Roosevelt Annual Report
Alternative Text: Roosevelt Annual Report
February 1, 2022
Dear Parents and Community Members:
We are pleased to present you with the Annual Education Report (AER), which provides key information on the 2021-22 educational progress for Roosevelt 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 Peter Rogovich for assistance.
The AER is available for you to review electronically by visiting the following website https://bit.ly/3rCPG2j or you may review a copy in the main office at your child’s school.
For the 2021-22 school year, schools were identified based on previous years’ performance using definitions and labels as required in the Every Student Succeeds Act (ESSA). A Targeted Support and Improvement (TSI) school is one that had at least one underperforming student subgroup in 2018-19. An Additional Targeted Support (ATS) school is one that had a student subgroup performing at the same level as the lowest 5% of all schools in the state in 2017-18. A Comprehensive Support and Improvement (CSI) school is one whose performance was in the lowest 5% of all schools in the state or had a graduation rate at or below 67% in 2016-17. Some schools are not identified with any of these labels. In these cases, no label is given.
Fortunately, our school has not been given one of these labels.
Increasing academic achievement for all students is always our goal. As in years past, all classrooms were required to have a 90-minute 5 day-a-week reading block along with a Tier II (WIN – What I Need) 30-minute intervention for all students. Students needing more support received Tier III (WIN+) for an additional 30 minutes. The WIN and WIN+ interventions occurred 4-5 days per week. Throughout the year we worked together to collect data and refine our instruction during the block. We provided more interventions in reading and math for students by increasing our Title I support. Our Title I staff (teacher and interventionists) and resource room teachers pushed into classrooms to support students when appropriate. Teachers and interventionists received sustained training throughout the year to improve instruction and intervention.
Due in part to the pandemic as well as student needs, we have increased the number of hours that our School Success Coordinator is working with students from 27.5 hours to 37 hours. This increase allows us to reach and support more students and more families in need of extra support in the areas of academics and social and emotional health of our students. In addition, as a district, we increase the number of social workers on our team. Each building is now assigned a social worker, full time, which has been a tremendous help in manning our families with the appropriate resources to help them as the whole child!
State law requires that we also report additional information that we have included below from the 2019-20 & 2020-21 school years:
PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL
Students in Zeeland are assigned based upon their geographical home location. ZPS
also offers school of choice openings, which are placed after the residents of Zeeland are assigned to their home school. Our Spanish Immersion & Balanced Calendar PBL programs are filled on a first come, first served basis and may change the building of choice for students. There are 7 elementary schools in Zeeland and those schools feed into two middle schools, Cityside and Creekside. New Groningen, Roosevelt, ZQuest, and Quincy elementaries feed into Creekside Middle School and eventually to Zeeland West High School. Adams, Lincoln and Woodbridge elementaries feed into Cityside Middle School, and eventually to Zeeland West High School.
THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN
Over the past three years, the district has been working through steps in the MICIP platform to identify three key goal areas: SEL (social-emotional learning), Mathematics, and English Language Arts. ZPS elementaries are in the process of implementing Second Step, a social-emotional core learning resource. At Roosevelt, our focus has been around our entire MTSS-B work, teaching and supporting students around our building expectations, recognition of students meeting those expectations and identifying students in need of Tier II and Tier III support. A PreK-12 Math Coalition is working to examine math achievement and instructional practices across the district. At Roosevelt, our focus has been to support students in achieving grade level learning while filling in gaps from previous years due to the loss of learning during the pandemic. The district is just beginning to examine ELA data, following an implementation cycle that began 7 years ago to determine strengths and needs. At Roosevelt, we have identified the following strengths and needs which include our systemic, intentional phonics programming to ensure a solid foundation and the need to meet individual deficit skills utilizing small group instruction as well as individual conferring.
A BRIEF DESCRIPTION OF EACH SPECIALIZED SCHOOL
Students in the elementary program at Zeeland Public Schools are given the opportunity to participate in a variety of experiences in addition to traditional education programs that include special education, Gifted and Talented for 4th/5th grade students, Spanish Immersion, and Zeeland Quest (a K-8, year-round balanced calendar, project-based learning school).
IDENTIFY HOW TO ACCESS A COPY OF THE CORE CURRICULUM, A DESCRIPTION OF ITS IMPLEMENTATION, AND AN EXPLANATION OF THE VARIANCES FROM THE STATE’S MODEL
The Core Curriculum for our school is based upon the State of Michigan Standards and National Common Core Standards. This information is available at our school office or on our district website. Zeeland Public Schools makes sure our students are provided challenging lessons that are consistent across grade levels. A team of Zeeland educators regularly evaluates and revises our curriculum to ensure that classroom lessons meet state requirements for kindergarten through twelfth grade.
IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY PARENTS AT PARENT-TEACHER CONFERENCES
During the 2020-21 school year, Roosevelt had 277/290, comprising 96% of parents representing their student(s) at parent-teacher conferences.
ZPS is proud of the work happening in each building. The commitment of district staff to ensure that all Zeeland students are able to learn in an environment where they feel safe, valued, and loved is evident at all levels. At Roosevelt, we are particularly proud of the strength of our staff in building and fostering relationships with students and families. With the partnership of family and community, we take pride in fostering lifelong learners.