BOARDS OF DIRECTORS DETROIT 90/90 Vincent DeAngelis, President Francis Resendes Pastor Marcus Ways PUBLIC SCHOOL ACADEMIES OF DETROIT (PSAD) Joseph Aristeo, President Kyle Chandler John Cleary Keith Cooley Michael Schmidt Richard Rogers Karen Obsniuk Edward Parks Hakim Shahid University Prep Science and Math – High School Zetia Hogan, School Director UPrepSchools.com 2251 Antietam Detroit, MI 48207 Office (313) 782-4400 | Fax (313) A THOMPSON EDUCATIONAL FOUNDATION SCHOOL SYSTEM April 12, 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 University Prep Science & Math High 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 Zetia M. Hogan for assistance. The AER is available for you to review electronically by visiting the following web site http://bit.ly/2IlfkFp, or you may review a copy in the main office at your child’s school. For the 2017-18 school year, schools were identified using new 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. 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 The data in the combined report shows a decrease in Math and English. We have identified Anet as a partner to provide common benchmark assessments in ninth and tenth grade English and Math classes quarterly. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL As a charter school, we follow a structured process for enrolling students into our schools. Our policy for enrollment has remained consistent since 2013 that new students are assigned to our school by the Assistant Director of Enrollment. The process allows for siblings of currently enrolled students and children of district employees to receive priority in the enrollment process, but only if those students apply during our open enrollment period. Otherwise all students are admitted on a first-come, first-served basis. THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN. University Prep Science & Math High School’s School Improvement Plan (SIP) was revised in 2017 after careful analysis of student achievement data (SAT). This is a living document and is revised each year based on new data. Our plan includes four goal areas: Mathematics, English Language Arts, Science, and Social Studies with a focus on Culture and Climate. A BRIEF DESCRIPTION OF EACH SPECIALIZED SCHOOL
49
Embed
University Prep Science and Math High School · 2020-03-03 · University Prep Science & Math High School is a School of Choice. University Prep Science & Math has partnerships with
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
BOARDS OF DIRECTORS
DETROIT 90/90
Vincent DeAngelis, President Francis Resendes Pastor Marcus Ways
PUBLIC SCHOOL ACADEMIES OF DETROIT (PSAD)
Joseph Aristeo, President
Kyle Chandler
John Cleary Keith Cooley
Michael Schmidt
Richard Rogers
Karen Obsniuk
Edward Parks
Hakim Shahid
University Prep Science and Math – High School Zetia Hogan, School Director
University Prep Science & Math High School is a School of Choice. University Prep
Science & Math has partnerships with many community partners within the Metro Detroit
and surrounding area. We offer a rigorous curriculum with a balanced focus on Math,
Science Engineering ( Project Lead the Way), English and Social Studies. The educational
process provides a variety of learning experiences flexible enough to allow for freedom to
experiment and make decisions conducive to personal growth.
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
The core curriculum of our school is fully aligned with the Michigan Department of
Education’s Academic Standards. The curriculum is implemented from a standards-based
perspective, meaning that teachers analyze grade-level standards to determine the level at
which students need to demonstrate mastery of content. Teachers work individually and
as collaborative teams to plan daily instruction and units. School administrators and
instructional coaches also assist teams in unpacking and adapting curriculum, and they
analyze student data to monitor the effectiveness of the instructional program.
Electronic copies of our curriculum are available by contacting the main
office. Arrangements for printed copies can be made at the office as well.
THE AGGREGATE STUDENT ACHIEVEMENT RESULTS FOR ANY LOCAL
COMPETENCY TESTS OR NATIONALLY NORMED ACHIEVEMENT TESTS. Scholars took the NSMDQ and the SAT to measure academic progress. Scholars also took
a practice SAT to measure progress from the fall test to identify gaps and areas of
improvement. We will continue to provide intervention support to address our lowest
achieving scholars so that we can close the learning gap. We appreciate the continued
support of scholars, parents, staff and our community in this effort.
Grade Reading
2016-2017
Math
2016-2017
Grade Reading
2016-2017
Math
2017-2018
Ninth 42% 35% Ninth 62% 70%
Tenth 54% 50% Tenth 55% 63%
Eleventh 49% 37% Eleventh 27% 6.56
IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY
PARENTS AT PARENT-TEACHER CONFERENCE
Year Number of Students Represented Percent of Students Represented
2016-2017 336 72%
2017-2018 386 73%
THE NUMBER AND PERCENT OF POSTSECONDARY ENROLLMENTS (DUAL
ENROLLMENT)
Year
Number of Students in Dual
Enrollment
Percent of Students in Dual
Enrollment
2016-
2017 12 .026
2017-
2018 0 0
THE NUMBER OF COLLEGE EQUIVALENT COURSES OFFERED (AP/IB) We
offered four AP courses Psychology, English Language & Composition, English
Literature & Composition and Calculus.
Year Number of AP Courses Offered
2016-2017 4
2017-2018 3
THE NUMBER AND PERCENTAGE OF STUDENTS ENROLLED IN COLLEGE
EQUIVALENT COURSES (AP/IB)
Year
Number of Students in AP
Courses
Percent of Students in AP
Courses
2016-
2017 21 09%
2017-
2018 33 15%
THE NUMBER AND PERCENTAGE OF STUDENTS RECEIVING A SCORE
LEADING TO COLLEGE CREDIT.
Year
Number of AP Students Receiving
College Credit
Percent of AP Students Receiving
College Credit
2016-
2017 1 .01
2017-
2018 2 .06
As a STEM school, we are continuously seeking opportunities for student growth. We
have partnered with Achievement Network in hopes of supporting teachers with the skills
to provide instructional best practices to raise student outcomes.
Sincerely,
Zetia M. Hogan
Page Page 2
BOARDS OF DIRECTORS
DETROIT 90/90 Vincent DeAngelis, President Francis Resendes Pastor Marcus Ways PUBLIC SCHOOL ACADEMIES
OF DETROIT (PSAD) Joseph Aristeo, President Kyle Chandler John Cleary Keith Cooley Michael Schmidt Richard Rogers Karen Obsniuk Edward Parks Hakim Shahid
University Prep Science and Math – High School Zetia Hogan, School Director
April 12, 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 University Prep Science & Math High 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 Zetia M. Hogan for assistance. The AER is available for you to review electronically by visiting the following web site http://bit.ly/2IlfkFp, or you may review a copy in the main office at your child’s school. For the 2017-18 school year, schools were identified using new 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. 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 The data in the combined report shows a decrease in Math and English. We have identified Anet as a partner to provide common benchmark assessments in ninth and tenth grade English and Math classes quarterly. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL As a charter school, we follow a structured process for enrolling students into our schools. Our policy for enrollment has remained consistent since 2013 that new students are assigned to our school by the Assistant Director of Enrollment. The process allows for siblings of currently enrolled students and children of district employees to receive priority in the enrollment process, but only if those students apply during our open enrollment period. Otherwise all students are admitted on a first-come, first-served basis.
THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN.
University Prep Science & Math High School’s School Improvement Plan (SIP) was revised in 2017 after careful analysis of student achievement data (SAT). This is a living document and is revised each year based on new data. Our plan includes four goal areas: Mathematics, English Language Arts, Science, and Social Studies with a focus on Culture and Climate.
A BRIEF DESCRIPTION OF EACH SPECIALIZED SCHOOL University Prep Science & Math High School is a School of Choice. University Prep Science & Math has partnerships with many community partners within the Metro Detroit and surrounding area. We offer a rigorous curriculum with a balanced focus on Math, Science Engineering ( Project Lead the Way), English and Social Studies. The
educational process provides a variety of learning experiences flexible enough to allow for freedom to experiment and make decisions conducive to personal growth. 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 The core curriculum of our school is fully aligned with the Michigan Department of Education’s Academic Standards. The curriculum is implemented from a standards-based perspective, meaning that teachers analyze grade-level standards to determine the level at which students need to demonstrate mastery of content. Teachers work individually and as collaborative teams to plan daily instruction and units. School administrators and instructional coaches also assist teams in unpacking and adapting curriculum, and they analyze student data to monitor the effectiveness of the instructional program. Electronic copies of our curriculum are available by contacting the main office. Arrangements for printed copies can be made at the office as well. THE AGGREGATE STUDENT ACHIEVEMENT RESULTS FOR ANY LOCAL COMPETENCY TESTS OR NATIONALLY NORMED ACHIEVEMENT TESTS.
Scholars took the NSMDQ and the SAT to measure academic progress. Scholars also took a practice SAT to measure progress from the fall test to identify gaps and areas of improvement. We will continue to provide intervention support to address our lowest achieving scholars so that we can close the learning gap. We appreciate the continued support of scholars, parents, staff and our community in this effort. Grade Reading
2016-2017 Math
2016-2017 Grade Reading
2016-2017 Math
2017-2018
Ninth 42% 35% Ninth 62% 70%
Tenth 54% 50% Tenth 55% 63%
Eleventh 49% 37% Eleventh 27% 6.56
IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY PARENTS AT PARENT-TEACHER CONFERENCE
Year Number of Students Represented Percent of Students Represented
2016-2017 336 72%
2017-2018 386 73%
THE NUMBER AND PERCENT OF POSTSECONDARY ENROLLMENTS (DUAL ENROLLMENT)
Year Number of Students in Dual
Enrollment Percent of Students in Dual
Enrollment
2016-2017 12 .026
2017-2018 0 0
THE NUMBER OF COLLEGE EQUIVALENT COURSES OFFERED (AP/IB) We offered four AP courses Psychology, English Language & Composition, English Literature & Composition and Calculus.
Year Number of AP Courses Offered
2016-2017 4
2017-2018 3
THE NUMBER AND PERCENTAGE OF STUDENTS ENROLLED IN COLLEGE EQUIVALENT COURSES (AP/IB)
Year Number of Students in AP Courses Percent of Students in AP Courses
2016-2017 21 09%
2017-2018 33 15%
THE NUMBER AND PERCENTAGE OF STUDENTS RECEIVING A SCORE LEADING TO COLLEGE CREDIT.
Year Number of AP Students Receiving
College Credit Percent of AP Students Receiving
College Credit
2016-2017 1 .01
2017-2018 2 .06
As a STEM school, we are continuously seeking opportunities for student growth. We have partnered with Achievement Network in hopes of supporting teachers with the skills to provide instructional best practices to raise student outcomes. Sincerely, Zetia M. Hogan
Page Page 2
04/08/2019
Annual Education Report University Preparatory Science and Math (PSAD) High School (00506)M-STEP Grades 3-11
Page 27 of A service of the Center for Educational Performance and Information (CEPI) 39
04/08/2019
Annual Education Report University Preparatory Science and Math (PSAD) High School(00506)High School Graduation: Four-Year Adjusted Cohort Rate
Student Group Baseline Data(2016)
Most RecentResults (2018)
Interim Objective(2020)
Interim Objective(2022)
Long-Term Target(2025)
All Students 79.79% 90.91% 86.30% 89.56% 94.44%
Black or AfricanAmerican
67.31% 90.57% 79.37% 85.40% 94.44%
Two or More Races 74.74% <10 83.50% 87.88% 94.44%
EconomicallyDisadvantaged
67.48% 93.15% 79.46% 85.46% 94.44%
Students WithDisabilities
57.12% <10 73.71% 82.00% 94.44%
Page 28 of A service of the Center for Educational Performance and Information (CEPI) 39
04/08/2019
Annual Education Report University Preparatory Science and Math (PSAD) High School(00506)Percentage of English Learners Making Progress in Achieving English Language Proficiency
Page 32 of A service of the Center for Educational Performance and Information (CEPI) 39
04/08/2019
Annual Education Report University Preparatory Science and Math (PSAD) High School(00506)Professional Qualifications of All Public Elementary and Secondary School Teachers
Other B.A. M.A. P.H.D.
University PreparatoryScience and Math (PSAD)High School (00506)
0 11 14 0
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
Page 33 of A service of the Center for Educational Performance and Information (CEPI) 39
04/08/2019
Annual Education Report University Preparatory Science and Math (PSAD) High School(00506)LEA School Improvement Fund Recipients
District Name School Name Type of School Funds Received StrategiesImplemented
No Data to Display
Page 34 of A service of the Center for Educational Performance and Information (CEPI) 39
04/08/2019
Annual Education Report University Preparatory Science and Math (PSAD) High School(00506)NAEP Grade 4 Math
Percent ofStudents
Percent belowBasic
Percent Basic Percent Proficient Percent Advanced
All Students 100 25 39 28 7
MaleFemale
5050
2525
3942
2826
76
National LunchProgram EligibilityEligibleNot EligibleInfo not available
48431
4012‡
4236‡
1739‡
213‡
Race/EthnicityWhiteBlack or AfricanAmericanHispanicAsianAmerican Indian orAlaska NativeNative Hawaiian orOther PacificIslanderTwo or More Races
651785‡‡4
1755399‡‡24
41364321‡‡37
3491542‡‡26
81428‡‡12
Student classified ashaving a disabilitySDNot SD
1189
5921
2840
1130
28
Student is an EnglishLanguage LearnerELLNot ELL
892
4124
4039
1629
28
‡ Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to totalbecause of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for EducationStatistics. National Assessment of Educational Progress (NAEP) 2017 Mathematics Achievement.
Page 35 of A service of the Center for Educational Performance and Information (CEPI) 39
04/08/2019
Annual Education Report University Preparatory Science and Math (PSAD) High School(00506)NAEP Grade 8 Math
Percent ofStudents
Percent belowBasic
Percent Basic Percent Proficient Percent Advanced
All Students 100 33 35 22 9
MaleFemale
5149
3532
3437
2123
107
National LunchProgram EligibilityEligibleNot EligibleInfo not available
41581
5220‡
3238‡
1329‡
213‡
Race/EthnicityWhiteBlack or AfricanAmericanHispanicAsianAmerican Indian orAlaska NativeNative Hawaiian orOther PacificIslanderTwo or More Races
7115741‡3
26674813‡‡40
38243623‡‡38
2781227‡‡16
101338‡‡6
Student classified ashaving a disabilitySDNot SD
4658
4520
3738
1529
313
Student is an EnglishLanguage LearnerELLNot ELL
694
7531
2326
224
#9
‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to totalbecause of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for EducationStatistics. National Assessment of Educational Progress (NAEP) 2017 Mathematics Achievement.
Page 36 of A service of the Center for Educational Performance and Information (CEPI) 39
04/08/2019
Annual Education Report University Preparatory Science and Math (PSAD) High School(00506)NAEP Grade 4 Reading
Percent ofStudents
Percent belowBasic
Percent Basic Percent Proficient Percent Advanced
All Students 100 33 35 22 9
MaleFemale
5149
3532
3437
2123
107
National LunchProgram EligibilityEligibleNot EligibleInfo not available
41581
5220‡
3238‡
1329‡
213‡
Race/EthnicityWhiteBlack or AfricanAmericanHispanicAsianAmerican Indian orAlaska NativeNative Hawaiian orOther PacificIslanderTwo or More Races
7115741‡3
26674813‡‡40
38243623‡‡38
2781227‡‡16
101338‡‡6
Student classified ashaving a disabilitySDNot SD
4658
4520
3738
1529
313
Student is an EnglishLanguage LearnerELLNot ELL
694
7531
2336
224
#9
# Rounds to zero‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to totalbecause of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for EducationStatistics, National Assessment of Educational Progress (NAEP), 2017 Reading Assessment.
Page 37 of A service of the Center for Educational Performance and Information (CEPI) 39
04/08/2019
Annual Education Report University Preparatory Science and Math (PSAD) High School(00506)NAEP Grade 8 Reading
Percent ofStudents
Percent belowBasic
Percent Basic Percent Proficient Percent Advanced
All Students 100 33 35 22 9
MaleFemale
5149
3532
3437
2123
107
National LunchProgram EligibilityEligibleNot EligibleInfo not available
41581
5220‡
3238‡
1329‡
213‡
Race/EthnicityWhiteBlack or AficanAmericanHispanicAsian/NativeHawaiian or PacificIslanderAmerican Indian orAlaska NativeTwo or More Races
7115741‡3
26674813‡‡40
38243623‡‡38
2781227‡‡16
101338‡‡6
Student classified ashaving a disabilitySDNot SD
4658
4520
3738
1529
313
Student is an EnglishLanguage LearnerELLNot ELL
694
7531
2336
224
#9
# Rounds to zero‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to totalbecause of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for EducationStatistics, National Assessment of Educational Progress (NAEP), 2017 Reading Assessment.
Page 38 of A service of the Center for Educational Performance and Information (CEPI) 39
04/08/2019
Annual Education Report University Preparatory Science and Math (PSAD) High School(00506)NAEP Participation Data
Grade Subject Participation Ratefor Students withDisabilities
Standard Error Participation Ratefor Limited EnglishProficient Students
Standard Error
4 MathReading
8182
2.73.3
9490
2.73.4
8 MathReading
8584
2.42.4
8692
3.21.9
Page 39 of A service of the Center for Educational Performance and Information (CEPI) 39