2003-2004 Annual Education Report

For

Dollar Bay-Tamarack City Area Schools

 

 

        The purpose of this annual education report is to meet the requirements of Michigan Public Acts 25, 335, and 336.  This report is intended to provide parents and the community with information about the 2003 - 2004 school year.  As required by law, this Annual Education Report will be filed with the Copper Country Intermediate School District and will be presented to the public by October 15, 2004.

 

 

 

 

 

ADMINISTRATION

 

Jan Quarless PhD, Superintendent - 482-5800

Bill Tarbox, Principal  - 482-5812

Kristen Kariainen- Title I Coordinator-482-5800 x30

 

 

 

BOARD OF EDUCATION

 

Robert Hiltunen, President

Kris Mattila, Vice-President

Donna Engman, Treasurer

Julie Dunstan, Secretary

Duane Aho, Trustee

Hugh Hosafros, Trustee

Richard Nye, Trustee

 

 

 

 

 

 

 

 

DOLLAR BAY-TAMARACK CITY AREA SCHOOLS

MISSION STATEMENT

 

Utilizing our uniquely small size, our mission is to:

1.  Educate students to compete successfully in our changing world

2.  Prepare students for life-long learning, and responsible citizenship

3.  Encourage social, emotional and physical well-being by working cooperatively with organizations, our community and its families.

(Revised and adopted April 1995)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I.  ACCREDITATION STATUS

 

       The Dollar Bay-Tamarack City Area Schools have achieved Interim Accreditation status through the Michigan Accreditation Program.

 

       Dollar Bay High School is accredited by the North Central Association of Colleges and Secondary Schools, and had NCA accreditation since 1910.  Dollar Bay is the smallest high school in Michigan to receive NCA accreditation, and is one of only three U.P. Class D schools with an accredited high school.  Accreditation means that Dollar Bay High School has met and must continue to comply with strict standards pertaining to curriculum, teacher preparation, physical facilities and equipment.

 

II.  SPECIALIZED SCHOOLS

 

            In addition to special education programs and services provided to 15 (K through 12) students in our learning disabled resource room, special education is also provided for children from birth to 25 years, who are more severely impaired, at the Copper Country Intermediate School District (CCISD) Learning Center program in Hancock. The purpose of the center program is to provide classroom programs, specialized equipment and supportive services not available for children in the individual schools of the CCISD.

 

            During the 2003-04 school year one student from our school district attended the program for the Severely Multiple Impaired program at the CCISD.  Pupils participate in activities with their non-handicapped peers to the extent of their abilities.  Students are provided special transportation to participate in these programs.

 

            During the 2003-04 school year, seven students from our district attended area-wide special education classes as follows: one at a program for the learning disabled and two for the educable mentally impaired at Hancock Schools, two at programs for the learning disabled at Lake Linden-Hubbell Schools, and two at a program for the pre-primary impaired at the Public Schools of Calumet, Laurium & Keweenaw.

 

            Students requiring the services of a speech and language therapist, occupational therapist, physical therapist, school social worker, or teacher-consultant, receive these services in their own school buildings. The therapists, social workers, and teacher-consultants are employed by the CCISD and travel to our school district to work with the children.  Nine students received these services during the school year as follows:  speech therapy, 4 students; school social worker, 4 students.

 

 

 

 

 

 

 

III.  THE PROCESS BY WHICH STUDENTS ARE ASSIGNED TO SPECIALIZED SCHOOLS

 

            Students are placed in the appropriate programs or service through the Dollar Bay-Tamarack City Area School's Individual Planning and Placement Committee process. The specific needs of each child are outlined in his/her Individualized Educational Plan (IEP).  This plan may include basic classroom programs, occupational, physical and speech therapy, school social work, school psychological and other support services.

 

            Measures of success include program outcome indicators designed by the Michigan Department of Education, as well as the Program Effectiveness Review Project.  Each child's IEP includes specific evaluation criteria and is reviewed by school officials and the parents at least annually.  Marked gains occur when students receive early and continuous intervention services.

 

 

IV.  VOCATIONAL EDUCATION

 

            The Copper Country Intermediate School District, in cooperation with the Copper Country Career-Technical Education Consortium, operates area-wide programs in Auto Mechanics, Nurse Aide training, Health Careers, Early Childhood, and Network Administration.  Seven students were enrolled in the Career Technical programs during the 2003-04 school year.

 

 

V.  STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN

   

     A.  THE DISTRICT SCHOOL IMPROVEMENT PLAN

 

            The Michigan State Board of Education requires schools to develop a school improvement plan as part of accreditation.  The school improvement planning process is a step-by-step way of defining problems, setting goals and objectives, choosing strategies, preparing for implementation, designing evaluation, and using evaluation information to modify plans.  The school improvement plan is updated annually to reflect progress on identified goals and to address changing needs.  A copy of the updated school improvement plan is on file in the principal's office and at the Copper Country Intermediate School District.  The school improvement team consists of School Board members, administrators, teachers, other school employees, parents and other residents.

 

 

 

 

 

 

 

2003-2004 SCHOOL IMPROVEMENT TEAM PARTICIPANTS

 

                        Name                                      Position/Stakeholder

                        Jennifer Strand              Support Staff

                        Julie Dunstan                            Parent/Board of Education

                        Kristen Zerbst                          Parent

                        Robert Hiltunen                      Parent/Board of Education

                        Kris Mattila                              Parent/Board of Education

                        Matt Zimmer                           Chairperson/Faculty

                        Kristen Kariainen                      Chairperson/Faculty

                        Mary Rautio                            Faculty

                        Myrna Boutin                          Faculty/Math Chair (Elem)

                        Amy Kangas                           Faculty/Reading Chair (Elem)

                        Sara Ferris                               Faculty/Science Chair (HS)

                        Steve Patchin                          Faculty/ Social Studies Chair (HS)

                        Kevin Butler                           Faculty/Social Studies Chair (Elem)

                        Bill Tarbox                               Principal

                        Soph. & Jr. Class Presidents     Student Representatives

 

During the 2003-04 school year, the School Improvement Team accomplished the following:

 

            *Reviewed the school improvement Goals & Strategies.

*Strengthened policies to improve respect & responsibility in the elementary

              school.

            *Analyzed the 2002-03 MEAP reading, math, science writing and social studies

              results and made recommendations.

 

Dollar Bay-Tamarack City Area Schools

  SCHOOL IMPROVEMENT GOALS FOR 2004 - 2008

 

            Goals: (based on student academic objectives for all students). These goals were based on data from: MEAP, Plan, HSPT, ACT, ASVAB, and teacher prepared tests.

 

Goal #1: All students will be proficient in Math based on the Michigan Curriculum Frameworks

Goal #2: All students will be proficient in Reading based on the Michigan Curriculum Frameworks

Goal #3: All students will be proficient in Science based on the Michigan Curriculum Frameworks

Goal #4: All students will be proficient in Social Studies based on the Michigan Curriculum Frameworks

 

 

 

 

 

 

        NATIONAL EDUCATION GOALS – NO CHILD left Behind

 

VI.  CORE CURRICULUM

 

            The core curriculum is the basic learning program in curricular areas for all students. The core curriculum for each content area defines expected student achievements based on goals and objectives developed by the school district.  These also reflect Michigan's model core curriculum standards.  The core curriculum identifies the instructional program, units of study, time allocations, teaching materials, and methods of evaluation for grade levels. 

 

            Staff development activities regarding the implementation and improvements in core curriculum areas are conducted through workshops, in-service training and during staff meetings.  Student progress toward goal attainment is monitored through various testing (MEAP, HSPT, CAT 5) and alternative assessment.

 

            All curricular areas are in the process of being aligned with the Michigan Frameworks Curriculum document.  Various areas are in different stages of completion. 

 

            A copy of the core curriculum, in place at the school, is available at the Principal's office in Dollar Bay High School or by calling 482-5812.

 

VII.  STUDENT ACHIEVEMENT

 

           The Michigan Educational Assessment Program (MEAP) tests are administered in

a January and February testing window to the 4th, 5th, 7th and 8th grade students.  Mathematics, reading, writing and science are the areas tested.  In April, the High School Proficiency Tests (HSPT) are administered to the 11th grade students for Math, Science, Writing and Reading.

 

            Results of the MEAP tests currently are reported in the same way across grade levels. Each test is scored on levels 1-4, level 1 being the highest. If a student scores a level 1or2, they are considered proficient. The HSPT scoring has four levels of attainment also in each of the four subject areas. Students attaining levels 1-3 gain State endorsements in those subject areas. The students must use higher order and critical thinking to do well on each test. Writing is an integral part of all tests.

 

            Other components of the high school testing program include the PSAT/NMSQT (grade 11), ACT (grades 11&12), SAT (grades 11 & 12) and the ASVAB (Armed Services Aptitude Battery) (grade 11).

 

SUMMARY INFORMATION – 1999 - 2004

MICHIGAN EDUCATIONAL ASSESSMENT PROGRAM (MEAP) AND HIGH SCHOOL PROFICIENCY TEST (HSPT)

                       

One component of PA335 & 339 requires that 66% of students receive a satisfactory score on the MEAP tests over a three-year period for a school to gain "Summary Accreditation".  Dollar Bay has obtained  "Interim Accreditation" in the elementary and middle school categories and the high school proficiency test scoring has changed so that the high school cannot be measured until assessment parameters have been firmly established. All scores are listed as percentages.

 

READING - GRADE 4

 

                                                1999                2000                2001                2002   

Satisfactory                              75.0                 64.0                 64.0                 32.4

Moderate                                 18.8                 28.0                 20.0                 29.4    

Low                                           6.3                   8.0                 16.0                 38.2

 

                                                   READING – GRADE 4

 

                                                2003                 2004

Level 1                                       4.2                  19.0

Level 2                                     66.7                  69.0

Level 3                                     25.0                  13.0

Level 4                                       4.2                  0.0                 

 

 

        MATHEMATICS - GRADE 4

 

                                                1999                2000                2001               

Satisfactory                              68.8                 80.0                 92.0                

Moderate                                 18.8                 20.0                   8.0

Low                                         12.4                   0.0                   0.0

 

 

            MATHEMATICS - GRADE 4

 

                                                2002                2003                 2004

Level 1                                     15.2                 37.5                 69.0

Level 2                                     33.3                 45.8                  25.0

Level 3                                     33.3                 16.7                  6.0

Level 4                                     18.2                   0.0                  0.0

 

                                                    WRITING – GRADE 4

                                               

                                                2003                2004

Level 1                                       0.0                 0.0

Level 2                                     75.0                 63.0

Level 3                                     25.0                 38.0

Level 4                                       0.0                 0.0

 

SCIENCE - GRADE 5

 

1999                2000                2001

Proficient                                  95.0                 76.5                 82.6

Novice                                     5.0                   23.5                 17.4

 

SCIENCE - GRADE 5

 

                                                2002                2003                2004

Level 1                         54.5                 36.4                 39.0

Level 2                         45.5                 39.4                 61.0

Level 3                         00.0                 21.2                 0.0

Level 4                         00.0                 3.0                  0.0

 

 

WRITING - GRADE 5

 

1999                2000                2001                2002   

Proficient                                  90.0                 94.1                 95.7                 27.3

Not Yet Proficient                    10.0                   5.9                 04.3                 72.7

 

                                                  

 

 

 

 

 

 

SOCIAL STUDIES - GRADE 5

 

                                                2000                2001                2002                2003       2004

 

Level 1                                       0.0                 00.0                 00.0                   9.1        0.0

Level 2                                     17.6                 17.4                 22.7                 21.2        26.0

Level 3                                     47.1                 73.9                 45.5                 12.1        30.0

Level 4                                     35.3                 08.7                 31.8                 57.6        43.0

 

                                                READING - GRADE 7

 

                                                1999                2000                2001               

Satisfactory                              47.4                 68.8                 79.0

Moderate                                 42.1                 18.8                 21.0                                        

Low                                         10.5                 12.5                   0.0

 

                                                READING – GRADE 7

 

                                                2003               2004

Level 1                                     31.8                26.0

Level 2                                     59.1                43.0

Level 3                                       0.0                13.0

Level 4                                       9.1                17.0

 

                                                MATHEMATICS - GRADE 7

 

1999                2000                2001

Satisfactory                              40.0                 68.8                 None                           

Moderate                                 35.0                 31.3                 None                                                                         Low                                                25.0                   0.0                 None

 

                                              WRITING - GRADE 7

 

                                                2001

Proficient                                  55.0

Not Yet Proficient                    45.0

 

                                          

                                               WRITING – GRADE 7

 

                                                2003                2004

Level 1                                       4.5                 0.0

Level 2                                     77.3                 57.0

Level 3                                     18.2                 43.0

Level 4                                       0.0                 0.0

 

                                               

                                              SCIENCE - GRADE 8

 

                                                1999                2000                2001

Proficient                                  13.3                 47.1                 05.9

Novice                                     73.3                 52.9                 76.5                                        

Not Yet Novice                        13.4                   0.0                 17.6

 

                                                SCIENCE – GRADE 8

 

                                                2003                2004

Level 1                                     13.3                 13.0

Level 2                                     80.0                 65.0

Level 3                                       6.7                 22.0

Level 4                                       0.0                 0.0

 

                                               WRITING - GRADE 8

 

                                                1999                2000                2001

Proficient                                  44.4                 76.5                 64.7

Not Yet Proficient                    55.6                 33.5                 35.3

 

SOCIAL STUDIES - GRADE 8

 

                                                2000                2001                2003              2004

Level 1                                     5.9                   00.0                   6.3               4.0        

Level 2                                     5.9                   17.6                 12.5               35.0

Level 3                                     35.3                 23.5                 31.3               43.0

Level 4                                     52.9                 58.8                 50.0               17.0

 

                                             MATHEMATICS – GRADE 8

                                                2003                2004

Level 1                                     12.5                 57.0

Level 2                                     56.3                 30.0

Level 3                                     18.8                 13.0

Level 4                                     12.5                  0.0

 

 

 

 

CLASS of 2000                    ENDORSEMENT LEVELS

 

                        Level                1          2          3          4  % in Levels 1-3

                        Math                3          13        2          2          90       

                        Science            1          13        4          2          90                                           

                        Reading            2          10        3          5          75                                           

                        Writing 1          14        4          1          95                               

 

 

CLASS of 2001                    ENDORSEMENT LEVELS

 

                        Level                1          2          3          4          % Levels 1-3

                        Math                4          13        2          2                      90

                        Science            1          16        2          1                      90

                        Reading            3          14        2          2                      90

                        Writing            4          11        2           2                      90

 

                                                           

Beginning in 1998, the State started new MEAP High School Tests for 11th grade students and those attaining Level 1, 2 or 3 performance on the mathematics, science, reading or writing tests will earn State endorsement(s) which will appear on their transcripts. 

 

                             2004 MEAP Student Achievement - Disaggregated By Gender

                 Per Cent of Students Scoring Satisfactory or Proficient or for

Social Studies, Level 1 or 2

         * Denotes 9 or fewer students tested = Not a meaningful statistical sample

 

Test

 

 

 

Males

 

Females

 

Total

 

Math

Grade 4

 

 

 85.7*

 

72.7*

 

94%

 

Math

Grade 8

 

 

92

 

80

 

87%

 

Reading

Grade 4

 

 

 71.4*

 

54.5*

 

88%

 

Reading

Grade 7

 

 

77

 

60

 

70%

 

Science

Grade 5

 

 

 *

 

100

 

100%

 

Science

Grade 8

 

 

92

 

60

 

78%

 

Writing

Grade 4

 

 

 *

 

*

 

63%

 

Writing

Grade 7

 

 

64

 

50

 

57%

 

Social Studies

Grade 5

 

 9.1*

 

21

 

26%

 

Social Studies

Grade 8

 

54

 

20

 

39%

 

 

 

Gender Equity Issues

 

            The MEAP data, disaggregated by gender, is somewhat consistent across grade levels. In Grade 4, both male and female and the male population of Grade 5 do not have as statistical sample available due to having fewer than 9 students that fit that category.  However, Grade 8 males did slightly higher than their female counterparts in Math but were considerably higher in Science. In Grade7, males did slightly higher in both Reading and Math. Elementary students who do not perform well on the MEAP are offered remediation and support through Title 1.  All grade 7-12 students who do not score well on the tests are offered individualized tutoring during study halls and after school. 

 

VIII.  PUPIL RETENTION AND DROPOUT RATE

           


            The retention rate is the percentage of ninth graders who graduate from high school within four years, adjusting for the students who move in and out of the district and to alternative programs.

 


            For the school year 2001-2002, the school had one student drop out which is less than 1% of the students in grades 9-12.  For the previous school year the school did not have any students dropout. Estimated 4-year graduation rate is 95.24%.

 

 

 

 

IX.  PARENT-TEACHER CONFERENCES

 

            One of the most important factors in a child's educational success is the involvement of parents or guardians in the educational process.  Parent/Teacher Conferences are scheduled in the fall and spring to give parents an opportunity to meet with teachers to discuss what their children are learning and what is expected of them in each class.  Parent/Teacher conferences are scheduled for all grades during the afternoon and evening.  Parents who are unable to attend scheduled conferences may make individual appointments during a teacher's daily conference period.  Parents can call

482-5812 if they wish to schedule an appointment with a specific teacher.

 

 

 

Parent Participation at Conferences

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fall-03

Spring-04

 

 Number of parent contacts

 

365

284

 

 

Average parent contacts per teacher

22.5

17.75

 

 

Number of elementary contacts

 

158

125

 

 

Number of secondary contacts

 

157

159

 

 

 

 

 

 

 

 

 

 









 

 

X.  COMPARISON WITH PREVIOUS YEAR'S INFORMATION ON THE ACCREDITATION STATUS OF THE SCHOOL, THE STATUS OF THE DEVELOPMENT AND IMPLEMENTATION OF THE CORE CURRICULUM, AND THE AGGREGATE STUDENT ACHIEVEMENT DATA.

 

A.  Accreditation Status of the School

            The 2002-2003 annual report stated that the Dollar Bay High School has been accredited by the North Central Association of Colleges and Secondary Schools.  This accreditation still stands.  An NCA Evaluation Team visited the school in the spring of 1998 and met with the School Improvement Team and staff and made recommendations to further improve the high school.  In addition to the NCA accreditation, the State of Michigan has granted both the elementary and middle school  "interim accreditation" but did not update the high school because of the new high school tests, which will require three years of comparable test data before accreditation status can be determined.  This accreditation was achieved by meeting the standards established by the State Board in the following areas:

 

 

            Administration and organization             Curricula

            Staff                                                                 School plant and facilities

            School & community relations

            School improvement plans and student outcomes

. 

            One component of PA335 & 339 requires that 66% of students receive a satisfactory score on the MEAP tests over a three-year period for a school to gain "summary accreditation".  Dollar Bay-Tamarack City Area Schools are working toward summary accreditation by focusing on preparing students more effectively.

 

B.  Status of the Development and Implementation of the Core Curriculum

            The curricular areas of science, health/physical education, mathematics, and social studies have been developed and harmonized with the state model core curriculum.  We continue to work on the curricular area of English Language Arts.

            Students are advised via the Principal and/or Counselor as to the courses they should take to meet core curriculum expectations.

 

C.  Aggregate Student Achievement Data - A Comparison of 2001, 2002, 2003 and 2004 MEAP Scores

            Test scores have consistently remained high at the proficient level for the years 2001-2004. We have also shown adequately yearly progress in all areas. Some scores have decreased in one year, for example 7th grade writing, due to the revision of the test format. New tests have been developed in all areas and /or have changed the format at sometime during this period. Because of the small class sizes, percentages are greatly affected by a few students moving to a different category. We remain consistently low in levels 1 and 2 in social studies, but our individual scores have increased. While MEAP scores, on the average, continue to be higher than State averages we continue to remain concerned with improving scores and the future achievement on the New Grade Level Tests.

 

XI.  POST-SECONDARY OPTIONS AND ADVANCED PLACEMENT DATA

 

            In the1999-00 school year we offered dual enrollment to our students and seven students were involved.  In the 1998-99 school year we did not have any students involved.  Dual-enrollment is available at Michigan Technological University and Finlandia University.  At this time there are no advance classes being taught.

 

XII.  SCHOOL SAFETY ISSUES

 

            Our District has a school safety plan and has worked with local law enforcement, emergency agencies and the Prosecutor's Office to develop the plan.  No students were expelled for weapons or violent behavior in the 1998-99, 1999-00, 2001-02-school years.  We have not had any incidences during the past year.

 

 

XI.  PARENT/STUDENT PARTICIPATION

 

            Students and parents have numerous opportunities to participate in extra-curricular and curricular programs at both the elementary and high school level.

 

 

 

SERVICE AGENCIES/ORGANIZATIONS

 

                                    *          Band Aid Booster Club

                                    *          Athletic Booster Club

                                    *          Parent Teachers Organization

                                    *          Copper Country Intermediate School District

                                    *          Portage Lake - Range Area Community Schools

                                    *          Copper Country Mental Health

                                    *          Western U.P. Health Department

                                    *          Western U.P. Substance Abuse Center

                                    *          Finlandia University Upward Bound

 

ACTIVITIES/PROGRAMS

 

                                    Voice of Democracy                 Veterans Day Program

                                    Young Authors             Stock Market Game

                                    Summer Swimming                   RIF

                                    Camp Nesbit                            Geography Olympiad

                                    History Day                              Odyssey of The Mind

                                    SADD                                      Foreign Exchange                    

                                    National Spelling Bee             National Honor Society  

                                    Student Leadership                   Senior Class Trip

                                    Awards Assembly                    All Sports Banquet

                                    Band Concerts                         Class Play

                                    Open House                             Fall Carnival

                                    Girls & Boys Track                  Girls & Boys Basketball

                                    Girls & Boys Golf                     High School Bowl

                                    Science Olympiad                     CO2 Car Races