SAUGATUCK PUBLIC SCHOOLS
2018-2019 Annual Education Report (AER)
January 31, 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 the Douglas Elementary School. The AER addresses the complex reporting information required by federal and state laws. The school’s report contains information about student assessment, accountability, and teacher quality. If you have any questions about the AER, please contact Principal, Michaelle Gust for assistance.
The AER is available for you to review electronically by visiting the following web site https://saugatuckpublicschools.com/projects/douglas-elementary/douglas-elementary-annual-report/ or you may review a copy in the main office at your child’s school.
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 label is given.
Our school has not been given one of these labels.
Although Douglas Elementary School academically outperforms most elementary schools in the region and state, we are always working to improve our practice. One key challenge for the school includes the following: students who are not identified as having low socioeconomic status significantly outperform students identified as having low SES in all subjects at all grade levels. Research on poverty and children shows that having a connection with positive adults helps students to achieve academically. One key initiative to close the gap is the addition of a behavior interventionist assigned to work with students struggling with behavior on the playground and in the classroom.
State law requires that we also report additional information:
- Process for assigning pupils to school: Students are assigned to our school based on the boundaries of our school district. In addition, students come to Douglas Elementary as schools-of-choice students from neighboring districts. Our teachers work to balance our classes by size, equal number of boys and girls, etc. to maintain an optimal learning environment for all students.
- School Improvement Plan: Our 2018-19 School Improvement Plan serves as the framework to guide our efforts to improve in all curricular areas. Our teachers research and analyze data annually to adapt our curriculum to meet the needs of our students.
- Specialized Schools: We do not provide a specialized school.
- Core Curriculum: At Douglas Elementary School we meet the requirements of the state’s Common Core standards. The standards can be reviewed by visiting the Michigan Department of Education website at http;//www.michigan.gov/mde
- Student Achievement: Student achievement results on the Michigan Student Test for Educational Progress include the following:
English-Language Arts/Reading M-STEP Percent Proficient:
Math M-STEP Percent Proficient:
Social Students M-STEP Percent Proficient:
Student Achievement: Student parent-teacher conferences: During the 2018-19 school year, parent attendance for both the fall and spring parent-teacher conferences was above 95%.
At Douglas Elementary School, we are committed to providing a rigorous educational program that motivates all students to achieve their personal best. Our students, teachers, and parents work each day to make Douglas Elementary an optimal place for learning. Because of their efforts, we continue to be a high achieving school. I’m extremely proud of our work.