International District Accreditation Warren Consolidated Schools is an equal opportunity employer. Auxiliary aids and services are available upon request to individuals with disabilities. National Exemplary Schools Wilkerson Elementary School Annual Education Report (AER) Cover Letter March 10, 2017 Dear Parents and Community Members: We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2015-16 educational progress for the Wilkerson 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 Michael Schulte for assistance. The AER is available for you to review electronically by visiting the following web site http://www.wcskids.net/District/Annual-report/index.html, or you may review a copy in the main office at your child’s school. For the 2016-17 year, no new Priority or Focus schools were named; some Priority or Focus schools did exit their status because they met the exit criteria. New Reward schools were identified using school rankings and Beating the Odds information. A Focus school is one that has a large achievement gap between the highest and lowest achieving 30% of schools. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. A Reward school is one that has achieved one or more of the following distinctions: top 5% of schools on the Top-to-Bottom School Rankings, top 5% of schools making the greatest gains in achievement (improvement metric), or “Beating the Odds” by outperforming the school’s predicted ranking and/or similar schools. 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”. We are constantly striving to optimize our resources and continually working to strengthen our Tier 1 instruction. We have analyzed our standardized test scores, and the scores fluctuate depending on whether we are looking at DRA2, Iowa Test, or M- STEP test results. Because of this, we have taken steps in our school improvement plan to focus on strategies that reflect best practices in teaching. These best practices are research-based, aligned to the Michigan Standards and district curriculum, and provide 1.888.4WCS.KIDS www.wcskids.net Text WCSKIDS to 57780 Warren Consolidated Schools Board of Education Susan G. Trombley, President Megan E. Papasian-Broadwell, Vice President Elaine G. Martin, Secretary Brian White, Treasurer Susan M. Jozwik, Trustee I. Susan Kattula, Trustee Kaitlynn Schwab, Trustee Robert D. Livernois, Ph.D. Superintendent Creating Dynamic Futures through Student Achievement, High Expectations, and Strong Relationships ADMINISTRATION BUILDING 31300 Anita Warren, MI 48093 586.825.2400
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International District Accreditation
Warren Consolidated Schools is an equal opportunity employer.
Auxiliary aids and services are available upon request to individuals with disabilities.
National Exemplary Schools
Wilkerson Elementary School
Annual Education Report (AER) Cover Letter
March 10, 2017
Dear Parents and Community Members:
We are pleased to present you with the Annual Education Report (AER) which provides
key information on the 2015-16 educational progress for the Wilkerson 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 Michael Schulte for assistance.
The AER is available for you to review electronically by visiting the following web site
http://www.wcskids.net/District/Annual-report/index.html, or you may review a copy in the main office at your child’s school.
For the 2016-17 year, no new Priority or Focus schools were named; some Priority or
Focus schools did exit their status because they met the exit criteria. New Reward schools were identified using school rankings and Beating the Odds information. A Focus
school is one that has a large achievement gap between the highest and lowest
achieving 30% of schools. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. A Reward school is one that has achieved one
or more of the following distinctions: top 5% of schools on the Top-to-Bottom School
Rankings, top 5% of schools making the greatest gains in achievement (improvement metric), or “Beating the Odds” by outperforming the school’s predicted ranking and/or
similar schools. 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”.
We are constantly striving to optimize our resources and continually working to strengthen our Tier 1 instruction. We have analyzed our standardized test scores, and
the scores fluctuate depending on whether we are looking at DRA2, Iowa Test, or M-
STEP test results. Because of this, we have taken steps in our school improvement plan to focus on strategies that reflect best practices in teaching. These best practices are
research-based, aligned to the Michigan Standards and district curriculum, and provide
1.888.4WCS.KIDS
www.wcskids.net
Text WCSKIDS to 57780 Warren Consolidated Schools
Board of Education Susan G. Trombley, President
Megan E. Papasian-Broadwell, Vice President Elaine G. Martin, Secretary
Brian White, Treasurer
Susan M. Jozwik, Trustee I. Susan Kattula, Trustee Kaitlynn Schwab, Trustee
Robert D. Livernois, Ph.D.
Superintendent
Creating Dynamic Futures through Student Achievement, High Expectations, and Strong Relationships
timely intervention. As a staff, we are committed in our belief that guided reading is a
best practice that we must implement on a daily basis. By implementing guided reading on a daily basis as part of our balanced literacy program, we know our students’ reading
skills will grow.
We will also continue to provide math instruction that incorporates flexible grouping and small group instruction. We are making changes in our math instruction that is based on
the grade level professional development that WCS is providing for teachers.
In addition, the staff will continue its professional development in the area of Classroom Instruction That Works (CITW) to provide a common language and practice among all
staff.
We have also implemented a Positive Behavior Intervention System (PBIS) that defines
our expectations for all students in all areas of the school. These common expectations
have allowed us to reinforce appropriate student behaviors. This in turn will provide
more time to focus on student learning.
Our school vision is centered on Susan Kovalik’s Lifeskills. We build these 17 Lifeskills
into our daily, weekly, and monthly lessons.
State law requires that we also report the following additional information for the two
most recent years:
1. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL
Students are assigned to schools according to their address of residence within the
district’s boundaries. Parents may request another school within the District under the Open Enrollment process, however, transportation is not provided. The Board
of Education has determined that it will allow nonresident students, residing within
the Macomb ISD, but whose parent(s) reside in the District, and who qualify to enroll in the District through a Schools of Choice program.
2. Wilkerson Elementary has four school improvement goals: All students will meet or exceed state and local standards in the area of
mathematics.
All students will meet or exceed state and local standards in the area of
reading. All students will meet or exceed state and local standards in the area of
writing.
Wilkerson will be a professional Learning Community which collaborates to implement, monitor, evaluate and analyze goals and strategies related to
student learning in reading, writing, math, science and social studies.
Currently, we are in year four of this plan. The staff will continue to implement best practices and research-based strategies which will continue to increase
student achievement within these goals. Student data and progress will be
monitored over the next 3-5 years in order to assess the effectiveness of the instruction. All of this is being done in preparation for our school and district
accreditation which will take place during the 2016-17 school year.
3. Warren Consolidated Schools offers several specialized programs to meet the
needs of a variety of learners.
The Macomb Math, Science and Technology Center (MMSTC) is an honors
program for 9th – 12th grade students in 11 Macomb County districts who are interested in advanced/accelerated mathematics, science, and computer
technology. Students must apply and be selected for the program based upon
placement testing and teachers recommendation. The Center’s program is a half
day and students attend their home school for the remainder of the day. It is located at Butcher Educational Center.
The Middle School Mathematics Science Technology Center (MS)2TC offers an advanced mathematics, science technology option for middle school students.
Students who are accepted into the program will split their day between their
home middle school, where they will take their social studies and two elective classes, and Butcher Educational Center, where they will take their mathematics,
science and English language arts classes.
The Middle School- School of Performing Arts (MSVPA) is an exciting, creative program that has been designed to build on the district’s nationally-
acclaimed, award-winning high school performing arts program (WCSPA) which is
located in Sterling Heights High School. MS-WCSPA is intended for academically-focused and creative students who seek to blend their academic experience with
interest in the performing arts. Students who are accepted into the program will
split their school day between their home middle school, where they will take their language arts, science, and math classes, and Butcher Educational Center, where
they will take their social studies and two performing arts electives. The
performing arts electives will include visual arts, music, dance, and theatre
exploratory experiences.
The Career Preparation Center (CPC) programs are open to Clintondale,
Fraser, and Warren Consolidated 11th and 12th grade students. CPC programs are designed to provide students with skills to enter the workforce or continue with
additional college or workplace training. Career Technical Education (CTE) classes
at the CPC provide technical skills and knowledge. Students enrolled in these programs are often able to earn technical certifications as well as college credit.
Community High School is an alternative education program for high school
students. The primary objective of the school is to assist enrolled students in meeting their high school graduation requirements in a timely manner. It is
located at the Flynn Educational Center along with the adult ESL program.
The Hatherly Early Childhood Center supports the mission and vision of Warren Consolidated Schools in a variety of ways. The building is home to the WCS Early Childhood Special Education (ECSE) Program, the World of Fours (grant-supported
pre-school for 4 year-olds) Program, Transitional kindergarten, and several
Macomb-Intermediate School District Head-Start classrooms.
Year-round education offers many benefits for students and families such as
increased student achievement and retention rates, more effective learning environment by reduced time spent reviewing, expanded enrichment and
intervention opportunities for students, and expanded educational choice options
for parents. Year-round education is offered at Siersma and Holden Elementary Schools.
4. Warren Consolidated Schools follows all State of Michigan curriculum guidelines. The Board of Education has adopted a core curriculum based on Michigan
Curriculum Framework, Grade-Level Content Expectations/Michigan State
Standards, and Michigan Merit Curriculum approved by the State Board of
Education. A copy of the core curriculum may be accessed at www.wcskids.net.
5. Fall 2015 Iowa Percent Proficient (M-Step Four Level Companion)
6. Parent Participation at Fall and Spring Conferences
YEAR FALL SPRING
2014-2015 95% 39%
2015-2016 96% 91%
CHANGE +1% +52%
The Wilkerson Elementary community has worked very hard on our goal to always improve
student achievement. We believe that through the use of initiatives like the Lifeskills, PBIS, CITW, along with the many building initiatives undertaken by staff and the volunteers in our
community, we will continue to provide the best learning environment for our students. I
would like to thank the students, parents, and all of the staff for demonstrating their personal best on a daily basis. Wilkerson is a great place to work, and an even better place
to learn, and I am proud to be a part of this team.
A service of the Center for Educational Performance and Information (CEPI) Page 27 of 35
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
Teacher Quality - Qualification
Other B.A. M.A. P.H.D.
ProfessionalQualifications of All PublicElementary andSecondary SchoolTeachers in the School
0 3 30 0
Teacher Quality - Class
School Aggregate High-Poverty Schools Low-Poverty Schools
Percentage of Core AcademicSubject Elementary andSecondary School Classes notTaught by Highly QualifiedTeachers
0.0% N/A N/A
Teacher Quality - Provisional
Certification Percent
Percentage of Public Elementary and Secondary School Teachersin the School with Emergency Certification
A service of the Center for Educational Performance and Information (CEPI) Page 28 of 35
‡ 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) 2015 Mathematics Achievement.
NAEP Grade 4 Math
Percent ofStudents
Percent belowBasic
Percent Basic Percent Proficient Percent Advanced
All Students 100 23 77 34 5
MaleFemale
5149
2223
7877
3632
64
National LunchProgram EligibilityEligibleNot EligibleInfo not available
4753#
3610‡
6490‡
1749‡
19‡
Race/EthnicityWhiteBlack or AfricanAmericanHispanicAsianAmerican Indian orAlaska NativeNative Hawaiian orOther PacificIslanderTwo or More Races
A service of the Center for Educational Performance and Information (CEPI) Page 29 of 35
‡ 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) 2015 Mathematics Achievement.
NAEP Grade 8 Math
Percent ofStudents
Percent belowBasic
Percent Basic Percent Proficient Percent Advanced
All Students 100 32 39 22 7
MaleFemale
5149
3134
3939
2321
76
National LunchProgram EligibilityEligibleNot EligibleInfo not available
4555#
4819‡
3940‡
1230‡
211‡
Race/EthnicityWhiteBlack or AfricanAmericanHispanicAsianAmerican Indian orAlaska NativeNative Hawaiian orOther PacificIslanderTwo or More Races
A service of the Center for Educational Performance and Information (CEPI) Page 30 of 35
‡ 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) 2015 Mathematics Achievement.
NAEP Grade 12 Math
Percent ofStudents
Percent belowBasic
Percent Basic Percent Proficient Percent Advanced
All Students 100 34 41 23 2
MaleFemale
5149
3235
4142
2622
11
National LunchProgram EligibilityEligibleNot EligibleInfo not available
35640
54220
37440
9320
020
Race/EthnicityWhiteBlack or AfricanAmericanHispanicAsianAmerican Indian orAlaska NativeNative Hawaiian orOther PacificIslanderTwo or More Races
A service of the Center for Educational Performance and Information (CEPI) Page 31 of 35
# 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), 2015 Reading Assessment.
NAEP Grade 4 Reading
Percent ofStudents
Percent belowBasic
Percent Basic Percent Proficient Percent Advanced
All Students 100 37 63 29 5
MaleFemale
5050
3934
6166
2631
56
National LunchProgram EligibilityEligibleNot EligibleInfo not available
4852#
5024‡
5076‡
1640‡
18‡
Race/EthnicityWhiteBlack or AfricanAmericanHispanicAsianAmerican Indian orAlaska NativeNative Hawaiian orOther PacificIslanderTwo or More Races
A service of the Center for Educational Performance and Information (CEPI) Page 32 of 35
# 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), 2015 Reading Assessment.
NAEP Grade 8 Reading
Percent ofStudents
Percent belowBasic
Percent Basic Percent Proficient Percent Advanced
All Students 100 24 44 29 3
MaleFemale
5149
2920
4542
2534
24
National LunchProgram EligibilityEligibleNot EligibleInfo not available
4555#
3714‡
4543‡
1739‡
14‡
Race/EthnicityWhiteBlack or AficanAmericanHispanicAsian/NativeHawaiian or PacificIslanderAmerican Indian orAlaska NativeTwo or More Races
A service of the Center for Educational Performance and Information (CEPI) Page 33 of 35
# 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), 2015 Reading Assessment.
NAEP Grade 12 Reading
Percent ofStudents
Percent belowBasic
Percent Basic Percent Proficient Percent Advanced
All Students 100 26 5 27 5
MaleFemale
5050
3120
3737
2837
46
National LunchProgram EligibilityEligibleNot EligibleInfo not available
35641
37190
39360
22380
270
Race/EthnicityWhiteBlack or AfricanAmericanHispanicAsianAmerican Indian orAlaska NativeNative Hawaiian orOther PacificIslanderTwo or More Races