Rogers Early Elementary School 5000 Shenandoah, Allen Park, MI 48101 Phone: (313) 277-5400  Fax: (313) 277-5405 Principal: Mrs. Lisa Tafelski Secretary: Mrs. Kim M. Wiltse

February 3, 2017

Dear Parents and Community Members: We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2015-2016 educational progress for the Rogers Early 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 Lisa Tafelski for assistance. The AER is available for you to review electronically by visiting the following web site melnapschools.com or you may review a copy in the main office at your child’s school. Key Challenges and Initiatives We have noticed that fluency is a major factor especially of our ELL population. Students who are not able to read a given selection in a specific set time, are not promoted to the next reading level. As our ELL students are reading they are decoding words and translating text, which is difficult for many. Our data does not indicate that we have a decline, but are holding steady. We have many things in place to help close the achievement gap. We have a Literacy Coach working with all teachers to provide extended opportunities for in-depth analysis of standards. As they work together to understand the essence of what needs to be taught and what students need to learn, they build the common understandings that are essential to create a guaranteed and viable curriculum. Classroom instruction is explicit and aligned with the Common Core standards. Lesson plans include a content objective and language objective and both are conveyed to the students. Our reading and math series both serve as a resource to help teach the Common Core standards. Oral Language books and Grapeseed Curriculum help with language and fluency for our ELL students. We have an EL Newcomer Room and two bilingual facilitators that provide language instruction to English language learners. Our Reading Specialist

works with small groups of struggling students, and oversees all support staff. LLI is used by the Reading Specialist, our title 1 aides, and 31 A support teachers as a second tier of instruction to help struggling readers and writers. There is a math support teacher who works with small groups of first grade students who are struggling in math. All of these factors help us to continue to close the achievement gap and accelerate student achievement. Assigning Pupils to the School Melvindale Northern Allen Park has only one Early Elementary School. All kindergarten and first grade students attend Rogers. Status of the School Improvement Plan Goals Rogers Goals are: Math – All students will improve their number sense skills in activities aligned with grade level Common Core Standards. Strategies in place for this goal include: collaborative coaching, grade level collaboration, first grade math support teacher, formative assessments, and NWEA. Reading – All students will demonstrate an improved ability to read and comprehend text The strategies include: collaborative coaching, grade level collaboration days, guided reading, formative assessments, literacy coach, literacy consultant PD, literacy centers, LLI, Daily 5, Orton Gillingham, Letter People, and graphic organizers. Our EL teacher, kindergarten support teachers, and our Title 1 reading program provide services for struggling students. Writing – All students will improve their ability to communicate with others through writing. The strategies include: collaborative coaching, grade level collaboration days, sentence structure, modeled writing, writers’ workshop mini lessons, and common vocabulary. Specialized Schools Rogers Early Elementary School is the only school that houses kindergarten and first grade students. There are no specialized schools. Core Curriculum Roger’s curriculum is aligned to the Common Core Standards. It can be accessed through the School Website. We are also in the process of inputting our curriculum into the Rubicon database. Teachers use Houghton Mifflin – Journeys as a resource for English Language Arts

and Houghton Mifflin – Expressions as a resource for math. We have an extensive Leveled Literacy Library that all teachers use with guided reading groups. Components of Orton Gillingham are used by all teachers to help students make connections between letters and sounds and build upon it over time. The Next Generation Science Standards are being implemented. Our Social Studies curriculum follows Wayne RESA’s MC3 content expectations. Teachers have met in PLC’s to determine power standards and to ensure that everyone is teaching the same content where there is student engagement and frequent feedback given to students. All teachers write content and language objectives and share them with the students to set the stage for learning. WIDA Can Do Descriptors provide examples of what language learners can do at various stages of English Language Development in listening, speaking, reading, and writing. Teachers are encouraged to use these descriptors to help guide their planning and provide meaningful conversations during PLC’s. The Aggregate Student Achievement Results

Grade 1 Group ELL

Percent of Sub-groups meeting State Proficiency Standards DRA Levels 12 and 16 Reading 2012-13 59% (16)

2013-14

2014-15 58% (16) 69% (12)

2015-16 60% (16) 90% (12)

50% (16) 68% (12) 70% (16) 88% (12)

65% (16) 80% (12) 69% (16) 94% (12)

Ethnicity African American

65%

Total Population

66% (16)

Grade 1

Percent of Sub-groups meeting State Proficiency Standards – 70% or higher

65% (16)

Group Total Population

Math 2012-13

2013-14

2014-15

92%

97%

92%

2015-16 92%

Grade Kindergarten

Group

Percent of Sub-groups meeting State Proficiency Standards DRA Levels 3 and 4 Reading 2012-13

2013-14

2014-15

ELL Ethnicity African American Total Population

2015-16

71% (4) 94% (3)

Rogers Early Elementary School – English Language Proficiency Test Report for 2015-2016 School Year

Proficiency Level

Overall Score

1 – Entering

# of Kindergarten Students at Level and % of Total Tested 54/60%

# of 1st Grade Students at Level and % of Total Tested 5/4%

2 – Emerging

14/16%

35/30%

3 – Developing

17/19%

35/30%

4 – Expanding

4/4%

26/23%

5 – Bridging

1/1%

12/11%

6 - Reaching

0

2/2%

Students Represented by Parents During the 2015-2016 school year, attendance was 85% at Parent Teacher Conferences. We have continued holding Student Success Team Meetings (SST) and held other meetings throughout the year, as needed with parents.

Congratulations to the staff, students, and parents of Rogers Early Elementary School for working toward the set goal. Together we will maintain appropriate expectations and continue to strive for success of all students. Sincerely, Lisa Tafelski