centered campuses while integrating a multi-tiered system of support model for all students in academics and behavior (MTSS-A & MTSS-B).

Teacher professional development is differentiated according to department and/or teacher needs to support student learning.

Venture Academy
No Label

Continued focus on creating student-centered campuses while integrating a multi-tiered system of support model for all students in academics and behavior (MTSS-A & MTSS-B).

Teacher professional development is differentiated according to department and/or teacher needs to support student learning.

Zeeland East High
No Label

Continued focus on creating student-centered campuses while integrating a multi-tiered system of support model for all students in academics and behavior (MTSS-A & MTSS-B).

Teacher professional development is differentiated according to department and/or teacher needs to support student learning.

Zeeland West High
No Label

Continued focus on creating student-centered campuses while integrating a multi-tiered system of support model for all students in academics and behavior (MTSS-A & MTSS-B).

Teacher professional development is differentiated according to department and/or teacher needs to support student learning.

 

Zeeland Public Schools is proud of our commitment to teaching and learning. Our district goals focus on the implementation and refinement of Multi-Tiered Systems of Support in both Academics as well as Behavior for all of our students. As a result of focusing on these systems, we continue to make strong gains towards improving literacy scores and believe our continued upward trend represents our commitment to student achievement. We know that this strong early foundation in literacy supports our students in their learning in other content areas as well.

ZPS is proud of the recent work focused on mathematics in our district as well. By providing personalized, differentiated staff professional development, we are continuing to build our teacher’s capacity to deliver high quality instruction. Our commitment to continuous improvement is strong and we are excited to see our student achievement being positively impacted by this work.

Learning For Life,

 

Calvin De Kuiper
Superintendent
Zeeland Public Schools