January 26, 2026
Dear Parents and Community Members:
We are pleased to present you with the Annual Education Report (AER), which provides key information on the 2024-25 educational progress for Brown City Elementary School. The AER addresses the complex reporting information required by federal and state laws. The school’s report contains information about accountability, student assessment, and teacher quality. If you have any questions about the AER, please contact Sean Hagey for assistance.
The AER is available for you to review electronically by visiting the following website: https://shorturl.at/v8U3K , or you may review a copy in the main office at your child’s school.
For the 2025-26 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 group in 2024-25. An Additional Targeted Support (ATS) school is one that had at least one student group 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%, failed to exit CSI status in 2024-25, or failed to exit ATS status in 2021-22. Some schools are not identified with any of these labels. In these cases, no status label is given.
Our school has not been given one of these labels.
The primary challenge facing Brown City Elementary continues to be closing the achievement gap for our at-risk student populations, specifically those identified as economically disadvantaged. According to the most recent Annual Education Report (AER) data, proficiency levels for economically disadvantaged students in ELA grades 3–6 currently average 34.3%, while math proficiency for the same group stands at 32.8%. While these figures represent a slight increase from the previous year’s averages of 33.3% in ELA and 30% in math, they remain a central focus for the 2024-25 school year as we strive to return to pre-pandemic performance levels.
Furthermore, we are closely monitoring the "not proficient" student group, where data shows that 32.1% of students in ELA and 28.5% in math require targeted support to reach grade-level standards. To accelerate achievement and close these persistent gaps, we are utilizing high-leverage best practice strategies reinforced through ongoing professional development and data-driven strategies. Our literacy initiative is the continued use of the Amplify Reading program in grades K–6, which allows teachers to use progress-monitoring data to facilitate intensive, small-group interventions.
For mathematics, we have moved into full implementation of the iReady Math program across all grade levels following a successful pilot. The iReady diagnostic data allows our staff to create individualized "pathways for success" and informs our dedicated math intervention blocks, ensuring that instruction is precisely leveled to meet the needs of every student.
State law requires that we also report additional information.
1. Process for Assigning Pupils to the School
Resident pupils in grades K-6 are assigned to this school, as well as K-6 students applying under Schools of Choice.
2. The Status of the 3-5 Year School Improvement Plan
Brown City Elementary meets all requirements for accreditation in the State of Michigan. In addition, our School Improvement Team is comprised of building administrators, Title I Direction, teacher representatives, and community, and school board representatives. The purpose of this committee is to develop and oversee building level goals and to make certain those programs are leading our students toward those goals. This team determines building level decisions regarding school improvement goals and curriculum. Building level school improvement plans are reviewed yearly and revisions are made for submission to the State of Michigan.
3. A Brief Description of Each Specialized School
The Brown City Elementary School building also houses a Great Start Readiness (GSR) and tuition-based preschool.
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 core curriculum is available upon request through the principal’s office. The curriculum does not vary from the state’s model. Grade level and content area committees, along with the Principal and Curriculum Director/Title I Director, meet throughout the year to ensure continuity and proper implementation.
5. The Aggregate Student Achievement Results for Any Local Competency Tests or Nationally Normed Achievement Tests
Students grades K through sixth are measured with the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) three times per year. Furthermore, students are assessed using DIBELS for math. Students use the computer-based test three times per year along with progress monitoring throughout the year. Students first through sixth grades participate in local grade level assessments at the end of each marking period. Aggregate student achievement results are available upon request. We are in our first year of iReady Assessments for both ELA and Math testing. The students are assessed three times in the year. This data will help us when evaluating student growth from year to year.
6. Identify the Number and Percent of Students Represented by Parents at Parent-Teacher Conferences
In 2024-25 approximately 93% our children were represented at conference time.
In 2023-24 approximately 91% our children were represented at conference time.
The hard work and dedication of the Brown City Elementary staff continue to yield inspiring results. This past year, our students demonstrated impressive proficiency on state assessments, notably surpassing state averages in ELA and Math for our economically disadvantaged population. While we celebrate these milestones, we also use them as a roadmap for future growth. Our focus remains centered on the whole child, ensuring that mental health and emotional well-being are prioritized as the foundation for academic success.
We are incredibly proud of the resilient spirit of our students and the unwavering support of our community. For BCES, the pursuit of excellence is a continuous path rather than a destination. By leveraging data to refine our teaching and utilizing our top-tier facilities, we ensure that Brown City Elementary is a place where every student can achieve their full potential. Together, we continue to build a legacy of progress and success.
Sincerely,
Sean M. Hagey
Brown City Elementary Principal
