District Annual Report Cover Letter
Dear Students, Parents and Community Members:
We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2015-2016 educational progress for the Beal City Public School District. The AER addresses the complex reporting information required by federal and state laws; our staff is available to help you understand this information. Please contact Beal City Public Schools for help if you need assistance or have any questions, comments, and/or concerns. You can reach us by phone at 989-644-3901, by mail at 3180 W. Beal City Rd, or on the web at www.bealcityschools.net.
The AER is available for you to review electronically by visiting the following web site www.bealcityschools.net or you may review a copy in the Superintendent’s office or in the principal’s office at your child’s school. The report contains the following information:
Student Assessment Data – Elementary or Middle School assessment results on the new M-STEP online assessment, the old Michigan Educational Assessment Program (MEAP), High School assessment results on the Michigan Merit Exam (MME), and assessment results for students with disabilities on Michigan’s Alternative Assessment Program (MI-Access or MEAP-Access)
Please visit the following Website link to view MI School Data Website:
Teacher Qualification Data
100% of the staff at Beal City Public Schools is Certified and Highly Qualified for their Job Assignement.
Review the listing our schools. The State has identified some schools with the status of Reward, Focus or Priority. A Reward school is one that is outperforming other schools in achievement, growth, or is performing better than other schools with a similar student population. A Focus school is one that has a large achievement gap in 30% of its student achievement scores. A Priority school is one whose achievement and growth 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 status label is given.
Carl D. Mayes Elementary
Beal City Jr./Sr. High School
Beal City South Alternative Education
Beal City Public Schools
As you can see by this report, Educational Teamwork Today equals Educational Excellence Tomorrow. Beal City is a school and community founded on work ethic and excellence. The work ethic of our parents, students and staff equals the excellence you see throughout this report.
Through the use of research and by data driven decision making, we also see areas that we need to continually improve upon to maintain the academic, athletic and artistic excellence we have shown over the years.
Sincerely With “AGGIE” Pride,
William C. Chilman IV
District’s Mission Statement
Beal City Schools, in harmony with home and community, will educate our children in a positive environment that meets individual needs and goals in order that all students successfully function in an ever-changing global society.
District’s Vision Statement
Our students are excited, responsible learners who are encouraged by home, school, community and place of worship. As leaders, they are fully confident that they will graduate well prepared to meet the challenges and high expectations of the 21st century. As successful, life-long learners and productive citizens of high morals, they work to their fullest potential to make a positive difference in the community.
Our children begin their discovery of knowledge in a nurturing family environment. Our schools and families work in harmony to provide a safe, supportive, and challenging learning experience. Our premier educational team enthusiastically embraces innovative teaching methods and high standards of performance. Our schools are the central point of learning. Using the latest technology, the world is truly our classroom.
Our school district and community are committed to high expectations and high standards. We proactively work together to provide skills, knowledge, and resources thus ensuring a fully supportive environment for excellence in education for all stakeholders.
We envision our school district as an educational leader whose priority is to seek high academic standards, increase academic achievement and develop our students’ learning skills
We believe we bear the responsibility to be the education advocates for students. We envision a cooperative learning environment that will encourage the participation of community.
Confidence and Trust
We envision a school district which inspires the confidence and trust of its constituents and encourages the willingness to invest in the future of public schools. We will provide evidence of our students’ accomplishments to affirm our effective use of the community’s investment
We envision a school district that anticipates and has the ability to manage change. We will maximize student learning by initiating responsible strategies to prepare students for the world of tomorrow.
Cost and Stewardship
We believe we have the responsibility to be trustworthy stewards of the financial resources provided to us. We will optimize those resources to enhance educational opportunities for students and the quality of life for our community.
District’s Belief Statements
- We believe all children can learn
We believe in creating independent, life-long learners
- We believe all children deserve equal opportunities and treatment
- We believe in promoting a positive self-concept
- We believe it takes a whole community to educate a child, and encourage parental involvement and participation
- We believe in ensuring a safe and positive learning environment We believe in encouraging the acceptance of diversity
Board of Education and Administration
Board of Education President
Board of Education Vice President
Board of Education Treasurer
Board of Education Secretary
Board of Education Trustee
Board of Education Trustee
Board of Education Trustee
High School Principal
Alternative Education Director
Food Service Director
Board of Education Goals
Student Achievement for all students
Our goal is to have each student show individual academic growth in all subject areas with school results at or above the state/national average on all standardized tests.
Secure the School District’s Future Integrity
Our goal is to continue to plan for the future success of the school district by focusing on four major areas of need and concern: technology, security, finances and facilities.
Promote the school district and provide positive school and community relations throughout the Mid-Michigan area by improving our public relations campaign
Our goal is to increase parent communication, expand board and district visibility at events and to generate positive news stories for the school district.
District Free and Reduced Lunch Percentages
Beal City High School
Beal City Elementary School
Beal City South Alternative School
District Improvement Plan Status
The District Improvement Team, composed of several focus groups, meets regularly during the school year. The purpose of the team is to develop, review and evaluate goals, objectives and strategies for the District Improvement Plan. The District Improvement Team facilitates the continuous collection and analysis of academic assessment data to guide instruction.
District Improvement Plan Status
Beal City Elementary
Beal City Junior/Senior High School
Core Curriculum Status
English Language Arts
The English Language Arts curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. Building educators utilize the MAISA writing series. This program was approved by our local Board of Education in 2012. The reading series taught by our teachers is called Invitations to Literacy published by Houghton Mifflin Co. The research-based Zoo-phonics program is a literacy component in our preschool, kindergarten, and first grade curriculum. The Accelerated Reading (AR) program requires additional leisure reading and assesses our students on the content of the books read.
The English Language Arts curriculum follows the Grade Level Content Expectations as well as the High School Content Expectations approved by Michigan’s State Board of Education. Building educators utilize Prentice Hall Literature textbooks verified by research conducted by staff and school improvement team. The English Language Arts curriculum was approved by our local Board of Education.
The Mathematics curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. Building educators utilize the Singapore math series. The Mathematics program was last approved by our local Board of Education in 2013. Our staff receives ongoing professional development in mathematics.
The Mathematics curriculum follows the Grade Level Content Expectations as well as the High School Content Expectations approved by Michigan’s State Board of Education. Building educators utilize McDougal Littel and Glencoe textbooks 9-12 and the Singapore math Series 7-8. The Mathematics curriculum was approved by our local Board of Education in 2013. Our staff receives ongoing professional development in mathematics.
The Science curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. Building educators utilize Battle Creek science kits verified by research conducted by the Battle Creek Area Math and Science Center (BCAMS). The Science curriculum was approved by our local Board of Education in 2005 and 2006.
The Science curriculum follows the Grade Level Content Expectations as well as the High School Content Expectations approved by Michigan’s State Board of Education. Building educators utilize Holt, Glencoe and Harper & Rowe textbooks verified by research conducted by staff and school improvement team The Science curriculum was approved by our local Board of Education.
The Social Studies curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. Building educators utilize the Timelinks series verified by research conducted by Macmillan-McGraw-Hill, publishers of this series. The Social Studies program was last approved by our local Board of Education in 2009.
The Social Studies curriculum follows the Grade Level Content Expectations as well as the High School Content Expectations approved by Michigan’s State Board of Education. Building educators utilize McDougall Little and Glencoe textbooks verified by research conducted by staff and school improvement team. The Social Studies curriculum was approved by our local Board of Education.
Students in grades 11 and 12 who have taken all sections of the Michigan Merit Exam are eligible for dual enrollment. Duel enrollment involves taking college classes while still in high school. There are other criteria for participation that is explained to all students and parents at a mandatory meeting in the Spring or Fall. For the 2014-2015 school year we had 46 students enroll in classes at Mid-Michigan Community College and Central Michigan University.
Career and Technical
Students in grades 10, 11 and 12 have the opportunity to participate in 22 different career and technical programs at the Mount Pleasant Area Technical Center located at the Mount Pleasant High School. Sophomores may attend these classes if they receive special services and it is written in to their individual education plan. Last year we had 67 students enrolled in vocational education. During the 2013-2014 school year the GIRESD passed a Career and Vocational education mileage.
The Special Education program at Beal City Public Schools is an outstanding program with four highly qualified teachers. We have a four Resource Room teachers offering departmental classes in Language Arts, Math, and Social Studies, and Team taught inclusion when possible. Our Special Education teachers and students receive ancillary services from the Gratiot Isabella RESD with a School Physiologist, a Speech and Language Therapist, and a School Social Worker. For our district students who are in another category such as an EI and CI programs, we are in a consortium with the Gratiot – Isabella RESD for center-based programing in Mt. Pleasant that we transport students to daily. Each Special Education student has an appropriate and up-to-date IEP and Beal City Public Schools through CIMS monitoring under IDEA section 616(d) meets all requirements at the top level (Level 1) part B of the IDEA.
Title One – RTI
Our Title 1 program is a Target Assistance Service which provides services to students in kindergarten through sixth grade at Mayes Elementary and St. Joseph the Worker schools. The Title 1 program provides supplementary reading instruction to students who have been identified as at risk for falling below grade level. Students who qualify for Title 1 Services meet individually or in small groups with the Title 1 Teacher, Remediation Teachers, or Title Paraprofessional 3-5 days per week for 30 minute sessions. The Title 1 Staff work together to collaborate, plan and adjust instruction to meet student needs and assess their progress.
Electives – Specials
Our elementary school students get a nice variety of specials to explore the world beyond academics. All Students are exposed to Art in their classroom with deliberate academic art based projects. Students also have specials provided to them by specialized teachers as follows one day a week of Music Appreciation, one day a week of Computers, two days a week of Physical Education, and one day a week of Library time that is spent on literacy skills for the early and upper elementary students. Beginner Band starts in the Elementary school at 6th grade.
Our Middle School students rotate through several elective classes to explore the world even further. 7th and 8th graders both have semester long Physical Education classes that change at the semester with a Health class. They also have a semester long Business and Technology Systems class that change at semester with a Tech Education class. Students then have a choice between Art, Band, and an academic support class.
Our High Schools students a vast array of electives to choose from here on our campus and at other educational facilities to help them explore and specialize in areas of interest. The course offerings on our campus are as follows: Art, Concert and Jazz Band, Anatomy, Weightlifting, Botany, Zoology, Life Skills, Communications, Drama, Astronomy, Research Writing, The Novel, Music Appreciation, Natural Resources, High School Enrichment, Physical Education, Health, Agriculture Science, Spanish, Yearbook, BST Computers, and Psychology
Beal City Public Schools offers the following organizations and club for our students to take part in: YIG, FFA, Project PALS, German LINKS, Student Council, NHS, Drama Club.
Beal City Public Schools offers a variety of opportunities for students to participate in interscholastic athletics. Beal City is a proud member of the MHSAA (class C) and the Highland Conference. Programs with varsity sports participating in MHSAA tournaments are baseball, basketball (boys & girls), cross country (boys & girls), football, softball, track and field (boys & girls), and volleyball. Beal City also offers non-competitive sideline cheer during the fall and winter, along with a non-competitive dance team during the winter.
Local Businesses and Partnerships
The Board of Education believes that the education of children is a joint responsibility, one it shares with the parents of the school community. To ensure that the best interests of the child are served in this process, a strong program of communication between home and school must be maintained. The parents have the right to participate in the education of their children as well as the ultimate responsibility for their children's in-school behavior, including the behavior of students who have reached the legal age of majority, but are still, for all practical purposes, under parental authority.
In accordance with Board policies and administrative guidelines 2240 (Opt-Out), 2413/14 (Health/Sex Education), and 9150 (School Visitors), the District shall provide the opportunity for parents to review curriculum and instructional materials and to visit the school to observe the instructional process. With regard to student behavior, during school hours, the Board, through its designated administrators, acts in loco parentis or in place of the parents.
The Board recommends that the following activities be implemented to encourage parent-school cooperation:
A. parent-teacher conferences to permit two-way communication between home and school
B. meetings of staff members and groups of parents of those students having special abilities, disabilities, needs, or problems
C. special events of a cultural, ethnic, or topical nature which are initiated by parent groups, involve the cooperative effort of students and parents, and are of general interest to the schools or community
D. open houses in District schools to provide parents with the opportunity to see the school facilities, meet the faculty, and sample the program on a first hand basis
For the benefit of children, the Board believes that parents have a responsibility to encourage their child's career in school by:
A. supporting the schools in requiring that the children observe all school rules and regulations, and by accepting their own responsibility for children's willful in-school behavior;
B. sending children to school with proper attention to their health, personal cleanliness, and dress;
C. maintaining an active interest in the student's daily work and making it possible for the student to complete assigned homework by providing a quiet place and suitable conditions for study;
D. reading all communications from the school, signing, and returning them promptly when required;
E. cooperating with the school in attending conferences set up for the exchange of information of the child's progress in school.
The Parent Involvement Policy is approved by the Beal City Public School Board of Education and fulfils the requirements of No Child Left Behind.
Parents Right to Know Statement
Beal City Schools receive funds from the Title I, Part A program. Title I, Part A is a federal supplemental program designed to help children reach high academic standards. In receiving funds from this program the district is required to inform you, as parents of children attending a Title I school, of information available to you regarding the professional qualifications of your child's classroom teacher(s). Information will be provided to you upon request and in a timely manner of the following:
1. Whether the teacher has met Michigan qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction.
2. Whether the teacher is teaching under emergency or other provisional status through which Michigan qualification or licensing criteria have been waived.
3. The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree.
4. Whether the child is provided services by paraprofessionals and, if so, their qualifications.
In addition to this information, parents may also request the following:
1. Information on the level of achievement of your child in each of Michigan's academic assessments. Michigan uses the Michigan Educational Assessment Program (MEAP) to determine levels of achievement; and
2. Timely notice that their child has been assigned, or has been taught for four or more consecutive weeks by a teacher who is not highly qualified. A highly qualified teacher would be defined as a teacher that meets Michigan's qualification and licensing criteria for the grade level or subject area in which the teacher is providing instruction.
The Parent Involvement Policy is approved by the Beal City Public School Board of Education and fulfils the requirements of No Child Left Behind.
Thanks to guest blogger, Kimberlee Roth, one of our team’s valued writers. Kim has written for the Chicago Tribune and The Chronicle of Philanthropy among other publications, and provides writing and editing services to universities, health systems and other nonprofits.
I harbor no ill will toward opening messages. In fact, I believe they can be an important component of a nonprofit’s annual report. When done well–well being the operative word–they provide context for the rest of the publication. They personalize it and make it more immediate, and they help point readers to key information and calls to action.
That said, most opening messages, those “letters from the executive director,” make me want to get out my figurative red pen and edit away (at best) or, at worst, put the publication down or close my browser window. Of course you want your annual report’s welcome to excite readers and motivate them to read from cover to cover. Here’s how:
1) Keep it Short
I can’t emphasize this enough. Short is a few succinct paragraphs, a half page, 200-300 words. Short is not asking your graphic designer to “make it fit,” leaving audiences to squint at six-point font. Assume your reader is scanning. Make it easy to read. Use subheadings and bullet points. Hit the high points and move on.
If this sounds impossible–if you feel like it’s your one chance to say everything to everyone–then it might be a good time to revisit your communications plan. That feeling, and the resulting letter that goes on forever, could be a clue that you’re not regularly and consistently talking with all your constituents the rest of the year.
2) Keep the Salutation Simple
“Dear Friends”–or something similar–is great. You don’t need to spell out each audience, unless you want to waste several lines of valuable real estate (your letter is brief, remember?).
3) Keep the Tone Conversational
Keep it professional and formal, yes, but not stilted or distant. Somewhere between, “Hey, what’s up?” and “Dear Sir or Madam.”
Don’t be afraid to let some personality shine through either. Conveying the director’s sincere excitement about a particular accomplishment, his or her sense of humor, or a personal note or observation–these all make your opening message and, as a result, the whole report more engaging.
4) Show Awareness
I once edited a “letter from the director” for a client who had a fantastic year. Unfortunately, though, colleagues at similar organizations did not fare so well. Talking about all the great things that happened without acknowledging others’ challenges during the long, hard recession felt wrong. It was nearly a missed opportunity to show camaraderie and gratitude. Phrases such as “In spite of difficult economic times, we were fortunate to … ” can go a long way.
5) Keep it Candid and Transparent
Not a good idea to say how great the year was if it wasn’t. You can highlight the good while still being honest about areas you know need addressing. Your donors and other supporters want to know that you’re working to improve and that their time and/or money isn’t being wasted.
6) End with a Positive Note and Call to Action
Hint at a few things you’re excited about for the coming year, keep your ending hopeful but not artificial, and invite readers to do something–join you on social media sites, sign up for your newsletter, make a donation before the year ends, volunteer at an event, respond to a survey. Instead of making them drowsy, get them engaged–not only in reading your annual report but supporting your cause.
What techniques do you use to engage readers with your annual report’s opening letter? Please share them here.
P.S. Messages that connect are a priority for all organizations and the prerequisite for motivating your base to act. Learn how to craft the most essential message — your tagline. Download the Nonprofit Tagline Report and Database for must-dos, don’t dos, case studies and 5,000 searchable nonprofit tagline examples!
Guest Blogger on September 19, 2011 in Annual Reports | 0 comments
Tags:annual report, fundraising, leadership communications, message development, nonprofit communications jobs, writing