AER Cover Letters and Data
- Geer Park
- Henry Ford
- Lowrey Elementary
- River Oaks
- Salina Elementary
- William Ford
- Dearborn High
- Dearborn Magnet
- Edsel Ford High
- Fordson High
- Henry Ford Early College
- Henry Ford Early College Advanced Manufacturing
December 15, 2020
Dear Parents and Community Members:
We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2019-20 educational progress for the Oakman 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 Mr. Mahmoud Abu-Rus for assistance.
The AER is available for you to review electronically by visiting the following web site Combined Report, or you may review a copy in the main office at your child’s school.
For the 2019-20 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 a student subgroup performing at the same level as the lowest 5% of all schools in the state. 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.
Our school was HAS NOT BEEN GIVEN ONE OF THESE LABELS
Oakman Elementary is a traditional PK-5 public school institution offering a 21st century learning environment.
PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL
The students at Oakman Elementary are assigned to the building based on the Board of Education-adopted boundaries. In addition to traditional high school and middle school programs, students have other district options, including dual enrollment, the Michael Berry Career Center, the Dearborn Magnet School, the DCMST (Dearborn Center for Math, Science, and Technology), STEM Middle School , Henry Ford Early College, and Henry Ford Collegiate Academy. These specialized programs are extended to students who meet specific criteria.
THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN
The School Improvement Plan for Oakman Elementary is continuously reevaluated. Students, staff and parents participate in a comprehensive review of student data and collaborate to create a school-wide plan encompassing goals, objectives, strategies, and activities aimed at increasing academic achievement for all students. Our current academic goals focus on reading, writing, and math. All of our goals focus on increasing student achievement and reducing all achievement gaps. These goals align with district initiatives, district strategic plan and support our North Central Association/AdvancEd Systems-Level Accreditation status that was awarded in 2018 which is in effect through June of 2023.
Oakman Elementary is currently in the final year of the five year School Improvement Plan. Our school improvement goals for 2020-21 are: All students will improve their reading comprehension skills across all content areas; All students will show appropriate growth in arithmetic, computation processes, and problem solving skills, and All students will demonstrate improvement in their writing skills across all content areas.
The state of Michigan develops and reviews a curriculum framework that outlines expectations for student performance and describes the knowledge and abilities needed to be successful in today’s society. Each district then uses this framework to develop a standards based curriculum. Dearborn employs the Dearborn Educational Curriculum (DEC) platform, to house district curriculum documents; all teachers have access to the DEC. The educators can access their grade/course level to view the Common Core State Standards (CCSS), pacing guides, common core essential questions, resources, lessons, activities and assessments, both formative and summative. These materials are constantly being updated to ensure close alignment with CCSS and evolving state assessments. Also, please visit our website for more detailed information at https://dearbornschools.org/
According to MI-School data, five year trend data indicates an increase in student proficiency index in math and reading. Data review revealed that we have met proficiency targets in ELA and Math for all subgroups excluding the bottom 30% as measured by the M-STEP. According to the MI School Data Index report 2019-20, our EL progress percentage target was met by all students.
Mi School Data also shows a consistent high percent (>95%) of students who have on-track attendance in comparison to 93% state average. Additionally, district NWEA data show students gaining in mathematics, reading,and language.
Currently we expect to achieve 100% participation during Parent Teacher Conferences as has been the case in previous years at Oakman Elementary. If parents are unable to meet during parent teacher conferences an alternate day and time are agreed to by the teacher and parents.
An emphasis for the 2020-2021 school year is to continue to bridge the gap between school and work on improving virtual teaching and maximizing opportunities for all students via synchronous and asynchronous learning. Over 90% of our staff have been trained and are actively participating in home visits.
Each year we strive to make Oakman School a place where every student feels safe and cared for while receiving a top notch education. Moving forward, our learning plan will always include all stakeholders and draws on our community support while following the vision of our district… Students first… Inspire, Educate, Celebrate.
Mr. Mahmoud Abu-Rus
السادة أولياء الأمور وأعضاء المجتمع:
يسرنا أن نعرض عليكم التقرير التعليمي السنوي (AER) والذي سيزودكم بمعلومات رئيسية عن التقدم التعليمي في العام 20-21 Oakman Elementary School. يعالج AER معلومات التقارير المعقدة التي تتطلبها القوانين الفيدرالية وقوانين الولاية. يحتوي تقرير المدرسة على معلومات عن تقييم الطالب والمساءلة وجودة المعلم. إذا كانت لديك أي أسئلة عن تقرير التقييم السنوي AER، يرجى الاتصال بـ Mr. Mahmoud Abu-Rus لطلب المساعدة.
AER متاح لك للعرض الإلكتروني عند زيارة الموقع الإلكتروني التالي Combined Report ، أو يمكنك مراجعة نسخة في المكتب الرئيسي في مدرسة طفلك.
بالنسبة للعام الدراسي 19-20, تم تحديد المدارس باستخدام تعريفات وتصنيفات كما هو مطلوب في قانون النجاح لكل طالب ( .(ESSA مدرسة التطوير والدعم المستهدف (TSI) هي مدرسة بها على الأقل مجموعة فرعية واحدة للطلاب ذوي الأداء المنخفض. مدرسة الدعم الإضافي المستهدف (ATS) هي مدرسة بها ثلاث مجموعات فرعية أو أكثر للطلاب ذوي الأداء المنخفض. مدرسة التطوير والدعم الشامل (CSI) هي مدرسة أدائها يجعلها من المدارس الأقل أداءً على مستوى الولاية وتبلغ نسبتهم 5% ولها معدل تخرج يبلغ 67% أو أقل. بعض المدارس غير معرفة بأي من هذه التصنيفات. في هذه الحالات لا يتم إعطاء أي تصنيف.
تم تعريف مدرستنا باعتبارها HAS NOT BEEN GIVEN ONE OF THESE LABELS.
Mr. Mahmoud Abu-Rus
Mr. Mahmoud Abu-Rus