Annual Education Report
April 11, 2016
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 the Edison MAX Program. 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 Dr. Michelle Krause for assistance.
The AER is available for you to review electronically here, or you may review a copy in the main office at your child’s school.
One of the key challenges at Edison MAX is continuity of academics. Many students enter and exit the program throughout the school year, disrupting the continuity of instruction. As a result, achievement in Reading and Math are a focus of our instructional program and our school improvement plan. Several initiatives have been undertaken to improve student achievement in these areas. The ongoing use of Successmaker, which delivers supported instruction in reading and math and is highly individualized for students, has shown success in improving student achievement. The use of NWEA MAP testing, which has begun this year, will be used to help teachers guide instruction by giving them real data to gauge student achievement.
State law requires that we also report additional information. The following summary provides that information.
Students are assigned to Edison MAX through a referral process that begins at the Intermediate School District. Students can be referred from identified districts within Oakland County and referrals can occur at anytime during the school year. As part of the ongoing School Improvement Plan, all students are monitored for achievement in the areas of Reading and Math. The goals set forth in the plan are currently in progress and will continue into the next school year. Edison MAX is a Center Program, which serves students K-12 throughout Oakland County who are students with emotional and/or behavioral disabilities. The program is a multi-disciplinary therapeutic setting which provides students both academic instruction and therapeutic intervention. During parent Teacher conferences, which were held twice during the school year, 15 students (27%) were represented by parents at those conferences.
We want to congratulate the hard work and dedication of staff, parents and students who work diligently to improve student achievement. As we go forward we have renewed excitement that our students will continue to make gains across the curriculum. New initiatives both instructionally and in assessment will allow teachers to target specific skills and deliver instruction more effectively.
Dr. Michelle Krause