Stevenson High School

Transcription

1 LIVONIA PUBLIC SCHOOLS BOARD OF EDUCATION Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Eileen McDonnell, Trustee Julie Robinson, Trustee Randy Roulier, Trustee Dr. Randy Liepa, Superintendent Six Mile Road Livonia, MI James Gibbons, Principal Marjorie Moore, Principal

2 15125 Farmington Road Livonia MI Phone (734) August 20, 2013 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the educational progress for. 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 me, James Gibbons, Principal of, for assistance. The AER is available for you to review electronically by visiting the following web site or you may review a copy by contacting the Stevenson High School office. The AER has two major sections to it that are required by state law. The information contained in the first section was compiled by district staff. It presents relevant information about our district, our academic programs, school improvement efforts, two years of results on district developed assessments and nationally norm referenced assessments. It also includes the district s parent involvement policy and specialized programs. The second section of the report contains information provided by the Michigan Department of Education. 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. has not been identified as a Reward, Focus or Priority School by the Michigan Department of Education. Our biggest challenge is to improve the scores of the bottom 30% of our students. The key initiatives are: Authentic Literacy Staff Professional Development o Differentiated Instruction o Reading strategies o Writing skills and strategies o ACT writing style activities o Use of Formative Assessments o Data analysis o Lab activities Summer Math worksheets Co-taught classes These initiatives are intended to accelerate the student achievement of subgroups, including the state s new Bottom 30%, that are not meeting our school s proficiency targets. 2

3 Our collaborative efforts positively impact our school s success and student achievement. Sincerely, James Gibbons Principal The Livonia Public Schools School District prohibits unlawful discrimination on the basis of race, color, religion, sex, national origin, age, height, weight, marital status, handicap or disability in any of its educational programs or activities. The following person has been designated to handle inquires regarding the nondiscrimination policies: Director of Human Resources, Farmington Road, Livonia, MI (734) MISSION STATEMENT - Striving for Excellence; Learning for Life. SCHOOL PROFILE serves 1,980 students in grades The principal of is James Gibbons and the assistant principals are Ani Akaraz, Gary Harper and Pete Mazzoni. The athletic administrator is Lori Hyman. There are 109 professional teaching staff members including; one media specialist, and seven counselors. In addition, Stevenson has the following support staff: student assistance person, school psychologist, school social worker, speech and language therapist, resource classroom teacher, occupational and physical therapist, and homebound services. The building support staff includes 10 custodians, 6 secretaries, 4 paraprofessionals and 11 lunchroom workers. GRADUATION REQUIREMENTS The Board of Education has established a specific core curriculum that requires 23 units in grades Graduation Requirements for Classes 2012 and Beyond: 4.0 units in language arts; 4.0 units in mathematics; 3.0 units in science; 3.0 units in social studies; 1.0 unit in physical education and health; 1.0 unit in visual performing and/or applied arts; 20 hours of online experience provided in core courses; 7.0 units in electives 3

4 State law requires that we report the following additional information. ASSIGNING PUPILS TO THE SCHOOL All students are assigned to based upon attendance within the geographic boundaries of the school. SCHOOL IMPROVEMENT School Improvement is a process by which stakeholders in a school environment work cooperatively to improve student achievement of the core curriculum goals. The process relies on staff, parents, and students participating in collaborative decision making in formulating and implementing a plan for continuous quality improvement. Our building steering committee consists of 11 stakeholder representatives. This year we continued to monitor the implementation of the seven NCA standards. Our efforts this year were to develop an action plan to increase student achievement in reading, math and writing, in alignment with the district school improvement plan. Much of our professional development and collaboration time this year included topics such as writing using the ACT prompts, analyzing student data using the CLASS A database system, assisting all learners using technology, developing common assessments, and team teaching to support students with disabilities and efforts to prevent bullying. School improvement goals for : 1. All students at will be proficient in Math. 2. All students will be proficient in reading. 3. All students will improve in writing. 4. All students will be proficient in science. School improvement goals for : 5. All students at will be proficient in Math. 6. All students will be proficient in reading. 7. All students will improve in writing. The Livonia Public Schools School District has been awarded the highest level of district accreditation through North Central Association (NCA), which is part of the AdvanceEd International School Accreditation Commission. Through the district accreditation process, also received NCA accreditation. The NCA accreditation process supports and validates individual school improvement efforts. SPECIALIZED SCHOOLS OR PROGRAMS In addition to the regular 9-12 program, our high school students may be enrolled in the Career Intern Program; vocational study at the Livonia Career Technical Center; International Bachelorette (IB) program at Franklin; Mathematics, Science and Computer (MSC) program at Churchill; Creative and Performing Arts (CAPA) program at Churchill; Global Education program at Stevenson; and the special education, pre-vocational and vocational education program for students with disabilities at Franklin, Churchill and at the Western Wayne Skill Center. Other special education programs for high school students are available in western Wayne County for our students with disabilities based upon their individual needs. Specific information about these programs is available on the district Web site at 4

5 CORE CURRICULUM The core curriculum at provides learning experiences in all areas of language arts (reading, writing, speaking, listening), mathematics, social studies, science, health, physical education, art, vocal and instrumental music, computer instruction, business, foreign language, family life, industrial technology, vocational education, career and educational planning. Livonia Public Schools instructional program is designed to prepare students to become adults who can be... participating members of a democratic society productive members of a community caring family members life long learners To assume the adult roles students will need to... Respect self, others, and the environment. Communicate effectively. Know how to learn and work productively. Acquire and process information. Use critical and creative thinking to make decisions and solve problems. Work and participate independently and cooperatively. Acquire a core of understandings and competencies within the content areas. A copy of the core curriculum may be obtained from the district s Academic Services Department. STUDENT ACHIEVEMENT ON NATIONAL ASSESSMENTS The district administers PLAN to tenth grade students in October. PLAN (Mean Score) GRADE All Male Female Stevenson District National 17.5 NA NA All Male Female Stevenson District National 17.2 N/A N/A ENROLLMENT IN AP/COLLEGE LEVEL COURSES During the school year, 316 students were enrolled in 8 different Advanced Placement (AP) courses taught at. This is 26.9% of the building enrollment. The following chart shows two years of data at the school and state levels. Listed are the overall total exams, total unique students and both the number and percentage of AP students with one or more scores of 3 or higher (demonstrated college-level achievement through AP courses and exams. 5

6 AP EXAMS Stevenson State Total AP Testing ,046 52,736 Number of Exams ,721 84,396 AP with Scores ,836 35,142 % of Total AP with Scores 3+ 87% 79.8% 66.9% 66.6% The following chart shows the number of students enrolled in post secondary courses in local colleges as well as the percentage as related to the total building enrollment tables. DUAL ENROLLMENTS Stevenson Post Secondary (Dual Enrollment) % Post Secondary (Dual Enrollment) % % PARENT TEACHER CONFERENCES One of the most important factors of a student s success in school is the involvement of parents or guardians in the educational process. has a high degree of parent participation at all parent information sessions. These sessions include Open House, Parent/Teacher Conferences, and the Parent Fair. A total of 8,878 conferences (44.8% of Stevenson families) were held this school year during the parent/teacher conference sessions. A total of 9,299 conferences (45.2% of Stevenson families) were conducted during this time during the school year. Approximately 1,895 families have signed up and receive school information and updates via eblast Mailout from the principal s office. During the school year 265 notices (over 500,000 contacts) were sent to parents electronically. Stevenson also disseminates information through its website, facebook, and twitter accounts. Parents may also access their student s grade and attendance through a secure website. Parent groups at Stevenson include the Stevenson PTSA, Stevenson Booster Club, Stevenson Music Boosters, Global Education Parent Group, and the Parent Advisory Council. In addition, the following parent information sessions occur on an annual basis: Fall Open House, Parent-Teacher Conferences (both semesters), Incoming Parent Night, Parochial Parent Night, Junior College Night, PTSA meetings (monthly), and Booster Club meetings (monthly). 6

7 PARENT INVOLVEMENT No Child Left Behind (NCLB) requires the annual dissemination of the district s policy on Parent Involvement. BOARD POLICY IDD(1) PARENT INVOLVEMENT JUNE 20, 2011 The Board strongly encourages and welcomes the involvement of parent(s)/guardian(s) in all of the District s educational programs. It is recognized and appreciated that parents/guardians are the first teachers of their children, and that their interest and involvement in the education of their children should not diminish once their child enters the schools of the District. Accordingly, the Board directs, by the adoption of this policy, that the administration shall design a program/plan that will encourage parent(s)/guardian(s) participation that may include, but not be limited to: The development and review of instructional materials; input on the ways that the District may better provide parent(s)/guardian(s) with information concerning current laws, regulations, and instructional programs; and District offerings of training programs to instruct parent(s)/guardian(s) how to become more involved in their child s educational programs. Pursuant to state law, the Superintendent shall provide a copy of the District s Parental Involvement plan to all parents. Reference: 20 USCA 6316, 20 USCA 6318 (No Child Left Behind Act) The district s Parent Involvement Plan is available on the district s website, which is linked to each school s website. 7

8 The following pages are provided by the Michigan Department of Education and fulfill federal NCLB reporting requirements. These pages cannot be amended, modified or adjusted. They must be included as provided by the state. The state assessment data contained in the following pages does not include a description of the assessments. We have provided the following definitions to assist you in your understanding of the assessments. MME assesses mathematics, reading, writing, science and social studies to all eleventh grade students. Only ELA/reading and mathematics scores are reported. MI-Access is Michigan s alternate assessment system, designed for students with cognitive impairments whose IEP (Individualized Educational Program) Team has determined that MEAP assessments, even with accommodations, are not appropriate. Participation is for students with severe cognitive impairment, or those who function as if they have such impairment. Supported Independence is for students with moderate cognitive impairment, or those who function as if they have such impairment. Functional Independence is for students with mild cognitive impairment, or those who function as if they have such impairment. 8

9 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) No Data to Display Page 1 of 26

10 Michigan Merit Examination (MME) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 11th Grade All Mathematics 11th Grade All Mathematics 11th Grade African American Mathematics 11th Grade African American Mathematics 11th Grade American Indian Mathematics 11th Grade American Indian Mathematics 11th Grade Asian Mathematics 11th Grade Asian Mathematics 11th Grade Hispanic of Any Race Mathematics 11th Grade Hispanic of Any Race Mathematics 11th Grade Two or More Races Mathematics 11th Grade Two or More Races Mathematics 11th Grade White Mathematics 11th Grade White Mathematics 11th Grade Female Mathematics 11th Grade Female Page 2 of 26

11 Michigan Merit Examination (MME) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 11th Grade Male Mathematics 11th Grade Male Mathematics 11th Grade Economically Disadvantaged Mathematics 11th Grade Economically Disadvantaged Mathematics 11th Grade English Language Learners Mathematics 11th Grade English Language Learners Mathematics 11th Grade With Disabilities Mathematics 11th Grade With Disabilities Reading 11th Grade All Reading 11th Grade All Reading 11th Grade African American Reading 11th Grade African American Reading 11th Grade American Indian Reading 11th Grade American Indian Page 3 of

12 Michigan Merit Examination (MME) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 11th Grade Asian Reading 11th Grade Asian Reading 11th Grade Hispanic of Any Race Reading 11th Grade Hispanic of Any Race Reading 11th Grade Two or More Races Reading 11th Grade Two or More Races Reading 11th Grade White Reading 11th Grade White Reading 11th Grade Female Reading 11th Grade Female Reading 11th Grade Male Reading 11th Grade Male Reading 11th Grade Economically Disadvantaged Reading 11th Grade Economically Disadvantaged Reading 11th Grade English Language Learners Page 4 of 26

13 Michigan Merit Examination (MME) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 11th Grade English Language Learners Reading 11th Grade With Disabilities Reading 11th Grade With Disabilities Science 11th Grade All Science 11th Grade All Science 11th Grade African American Science 11th Grade African American Science 11th Grade American Indian Science 11th Grade American Indian Science 11th Grade Asian Science 11th Grade Asian Science 11th Grade Hispanic of Any Race Science 11th Grade Hispanic of Any Race Science 11th Grade Two or More Races Page 5 of 26

14 Michigan Merit Examination (MME) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Science 11th Grade Two or More Races Science 11th Grade White Science 11th Grade White Science 11th Grade Female Science 11th Grade Female Science 11th Grade Male Science 11th Grade Male Science 11th Grade Economically Disadvantaged Science 11th Grade Economically Disadvantaged Science 11th Grade English Language Learners Science 11th Grade English Language Learners Science 11th Grade With Disabilities Science 11th Grade With Disabilities Page 6 of 26

15 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year % Tested State % District % School % % Exceeded % Met % wprogressing No Data to Display Page 7 of 26

16 MI-Access Functional Independence Subject Grade Testing Group School Year % Tested State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 8 of 26

17 MI-Access Supported Independence Subject Grade Testing Group School Year % Tested State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 9 of 26

18 MI-Access Participation Subject Grade Testing Group School Year % Tested State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 10 of 26

19 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All Statewide Mathematics 98.7% 58.2% Bottom 30% Statewide Mathematics 11.2% African American Statewide Mathematics 96.9% 32.7% American Indian Statewide Mathematics 98.5% 48.4% Asian Statewide Mathematics 99.4% 81.5% Hispanic of Any Race Statewide Mathematics 98.6% 45.9% Native Hawaiian or Other Pacific Islander Statewide Mathematics 97.4% 64.9% Two or More Races Statewide Mathematics 99.2% 55.9% White Statewide Mathematics 99.2% 64.4% Economically Disadvantaged Statewide Mathematics 98.2% 43.7% English Language Learners Statewide Mathematics 98.9% 36.9% With Disabilities Statewide Mathematics 97.8% 32.5% All District Mathematics 99.6% 74.9% Bottom 30% District Mathematics 25.7% African American District Mathematics 99.1% 50.3% American Indian District Mathematics 100.0% 82.8% Asian District Mathematics 99.7% 87.7% Hispanic of Any Race District Mathematics 99.4% 72.4% Native Hawaiian or Other Pacific Islander District Mathematics 100.0% 50.0% Two or More Races District Mathematics 99.7% 72.6% White District Mathematics 99.6% 76.8% Economically Disadvantaged District Mathematics 99.5% 60.9% English Language Learners District Mathematics 99.4% 61.0% With Disabilities District Mathematics 99.2% 47.7% All School Mathematics 98.6% 64.5% Bottom 30% School Mathematics 1.4% African American School Mathematics 100.0% 23.1% American Indian School Mathematics 100.0% 100.0% Asian School Mathematics 100.0% 64.3% Hispanic of Any Race School Mathematics 87.5% 42.9% Page 11 of 26

20 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Two or More Races School Mathematics 100.0% 53.9% White School Mathematics 98.7% 66.4% Economically Disadvantaged School Mathematics 97.1% 41.9% English Language Learners School Mathematics 100.0% 33.3% With Disabilities School Mathematics 100.0% 12.5% All Statewide Reading 99.0% 83.1% Bottom 30% Statewide Reading 51.3% African American Statewide Reading 97.3% 67.9% American Indian Statewide Reading 98.8% 79.7% Asian Statewide Reading 100.3% 90.1% Hispanic of Any Race Statewide Reading 99.2% 77.0% Native Hawaiian or Other Pacific Islander Statewide Reading 97.4% 85.7% Two or More Races Statewide Reading 99.4% 83.6% White Statewide Reading 99.4% 86.9% Economically Disadvantaged Statewide Reading 98.6% 74.8% English Language Learners Statewide Reading 100.5% 62.4% With Disabilities Statewide Reading 98.1% 51.8% All District Reading 99.7% 88.1% Bottom 30% District Reading 63.3% African American District Reading 99.6% 69.3% American Indian District Reading 100.0% 82.8% Asian District Reading 99.7% 92.8% Hispanic of Any Race District Reading 99.4% 88.5% Native Hawaiian or Other Pacific Islander District Reading 100.0% 75.0% Two or More Races District Reading 99.7% 88.4% White District Reading 99.7% 89.6% Economically Disadvantaged District Reading 99.6% 77.3% English Language Learners District Reading 99.4% 70.8% With Disabilities District Reading 99.2% 58.2% All School Reading 98.6% 88.3% Page 12 of 26

21 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Bottom 30% School Reading 61.1% African American School Reading 100.0% 69.2% American Indian School Reading 100.0% 100.0% Asian School Reading 100.0% 85.7% Hispanic of Any Race School Reading 87.5% 100.0% Two or More Races School Reading 100.0% 92.3% White School Reading 98.7% 88.6% Economically Disadvantaged School Reading 97.1% 75.8% English Language Learners School Reading 100.0% 33.3% With Disabilities School Reading 100.0% 41.7% All Statewide Science 97.9% 38.6% Bottom 30% Statewide Science 1.0% African American Statewide Science 94.8% 12.8% American Indian Statewide Science 97.5% 29.4% Asian Statewide Science 99.1% 57.4% Hispanic of Any Race Statewide Science 97.9% 22.9% Native Hawaiian or Other Pacific Islander Statewide Science 93.7% 49.2% Two or More Races Statewide Science 98.7% 35.7% White Statewide Science 98.7% 45.0% Economically Disadvantaged Statewide Science 97.0% 22.9% English Language Learners Statewide Science 98.0% 7.6% With Disabilities Statewide Science 96.5% 15.1% All District Science 99.4% 46.2% Bottom 30% District Science 2.2% African American District Science 99.1% 14.9% American Indian District Science 100.0% 40.0% Asian District Science 99.2% 57.6% Hispanic of Any Race District Science 98.5% 42.7% Native Hawaiian or Other Pacific Islander District Science Two or More Races District Science 98.6% 38.9% Page 13 of 26

22 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* White District Science 99.5% 49.3% Economically Disadvantaged District Science 99.4% 29.3% English Language Learners District Science 98.4% 4.1% With Disabilities District Science 98.9% 18.1% All School Science 98.6% 65.1% Bottom 30% School Science.7% African American School Science 100.0% 7.7% American Indian School Science 100.0% 100.0% Asian School Science 100.0% 71.4% Hispanic of Any Race School Science 87.5% 42.9% Two or More Races School Science 100.0% 53.9% White School Science 98.7% 67.3% Economically Disadvantaged School Science 97.1% 50.0% English Language Learners School Science 100.0% 0% With Disabilities School Science 100.0% 8.3% All Statewide Social Studies 96.7% 57.5% Bottom 30% Statewide Social Studies 8.8% African American Statewide Social Studies 92.4% 27.9% American Indian Statewide Social Studies 95.9% 52.3% Asian Statewide Social Studies 99.0% 73.6% Hispanic of Any Race Statewide Social Studies 96.1% 43.0% Native Hawaiian or Other Pacific Islander Statewide Social Studies 93.2% 59.7% Two or More Races Statewide Social Studies 97.6% 53.5% White Statewide Social Studies 98.0% 64.7% Economically Disadvantaged Statewide Social Studies 95.1% 40.3% English Language Learners Statewide Social Studies 96.4% 19.6% With Disabilities Statewide Social Studies 91.9% 22.3% All District Social Studies 99.2% 66.9% Bottom 30% District Social Studies 10.0% African American District Social Studies 98.2% 39.1% American Indian District Social Studies 100.0% 61.5% Page 14 of 26

23 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Asian District Social Studies 99.2% 82.6% Hispanic of Any Race District Social Studies 98.5% 63.9% Native Hawaiian or Other Pacific Islander District Social Studies 50.0% Two or More Races District Social Studies 99.4% 63.5% White District Social Studies 99.3% 69.0% Economically Disadvantaged District Social Studies 99.0% 51.3% English Language Learners District Social Studies 98.1% 29.3% With Disabilities District Social Studies 97.9% 28.3% All School Social Studies 99.3% 85.4% Bottom 30% School Social Studies 51.4% African American School Social Studies 100.0% 38.5% American Indian School Social Studies 100.0% 100.0% Asian School Social Studies 100.0% 85.7% Hispanic of Any Race School Social Studies 95.7% 85.7% Two or More Races School Social Studies 100.0% 76.9% White School Social Studies 99.3% 87.0% Economically Disadvantaged School Social Studies 99.3% 73.0% English Language Learners School Social Studies 100.0% 66.7% With Disabilities School Social Studies 101.6% 25.0% All Statewide Writing 98.2% 69.4% Bottom 30% Statewide Writing 21.9% African American Statewide Writing 95.6% 48.8% American Indian Statewide Writing 97.7% 61.6% Asian Statewide Writing 98.9% 82.9% Hispanic of Any Race Statewide Writing 98.0% 59.7% Native Hawaiian or Other Pacific Islander Statewide Writing 94.5% 74.4% Two or More Races Statewide Writing 98.9% 68.5% White Statewide Writing 98.9% 74.3% Economically Disadvantaged Statewide Writing 97.3% 55.7% English Language Learners Statewide Writing 97.3% 42.1% Page 15 of 26

24 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* With Disabilities Statewide Writing 96.6% 27.9% All District Writing 99.4% 77.2% Bottom 30% District Writing 30.0% African American District Writing 99.6% 47.4% American Indian District Writing 100.0% 83.3% Asian District Writing 99.1% 86.4% Hispanic of Any Race District Writing 97.8% 72.3% Native Hawaiian or Other Pacific Islander District Writing 100.0% Two or More Races District Writing 99.3% 76.2% White District Writing 99.5% 79.4% Economically Disadvantaged District Writing 99.4% 64.2% English Language Learners District Writing 98.6% 54.1% With Disabilities District Writing 98.5% 33.9% All School Writing 98.6% 82.7% Bottom 30% School Writing 42.4% African American School Writing 100.0% 30.8% American Indian School Writing 100.0% 100.0% Asian School Writing 100.0% 92.9% Hispanic of Any Race School Writing 87.5% 57.1% Two or More Races School Writing 100.0% 76.9% White School Writing 98.7% 84.5% Economically Disadvantaged School Writing 97.1% 66.1% English Language Learners School Writing 100.0% 0% With Disabilities School Writing 100.0% 20.8% Page 16 of 26

25 Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 80%) All Statewide 76.2% African American Statewide 59.9% American Indian Statewide 66.4% Asian Statewide 87.4% Hispanic of Any Race Statewide 64.3% Migrant Statewide 68.3% Native Hawaiian or Other Pacific Islander Statewide 73.2% Two or More Races Statewide 73.5% White Statewide 81.5% Female Statewide 80.8% Male Statewide 72.0% Economically Disadvantaged Statewide 64.0% English Language Learners Statewide 63.1% With Disabilities Statewide 53.5% Homeless Statewide 53.8% All District 89.2% African American District 72.9% Asian District 86.1% Hispanic of Any Race District 91.9% Two or More Races District 93.6% White District 90.4% Economically Disadvantaged District 81.0% With Disabilities District 56.2% All School 94.6% White School 94.9% Economically Disadvantaged School 91.1% With Disabilities School 80.4% * All data based on students enrolled for a full academic year. Page 17 of 26

26 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 90%) All Statewide 94.0% All District 96.0% All School 98.0% * All data based on students enrolled for a full academic year. Page 18 of 26

27 Accountability Status District Data District Name Reading Status Reading Score Writing Status Writing Score Math Status Math Score Science Status Science Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display Page 19 of 26

28 Accountability Status School Data District Name School Name Title 1 Status Reading Status Reading Score Writing Status Writing Score Math Status Math Score Science Status Science Score Social Studies Status Social Studies Score Overall Status Overall Score Livonia Public Schools School District Stevenson High School Green 2 Green 2 Green 2 Green 2 Green 2 Yellow 39 Page 20 of 26

29 Teacher Quality - Qualification Other B.A. M.A. P.H.D. Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g., percentage of teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers Teacher Quality - Class School Aggregate High-Poverty Schools Low-Poverty Schools Percentage of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers 0.0% 0.0% 0.0% Teacher Quality - Provisional Certification Percent Percentage of Public Elementary and Secondary School Teachers in the School with Emergency Certification 0% Page 21 of 26

30 NAEP Grade 4 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 2011 Mathematics Achievement. Page 22 of 26

31 NAEP Grade 8 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 2011 Mathematics Achievement. Page 23 of 26

32 NAEP Grade 4 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Reading Assessment. Page 24 of 26

33 NAEP Grade 8 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Reading Assessment. Page 25 of 26

34 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Standard Error 4 Math Reading Math Reading Page 26 of 26