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Annual Education Report (AER)

Harrington Elementary School

School Annual Education Report (AER) Cover Letter

 

May 2018   

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2016-17 educational progress for Harrington Elementary. 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 Mr. Robert Giles for assistance.

The AER is available for you to review electronically by visiting the following web site https://www.mischooldata.org/AER2018/CombinedReport2.aspx, or you may review a copy in the main office at your child’s school.

For the 2016-17 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 identified with any labels for intervention purposes.

Our school was recently reopened last year and experienced leadership changes.  We welcomed a new principal this year, as well as new staff, and we have been working on our School Improvement Goals.

State law requires that we also report additional information.

1.   Assigning pupils to school:  The process we utilize for assigning pupils to our school revolves around the concept of neighborhood school boundaries as much as possible.  We also place a strong emphasis on balancing our class sizes, in order to maintain equity and an optimal learning environment.

2.   School Improvement Plan:  Our School Improvement Plan is a working document that drives our quest to continuously review, analyze, and adapt our instruction and curriculum to meet the ever-changing needs of our students.  Our School Improvement Plan is utilized as a framework that reflects our curricular expectations and instructional practices.

Specialized Schools:  Currently, we do not provide a “specialized” school at the elementary level, as we provide a positive and appropriate learning environment for all of our students

Core Curriculum:  Our core curriculum documents are available for review within each of our classrooms and our principal’s office.  Grade level and Content Expectations along with the Common Core State Standards are also available for review on the www.michigan.gove/mde website.  We continually review and refine our core curriculum documentation and instructional practices utilizing professional staff input committees.  These committees bring proposed curriculum changes to our Curriculum Council for possible approval and adoption.  Curriculum Council recommendations then go before our Board of Education for approval.  With Board approval, professional development takes place for all pertinent staff members.  Implementation within the classroom setting is supported, analyzed, and evaluated by grade-level teacher and administrative teams.

Student Achievement:  Classroom teachers will devote instructional periods within their daily and weekly schedules in which they will provide targeted literacy teaching and learning strategies to struggling readers/writers.  Students will be identified by district reading/writing assessments, and instructional progress will be monitored continually.

Harrington Elementary will utilize one or more reading specialist(s) to support grades K-5, providing interventions and assessments for students who have been identified as requiring intensive instruction.  Furthermore, the reading specialist(s) shall utilize specific data gathering techniques and intensive reading recovery practices, as well as other research-supported strategies.

Social-Emotional Learning:  Harrington will create systems that improve school climate, ensuring that all families are welcome and that all students’ needs are addressed so they are ready and able to learn every day.  This will include utilizing positive behavior interventions (PBIS), structured classroom lessons on social-emotional learning (SEL), restructured discipline methodology, family outreach, and other means.  Data gathered on school climate and culture—both from Harrington Elementary as a whole as well as from teachers’ individual classrooms—shall allow staff to evaluate the success for their programs, and direct staff efforts.

We are very proud of the achievements of our students at Harrington Elementary.   Our staff work diligently to provide a positive, caring, and engaging learning environment for our students.  This spring we began our “Come Home to Harrington” Campaign.  The Harrington family wants to revive our community and school for the upcoming school year; we are one!     

Sincerely,

Robert Giles, Principal, Harrington Elementary School

Harrington MiSchool Data Link
Annual Education Review Downloads
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100 S Clark Street - Albion, MI 49224
Phone: 517-629-9166
F: 517-629-8209
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Marshall Public Schools
100 E. Green St. - Marshall, MI 49068
Phone: 269-781-1250 | F: 269-781-7757