DANIEL AXFORD ELEMENTARY SCHOOL OXFORD ELEMENTARY SCHOOL · Education Report (AER) which provides key information on the 2014-2015 educational progress for Daniel Axford (K-2) and

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2014-2015 educational progress for Daniel Axford (K-2) and Oxford Elementary School (3-5). 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 Jeff Brown, Principal of Oxford Elementary School or Chad Boyd, Principal of Daniel Axford Elementary School, for assistance.

The AER is available for you to review electronically by visiting the following web site: http://www.oxfordschools.org/, or you may review a copy in the main ofice at your child’s school.

During the last two testing cycles, Daniel Axford/Oxford Elementary School has exceeded the state averages in all state of Michigan tested areas. Our mathematics scores typically exceed the state average by more than ten percent. Over the last two years, the reading scores of our third grade students have exceeded the state average by less than ten percent. As a result, we have allocated resources to support reading instruction. Both Daniel Axford and Oxford Elementary Schools have added additional para educators to support reading. Oxford Elementary School also added a certified reading specialist to further support students’ reading needs. Our teachers have also received support from the district’s reading/writing coach on best practices of classroom instruction. We believe that these additional services will increase our students’ competency in reading.

The staff and students of Daniel Axford and Oxford Elementary Schools are proud of the progress made over the last school year and will continue to work diligently on improving our schools. Both schools remain International Baccalaureate World Schools. Our combined Parent Teacher Organization continues to offer enjoyable family events and support for our classrooms. We offer several exciting programs that enrich our students’ school experience including Academic Games, First and Junior First Lego League, Girls on the Run/Stride, Super Singers, Morning Intramurals, Spooky Math Night and Suzuki Strings. We look forward to another successful school year!

Chad Boyd, Daniel Axford Elementary PrincipalJeff Brown, Oxford Elementary Principal

DANIEL AXFORD: 74 Mechanic St. • Oxford, MI 48371 • 248.969.5050 • Fax: 248.969.5099OXFORD ELEMENTARY: 109 Pontiac Street • Oxford, MI 48371 • 248.969.5075 • Fax: 248.969.5030Emergency Phone Line: 248.969.5070 • www.oxfordschools.org/da • www.oxfordschools.org/oe

2014-2015 District Annual ReportDANIEL AXFORD ELEMENTARY SCHOOL

OXFORD ELEMENTARY SCHOOL

MissionOur mission as facilitators of learning at Daniel Axford and Oxford Elementary is to provide our students with the necessary resources and technologies to meet the highest educational standards. We will provide: A safe and nurturing environment; effective leadership that fosters mutual respect and trust; curriculum, instruction, and assessment aligned with district, state and national standards; instruction that accommodates individual learning styles; a partnership with students, parents and the community. We commit to a comprehensive system of support in preparing our students to become lifelong learners, successful citizens, and contributing members of the global society.

Administration

William C. Skilling, Ph.D., Superintendent

Nancy Latowski, Deputy Superintendent

Pamela Anstey, Assistant Superintendent for Business & Finance

Ken Weaver, Assistant Superintendent of Curriculum

Denise Sweat, Assistant Superintendent of Student Services

Board of EducationJim Reis PresidentCarol Mitchell Vice PresidentDan D’Alessandro TreasurerKim Shumaker SecretaryJoyce Brasington Trustee

Mike Schweig Trustee Mark Stepek Trustee

2014-2015 District Annual Report Daniel Axford / Oxford Elementary School

Process for Assigning Pupils to the SchoolStudents attend school with neighboring children residing within the district and elementary school boundaries. Oxford Community Schools has been open for schools of choice students. These students are placed in schools based on availability.

Status of 3-5 Year SchoolImprovement PlanThe school improvement process at Daniel Axford Elementary and Oxford Elementary are led by the school leadership teams. The schools have common improvement goals and have identified strategies to reach the goals. Daniel Axford and Oxford Elementary are accredited through AdvancED. The 2014-15 school year will be the fourth year in the AdvancED school improvement and accreditation process. This process involved a partnership between staff, students, parents and our community. Our schools will be receiving an accreditation external review during the 2015-16 school year. The external review will provide feedback on the progress our schools are making toward our school improvement goals. Daniel Axford and Oxford Elementary received official IB World School authorization in 2012-13.

Our current school goals are:

• StudentswillimprovetheirReadingperformance.• StudentswillimprovetheirWritingperformance.• StudentswillimprovetheirMathematicalskillsand knowledge.• StudentswillimprovetheirSocialStudiesskillsand knowledge.• StudentswillimprovetheirScienceskillsand knowledge.• Studentswillenhancetheirpreparationforsuccessina global environment.

Strategies are implemented to reach these goals based on researched best practices. Over the last 4 years, teachers in all grades received training in the areas of technology, Writer’s Workshop, Standards Based Reporting, differentiated instruction, and mathematics. Teachers have been continually updating the International Baccalaureate Program of Inquiry to reflect the new programs and strategies identified through our school improvement process and professional development. Most recently, we have implemented Lucy Calkins’ Writer’s Workshop and have changed to standards based report cards.

Specialized SchoolsOxford Community Schools provides educational programs, services and support to certified special education students throughout the district. During the 2014-2015 school year, some of Daniel Axford and none of Oxford Elementary students attended specialized schools outside of our district at Kingsley Montgomery School or Wing Lake Developmental Center.

Academic Core CurriculumA core academic curriculum includes all grades, kindergarten through twelve, and describes what a student will know and be able to do for each subject area. All Oxford curricula are based upon the Michigan Grade level Content Standards, and National Common Core Standards. To access information on the curriculum, please visit our website: http://www.oxfordschools.org. Refer to the Departments tab, then Curriculum and Instruction.

Parent InvolvementParents are a student’s first and most important teacher. Parents at DA and OES are involved in their child’s education. In the fall of each year our classrooms have parents in for Curriculum Night and Parent Teacher Conferences. Parents attend Portfolio Nights in the spring. Parent teacher conference participation can be found below for both schools.

Daniel Axford Elementary

2013-14: 458 families attended (97%) 2014-15: 388 families attended (98%)

Oxford Elementary

2013-14: 458 families attended (97%) 2014-15: 431 families attended (95%)

Summer Reading Club at OES

DA students participate in tailgate event

04/01/2016

Annual Education ReportDaniel Axford Elementary School

M-STEP Grades 3-8

Subject Grade TestingGroup

School Year State PercentStudentsProficient

DistrictPercentStudentsProficient

SchoolPercentStudentsProficient

PercentAdvanced

PercentProficient

PercentPartiallyProficient

Percent NotProficient

No Data to Display

Page 1 of A service of the Center for Educational Performance and Information (CEPI) 21

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MME

Subject Grade TestingGroup

School Year State PercentStudentsProficient


SchoolPercentStudentsProficient

PercentAdvanced

PercentProficient

PercentPartiallyProficient

Percent NotProficient

No Data to Display


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Michigan Educational Assessment Program Access (MEAP - Access)

Subject Grade Testing Group School Year State PercentStudentsProficient


School PercentStudentsProficient

PercentExceeded

Percent Met PercentProgressing

No Data to Display


04/01/2016


MI-Access Functional Independence




PercentSurpassed

PercentAttained

PercentEmerging

No Data to Display


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MI-Access Supported Independence




PercentSurpassed

PercentAttained

PercentEmerging

No Data to Display


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MI-Access Participation




PercentSurpassed

PercentAttained

PercentEmerging

No Data to Display


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Accountability Details Subject Data

TestingGroup

Subject State TestedTotal

State PercentProficient

DistrictTested Total

DistrictPercentProficient*

School TestedTotal

SchoolPercentProficient**

All Students Mathematics 98.1% 36.5% 98.6% N/A N/A N/A

All Students ELA 98.1% 48.5% 98.6% N/A N/A N/A

All Students Science 97.5% 22.2% 98.8% N/A N/A N/A

All Students Social Studies 97.4% 31.8% 98.4% N/A N/A N/A

AmericanIndian

Mathematics 98.2% 27.8% <30 N/A N/A N/A

AmericanIndian

ELA 98% 41.5% <30 N/A N/A N/A

AmericanIndian

Science 97.8% 17.7% <30 N/A N/A N/A

AmericanIndian

Social Studies 97.2% 25.2% N/A N/A N/A N/A

AfricanAmerican

Mathematics 96.5% 13.5% 98.6% N/A N/A N/A

AfricanAmerican

ELA 96.5% 24.5% 98.6% N/A N/A N/A

AfricanAmerican

Science 95.4% 6.1% 97.6% N/A N/A N/A

AfricanAmerican

Social Studies 95.2% 11% 100% N/A N/A N/A

Asian Mathematics 99.1% 66.3% 97.9% N/A N/A N/A

Asian ELA 98.7% 70.2% 97.9% N/A N/A N/A

Asian Science 99% 38% <30 N/A N/A N/A

Asian Social Studies 98.8% 49.6% <30 N/A N/A N/A

Hispanic of AnyRace


Hispanic of AnyRace

ELA 98.3% 36.1% 98.2% N/A N/A N/A

Hispanic of AnyRace

Science 97.9% 11.7% 96.4% N/A N/A N/A

Hispanic of AnyRace

Social Studies 97.5% 20.2% 100% N/A N/A N/A

NativeHawaiian orOther PacificIslander

Mathematics 99.8% 40.8% <30 N/A N/A N/A


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TestingGroup





School TestedTotal



ELA 99.3% 53.3% <30 N/A N/A N/A


Science 99.6% 21.9% <30 N/A N/A N/A


Social Studies 99.3% 33% <30 N/A N/A N/A

Two or MoreRaces


Two or MoreRaces

ELA 98.5% 46.9% 96.3% N/A N/A N/A

Two or MoreRaces

Science 98.5% 20.1% <30 N/A N/A N/A

Two or MoreRaces

Social Studies 98.1% 28.3% 100% N/A N/A N/A

White Mathematics 98.5% 42.5% 98.7% N/A N/A N/A

White ELA 98.5% 55% 98.7% N/A N/A N/A

White Science 98.1% 26.6% 98.9% N/A N/A N/A

White Social Studies 98% 37.3% 98.2% N/A N/A N/A

EconomicallyDisadvantaged

Mathematics 97.6% 22.5% 97% N/A N/A N/A


ELA 97.6% 33.7% 97% N/A N/A N/A


Science 96.8% 11.7% 95.7% N/A N/A N/A


Social Studies 96.5% 17.8% 97.6% N/A N/A N/A

EnglishLanguageLearners

Mathematics 98.6% 20.3% 100% N/A N/A N/A


ELA 98.2% 24% 100% N/A N/A N/A


Science 98.2% 3.9% <30 N/A N/A N/A


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TestingGroup





School TestedTotal



Social Studies 97.9% 8.1% <30 N/A N/A N/A

Students WithDisabilities



ELA 96.6% 24.7% 98.6% N/A N/A N/A


Science 96.5% 15.4% 100% N/A N/A N/A


Social Studies 95% 13.9% 94.7% N/A N/A N/A


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Accountability Details Graduation Data

Student Group Statewide District School

All Students 78.6% 93.9% N/A

American Indian 64.8% N/A N/A

African American 64.5% N/A N/A

Asian 89.1% N/A N/A

Hispanic of Any Race 68.8% N/A N/A

Native Hawaiian or Other PacificIslander

78.9% N/A N/A

Two or More Races 74.2% N/A N/A

White 82.9% 94.6% N/A

Female 82.9% N/A N/A

Male 74.4% N/A N/A

Economically Disadvantaged 65.6% 89.9% N/A

English Language Learners 68.2% N/A N/A

Students With Disabilities 55.1% N/A N/A

Bottom 30% N/A N/A N/A

* All data based on students enrolled for a full academic year.


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Accountability Details Attendance Data

Student Group Statewide District School

All Students 94.7% 96.8% 95.8%

* All data based on students enrolled for a full academic year.


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Accountability Status District Data

DistrictName

ReadingStatus

ReadingScore

WritingStatus

WritingScore

MathStatus

Math Score ScienceStatus

ScienceScore

SocialStudiesStatus

SocialStudiesScore

OverallStatus

OverallScore

No Data to Display


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Accountability Status School Data

DistrictName

SchoolName

Title 1Status

ReadingStatus

ReadingScore

WritingStatus

WritingScore

MathStatus

MathScore

ScienceStatus

ScienceScore

SocialStudiesStatus

SocialStudiesScore

OverallStatus

OverallScore

No Data to Display


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Teacher Quality - Qualification

Other B.A. M.A. P.H.D.

ProfessionalQualifications of All PublicElementary andSecondary SchoolTeachers in the School

0 11 15 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

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% 0.0% 0.0%

Teacher Quality - Provisional

Certification Percent

Percentage of Public Elementary and Secondary School Teachersin the School with Emergency Certification

3.8%


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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/EthnicityWhiteBlackHispanicAsianAmericanIndian/Alaska NativeNativeHawaiian/PacificIslanderTwo or More Races

7215641#3

15533811‡‡‡

85476289‡‡‡

39102158‡‡‡

5&#35319‡‡&#8225

Student classified ashaving a disabilitySDNot SD

1288

4719

5381

1437

15

Student is an EnglishLanguage LearnerELLNot ELL

595

4222

5878

1635

15

‡ 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.


04/01/2016


NAEP Grade 8 Math

Percent ofStudents

Percent belowBasic



MaleFemale

5149

3134

3939

2321

76


4555#

4819‡

3940‡

1230‡

211‡


6920431#2

23663811‡‡‡

43294418‡‡‡

2651539‡‡‡

7#432‡‡‡


1189

7727

1941

324

#7


397

5432

3339

1122

27

‡ 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.


04/01/2016


NAEP Grade 12 Math

Percent ofStudents

Percent belowBasic



MaleFemale

5149

3235

4142

2622

11


35640

54220

37440

9320

020

Race/EthnicityWhiteBlackHispanicAsianAmerican IndianNativeHawaiian/PacificIslanderTwo or More Races

761453101

26685826000

42273332000

305935000

2007000


991

7830

1943

325

02


298

033

041

024

02

‡ 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.


04/01/2016


NAEP Grade 4 Reading

Percent ofStudents

Percent belowBasic



MaleFemale

5050

3934

6166

2631

56


4852#

5024‡

5076‡

1640‡

18‡


7214641#3

32664916‡‡30

68345184‡‡70

3291749‡‡37

61115‡‡8


1288

7632

2468

731

#6


496

5236

4864

1629

25

# 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.


04/01/2016



Percent ofStudents

Percent belowBasic



MaleFemale

5149

2920

4542

2534

24


4555#

3714‡

4543‡

1739‡

14‡

Race/EthnicityWhiteBlackHispanicAsian/Pacific IslanderAmericanIndian/Alaska NativeTwo or More Races

69204312

18472713‡‡

44444135‡‡

3492941‡‡

3&#35310‡‡


1090

6420

3045

532

#3


397

5723

3744

630

#3



04/01/2016



Percent ofStudents

Percent belowBasic



MaleFemale

5050

3120

3737

2837

46


35641

37190

39360

22380

270

Race/EthnicityWhiteBlackHispanicAsianAmerican IndianNativeHawaiian/PacificIslanderTwo or More Races

761453100

20523421000

38364426000

36122141000

60112000


793

6623

2538

834

15


298

025

037

033

05



04/01/2016


NAEP Participation Data

Grade Subject Participation Ratefor Students withDisabilities

Standard Error Participation Ratefor Limited EnglishProficient Students

Standard Error

4 MathReading

8773

1.93.7

9590

2.02.5

8 MathReading

8476

3.63.3

8483

5.24.0


Documents

DANIEL AXFORD ELEMENTARY SCHOOL OXFORD ELEMENTARY SCHOOL · Education Report (AER) which provides key information on the 2014-2015 educational progress for Daniel Axford (K-2) and