Warren Consolidated Schools Creating Dynamic Futures through Student Achievement, High Expectations, and Strong Relationships

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1 Warren Consolidated Schools Creating Dynamic Futures through Student Achievement, High Expectations, and Strong Relationships ADMINISTRATION BUILDING 33 Anita Warren, MI WCS.KIDS Text WCSKIDS to 5778 Board of Education Susan G. Trombley, President Megan E. Papasian-Broadwell, Vice President Elaine G. Martin, Secretary Brian White, Treasurer Susan M. Jozwik, Trustee I. Susan Kattula, Trustee Kaitlynn Schwab, Trustee Annual Education Report (AER) Cover Letter Robert D. Livernois, Ph.D. Superintendent March, 27 Dear Parents and Community Members: We are pleased to present you with the Annual Education Report (AER) which provides key information on the 25-6 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 John Dignan for assistance. The AER is available for you to review electronically by visiting the following web site or you may review a copy in the main office at your child s school. For the 26-7 year, no new Priority or Focus schools were named; some Priority or Focus schools did exit their status because they met the exit criteria. New Reward schools were identified using school rankings and Beating the Odds information. A Focus school is one that has a large achievement gap between the highest and lowest achieving 3% of schools. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. A Reward school is one that has achieved one or more of the following distinctions: top 5% of schools on the Top-to-Bottom School Rankings, top 5% of schools making the greatest gains in achievement (improvement metric), or Beating the Odds by outperforming the school s predicted ranking and/or similar schools. Some schools are not identified with any of these labels. In these cases, no label is given. Our school was identified as a FOCUS SCHOOL. The administration, school improvement teams, and faculty are instituting several initiatives designed to improve overall student achievement. First, we are continuing to implement a close and critical reading focus in all core and elective courses throughout the school year. This five-year initiative has already demonstrated growth in overall achievement. Second, we have added supplemental after-school tutorial support that targets the four core academic areas of English, mathematics, science, and social studies. This is available to all students. International District Accreditation Warren Consolidated Schools is an equal opportunity employer. Auxiliary aids and services are available upon request to individuals with disabilities. National Exemplary Schools

2 Third, we are adding an on-going online credit recovery program to allow students who experience academic failure opportunities to re-take and experience needed core college readiness coursework required for graduation. When students see a navigable path toward a long-term goal they are more motivated to succeed. We use our school improvement plan as our vehicle to implement our school improvement strategies which focuses on strengthening teacher knowledge of research-based intervention strategies in reading, writing, and mathematics, as well as knowledge of the Michigan State Standards and state assessments, and service to special sub-group populations. Additionally, WMHS administrative, instructional, and support staff focus on building authentic relationships with our existing and incoming families with academic excellence in mind. One of our school goals is post-secondary options for our students. We have created a College Access Team (CAT): Each CAT will establish a dedicated team of professionals to lead the effort to build a college-going culture in the high school building by implementing a prescribed suite of evidence-based/evidence-informed interventions. The team will include the principal, counselor(s), teachers, higher education representatives (admissions, financial aid, outreach), and community-based organizations. The team has adopted a college-going vision for our high school and determine baseline levels on the FAFSA indicators on college and career readiness. We have had a triad of College Access Events, the last three years: The school will plan and host a linked triad of college access events for this year s seniors including College Application Week & FAFSA completion drive in October, and College Decision Day in May. Finally, we are working to supplement our comprehensive high school experience with mentoring and positive support groups for all students. These mentoring programs facilitate proactive engagement in the learning process. We have a nationally acclaimed mentoring program, Winning Futures, and after school academic enrichment program through Wayne State University called C2 Pipeline. With these aforementioned initiatives, the faculty of shall endeavor to put student achievement as a primary focus in all things we do. State law requires that we also report the following additional information for the two most recent years:. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL: are assigned to schools according to their address of residence within the district s boundaries. Parents may request another school within the District under the Open Enrollment process, however, transportation is not provided. The Board of Education has determined that it will allow nonresident students, residing within the Macomb ISD, but whose parent(s) reside in the District, and who qualify to enroll in the District through a Schools of Choice program. 2. Presently, is entering the fifth year of our five-year school improvement plan. The process is dynamic and self-reflective. 3. Warren Consolidated Schools offers several specialized programs to meet the needs of a variety of learners.

3 The Macomb Math, and Technology Center (MMSTC) is an honors program for 9 th 2 th grade students in Macomb County districts who are interested in advanced/accelerated mathematics, science, and computer technology. must apply and be selected for the program based upon placement testing and teachers recommendation. The Center s program is a half day and students attend their home school for the remainder of the day. It is located at Butcher Educational Center. The Middle School Mathematics Technology Center (MS)2TC offers an advanced mathematics, science technology option for middle school students. who are accepted into the program will split their day between their home middle school, where they will take their social studies and two elective classes, and Butcher Educational Center, where they will take their mathematics, science and English language arts classes. The Middle School- School of Performing Arts (MSVPA) is an exciting, creative program that has been designed to build on the district s nationally-acclaimed, award-winning high school performing arts program (WCSPA) which is located in Sterling Heights. MS-WCSPA is intended for academically-focused and creative students who seek to blend their academic experience with interest in the performing arts. who are accepted into the program will split their school day between their home middle school, where they will take their language arts, science, and math classes, and Butcher Educational Center, where they will take their social studies and two performing arts electives. The performing arts electives will include visual arts, music, dance, and theatre exploratory experiences. The Career Preparation Center (CPC) programs are open to Clintondale, Fraser, and Warren Consolidated th and 2 th grade students. CPC programs are designed to provide students with skills to enter the workforce or continue with additional college or workplace training. Career Technical Education (CTE) classes at the CPC provide technical skills and knowledge. enrolled in these programs are often able to earn technical certifications as well as college credit. Community is an alternative education program for high school students. The primary objective of the school is to assist enrolled students in meeting their high school graduation requirements in a timely manner. It is located at the Flynn Educational Center along with the adult ESL program. The Hatherly Early Childhood Center supports the mission and vision of Warren Consolidated Schools in a variety of ways. The building is home to the WCS Early Childhood Special Education (ECSE) Program, the World of Fours (grant-supported pre-school for 4 year-olds) Program, Transitional kindergarten, and several Macomb- Intermediate School District Head-Start classrooms. Year-round education offers many benefits for students and families such as increased student achievement and retention rates, more effective learning environment by reduced time spent reviewing, expanded enrichment and intervention opportunities for students, and expanded educational choice options for

4 parents. Year-round education is offered at Siersma and Holden Elementary Schools. 4. Warren Consolidated Schools follows all State of Michigan curriculum guidelines. The Board of Education has adopted a core curriculum based on Michigan Curriculum Framework, Grade-Level Expectations/Michigan State Standards, and Michigan Merit Curriculum approved by the State Board of Education. A copy of the core curriculum may be accessed at 5. Fall 25 Iowa Proficient (M-Step Four Level Companion) Area Grade Total Level Pct Level 2 Pct Level 3 Pct Level 4 Pct Level 3 & 4 CORE % % % 22 6.% 34.9% ELA % % % % 42.6% Warren Mott MATH % 3 3.4% % % 28.8% CORE % % % % 47.3% ELA % % % % 48.2% MATH % % 3 28.% 47.7% 39.7% Level -23 NPR Level NPR Level NPR Level NPR 6. Parent Participation at Fall and Spring Conferences YEAR FALL SPRING % 3% % 22% CHANGE -4% -9% 7. Additional high school information: a. Dual Enrollment : 5 (.28%) b. Advanced Placement Courses offered: Advanced Placement/International Baccalaureate Advanced placement (AP) classes provide high school students with college-level classes. enrolled in AP courses earn college credit by taking the AP test in early May. enrolled in advanced placement classes who earn an overall grade of at least a C- earn an Honor point that is averaged into their GPA. Warren Consolidated Schools offers ten AP classes; these include: AP History AP Art AP Language and Composition AP Spanish Language AP Literature and Composition AP Psychology AP U.S. Government and Politics AP Biology AP Chemistry

5 AP Calculus c. The number and percentage of students enrolled in college equivalent courses (Advanced Placement): 85 students /.5% d. Dual Enrollment, 5 students/.28%. Finally, we are working to supplement our comprehensive high school experience with mentoring and positive support groups for all students. These mentoring programs facilitate proactive engagement in the learning process. We have a nationally acclaimed mentoring program, Winning Futures, and after school academic enrichment program through Wayne State University called C2 Pipeline. With these aforementioned initiatives, the faculty of shall endeavor to put student achievement as a primary focus in all things we do. We also added Raise the bar Tutoring this year. staff and administration are committed to a continuous improvement process that will improve student scores and increase the number of students testing proficient on student achievement standardized tests. Working together parents, teachers, and administrators can provide a quality educational experience ensuring a bright future for the students of the community. Many parents now access student progress through the PowerSchool Parent Portal. This online system informs parents, in real time, of a student s current grade. We promise to continue to work diligently with parents and faculty in an atmosphere that promotes a learning community characterized by student centered instruction and decisions, academic excellence, trust, respect, community involvement, excellent communications, and recognition of both student and staff achievement. We re committed to working in collaboration with all stakeholders to continue to develop and implement this shared vision. is a highly diverse community; we consider this our strength. We are committed to building solid, meaningful relationships with every child, his/her parents, and the broader community in our services to children. Thus our motto: A Community Here for Each Other. Our belief is that our diversity prepares our students to thrive in a global setting exposing them to people from all over the world. At we expect, insist upon, and support academic excellence; we believe in investing in the power of our students as their success is our legacy. Help us to continue to make America s premier address in education. Sincerely, John Dignan Principal,

6 2/7/27 M-STEP Grades 3- Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Advanced Proficient Partially Proficient Not Proficient ELA All % 35.7% 33.9% 8.8% 25.% 25.8% 4.3% ELA Indian or % < < < < < < ELA Asian % 47.9% 4.9% 7.7% 24.2% 35.5% 22.6% ELA Black or African % 28.2% 38.9% 5.6% 33.3% 2.4% 4.7% ELA Hispanic of Any Race % 2.% < < < < < ELA Two or More Races % 32.% < < < < < ELA ELA ELA ELA White % 35.7% 3.6% 7.8% 23.8% 24.5% 43.9% Female % 39.3% 4.%.3% 29.7% 26.2% 33.8% Male % 32.3% 28.6% 7.6% 2.% 25.4% 46.% Economically Disadvantaged % 25.6% 29.7% 7.7% 22.% 24.5% 45.8% ELA English Language Learners % 3.% 2.6%.% 2.6% 8.4% 78.9% ELA With Disabilities % 8.8% 5.3%.% 5.3% 5.8% 78.9% A service of the Center for Educational Performance and Information (CEPI) Page of 29

7 2/7/27 M-STEP Grades 3- Mathematics All % 8.9% 7.7% 7.7%.% 7.7% 64.6% Mathematics Indian or % < < < < < < Mathematics Asian % 3.% 29.% 2.% 8.% 24.2% 46.8% Mathematics Black or African % 9.9% 3.2%.% 3.2%.3% 75.5% Mathematics Hispanic of Any Race %.% < < < < < Mathematics Two or More Races % 4.% < < < < < Mathematics Mathematics Mathematics Mathematics White % 9.3% 6.% 5.8%.2% 8.% 66.% Female % 7.9% 6.5% 6.2%.3% 2.% 62.4% Male % 2.% 8.8% 8.9% 9.8% 4.7% 66.5% Economically Disadvantaged % 2.2% 4.3% 6.3% 8.% 5.% 7.6% Mathematics English Language Learners %.5%.3%.%.3% 5.3% 93.4% Mathematics With Disabilities %.3% 2.6%.% 2.6% 5.3% 92.% All % 6.% 6.% 5.3%.8% 23.4% 6.5% All % 9.3% 7.% 5.2%.8% 25.5% 57.4% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 29

8 2/7/27 M-STEP Grades 3- Indian or % < < < < < < Indian or % < < < < < < Asian % 24.4% 29.%.3% 7.7% 22.6% 48.4% Asian % 28.8% 27.6% 6.9% 2.7% 9.% 53.4% Black or African % 6.8% 9.4%.% 9.4% 26.4% 64.2% Black or African % 6.7% 8.%.3% 6.7% 8.7% 73.3% Hispanic of Any Race %.% < < < < < Hispanic of Any Race % 3.3% < < < < < Native Hawaiian or Other Pacific Islander % < < < < < < Two or More Races % 2.% < < < < < Two or More Races % 3.% < < < < < White % 6.6% 4.4% 4.8% 9.6% 23.7% 6.9% White % 2.% 7.3% 6.2%.% 28.7% 54.% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 29

9 2/7/27 M-STEP Grades 3- Female % 3.%.5% 3.% 8.3% 27.6% 6.9% Female % 7.% 4.5% 5.% 9.5% 3.5% 55.% Male % 8.9% 2.2% 7.2% 3.% 9.7% 6.% Male % 2.5% 9.6% 5.5% 4.2% 2.5% 59.8% Economically Disadvantaged Economically Disadvantaged % 9.8% 2.6% 5.6% 7.% 2.% 67.4% % 2.2%.8% 2.7% 9.% 2.4% 67.8% English Language Learners %.%.%.%.% 6.6% 93.4% English Language Learners %.5%.3%.%.3%.% 88.6% With Disabilities % 5.% 2.7% 2.7%.% 3.5% 83.8% With Disabilities % 3.6%.%.%.% 24.4% 75.6% All % 32.5% 34.7% 7.7% 27.% 36.% 29.2% All % 32.2% 28.7% 7.3% 2.4% 43.7% 27.6% Indian or % < < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 4 of 29

10 2/7/27 M-STEP Grades 3- Indian or % < < < < < < Asian % 42.% 48.4% 4.5% 33.9% 32.3% 9.4% Asian % 4.4% 36.2% 5.5% 2.7% 4.4% 22.4% Black or African % 22.2% 3.2% 3.8% 26.4% 43.4% 26.4% Black or African % 2.8% 7.3%.3% 6.% 4.3% 4.3% Hispanic of Any Race %.% < < < < < Hispanic of Any Race % 26.7% < < < < < Native Hawaiian or Other Pacific Islander % < < < < < < Two or More Races % 28.% < < < < < Two or More Races % 2.7% < < < < < White % 33.2% 33.% 7.2% 25.8% 36.% 3.9% White % 33.7% 3.4% 7.3% 23.2% 44.6% 24.9% Female % 28.6% 33.% 4.7% 28.3% 4.3% 26.7% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 29

11 2/7/27 M-STEP Grades 3- Female % 29.4% 25.% 5.% 2.% 5.4% 23.6% Male % 36.2% 36.2%.3% 25.9% 32.6% 3.3% Male % 35.% 32.4% 9.6% 22.8% 36.% 3.5% Economically Disadvantaged Economically Disadvantaged % 24.4% 29.9% 7.% 22.9% 36.2% 33.9% % 2.8% 22.% 5.% 6.9% 43.% 34.9% English Language Learners % 3.6% 5.3%.% 5.3% 35.5% 59.2% English Language Learners % 3.% 5.%.3% 3.8% 38.% 57.% With Disabilities % 2.5%.5%.%.5% 44.7% 44.7% With Disabilities % 9.5% 4.9%.% 4.9% 5.2% 43.9% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 29

12 2/7/27 SAT Location Name School Year Subject Student Group Mean SAT Score Benchmark Met or Exceeded % Met or Exceeded Did Not Meet % Did Not Meet Number Assessed 25-6 Total Score All 949. N/A 23.% % Total Score Indian or < N/A < < < < < 25-6 Total Score Asian N/A % % Total Score Black or African 25-6 Total Score Hispanic of Any Race 25-6 Total Score Native Hawaiian or Other Pacific Islander 25-6 Total Score Two or More Races 89.3 N/A < 8.% % 75 < N/A < < < < < < N/A < < < < < < N/A < < < < < 25-6 Total Score White 958. N/A % % Total Score Female N/A % % Total Score Male N/A % % Total Score Economically Disadvantaged 25-6 Total Score Not Economically Disadvantaged 98.8 N/A % % N/A % % 84 A service of the Center for Educational Performance and Information (CEPI) Page 7 of 29

13 2/7/27 SAT 25-6 Total Score English Language Learners 25-6 Total Score Not English Language Learners N/A < 6.3% % N/A % % Total Score Not Migrant 949. N/A 23.% % Total Score With Disabilities 25-6 Total Score Without Disabilities N/A < <5% 4 >95% N/A 25.4% % Total Score Homeless < N/A < < < < < 25-6 Total Score Not Homeless 95. N/A 23.% % Evidence- All % % Evidence- Indian or < 48 < < < < < 25-6 Evidence- Asian % % Evidence Evidence- Black or African Hispanic of Any Race % % 75 < 48 < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 8 of 29

14 2/7/27 SAT 25-6 Evidence Evidence- Native Hawaiian or Other Pacific Islander Two or More Races < 48 < < < < < < 48 < < < < < 25-6 Evidence Evidence Evidence- White % % 289 Female % % 22 Male % % Evidence Evidence- Economically Disadvantaged Not Economically Disadvantaged % % % 57 3.% Evidence Evidence- English Language Learners Not English Language Learners <.4% % % % Evidence- Not Migrant % % 439 A service of the Center for Educational Performance and Information (CEPI) Page 9 of 29

15 2/7/27 SAT 25-6 Evidence Evidence- With Disabilities Without Disabilities < 2.2% % % % Evidence Evidence- Homeless < 48 < < < < < Not Homeless % % Mathematics All % % Mathematics Indian or < 53 < < < < < 25-6 Mathematics Asian % % Mathematics Black or African 25-6 Mathematics Hispanic of Any Race 25-6 Mathematics Native Hawaiian or Other Pacific Islander 25-6 Mathematics Two or More Races < 2.% % 75 < 53 < < < < < < 53 < < < < < < 53 < < < < < 25-6 Mathematics White % % 289 A service of the Center for Educational Performance and Information (CEPI) Page of 29

16 2/7/27 SAT 25-6 Mathematics Female % % Mathematics Male % % Mathematics Economically Disadvantaged 25-6 Mathematics Not Economically Disadvantaged % % % % Mathematics English Language Learners 25-6 Mathematics Not English Language Learners < 7.6% % % % Mathematics Not Migrant % % Mathematics With Disabilities 25-6 Mathematics Without Disabilities < <5% 4 >95% % % Mathematics Homeless < 53 < < < < < 25-6 Mathematics Not Homeless % % 437 A service of the Center for Educational Performance and Information (CEPI) Page of 29

17 2/7/27 MI-Access Functional Independence Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 2 of 29

18 2/7/27 MI-Access Supported Independence Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 3 of 29

19 2/7/27 MI-Access Participation Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 4 of 29

20 2/7/27 Accountability Details Subject Data Testing Group Subject State Tested Total State Proficient District Tested Total District Proficient* School Tested Total School Proficient** All ELA 98.7% 69.6% 99.7% 68.% 99.3% 73.2% All Mathematics 98.6% 62.% 99.7% 57.8% 99.3% 58.% All 98.% 5.% 99.5% 43.% 99.8% 45.9% All 98.% 59.3% 99.6% 53.% 99.8% 53.% Bottom 3% ELA N/A 25.% N/A 4.6% N/A.6% Bottom 3% Mathematics N/A 9.% N/A 3.2% N/A 9.3% Bottom 3% N/A 9.8% N/A 4.7% N/A 2.3% Bottom 3% N/A 3.3% N/A 3.4% N/A.8% Indian or Indian or Indian or Indian or ELA 98.4% 63.4% <3 <3 <3 N/A Mathematics 98.4% 55.9% <3 <3 <3 N/A 98.% 46.3% <3 <3 <3 N/A 97.3% 54.5% <3 <3 <3 N/A Asian ELA 99.3% 84.3%.% 76.%.% 75.9% Asian Mathematics 99.4% 83.7%.% 69.3%.% 74.% Asian 99.3% 65.5% 99.7% 55.2%.% 6.3% Asian 99.3% 76.% 99.7% 67.7%.% 62.% Black or African Black or African Black or African Black or African Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race ELA 97.7% 46.9% 99.8% 58.3%.% 64.4% Mathematics 97.4% 37.3% 99.7% 43.9%.% 49.3% 96.5% 23.9% 99.3% 33.2%.% 37.% 96.6% 33.6% 99.8% 44.3%.% 46.6% ELA 98.8% 6.8%.% 64.% <3 <3 Mathematics 98.8% 5.%.% 6.4% <3 <3 98.% 36.7%.% 48.9% <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 5 of 29

21 2/7/27 Accountability Details Subject Data Hispanic of Any Race Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Two or More Races Two or More Races Two or More Races Two or More Races 98.% 47.7%.% 58.% <3 <3 ELA 99.5% 72.4% <3 <3 <3 <3 Mathematics 99.7% 65.9% <3 <3 <3 <3 99.7% 59.6% <3 <3 <3 <3 99.6% 65.7% <3 <3 <3 <3 ELA 98.9% 67.8%.% 66.3% <3 <3 Mathematics 98.7% 59.2%.% 5.5% <3 <3 98.5% 45.2% 97.% 36.% <3 <3 98.5% 57.3% 98.7% 46.6% <3 <3 White ELA 99.% 75.6% 99.7% 68.5% 99.% 75.9% White Mathematics 98.9% 68.4% 99.6% 58.5% 99.% 57.5% White 98.6% 57.% 99.6% 43.% 99.7% 45.% White 98.5% 65.8% 99.6% 52.6% 99.7% 53.5% Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged English Language Learners English Language Learners ELA 98.3% 56.8% 99.7% 6.4% 99.6% 63.8% Mathematics 98.2% 48.5% 99.7% 52.4% 99.6% 49.6% 97.5% 35.% 99.5% 35.%.% 38.% 97.5% 43.9% 99.4% 43.4%.% 47.% ELA 98.8% 49.5% 99.7% 46.5%.% 34.2% Mathematics 99.% 48.4% 99.7% 46.%.% 25.% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 29

22 2/7/27 Accountability Details Subject Data English Language Learners English Language Learners With Disabilities With Disabilities With Disabilities With Disabilities 98.5% 22.% 99.6% 2.%.% 5.8% 98.2% 3.9% 99.4% 25.%.% 7.% ELA 97.2% 4.% 99.2% 39.9% 97.6% 29.% Mathematics 97.% 36.5% 99.3% 35.% 97.6% 2.% 97.% 26.5% 98.9% 27.2%.% 3.8% 96.6% 3.8% 99.7% 29.7%.% 43.6% A service of the Center for Educational Performance and Information (CEPI) Page 7 of 29

23 2/7/27 Accountability Details Graduation Data Student Group Statewide District School All 79.79% 82.% 86.8% Indian or Alaska Native 7.88% N/A N/A Asian 9.77% 87.5% 9.3% Black or African 67.3% 86.2% 87.27% Hispanic of Any Race 72.7% N/A N/A Native Hawaiian or Other Pacific Islander 76.67% N/A N/A Two or More Races 74.74% N/A N/A White 83.48% 8.42% 84.47% Female 83.76% N/A N/A Male 76.% N/A N/A Economically Disadvantaged 67.48% 74.2% 78.5% English Language Learners 72.4% 54.9% 55.29% With Disabilities 57.2% 72.26% 93.62% Bottom 3% N/A N/A N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 8 of 29

24 2/7/27 Accountability Details Attendance Data Student Group Statewide District School All 94.32% 95.4% N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 9 of 29

25 2/7/27 Accountability Status District Data District Name ELA Status ELA Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 2 of 29

26 2/7/27 Accountability Status School Data School Name ELA Status ELA Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score Green 2 Green 2 Green 2 Green 2 Yellow 64 A service of the Center for Educational Performance and Information (CEPI) Page 2 of 29

27 2/7/27 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D. 7 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 age of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.% N/A N/A Teacher Quality - Provisional Certification age of Public Elementary and Secondary School Teachers in the School with Emergency Certification.% A service of the Center for Educational Performance and Information (CEPI) Page 22 of 29

28 2/7/27 NAEP Grade 4 Math of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African Hispanic Asian Indian or Native Hawaiian or Other Pacific Islander Two or More Races # &# &#8225 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 s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 25 Mathematics Achievement A service of the Center for Educational Performance and Information (CEPI) Page 23 of 29

29 2/7/27 NAEP Grade 8 Math of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African Hispanic Asian Indian or Native Hawaiian or Other Pacific Islander Two or More Races # # 4 32 Student classified as having a disability SD Not SD # 7 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 s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 25 Mathematics Achievement A service of the Center for Educational Performance and Information (CEPI) Page 24 of 29

30 2/7/27 NAEP Grade 2 Math of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African Hispanic Asian Indian or Native Hawaiian or Other 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 s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 25 Mathematics Achievement A service of the Center for Educational Performance and Information (CEPI) Page 25 of 29

31 2/7/27 NAEP Grade 4 Reading of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African Hispanic Asian Indian or Native Hawaiian or Other Pacific Islander Two or More Races # Student classified as having a disability SD Not SD # 6 Student is an English Language Learner ELL Not ELL # Rounds to zero 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 of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 25 Reading Assessment A service of the Center for Educational Performance and Information (CEPI) Page 26 of 29

32 2/7/27 NAEP Grade 8 Reading of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or Afican Hispanic Asian/Native Hawaiian or Pacific Islander Indian or Two or More Races &#35 3 Student classified as having a disability SD Not SD # 3 Student is an English Language Learner ELL Not ELL # Rounds to zero 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 of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 25 Reading Assessment # 3 A service of the Center for Educational Performance and Information (CEPI) Page 27 of 29

33 2/7/27 NAEP Grade 2 Reading of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African Hispanic Asian Indian or Native Hawaiian or Other 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: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 25 Reading Assessment A service of the Center for Educational Performance and Information (CEPI) Page 28 of 29

34 2/7/27 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Proficient Standard Error 4 Math Reading Math Reading A service of the Center for Educational Performance and Information (CEPI) Page 29 of 29