August 10, 2012
Dear Parents and Community Members:
We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2011-2012 educational progress for Bedford High School. The AER addresses the complex reporting information required by federal and state laws. The school’s report contains information about student assessment, Adequate Yearly Progress (AYP) and teacher quality. If you have any questions about the AER, please contact the school for assistance. The AER is available for you to review electronically by visiting this linked document or you may review a copy from the Bedford High School main office. For 2011-2012, although Bedford High School’s Math and English Language Arts scores demonstrated improvement, we did not make Adequate Yearly Progress (AYP) due to the graduation rate within one of our student subgroups. Although AYP was not achieved, BHS students displayed academic growth and improvement over the 2010-2011 scores. We are pleased to have reached the important goal of student improvement. We appreciate the continued support of parents, staff, and our community in this effort. State law requires that we also report additional information regarding the following topics.
PROCESS FOR ASSIGNING STUDENTS TO THE SCHOOL
All Bedford Public School students who successfully complete Bedford Junior High School attend Bedford High School.
THE STATUS OF THE 3-5 YEAR SCHOOL IMMPROVEMENT PLAN
The 2011-2012 school year represented the second year of a five year district wide school improvement cycle. The five year cycle includes efforts to address NCA recommendations and district wide goals.
District Goals
Goal 1: Improving the Learning Environment
- Continued progress was made with the BHS anti-bullying program entitled “Speak Up.”. Board policy was adopted to address the new state bully legislation.
- BHS 9th and 11th grade students took part in the MiPhy survey which will provide valuable data to guide future school improvement efforts regarding adolescent use of drugs and alcohol. A BHS group of students led an anti-alcohol campaign during the prom season. Our Student Leadership program worked with the Monroe County Substance Abuse Coalition to become a member of Students Against Destructive Decisions (SADD).
- Staff received ongoing professional development on the topics of “differentiated instruction” and “setting clear expectations for the learning environment.” An additional 15 teachers underwent extensive training on “differentiated instruction.” At this time, 30% of the BHS teachers have gone through the extensive training. Another 15 teachers will undergo the training in 2012-2013.
Goal 2: Math: Number System and Operations in Base Ten
- BHS math teachers improved common assessments to address curricular and instructional improvements. These teachers examined the data and had professional dialogue regarding teaching strategies that are working and teaching strategies are not working.
- All other BHS teachers received training on how they can provide instruction and assessment regarding number systems and operations within their curriculum. All staff, not solely our Math teachers, provided monthly instruction and assessment for students regarding numbers and operations.
Goal 3: Reading: Constructing Meaning from Text Using Inferrential Thinking
- BHS staff continued to receive professional development on how to develop inferencing skills with their students. All staff provided monthly instruction and assessment for students regarding inferencing skills.
Goal 4: Writing for Communication
- Previous studies of item analysis demonstrated that there is a deficiency in the use of supporting details in writing across genre and there is a discrepancy in the performance level between males and females with males demonstrating lower proficiency. In 2010-2011, BHS staff received professional development to help them understand the gender differences of their students and how to inspire all of their students by understanding the gender differences. In 2011-2012, BHS received professional development to help them teach students how to write using supporting details. All staff, not solely our English teachers, provided monthly instruction and assessment for students regarding writing with supporting details.
In 2011-2012 Bedford High School worked across all subject areas to target our school improvement goals within Math, Reading, and Writing. We look forward to continuing this team effort during 2012-2013. Additional information regarding the NCA recommendations and school improvement goals can be obtained by contacting the principal’s office.
A BRIEF DESCRIPTION OF EACH SPECIALIZED SCHOOL
Open Door is the name of Bedford High School’s alternative education program. Although Bedford High School’s Open Door is not a specialized school, it is a specialized program that is not located on the main campus. Open Door, offers a total educational program designed for 16 – 20 year old students who have not experienced success in the traditional high school program due to attendance, discipline or personal problems, but wish to earn a high school diploma. Application for admission to the Open Door program must be made with the high school principal or through the counseling office. Curriculum and school improvement plans are available from the high school principal.
2010-2011 2011-2012
Open Door Students Served Grades (9-12) 38 27
Students graduated 5 4
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 goal of Bedford Public Schools is to provide all learners with a solid foundation of skills, knowledge, and understanding that is necessary for their continual growth and success as students within the school community and as productive adult members of society. Therefore, Bedford Public Schools follows a curricular process that establishes a core curriculum for students at all levels, which is developmentally appropriate and aligned with the Michigan Content Standards and Benchmarks, Grade Level Content Expectations, Michigan Merit Curriculum Course Content Expectations and the Building/District Mission Statements.
The District's K-12 curriculum review process allows for the systematic review and development of the State core-curriculum. This review process follows a cycle that examines, refines, and updates the curriculum areas of English/Language Arts, math, science, and social studies as well as art, music, physical education, vocational education, and world languages.
Building level educational committees develop School Improvement Plans, North Central Accreditation goals (NCA), and building level objectives for the purpose of reviewing the core curriculum. Teachers serve as department chairs within each building and as curriculum representatives or K-12 Curriculum Coordinators at the District level.
All Curriculum committees work throughout the year, within their specific areas, to continually update and align the curriculum, prepare professional development, and review the Districts’ assessment results.
Bedford High School’s core curriculum is aligned with the state standards and the Bedford High School Curriculum Guide is available on-line at the following web address. http://www.bedford.k12.mi.us/~shs/Registration/REGISTRATION template.htm
THE AGGREGATE STUDENT ACHEIVEMENT RESULTS FOR ANY LOCAL COMPETENCY TESTS OR NATIONALLY NORMED ACHIEVEMENT TESTS
Pre-Scholastic Aptitude Test (PSAT)
National Merit Scholarships are awarded to students, nationally, based on PSAT test results from the students' junior year. Typically, one to three Bedford students, per year, score high enough to be named National Merit Scholarship semifinalists. To qualify for semifinalist status, students must score in the top half of the top percentile of all scores within the state.
PSAT 2009-2010 PSAT 2010-2011 PSAT 2011-2012
93 students tested 108 students tested 71 students tested
Scholastic Aptitude Test (SAT)
Few Bedford High School students participate in the SAT test. The primary reason for the small number of students taking this test is that the ACT test is the preferred assessment instrument for colleges and universities in this area of the country.
SAT 2010-2011 (7 students tested)
BHS National
Writing 547 492
Math 588 516
Reading 565 501
SAT 2011-2012 (8 students tested)
BHS National
Writing 447 489
Math 578 514
Reading 537 497
Pre ACT Test (PLAN)
This test is intended to help sophomores who are preparing for the ACT test. Historically, students volunteered to take this test outside of the school hours. Starting with the 2009-2010 school year, BHS administered the PLAN test to every 10th grade student.
2010-2011 409 students took the PLAN test.
BHS Average National Average
English 17.1 16.9
Mathematics 18.0 17.4
Reading 18.5 16.9
Science 18.6 18.2
Composite 18.2 17.5
2011-2012 403 students took the PLAN test.
BHS Average National Average
English 17.4 16.2
Mathematics 18.4 17.6
Reading 18.6 16.7
Science 19.3 17.8
Composite 18.5 17.2
American College Testing (ACT)
Every 11th grade student in the state of Michigan takes the ACT test as part of the Michigan Merit Exam (MME). Data describing the performance of Bedford High School students can be found in the Annual Education Report at this linked document or you may review a copy from the Bedford High School main office.
IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY PARENTS AT PARENT-TEACHER CONFERENCES
2010-2011
283 BHS students or 17% of BHS students were represented by one or more parent/guardians at the parent-teacher conferences.
2011-2012
Term 1 - 202 or 13% of BHS students were represented by one or more parents at the P/T conferences.
Term 2 – 184 or 12% of BHS students were represented by one or more parents at the P/T conferences.
Term 3 – 103 or 6% of BHS students were represented by one or more parents at the P/T conferences.
Traditional interim progress reports and parent / teacher conferences are quickly becoming a thing of the past. This is a result of the 24-7 access that parents have to our teachers through our on-line gradebooks and mark reporting features.
COLLEGE CREDIT OPPORTUNITIES
Bedford High School students have the opportunity to earn college credit through Advance Placement (AP) courses and through dual enrollment.
Bedford High School offers seven AP courses to students annually. Students enrolled in six of those courses during the 2011-2012 school year.
AP Course Brief Descriptions 2010-2011 2011-2012
American History Civil War to Present Day Yes Yes
Biology Integration of Biology Yes Yes
Calculus Algebraic, trigonometric Yes Yes
College English Literature, composition Yes Yes
Government Political system No Yes
Physics Classical & Modern Physics No No
Statistics Analyzing data Yes Yes
Advanced Placement / College Board |
2010-2011 |
2011-2012 |
# of students eligible for AP courses (grades 10,11,12) |
1236 |
1197 |
# of students enrolled in AP courses |
213 |
127 |
% of eligible students enrolled in AP (grades 10,11,12) |
17.2% |
10.6% |
# of students enrolled in AP who earned college credit (score of 3 or better) |
77 |
75 |
% of eligible students enrolled in AP (grades 10,11,12) who earned college credit |
36.% |
59.1% |
# of college courses in which PS credit will be granted. (score of 3 or better) |
103 |
98 |
Bedford High School has many students who are dual enrolled in both high school and college courses. All of the students listed below took college courses at Monroe County Community College.
Dual Enrollment |
2010-2011 |
2011-2012 |
# of students eligible for DE |
744 |
779 |
# of students enrolled in DE |
56 |
57 |
% of eligible students enrolled in DE |
7.53% |
7.32% |
# of students enrolled in DE who earned college credit |
53 |
48 |
% of eligible students enrolled in DE who earned college credit |
96.97% |
91.43% |
# of college courses in which PS credit was granted |
96 |
96 |
The information below summarizes Bedford High School students’ post-secondary accomplishments. The data is a compilation of both AP and dual enrollment. Very few students take part in both AP and dual enrollment. If a student took part in both they were counted twice in the below data.
Post Secondary / Dual Enrollment in combination with AP |
2010-2011 |
2011-2012 |
# of students eligible to take post secondary courses (grades 10,11,12) |
1236 |
1197 |
# of students enrolled in post secondary courses |
269 |
184 |
% of eligible students enrolled in PS courses |
22% |
15% |
# of students enrolled in post secondary courses who earned college credit. |
130 |
123 |
% of eligible students enrolled in PS courses who earned college credit |
48% |
67% |
# of college courses in which PS credit will be granted |
199 |
194 |
The 2011-2012 school year was a tremendous year for the Bedford High School students and staff. We are extremely proud of our accomplishments and we are looking forward to additional growth in student accomplishments in the 2012-2013 school year.
Sincerely,
Scott A. Stalker
Principal |
