Annual Education Reports

School Annual Education Report (AER) Cover Letter

February 11, 2025

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER), which provides key information on the 2023-24 educational progress for Harper Creek Middle School. 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 building principal, Kimberly Thayer at 269-441-4750 or ThayerK@harpercreek.net for assistance.

The AER is available for you to review electronically by visiting the following website Harper Creek Middle School Annual Education Report, or you may review a copy in the main office at your child’s school.

For the 2024-25 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 2023-24. 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 2021-22. A Comprehensive Support and Improvement (CSI) school is one whose performance was in the lowest 5% of all schools in the state, had a graduation rate at or below 67%, or failed to exit ATS status in 2021-22. Some schools are not identified with any of these labels. In these cases, no label is given.

Our school was not identified and has not been given one of these labels.

A challenge for Harper Creek Middle School that is evident in the Annual Education Report (AER) is a below average proficiency performance for students classified as having a disability and students that are Student is an English Language Learners as reported on NAEP 8th grade reading and math.   HCMS is addressing these challenges by increasing exposure to the general education curriculum through a co-teaching model and providing ELL learners with increased academic support.

Students are assigned to schools in one of two ways. The first is by the student's geographic attendance area. We also participate in a Section 105 School of Choice program and assign students to the school they choose, based on availability. 

Harper Creek Middle School’s School Improvement Plan is a continuous work in progress. The plan addresses goal areas related to reading and writing, as well as math, science and social studies. Each goal area and its strategies align to the district’s goals and state guidelines. The plan is revisited and revised on a yearly basis. 

Harper Creek Middle School staff is continuing to revise and implement an aligned, guaranteed and viable curriculum based on learning targets within district identified power standards that come directly from state standards. In addition, curriculum scope and sequence is used by teachers to determine content and lessons. For copies of core curriculum, please contact Kim Thayer or refer to the Curriculum resources on the district webpage. 

Student achievement on nationally normed achievement tests shows student growth through each grade level and each school year. The average reading growth percentile for Fall 2023 was 50% and 55% for Fall 2024. In math, the average growth percentile for Fall 2023 was 52% and 54% for Fall 2024. The average growth percentile for science in Fall 2023 was 50% and 57% in Fall 2024. 

Harper Creek Middle School has had positive parent-teacher conference attendance during the fall with attendance at 86%. In the spring, the average attendance declined with 79% of families attending conferences. As a part of our school improvement process, Harper Creek Middle School Staff continues to develop strategies to address this issue, which have included phone conferences, email communications, and flexible conference times with parents. 

Teachers, administrators, and support staff are continuing to engage in data digs to find trends and to increase the use of classroom strategies that encourage student engagement and student collaboration. We are using local assessments to determine student growth. The staff at Harper Creek Middle School consistently works to improve our practices and to implement strategies that will help our students grow emotionally, socially, and academically. 

As we plan for the remainder of the 2024-2025 school year and the upcoming 2025-20256 school year, the staff at Harper Creek Middle School will work together to determine best practice schedules, targeted strategies and resources to remediate students that have fallen behind due to the COVID-19 Pandemic. 

We are committed to continuous improvement and do our best to provide opportunities to work in collaboration with our community, parents, and students. 

Sincerely, 

Kim Thayer 

Principal 

Harper Creek Middle School

School Annual Education Report (AER) Cover Letter

February 11, 2025

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER), which provides key information on the 2023-24 educational progress for Beadle Lake 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 building principal, Nneka Daniels at 269-441-3250 or DanielsN@harpercreek.net for assistance.

The AER is available for you to review electronically by visiting the following websiteBeadle Lake Elementary Annual Education Report or you may review a copy in the main office at your child’s school.

For the 2024-25 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 2023-24. 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 2021-22. A Comprehensive Support and Improvement (CSI) school is one whose performance was in the lowest 5% of all schools in the state, had a graduation rate at or below 67%, or failed to exit ATS status in 2021-22. Some schools are not identified with any of these labels. In these cases, no label is given.

Our school was not identified and has not been given one of these labels.

Beadle Lake has turned many of our challenges into opportunities to learn and grow. Based on student need we are refining our instructional practices by learning more about the K-3 Literacy Essentials, adopting the Amplify Curriculum Resource, differentiation in reading instruction, and explicit phonological and phonics instruction. The goal of this work is to build capacity in instructional practices across Beadle Lake and to ensure a consistent and solid Tier I instructional block.  We engage in the PLC process where teacher teams ask the following questions: What do we want our learners to know and be able to do? How will we know that they know it? How do we respond when they don’t know it? How do we respond when they do know it? As we answer those questions at the grade level, building level and subgroup level we are able to set student informed learning goals that align with the priority standards.  

Engaging in the cyclical PLC process weekly, learning about our learners, and monitoring teacher and student growth will continue to move us in the right direction.   Our goal is continual growth (upward momentum) for the adult learners and the student learners.  We recognize that the professional learning of the adults in the building will directly impact this upward momentum and will lead to accelerated growth and ultimately proficiency.  When thinking about where we are and where we want to be; a few key subgroups stand out in the data (students that are socially and economically disadvantaged-SED, and special education students). We are also paying very close attention to students that sit close to the proficiency line and designing instruction to move them across it.

Throughout the school year we strategically analyzed assessment data, and intentionally designed instruction/interventions to meet the needs of all the identified groups. Beadle Lake is making a strong effort to support accelerated learning for all students in order to help them achieve and exceed proficiency targets. We looked at multiple data points in math and reading to determine which academic supports were appropriate for these students. This data also determines whether students would need an IRIP (Individual Reading Improvement Plan). The data is also analyzed to determine who will need intervention support. Then, we execute an intentionally planned intervention structure (Empower Hour) to reach this goal; in which students struggling to meet standards receive support in a ratio of one adult to no more than four children for fifty minutes each day.  As a district we   strategically tried to address our gaps through summer programming.  Students were selected for summer school based on our Reading Deficiency Report and teachers gave feedback to support the selection. Specific priority standards based on student need were selected and instructional strategies focused on those priority areas.  In addition to the academic component of summer school, students had the opportunity to be part of authentic learning experiences (zoo camp and the What A Do Theater company).  The goal of summer programming was to address the academic gap or “academic slide” that happens in the summer. Also, to provide experiences that students might not otherwise have the opportunity to engage in.  Through intentional intervention during the school year and summer Harper Creek tried to build a strong academic foundation so that we increase the number of students that are proficient in their grade level standards. Beadle Lake’s School Improvement Plan is open and ongoing. Goals are revisited multiple times per year and adjusted according to local and state benchmark data. The plan addresses the following goal areas: reading, mathematics and writing. Staff professional development is provided to support progress with these goals.

 To access a copy of the Harper Creek Core Curriculum, refer to the district’s website. A copy may also be obtained at Beadle Lake Elementary. The district curriculum is aligned to Common Core State Standards K-12 and includes a calendar which explains focus standards for instruction and assessment during a given range of time.

In the Spring of 2023-2024, in the area of NWEA Reading, 23% of students were above the 80th percentile proficient, 22% of students were between the 61st-79th percentile, 24% of students were between the 41st-60th percentile, and 27% of students were below or far below proficiency.  Kindergarten: 32% of students were above the 80th percentile proficient, 26% of students were between the 61st-79th percentile, 18% of students were between the 41st-60th percentile, and 24% of students were below or far below proficiency.  1st Grade: 30% of students were above the 80th percentile proficient, 20% of students were between the 61st-79th percentile, 32% of students were between the 41st-60th percentile, and 18% of students were below or far below proficiency.  2nd Grade:27% of students were above the 80th percentile proficient, 19% of students were between the 61st-79th percentile, 19% of students were between the 41st-60th percentile, and 35% of students were below or far below proficiency.  3rd Grade:10% of students were above the 80th percentile proficient, 27% of students were between the 61st-79th percentile, 17% of students were between the 41st-60th percentile, and 46% of students were below or far below proficiency.   4th Grade: 15% of students were above the 80th percentile proficient, 19% of students were between the 61st-79th percentile, 34% of students were between the 41st-60th percentile, and 32% of students were below or far below proficiency.  

In the Spring of 2022-2023, in the area of NWEA Math, 25% of students were above the 80th percentile proficient, 28% of students were between the 61st-79th percentile, 21% of students were between the 41st-60th percentile, and 26% of students were below or far below proficiency.   Kindergarten: 32% of students were above the 80th percentile proficient, 36% of students were between the 61st-79th percentile, 17% of students were between the 41st-60th percentile, and 15% of students were below or far below proficiency.  1st Grade: 28% of students were above the 80th percentile proficient, 32% of students were between the 61st-79th percentile, 22% of students were between the 41st-60th percentile, and 18% of students were below or far below proficiency.  2nd Grade: 25% of students were above the 80th percentile proficient, 33% of students were between the 61st-79th percentile, 15% of students were between the 41st-60th percentile, and 27% of students were below or far below proficiency.  3rd Grade: 15% of students were above the 80th percentile proficient, 11% of students were between the 61st-79th percentile, 40% of students were between the 41st-60th percentile, and 47% of students were below or far below proficiency.   4th Grade: 22% of students were above the 80th percentile proficient,24% of students were between the 61st-79th percentile, 19% of students were between the 41st-60th percentile, and 35% of students were below or far below proficiency.

During the 2023-2024 school year, the attendance participation rate at conferences was 89% in the fall. In the spring, 87% of parents attended conferences.

 Beadle Lake Elementary School Community is the epitome of hard work. They strategically plan for instruction, analyze data to look for trends, and determine explicit instructional strategies.  The quality of learning programs and initiatives are reflected in the growth of the students and the growth of the teachers as learners. The Beadle Lake Staff is a hard working team that focuses on students’ needs. We put students first.  Through the collective efforts of our Beadle Lake family; which includes parents, students, staff, and the community we will continue to make progress each year.

Sincerely,

Mrs. Daniels, Principal

School Annual Education Report (AER) Cover Letter

February 11, 2025

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER), which provides key information on the 2023-24 educational progress for Sonoma 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 building principal, Kevin Faraci at 269-441-7803 or FaraciK@harpercreek.net for assistance.

The AER is available for you to review electronically by visiting the following website Sonoma Elementary Annual Education Report, or you may review a copy in the main office at your child’s school.

For the 2024-25 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 2023-24. 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 2021-22. A Comprehensive Support and Improvement (CSI) school is one whose performance was in the lowest 5% of all schools in the state, had a graduation rate at or below 67%, or failed to exit ATS status in 2021-22. Some schools are not identified with any of these labels. In these cases, no label is given.

Our school was not identified and has not been given one of these labels.

Sonoma Elementary School transforms student challenges into opportunities for growth. Sonoma students are assigned by student’s geographic residence in the Harper Creek School District.  The second, is a result of Harper Creek Community School’s participation in Section 105 School of Choice Program.  The program allows us to assign students living outside of the school’s geographically determined area on a board approved basis.  

Based on student needs, we prioritize social-emotional learning through Trails Lessons and classroom meetings during a dedicated school-wide block. 

To build core knowledge at the Tier I level, our teachers implement the Amplify Curriculum Resource. Consistent instructional practices and structured learning time ensure a strong Tier I foundation. Students also engage in Tier II math and reading interventions, reinforcing phonological awareness and phonics instruction.

Teachers follow the PLC process, guided by essential questions:

• What do we want students to know?
• How will we know they’ve learned it?
• How do we respond if they haven’t?
• How do we extend learning when they have?

Student data is reviewed at the grade, building, and district levels to drive instruction aligned with priority standards and student growth. Assessment data informs targeted instruction and interventions, including Individualized Reading Improvement Plans when needed. During LEAD time, students requiring additional support receive intervention services. Selection for summer programming is based on math, reading, and socio-economic data.

School Improvement goals are revisited multiple times per year and adjusted based on local and state benchmarks. Monthly data meetings review instructional practices and academic progress, focusing on reading, writing, math, science, and social studies.

To access a copy of the Harper Creek Core Curriculum, refer to the district’s website.  A copy may also be obtained at Sonoma Elementary.  The district curriculum is aligned to Common Core State Standards K-12 and includes a calendar that explains the focus standards for instruction and assessment during a given range of time.  

In Spring of the 2023-2024 school year, in the area of NWEA Reading, building wide Data showed:

• 17% of students were above the 80th percentile.
• 18% of the students were between the 61st- 79th percentile.
• 22% of students were between the 41st and 60th percentile.
• 18% of the students were between the 21st and 40th percentile.
• 25% of the students were between the 1st and 20th percentile.

In Spring of the 2023-2024 school year, in the area of NWEA Reading, Kindergarten Data showed:

• 22% of students were above the 80th percentile.
• 21% of the students were between the 61st- 79th percentile.
• 19% of students were between the 41st and 60th percentile.
• 20% of the students were between the 21st and 40th percentile.
• 18% of the students were between the 1st and 20th percentile.

In Spring of the 2023-2024 school year, in the area of NWEA Reading, First Grade Data showed:

• 24% of students were above the 80th percentile.
• 27% of the students were between the 61st- 79th percentile.
• 12% of students were between the 41st and 60th percentile.
• 31% of the students were between the 21st and 40th percentile.
• 6% of the students were between the 1st and 20th percentile.

In Spring of the 2023-2024 school year, in the area of NWEA Reading, Second Grade Data showed:

• 14% of students were above the 80th percentile.
• 10% of the students were between the 61st- 79th percentile.
• 21% of students were between the 41st and 60th percentile.
• 13% of the students were between the 21st and 40th percentile.
• 42% of the students were between the 1st and 20th percentile.

In Spring of the 2023-2024 school year, in the area of NWEA Reading,Third Grade Data showed:

• 14% of students were above the 80th percentile.
• 19% of the students were between the 61st- 79th percentile.
• 24% of students were between the 41st and 60th percentile.
• 8% of the students were between the 21st and 40th percentile.
• 35% of the students were between the 1st and 20th percentile.

In Spring of the 2023-2024 school year, in the area of NWEA Reading, Fourth Grade Data showed:

• 12% of students were above the 80th percentile.
• 19% of the students were between the 61st- 79th percentile.
• 28% of students were between the 41st and 60th percentile.
• 23% of the students were between the 21st and 40th percentile.
• 18% of the students were between the 1st and 20th percentile.

In Spring of the 2023-2024 school year, in the area of NWEA Math, building wide Data showed:

• 18% of students were above the 80th percentile.
• 21% of the students were between the 61st- 79th percentile.
• 21% of students were between the 41st and 60th percentile.
• 18% of the students were between the 21st and 40th percentile.
• 22% of the students were between the 1st and 20th percentile.

In Spring of the 2023-2024 school year, in the area of NWEA Math, Kindergarten Data showed:

• 22% of students were above the 80th percentile.
• 30% of the students were between the 61st- 79th percentile.
• 16% of students were between the 41st and 60th percentile.
• 18% of the students were between the 21st and 40th percentile.
• 14% of the students were between the 1st and 20th percentile.

In Spring of the 2023-2024 school year, in the area of NWEA Math, First Grade Data showed:

• 10% of students were above the 80th percentile.
• 35% of the students were between the 61st- 79th percentile.
• 33% of students were between the 41st and 60th percentile.
• 18% of the students were between the 21st and 40th percentile.
• 4% of the students were between the 1st and 20th percentile.

In Spring of the 2023-2024 school year, in the area of NWEA Math, Second Grade Data showed:

• 14% of students were above the 80th percentile.
• 13% of the students were between the 61st- 79th percentile.
• 16% of students were between the 41st and 60th percentile.
• 22% of the students were between the 21st and 40th percentile.
• 35% of the students were between the 1st and 20th percentile.

In Spring of the 2023-2024 school year, in the area of NWEA Math,Third Grade Data showed:

• 12% of students were above the 80th percentile.
• 18% of the students were between the 61st- 79th percentile.
• 28% of students were between the 41st and 60th percentile.
• 14% of the students were between the 21st and 40th percentile.
• 28% of the students were between the 1st and 20th percentile.

In Spring of the 2023-2024 school year, in the area of NWEA Math, Fourth Grade Data showed:

• 29% of students were above the 80th percentile.
• 13% of the students were between the 61st- 79th percentile.
• 20% of students were between the 41st and 60th percentile.
• 19% of the students were between the 21st and 40th percentile.
• 19% of the students were between the 1st and 20th percentile.

In Spring of the 2022-2023 school year, in the area of NWEA Reading, building wide Data showed:

• Students ranked in the 43rd percentile for achievement.

In Spring of the 2022-2023 school year, in the area of NWEA Reading, Kindergarten Data showed:

• 19% of students were above the 80th percentile.
• 27% of the students were between the 61st- 79th percentile.
• 29% of students were between the 41st and 60th percentile.
• 14% of the students were between the 21st and 40th percentile.
• 11% of the students were between the 1st and 20th percentile.

In Spring of the 2022-2023 school year, in the area of NWEA Reading, First Grade Data showed:

• 15% of students were above the 80th percentile.
• 17% of the students were between the 61st- 79th percentile.
• 0% of students were between the 41st and 60th percentile.
• 26% of the students were between the 21st and 40th percentile.
• 20% of the students were between the 1st and 20th percentile.

In Spring of the 2022-2023 school year, in the area of NWEA Reading, Second Grade Data showed:

• 19% of students were above the 80th percentile.
• 27% of the students were between the 61st- 79th percentile.
• 29% of students were between the 41st and 60th percentile.
• 14% of the students were between the 21st and 40th percentile.
• 11% of the students were between the 1st and 20th percentile.

In Spring of the 2022-2023 school year, in the area of NWEA Reading,Third Grade Data showed:

• 19% of students were above the 80th percentile.
• 27% of the students were between the 61st- 79th percentile.
• 29% of students were between the 41st and 60th percentile.
• 14% of the students were between the 21st and 40th percentile.
• 11% of the students were between the 1st and 20th percentile.

In Spring of the 2022-2023 school year, in the area of NWEA Math, building wide Data showed:

• Sonoma students ranked in the 50th percentile for achievement

In Spring of the 2022-2023 school year, in the area of NWEA Math, Kindergarten Data showed:

• 16% of students were above the 80th percentile.
• 32% of the students were between the 61st- 79th percentile.
• 30% of students were between the 41st and 60th percentile.
• 14% of the students were between the 21st and 40th percentile.
• 8% of the students were between the 1st and 20th percentile.

In Spring of the 2022-2023 school year, in the area of NWEA Math, First Grade Data showed:

• 19% of students were above the 80th percentile.
• 31% of the students were between the 61st- 79th percentile.
• 0% of students were between the 41st and 60th percentile.
• 29% of the students were between the 21st and 40th percentile.
• 11% of the students were between the 1st and 20th percentile.

In Spring of the 202-2023 school year, in the area of NWEA Math, Second Grade Data showed:

• 9% of students were above the 80th percentile.
• 23% of the students were between the 61st- 79th percentile.
• 0% of students were between the 41st and 60th percentile.
• 24% of the students were between the 21st and 40th percentile.
• 22% of the students were between the 1st and 20th percentile.

In Spring of the 2022-2023 school year, in the area of NWEA Math,Third Grade Data showed:

• 19% of students were above the 80th percentile.
• 27% of the students were between the 61st- 79th percentile.
• 0% of students were between the 41st and 60th percentile.
• 25% of the students were between the 21st and 40th percentile.
• 16% of the students were between the 1st and 20th percentile.

In Spring of the 2022-2023 school year, in the area of NWEA Math, Fourth Grade Data showed:

• 14% of students were above the 80th percentile.
• 20% of the students were between the 61st- 79th percentile.
• 0% of students were between the 41st and 60th percentile.
• 26% of the students were between the 21st and 40th percentile.
• 25% of the students were between the 1st and 20th percentile.

During the 2024-2025 school year, the attendance participation rate at conference was 96% in the fall.  In the spring, 94% of parents attended conferences.  

The Sonoma team is dedicated to nurturing the whole child. Through social-emotional learning and restorative conferences, they foster lifelong relationships. Staff members thoughtfully plan instruction, analyze data regularly, and identify the next steps for student growth. The strong connections among all stakeholders are reflected in the generational stories of, “When I went to Sonoma.” With this deep level of care, Sonoma will continue to make meaningful progress year after year.

Sincerely,

Kevin C. Faraci

School Annual Education Report (AER) Cover Letter

February 17, 2025  

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER), which provides key information on the 2023-24 educational progress for Wattles Park 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 building principal, Brent Swan at 269-441-5853 or SwanB@harpercreek.net for assistance.

The AER is available for you to review electronically by visiting the following website Wattles Park Elementary Annual Education Report, or you may review a copy in the main office at your child’s school.

For the 2024-25 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 2023-24. 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 2021-22. A Comprehensive Support and Improvement (CSI) school is one whose performance was in the lowest 5% of all schools in the state, had a graduation rate at or below 67%, or failed to exit ATS status in 2021-22. Some schools are not identified with any of these labels. In these cases, no label is given.

Wattles Park Elementary was not identified and has not been given one of these labels. 

Students are assigned to Wattles Park Elementary School in two ways. The first and primary assignment is determined by the student’s geographic residence in the Harper Creek School District. The second is a result of Harper Creek Community School’s participation in Section 105 School of Choice Program. The program allows us to assign students living outside of the school’s geographically determined area on a board approved basis.

Wattles Park has turned many of our challenges into opportunities to learn and grow. We are refining our instructional practices in literacy through embedded professional development in the area of the K-4 Literacy Essentials and the Science of Reading. We engaged in the PLC process where teacher teams are able to analyze student data and work as a collective to determine their instructional needs. Learning about and monitoring our use of intentional literacy practices will accelerate our student’s growth. Our ultimate goal is continued growth (upward momentum) for the adult learners and the student learners.   We recognize that the professional learning of the adults in the building will directly impact this upward momentum and will lead to accelerated growth and more students reaching the next expected level of proficiency and ultimately being at grade level proficiency standards. When thinking about where we are and where we want to be; a few key subgroups stand out in the data (students that are socially and economically disadvantaged-SED, and special education students). 

Throughout the school year we strategically analyzed assessment data, and intentionally designed instruction/interventions to meet the needs of all the identified groups. Wattles Park is making a strong effort to support accelerated learning for all students to help them achieve and exceed proficiency targets. We looked at multiple data points in math and reading to determine which academic supports were appropriate for these students. This data also determines whether students will need an IRIP (Individual Reading Improvement Plan). We also use this data analysis to determine who will need intervention support. Then, we execute an intentionally planned intervention structure (LEAD Time) to reach this goal; in which students struggling to meet standards receive support in a ratio of one adult to no more than four children for fifty minutes each day.  We also strategically address our gaps through summer programming. Students were selected for summer school based on math, reading, and socio-economic data. Specific priority standards based on student needs were selected and instructional strategies focused on those priority areas. In addition to the academic component of summer school students also had the opportunity to be part of authentic learning experiences (STEM lessons, field trips, and book shopping).  Summer programming aims to address the academic gap or “academic slide” that happens in the summer. Also, to provide experiences that students might not otherwise have the opportunity to engage in.   Through intentional intervention during the school year and during the summer, the goal is to build a strong academic foundation and to intervene early so that we decrease the number of students who are not proficient in their grade level standards. School improvement goals are revisited multiple times per year and adjusted according to local and state benchmark data. The plan addresses the following goal areas: reading, writing, mathematics, science, and social studies. Staff professional development is provided to support progress with these goals.

 To access a copy of the Harper Creek Core Curriculum, refer to the district’s website. A copy may also be obtained at Wattles Park Elementary. The district curriculum is aligned to Common Core State Standards K-12 and includes a calendar that explains focus standards for instruction and assessment during a given range of time.

 In the 2023-2024 school year, our 3rd and 4th grade students took the M-STEP assessment in mathematics and English language arts.   42% of our 3rd grade students were either proficient or advanced in ELA, and 49% of our 3rd grade students were either proficient or advanced in mathematics.  53% of our 4th grade students were either proficient or advanced in ELA, and 49% of our 4th grade students were either proficient or advanced in mathematics.  

During the 2023-2024 school year, 95% of our families attended Fall conferences, and 86% attended the Winter conferences.

The Wattles Park community celebrates our school index score of 92.47 out of 100.  The staff, students, parents, and administration all have had an important role in achieving this level of success.  We also look to the future, because we know that more work needs to be done to find success for all students. 

Sincerely,

Brent Swan

Principal, Wattles Park Elementary