Last year the Wisconsin Department of Public Instruction implemented a reporting system which gives an annual report card to each public school in the state. The report card measures schools in the areas of Student Achievement, Student Growth, Closing Gaps, and On Track to Graduate and Post-Secondary Readiness. Each area is defined as follows:
Today, the Department of Public Instruction released the 2013-2014 State Report Cards. As our records indicate, IDEAS Academy received a five point deduction due to our attendance data. The deduction is based on data from the 2012-2013 school year, due to the fact that DPI's consideration of attendance data lags one year behind the report card. As you review this data, it is important to understand that based on our current projections for attendance, IDEAS Academy will not receive a deduction for the 2013-2014 attendance data. For the 2013-2014 school year 90% of our students met the state attendance requirement.
In reviewing our data for our 2012-13 school year, it is important to look at the information behind the numbers and understand the complete picture.
Over the course of the 2013 - 2014 school year we developed attendance-focused interventions that align with our core mission. Central to these interventions are conferencing and contracting. We use a problem solving approach that starts with our Advisors meeting with students to set attendance goals. If problems persist, our administration gets involved and meets with students to problem solve and contract with them. Additionally, students with issues stemming from their home life are given support through Mamie Lintereur, our school social worker. If contract goals are not met, we move to parent conferences and use the SASD Truancy Officer. The majority of these interventions work in the first few steps based on conferencing with students and check ins. We believe this approach is key to giving our students the problem solving and advocacy skills needed to be successful in college and their future.
IDEAS remains focused on students developing Habits of Professionalism and Habits of Mind necessary for long term success in college and career paths. Our work in addressing attendance does just that by working with students to address the core issues causing truancy and supporting them to find solutions. While the state report card addresses some indicators of Post - Secondary Readiness, we continue to take the long view with our students to ensure they are accepted into college and have the skills to succeed after high school.
If you have any questions, please do not hesitate to contact me at thamm@sheboygan.k12.wi.us.
One of core values of our schools is to develop a connected, participatory community.
Well, we have closed our first week of school at IDEAS and Mosaic. It has been a great week!
I am writing to you on the eve of our 2014-2015 school year at IDEAS Academy, because I have worked with teachers and students over the...
We are pleased to announce that we will be adding a second Kindergarten class to ESAA for the 2014-15 school year.
This coming Tuesday through Thursday, IDEAS Academy will hold its second semester Exhibitions of Learning.
At our last PTO meeting, I gave an overview of some of the changes that will be coming for the 2014-15 school year. Some of these changes are coming from the district and therefore are ones we need to work with while others are initiated at the school level. In order to help parents understand these changes, I will be holding a meeting at Paradigm on Friday, May 23rd at 9:30 to review the changes and answer questions. Below is a synopsis of the changes.
We are looking for your input into the concepts below, specifically, around how they might impact your engagement in our community.
On Tuesday, April 15th, I had the opportunity to meet with over 40 parents and teachers from ESAA.
Challenged with the task of creating a tool for new students and families to navigate the Pigeon River Elementary School campus, students in ESAA’s second and third grade classes engaged in an in-depth exploration of their physical learning spaces and an authentic, collaborative map design process.