2699 Island View Road Traverse City, MI 49686 231.252.0225 OMPSchool.org School Annual Education Report (AER) Cover Letter April 11, 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 Old Mission Peninsula School (OMPS). 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 Paula Brooks, OMPS Office Manager, for assistance. The AER is available for you to review electronically by visiting the following web site https://www.ompschool.org/transparency-reporting/ or you may review a copy in the main office at OMPS. 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 label is given. * Note TSI and ATS definitions were changed for the 2018-19 school year per federal requirements. The new definitions are: TSI The school has at least one subgroup performing in the bottom 25% within each applicable accountability index component. ATS The school has met the criteria for TSI identification and has at least one subgroup performing at the same level as a CSI school. Our school HAS NOT BEEN GIVEN ONE OF THESE LABELS. OMPS opened in September 2018 and due to our recent opening, the school does not have reporting data available for indicators within the Combined Report.
The Mission of OMPS is to provide an active, meaningful, and challenging educational community where learning is collaborative and accessible to all students and is focused on continuous academic improvement and social and character growth. To this end, OMPS strives to achieve the following goals: 1. Create a school climate where students and staff are excited to show up and put their best foot forward socially and academically. Quality is celebrated and shared community-wide, instilling a level of pride that elevates the student s drive to produce his/her highest quality work. 2. Make standards come alive by connecting learning to real-world issues and needs. 3. Promote discovery, inquiry, critical thinking, problem solving, and collaboration through meaningful cross-disciplinary projects. 4. Facilitate student engaged assessment practices to build student ownership of learning, focus students on reaching standards-based learning targets, and drive achievement. 5. Provide training and instructional support that allows both teachers and students opportunities for continuous data-driven improvement; where growth is celebrated. 6. Engage the community by incorporating fieldwork, experts, and service learning. 7. Build a culture of respect, responsibility, courage, and kindness where students and adults are committed to quality work and citizenship. 8. Prepare students for global citizenship through utilization of inter-disciplinary teachings. State law requires that we also report additional information: 1. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL Admission to the School shall be open to all age-appropriate children for grade levels offered in accordance with the School s charter contract without charge for tuition and without discrimination on the basis of intellectual or athletic abilities, measures of achievement or aptitude, disability, status as a handicapped person, homeless status, English proficiency, religion, creed, race, sex, color, national origin or any other basis that would be illegal for an existing school district. Admission shall comply with all applicable federal and state laws. Admission shall be limited to those students who are residents of the state, except a foreign exchange student.
Procedures are in place to control the admission and enrollment of students, including public notice, lottery and random selection drawing to be used when the number of applicants exceeds the number of available spaces for grades offered. Detailed application, lottery and admission practices and procedures are available to parents and the general public on the school website and at the school main office. The School Board will annually approve offered seats and maximum class size of the School. 2. THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN OMPS is currently in its first year of operation and is in the process of developing a School Improvement Plan, including conducting a Comprehensive Needs Assessment. 3. A BRIEF DESCRIPTION OF EACH SPECIALIZED SCHOOL OMPS opened on the Old Mission Peninsula in Grand Traverse County in the fall of 2018 for enrollment of kindergarten to grade 6 students. OMPS is expanding to include grade 7 students for the 2019-2020 school year. OMPS is committed to providing a high quality non-profit school, centrally located on Old Mission Peninsula, that utilizes the unique campus and the strength of the community to foster a comprehensive learning experience. 4. IDENTIFY HOW TO ACCESS A COPY OF THE CORE CURRICULUM, A DESCRIPTION OF ITS IMPLEMENTATION, AND AN EXPLANATION OF THE VARIANCES FROM THE STATE S MODEL OMPS is in its first year of operation. OMPS teachers deliver curriculum aligned to Michigan Academic Standards. The curriculum is Board of Education approved. OMPS utilizes Michigan Department of Education-approved assessment systems to measure student progress in both proficiency and academic growth. A copy of the curriculum can be obtained by request from the main office at OMPS. 5. THE AGGREGATE STUDENT ACHIEVEMENT RESULTS FOR ANY LOCAL COMPETENCY TESTS OR NATIONALLY NORMED ACHIEVEMENT TESTS OMPS was not open for the 2017 2018 or 2016-2017 school years, so there are no student achievement results for local competency or nationally normed achievement tests.
6. IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY PARENTS AT PARENT-TEACHER CONFERENCES OMPS was not open for the 2017 2018 or 2016-2017 school years, so no parent teacher conferences were held. 7. FOR HIGH SCHOOLS, ONLY ALSO REPORT ON THE FOLLOWING: a. THE NUMBER AND PERCENT OF POSTSECONDARY ENROLLMENTS (DUAL ENROLLMENT) b. THE NUMBER OF COLLEGE EQUIVALENT COURSES OFFERED (AP/IB) c. THE NUMBER AND PERCENTAGE OF STUDENTS ENROLLED IN COLLEGE EQUIVALENT COURSES (AP/IB) d. THE NUMBER AND PERCENTAGE OF STUDENTS RECEIVING A SCORE LEADING TO COLLEGE CREDIT> The new Old Mission Peninsula School seeks to meet area demand for local educational opportunities while maintaining smart growth and a commitment to optimal class sizes for student learning and teacher management. In our inaugural year of operation, student enrollment surpassed projections and re-enrollment figures for the second year of operation show 97% of current students returning with an additional 40 new enrollees to date. The promise for future success is great. In the years ahead, OMPS will continue to establish a welcoming school culture, focusing on teacher support and student learning - a school where students love to learn and teachers love to teach. Sincerely, Erica Walsh Erica Walsh Interim Head of School Old Mission Peninsula School
M-STEP Grades 3-11 Subject Grade Testing Group School Year State Proficien t State Proficien t District Proficien t District Proficien t Advance d Advance d Proficien t Proficien t Partially Proficien t Partially Proficien t Not Proficien t Not Proficien t A service of the Center for Educational Performance and Information (CEPI) Page 1 of 21
SAT Location Name School Year Subject Student Group Mean SAT Score Benchmark Met or Exceeded % Met or Exceeded Did Not Meet % Did Not Meet Assessed A service of the Center for Educational Performance and Information (CEPI) Page 2 of 21
MI-Access Functional Independence Subject Grade Testing Group School Year State Proficient District Proficient Surpassed Attained Emerging A service of the Center for Educational Performance and Information (CEPI) Page 3 of 21
MI-Access Supported Independence Subject Grade Testing Group School Year State Proficient District Proficient Surpassed Attained Emerging A service of the Center for Educational Performance and Information (CEPI) Page 4 of 21
MI-Access Participation Subject Grade Testing Group School Year State Proficient District Proficient Surpassed Attained Emerging A service of the Center for Educational Performance and Information (CEPI) Page 5 of 21
MI-Access Who Took MI-Access, by Test Type Subject Grade Testing Group School Year Tested - M-STEP, SAT or MI- Access Tested - Any MI- Access Tested - Any MI- Access Tested - Functional Independe nce Tested - Functional Independe nce Tested - Supported Independe nce Tested - Supported Independe nce Tested - Participatio n Tested - Participatio n A service of the Center for Educational Performance and Information (CEPI) Page 6 of 21
Accountability Details Subject Data Testing Group Subject State Tested Total State Not Tested Total State Proficient District Tested Total District Not Tested Total District Proficient* All ELA 98.7% 0.1% 47.33% N/A N/A N/A All Mathematics 98.8% 1.2%.72% N/A N/A N/A All Science 97.8% 2.2% N/A N/A N/A N/A All Social Studies 97.7% 2.3% 32.57% N/A N/A N/A American Indian or Alaska Native American Indian or Alaska Native American Indian or Alaska Native American Indian or Alaska Native ELA 97.8% 0.0%.17% N/A N/A N/A Mathematics 98.0% 2.0% 28.39% N/A N/A N/A Science 96.2% 3.8% N/A N/A N/A N/A Social Studies 96.2% 3.8% 26.22% N/A N/A N/A Asian ELA 98.9% 1.2% 69.51% N/A N/A N/A Asian Mathematics 99.3% 0.7% 69.47% N/A N/A N/A Asian Science 99.0% 1.0% N/A N/A N/A N/A Asian Social Studies 98.6% 1.4% 50.74% N/A N/A N/A Black or African American Black or African American Black or African American Black or African American Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Native Hawaiian or Other Pacific Islander ELA 97.9% 0.0% 23.02% N/A N/A N/A Mathematics 98.0% 2.0%.99% N/A N/A N/A Science 96.1% 3.9% N/A N/A N/A N/A Social Studies 96.0% 4.0% 11.40% N/A N/A N/A ELA 98.7% 0.4% 35.55% N/A N/A N/A Mathematics 98.8% 1.2% 25.34% N/A N/A N/A Science 97.7% 2.3% N/A N/A N/A N/A Social Studies 97.5% 2.5% 20.88% N/A N/A N/A ELA 98.1% 1.1% 51.03% N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 7 of 21
Accountability Details Subject Data Testing Group Subject State Tested Total State Not Tested Total State Proficient District Tested Total District Not Tested Total District Proficient* Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Two or More Races Two or More Races Two or More Races Two or More Races Mathematics 97.9% 2.1%.63% N/A N/A N/A Science 96.5% 3.5% N/A N/A N/A N/A Social Studies 96.2% 3.8% 33.46% N/A N/A N/A ELA 98.7% 0.0% 44.35% N/A N/A N/A Mathematics 98.8% 1.2% 35.00% N/A N/A N/A Science 97.8% 2.2% N/A N/A N/A N/A Social Studies 97.7% 2.3% 28.54% N/A N/A N/A White ELA 98.9% 0.1% 53.90% N/A N/A N/A White Mathematics 99.0% 1.0% 45.19% N/A N/A N/A White Science 98.2% 1.8% N/A N/A N/A N/A White Social Studies 98.1% 1.9%.15% N/A N/A N/A Female ELA 98.8% 0.1% 51.36% N/A N/A N/A Female Mathematics 98.9% 1.1% 37.11% N/A N/A N/A Female Science 98.0% 2.0% N/A N/A N/A N/A Female Social Studies 97.9% 2.1% 29.94% N/A N/A N/A Male ELA 98.6% 0.1% 43.47% N/A N/A N/A Male Mathematics 98.7% 1.3% 40.26% N/A N/A N/A Male Science 97.7% 2.3% N/A N/A N/A N/A Male Social Studies 97.5% 2.5% 35.10% N/A N/A N/A Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged ELA 98.3% 0.1% 32.40% N/A N/A N/A Mathematics 98.4% 1.6% 23.76% N/A N/A N/A Science 96.9% 3.1% N/A N/A N/A N/A Social Studies 96.8% 3.2% 18.67% N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 8 of 21
Accountability Details Subject Data Testing Group Subject State Tested Total State Not Tested Total State Proficient District Tested Total District Not Tested Total District Proficient* English Learners English Learners English Learners English Learners ELA 98.4% 1.8% 23.27% N/A N/A N/A Mathematics 98.9% 1.1% 23.08% N/A N/A N/A Science 98.1% 1.9% N/A N/A N/A N/A Social Studies 97.7% 2.3% 7.02% N/A N/A N/A Migrant ELA 98.1% 0.8% 17.96% N/A N/A N/A Migrant Mathematics 97.8% 2.2% 14.81% N/A N/A N/A Migrant Science 95.5% 4.5% N/A N/A N/A N/A Migrant Social Studies 94.4% 5.6% 10.70% N/A N/A N/A With Disabilities With Disabilities With Disabilities With Disabilities ELA 97.4% 0.0% 24.46% N/A N/A N/A Mathematics 97.9% 2.1% 19.21% N/A N/A N/A Science 94.6% 5.4% N/A N/A N/A N/A Social Studies 94.4% 5.6% 12.66% N/A N/A N/A Homeless ELA 95.9% 0.3% 25.16% N/A N/A N/A Homeless Mathematics 96.2% 3.8% 17.34% N/A N/A N/A Homeless Science 93.2% 6.8% N/A N/A N/A N/A Homeless Social Studies 93.2% 6.8%.58% N/A N/A N/A Foster Care ELA 94.4% 0.0% 25.58% N/A N/A N/A Foster Care Mathematics 94.6% 5.4% 17.49% N/A N/A N/A Foster Care Science 90.2% 9.8% N/A N/A N/A N/A Foster Care Social Studies 90.0% 10.0% 11.94% N/A N/A N/A Military Connected Military Connected Military Connected Military Connected ELA 98.0% 0.0% 55.30% N/A N/A N/A Mathematics 98.4% 1.6% 43.23% N/A N/A N/A Science 97.4% 2.6% N/A N/A N/A N/A Social Studies 96.3% 3.7% 36.16% N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 9 of 21
High School Graduation: Four-Year Adjusted Cohort Rate Student Group Baseline Data Most Recent Results Interim Objective Interim Objective Long-Term Target A service of the Center for Educational Performance and Information (CEPI) Page 10 of 21
age of English Learners Making Progress in Achieving English Language Proficiency Student Group Baseline Data Most Recent Results Interim Objective Interim Objective Long-Term Target A service of the Center for Educational Performance and Information (CEPI) Page 11 of 21
Accountability Details Attendance Data Student Group Statewide District All 80.08% N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 12 of 21
Academic Proficiency Student Group Student Group Baseline Data (2016) Most Recent Results (2018) Interim Objective (2020) Interim Objective (2022) Long-Term Target (2025) A service of the Center for Educational Performance and Information (CEPI) Page of 21
Accountability Index Data School Name Proficiency Index Value Growth Index Value Graduation Rate Index Value EL Progress Index Value School Quality/Stud ent Success Index Value General Participation Index Value EL Participation Index Value Overall Index Value Accountabilit y Status Reason for Identification Old Mission Peninsula School N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 14 of 21
Professional Qualifications of All Public Elementary and Secondary School Teachers Other B.A. M.A. P.H.D. Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g., percentage of teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers Inexperienced Teachers Total of Staffing Group Inexperience d Inexperience d Count High- High- Count Low- Low- Inexperienced Principals and Other School Leaders Total of Staffing Group Inexperience d Inexperience d Count High- High- Count Low- Low- Teacher Emergency or Provisional Credentials Total of Teachers Out-of-Field Teachers with Emergency or Provisional Credentials with Emergency or Provisional Credentials Count High- High- Count Low- Low- Total of Teachers of Out-of-Field Teachers of Out-of-Field Teachers Count High- High- Count Low- Low- A service of the Center for Educational Performance and Information (CEPI) Page 15 of 21
LEA School Improvement Fund Recipients District Name School Name Type of School Funds Received Strategies Implemented A service of the Center for Educational Performance and Information (CEPI) Page 16 of 21
NAEP Grade 4 Math of below Basic Basic Proficient Advanced All 100 25 39 28 7 Male Female 50 50 25 25 39 42 28 26 7 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 48 43 1 40 12 42 36 17 39 2 Race/Ethnicity White Black or African American Hispanic Asian American Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 65 17 8 5 ‡ 4 17 55 39 9 24 41 36 43 21 37 34 9 15 42 26 8 1 4 28 12 Student classified as having a disability SD Not SD 11 89 59 21 28 40 11 30 2 8 Student is an English Language Learner ELL Not ELL 8 92 41 24 Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 2017 Mathematics Achievement. 40 39 16 29 2 8 A service of the Center for Educational Performance and Information (CEPI) Page 17 of 21
NAEP Grade 8 Math of below Basic Basic Proficient Advanced All 100 33 35 22 9 Male Female 51 49 35 32 34 37 21 23 10 7 National Lunch Program Eligibility Eligible Not Eligible Info not available 41 58 1 52 20 32 29 2 Race/Ethnicity White Black or African American Hispanic Asian American Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 71 15 7 4 1 3 26 67 48 40 24 36 23 27 8 12 27 16 10 1 3 6 Student classified as having a disability SD Not SD 46 58 45 20 37 15 29 3 Student is an English Language Learner ELL Not ELL 6 94 75 31 Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 2017 Mathematics Achievement. 23 26 2 24 # 9 A service of the Center for Educational Performance and Information (CEPI) Page 18 of 21
NAEP Grade 4 Reading of below Basic Basic Proficient Advanced All 100 33 35 22 9 Male Female 51 49 35 32 34 37 21 23 10 7 National Lunch Program Eligibility Eligible Not Eligible Info not available 41 58 1 52 20 32 29 2 Race/Ethnicity White Black or African American Hispanic Asian American Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 71 15 7 4 1 3 26 67 48 40 24 36 23 27 8 12 27 16 10 1 3 6 Student classified as having a disability SD Not SD 46 58 45 20 37 15 29 3 Student is an English Language Learner ELL Not ELL 6 94 75 31 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2017 Reading Assessment. 23 36 2 24 # 9 A service of the Center for Educational Performance and Information (CEPI) Page 19 of 21
NAEP Grade 8 Reading of below Basic Basic Proficient Advanced All 100 33 35 22 9 Male Female 51 49 35 32 34 37 21 23 10 7 National Lunch Program Eligibility Eligible Not Eligible Info not available 41 58 1 52 20 32 29 2 Race/Ethnicity White Black or Afican American Hispanic Asian/Native Hawaiian or Pacific Islander American Indian or Alaska Native Two or More Races 71 15 7 4 1 3 26 67 48 40 24 36 23 27 8 12 27 16 10 1 3 6 Student classified as having a disability SD Not SD 46 58 45 20 37 15 29 3 Student is an English Language Learner ELL Not ELL 6 94 75 31 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2017 Reading Assessment. 23 36 2 24 # 9 A service of the Center for Educational Performance and Information (CEPI) Page 20 of 21
NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Proficient Standard Error 4 Math Reading 81 82 2.7 3.3 94 90 2.7 3.4 8 Math Reading 85 84 2.4 2.4 86 92 3.2 1.9 A service of the Center for Educational Performance and Information (CEPI) Page 21 of 21