Home
Coloma Community Schools Annual Education Report (AER)
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 Coloma Community Schools. The AER addresses the complex reporting information required by federal and state laws. The report contains information about student assessment, accountability, and teacher quality. The AER is available for you to review electronically by visiting our the following web site or you may review a copy in the district’s main office.
If you have any questions about the AER, please contact David Ehlers, superintendent, for assistance.
This year's AER encompasses several new ESSA reporting requirements, including:
> English language proficiency of English learners
> Recently arrived English learners exempted from an English Language Arts assessment
> Participation on MI-Access assessment
> Information from the Civil Rights Data Collection
> Progress towards the state's long term accountability goals
> Inexperienced educators
> Educators with emergency/provisional credentials
> Educators not teaching in the subject/field of their certification/licensure
> School improvement funding amounts
> Several additional subgroups including homeless students, foster children, and military-connected students
For the 2019-2020 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. 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. None of our schools has been identified for school support and improvement needs. However, we continue to work diligently through our Professional Learning Community (PLC) process to identify individual strengths and weaknesses that can be addressed by our instructional teams. Teachers work collaboratively to coordinate assistance and extension for students through our Response to Intervention (RTI) program that consists of small group and individual instruction based upon identified needs through formative assessments.
State law requires that we also report additional information.
Process for Assigning Pupils to Schools
Pre-kindergarten through 3rd-grade students attend Coloma Elementary School. Students in Grades 4 and 5 are assigned to Coloma Intermediate School and Coloma Junior High services 6th - 8th-grade students. Coloma High School is comprised of 9th - 12th grades. Secondary students have choices based on electives within the core curriculum provided. Career-related classes have been developed for 9th through 12th grade based on each student's educational development plan that is completed before the end of 8th grade.
Eligible secondary students may select career-related courses sponsored by various schools in the county through a countywide “shared time” arrangement. Special education students are provided assistance within their age-appropriate grade level unless the Individual Educational Placement Committee (IEPC) determines the students would be best served in an alternate location. The parent is involved in the decision. Alternative schools include the following specialized schools.
Specialized Schools
Specialized schools provide educational alternatives and opportunities for handicapped students as well as meeting their special needs. These programs are an integral part of the continuum of educational services available to special students in Berrien County. Following is a brief description of the specialized schools that serve Coloma Public School District students.
Blossomland Learning Center
Berrien Regional Education Service Agency
Berrien Springs, Michigan
The purpose of Blossomland Learning Center is to provide services to students who have been diagnosed as moderate to severe cognitive impairment up to age 26 who reside within the Berrien Regional Education Service Agency. The school assists students in preparing for entry into their respective communities. Students are placed in the program through an Individual Educational Planning Committee composed of local district and Berrien RESA diagnostic and educational staff.
Lighthouse Education Center
Berrien Regional Education Service Agency
St. Joseph, Michigan
The Lighthouse Education Center program is operated as a therapeutic and educational program for students diagnosed as severe emotional impairment up to age 26 who reside in the Berrien Regional Education Service Agency. These students exhibit a severity of emotional difficulties which prohibits them from regular attendance within the resident district.
Hearing Impaired Program
Berrien Springs Public Schools
Berrien Spring, Michigan
The Berrien County Hearing Impaired Program provides educational services for hearing impaired students from Berrien, Cass, and Van Buren counties. This program is operated by the Berrien Springs Public Schools and is funded by the Berrien Regional Education Service Agency. In addition to classroom and teacher-consultant services, the program also serves as a diagnostic center and employs an audiologist for the purpose of assessing severity and type of hearing loss. Some students, when determined educational appropriate by an Individualized Educational Planning Committee, are educated in their resident district with the support of a teacher consultant provided by the Hearing Impaired Program.
Southside Program
Niles Community Schools
Niles, MI
Niles operates a center-based program for low incidence special education students needing a full-time placement. The program for Severely Emotionally Impaired (SEI) includes students with severe emotional or behavioral problems. These students receive a very strict, highly structured program designed to change inappropriate behavior patterns and allow learning to take place. Expectations for performance are high with the goal of successful readmission to their former school. Classroom programs serve students ages 10 through 25. Students in the Pre-Vocational program have below-average ability levels, making success in their local high schools extremely difficult. Often their low ability is compounded by a weak self-concept and inadequate social skills. Once at southside, a few may pursue a Certificate of Completion, but most will follow a curriculum designed to promote independent living. Classrooms are available to serve ages 16 through 25.
School Improvement Plan
A committee of teachers and administrators involved in the school improvement process meet on a regular basis to improve curriculum and instruction. The committee:
- Analyzes data to identify means to improve instruction
- Identifies student needs not being addressed
- Seeks input from all teachers
- Makes recommendations to the administration regarding curricular changes
Through the PLC process, Coloma Community Schools is establishing assessments designed to measure student achievement in each content standard at all grade levels. These assessments are linked to the skills necessary for success beyond school. Students demonstrate mastery through educational technology, paper/pencil, projects, and teacher observations. The assessments will be continually reviewed as part of the PLC process. Complete copies of the 3-5 year School Improvement plans are located on the Coloma Community Schools website.
Core Curriculum
Coloma Community Schools follows a local core curriculum that defines educational outcomes to be achieved by all students and is based on the district’s educational mission and locally developed K-12 curriculum, it has also been aligned with the state recommended Frameworks Curriculum. Federal mandates (ESSA) now require that language arts and math assessments be completed at each grade level, 3rd through 8th grades. To accomplish this, the Michigan Department of Education has assigned Grade Level Content Expectations from their Frameworks Curriculum to specific grade levels. This required Coloma to review their alignment to assure that the educational benchmarks are being taught at the required level, resulting in quality performance on the M-STEP tests. A copy of the board-approved curriculum for all content areas is available for review at the Administration Office and is aligned to the Michigan Academic Standards.
NAEP Data
Please follow this link for more information regarding our state assessment data. Paper copies of this data can be found in each school’s office.
As a proud member of the Coloma district, it is my sincere hope that all students who attend Coloma schools will immerse themselves not only within the academic program but also in the many activities and extracurricular opportunities that are available. Everyone in the Coloma School community is welcome to be full participants in the education and development of our next generation. I am proud to have the opportunity to work with the many incredible educators on our staff, to serve a great student body and to partner with parents and the Coloma community in providing an excellent learning experience for every student who attends our schools. I am excited to continue and complete the work we have started which will ultimately lead Coloma Community Schools to be considered as one of the very best school systems in the area.
Sincerely,
David A Ehlers
Superintendent