Emerson Middle 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 Ann Owen, Principal Marjorie Moore, Principal W. Chicago Livonia, MI

2 15125 Farmington Road Livonia MI Phone (734) August 20, 2013 Dear Parents and Community Members: I am 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, Ann Owen, 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 Emerson Middle 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. s students are very successful as evidenced by our data in this report, but a few key challenges remain. is focusing on the needs of our special education students, students of color and those that are economically disadvantaged. Title I money is utilized to offer extended learning opportunities (after school and summer), lower the teacher to student ratio, increase remedial support and target literacy skills. Emerson staff and students participate in The Leader in Me program, focusing on developing student leadership through Steven Covey s 7 Habits of Highly Effective People, to best prepare our students to meet the future challenges of the everchanging world. 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 performance targets. Our collaborative efforts positively impact our school s success and student achievement. Sincerely, Ann Owen, Principal 2

3 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 Mission Statement: Soaring to excellence with respect, responsibility and learning. We envision a school with a safe, caring culture that is conducive to learning: We believe: A safe and physically comfortable environment promotes student learning. Teachers, administrators, parents and the community share the responsibility for helping students learn. learn best when they are involved in the learning process. Curriculum needs to incorporate a variety of learning activities to accommodate differences in student learning. learn best when our staff maintains high expectations for learning. SCHOOL PROFILE serves 780 students in grades 7 and 8. The principal of Emerson Middle School is Ann Owen, and the assistant principal is Daniel Robinson. There are 45 professional teaching staff members, one media specialist, and two counselors. In addition, there are the following professional support staff: school psychologist, student assistance person, school social worker, speech and language therapist, resource classroom teachers, teacher consultant outreach, occupational and physical therapist, and homebound or hospitalized services. Assisting all of us in keeping the building operating in an organized manner, keeping the building clean, serving nutritious food, and helping teachers and students are: custodians, secretaries, paraprofessionals, and lunchroom personnel. 3

4 State law requires that we report the following additional information. ASSIGNING PUPILS TO THE SCHOOL All students are assigned to Emerson based upon attendance within the geographic boundaries of the school as well as students who transfer in based upon seats available. SCHOOL IMPROVEMENT School improvement is a process in which stakeholders in a school work cooperatively to improve student achievement. The process relies on staff, parents, and students participating in collaborative decision making to formulate and implement achievement goals. The goals are determined through analysis of student achievement data and survey information. Action plans using proven interventions are developed for each improvement goal and progress toward achievement of the goals is documented annually. Our goals for and school years were: 1. All students will be proficient in reading 2. All students will be proficient in writing. 3. All students will be proficient in mathematics. 4. All students will be proficient in science. 5. All students will be proficient in social studies. 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 Our middle school students may be enrolled in the Middle School Alternative Classrooms for the Academically Talented (MACAT) program at Frost and special education centers at Frost and Emerson as alternatives to the regular 7-8 program. Other special education programs 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 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, industrial education, family life education, business, world language, and technology instruction. The core curriculum is based on the grade level content expectations (GLCEs) from the Michigan Department of Education. The goal of education is to provide all learners with a solid foundation of skills, knowledge, and understandings that are necessary for their continual growth and success as students within the school 4

5 setting and as adults in society. As a result of sound K-12 education based on well defined educational outcomes, a Livonia Public School graduate will: 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 understanding 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 DISTRICT DEVELOPED AND NATIONAL ASSESSMENTS DISTRICT LITERACY ASSESSMENTS in seventh and eighth grade take the reading portion of the Integrated Reading and Writing (IRW) Assessment once each school year in January. This assessment measures students comprehension skills based on fiction and non-fiction selections in seventh grade and nonfiction selections in eighth grade. are also asked to revise and edit a writing sample using a multiple choice format. In April/May, seventh and eighth grade students take the writing portion of the IRW Assessment. They are asked to compose an on-demand writing sample in response to a prompt using evidence from the text to support their position. The tables below show the percent of students achieving high or moderate levels of success on the reading portion of the assessment and the percent of students who received a score point of 4 or higher on a six point rubric used to evaluate the writing sample. INTEGRATED READING-WRITING ASSESSMENT GRADES 7 and 8 Grade 7 Grade Reading Writing Reading Writing Emerson 18.6% 48.2% 18.7% 54.4% District 28.0% 49.0% 23.2% 61.6% Reading Writing Reading Writing Emerson 18.3% 50.8% 15.2% 47.6% District 26.5% 54.2% 22.0% 59.2% In order to determine proficiency, seventh and eighth grade students are expected to demonstrate 75% accuracy on the reading portion of the IR-W in order to be considered proficient. This cut point aligns with cut points used on other secondary ELA common assessments, elementary IR-W assessments, as well as other academic assessments. 5

6 DISTRICT SOCIAL STUDIES ASSESSMENT Prior to 2012, students in eighth grade took the Social Studies Extended Response Writing Assessment once a year in March. The assessment measured students ability to take a stand on a public policy issue by writing a clear and support statement of their position. With the implementation of the Common Core State Standards for Literacy in History/Social Studies, a new eighth grade social studies writing assessment is being developed for implementation in the school year. The assessment will be comprised of students ability to make a claim, gather relevant information from multiple print and digital sources including primary source documents as evidence to support their claim. The table below shows the percent of students under each score point on this assessment during the school year using a four-point checklist rubric used to evaluate the writing sample. The last column contains the percent of students who received a score point of 3 or 4 on the writing rubric and are considered proficient (% Met). SOCIAL STUDIES EXTENDED RESPONSE WRITING ASSESSMENT GRADE 8 Number (N) and Percent (%) for each Score Point N % N % N % N % N % % Met Emerson % % % % % 41.0% District % % % % % 57.2% NORM REFERENCED ASSESSMENT The Cognitive Ability Test (CogAT) from Riverside Publishing is administered to eighth grade students. In addition, the Explore test from ACT is administered to eighth grade students. CogAT GRADE 8 Age Percentiles (First year of online testing.) Verbal Quantitative Nonverbal Composite Emerson District EXPLORE GRADE 8 Composite (Mean) All Male Female Emerson District National 15.9 NA NA 6

7 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. Emerson has a high degree of parent involvement with 365 (47%) parents attending fall Parent/Teacher Conferences and 268 (34%) attending spring Parent/Teacher Conferences. Emerson has a high degree of parental involvement with over 5,000 contacts during Parent-Teacher Conferences for the school year. With the technologies available today, easily 20,000 individual contacts were made through , phone and meetings. Emerson parents participate in a wide variety of activities. Our PTSA membership is 25% for families and 85% for staff. Emerson parents and guardians have lent uncountable hours to assist teachers, chaperone activities, work our book fair, attend field trips and much more. 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 does not include a description of the assessments. Livonia Public Schools has provided the following definitions to assist you in your understanding of the assessments. MEAP assesses mathematics and reading to all third-eighth grade students, writing to all fourth and seventh graders, science to all fifth and eighth graders, and social studies to all sixth and ninth graders. Only mathematics, ELA/reading and science scores are reported in the following pages. 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) Mathematics 7th Grade All % 37.2% 55.9% 37.7% < % 25.9% 36.4% Mathematics 7th Grade All % 38.1% 60.7% 45.9% 4.8% 41.1% 24.9% 29.2% Mathematics 7th Grade African American Mathematics 7th Grade African American Mathematics 7th Grade American Indian Mathematics 7th Grade American Indian % 13.4% 19.8% < 10 < 10 < 10 < 10 75% % 15.4% 28.9% < 10 < 10 < 10 < % < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Mathematics 7th Grade Asian < % 89.3% < 10 < 10 < 10 < 10 < 10 Mathematics 7th Grade Asian < % 96.3% < 10 < 10 < 10 < 10 < 10 Mathematics 7th Grade Hispanic of Any Race Mathematics 7th Grade Hispanic of Any Race Mathematics 7th Grade Two or More Races Mathematics 7th Grade Two or More Races % 23.2% 46% < 10 < 10 < 10 < % % 23.8% 56.9% < 10 < 10 < 10 < 10 < % 34.5% 54.1% < 10 < 10 < 10 < 10 < % 34.5% 60.9% 47.8% < 10 < 10 < 10 < 10 Mathematics 7th Grade White % 43.6% 59.6% 39.9% < % 27.1% 33% Mathematics 7th Grade White % 44.2% 62.9% 48% 5% 43% 24.7% 27.2% Mathematics 7th Grade Female % 38% 57.9% 41.8% < % 21.6% 36.6% Mathematics 7th Grade Female % 38.8% 62.9% 49.7% < % 24% 26.3% Page 1 of 32

10 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) Mathematics 7th Grade Male % 36.5% 54% 33.5% < % 30.3% 36.2% Mathematics 7th Grade Male % 37.5% 58.4% 42% < % 25.9% 32.2% Mathematics 7th Grade Economically Mathematics 7th Grade Economically Mathematics 7th Grade English Language Learners Mathematics 7th Grade English Language Learners Mathematics 7th Grade With Disabilities Mathematics 7th Grade With Disabilities % 21.6% 31.8% 21.3% < % 29.4% 49.3% % 22.5% 42.1% 34.3% < % 25.5% 40.1% < % < 10 < 10 < 10 < 10 < 10 < < 10 14% < 10 < 10 < 10 < 10 < 10 < % 8.6% 17.8% < 10 < 10 < 10 < % % 9.8% 20% < 10 < 10 < 10 < % Mathematics 8th Grade All % 29.4% 50.7% 36.4% 5.3% 31.1% 36.9% 26.6% Mathematics 8th Grade All % 34.5% 55.9% 42.5% 5% 37.5% 27.7% 29.8% Mathematics 8th Grade African American Mathematics 8th Grade African American Mathematics 8th Grade American Indian Mathematics 8th Grade American Indian Page 2 of % 9.1% 20.2% < 10 < 10 < 10 < % % 11.9% 18.5% < 10 < 10 < 10 < 10 68% < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10

11 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) Mathematics 8th Grade Asian < % 80.6% < 10 < 10 < 10 < 10 < 10 Mathematics 8th Grade Asian < % 84.4% < 10 < 10 < 10 < 10 < 10 Mathematics 8th Grade Hispanic of Any Race Mathematics 8th Grade Hispanic of Any Race Mathematics 8th Grade Two or More Races Mathematics 8th Grade Two or More Races % 16.3% 44.2% < 10 < 10 < 10 < 10 < % 19.9% 36% < 10 < 10 < % 41.4% % 26.4% 62.7% < 10 < 10 < 10 < 10 < % 31.2% 51.2% < 10 < 10 < 10 < 10 < 10 Mathematics 8th Grade White % 34.6% 52.4% 37.7% 5.2% 32.5% 37.4% 24.9% Mathematics 8th Grade White % 40.4% 60% 46.2% 4.6% 41.6% 27.9% 25.9% Mathematics 8th Grade Female % 28% 48.1% 33.7% 5% 28.6% 37.7% 28.6% Mathematics 8th Grade Female % 34.1% 55.7% 43.9% 6.1% 37.9% 26.8% 29.3% Mathematics 8th Grade Male % 30.7% 53.2% 39.4% 5.6% 33.9% 36.1% 24.4% Mathematics 8th Grade Male % 34.9% 56.1% 40.9% < 10 37% 28.7% 30.4% Mathematics 8th Grade Economically Mathematics 8th Grade Economically Mathematics 8th Grade English Language Learners % 15.3% 36.4% 31.2% < % 35% 33.8% % 18.7% 36.5% 29.7% < % 28.3% 42% < % < 10 < 10 < 10 < 10 < 10 < 10 Page 3 of 32

12 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) Mathematics 8th Grade English Language Learners Mathematics 8th Grade With Disabilities Mathematics 8th Grade With Disabilities < 10 11% < 10 < 10 < 10 < 10 < 10 < % 5.7% 14% < 10 < 10 < % 52.1% % 6.9% 15.2% < 10 < 10 < 10 < % Reading 7th Grade All % 59.7% 68.7% 59.9% 7.9% 52.1% 23.8% 16.2% Reading 7th Grade All % 62% 70.9% 60.3% 11% 49.3% 25.6% 14.1% Reading 7th Grade African American Reading 7th Grade African American Reading 7th Grade American Indian Reading 7th Grade American Indian % 34.7% 36.6% < 10 < 10 < 10 < 10 50% % 36.8% 38.8% < 10 < 10 < 10 < 10 < < 10 49% < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Reading 7th Grade Asian < % 82.1% < 10 < 10 < 10 < 10 < 10 Reading 7th Grade Asian < % 85.7% < 10 < 10 < 10 < 10 < 10 Reading 7th Grade Hispanic of Any Race Reading 7th Grade Hispanic of Any Race Reading 7th Grade Two or More Races % 46% 64% 53.6% < % < 10 < % 47% 64.7% 58.3% < % < 10 < % 58.7% 73% < 10 < 10 < 10 < 10 < 10 Page 4 of 32

13 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) Reading 7th Grade Two or More Races % 61.8% 78.3% 65.2% < % < 10 < 10 Reading 7th Grade White % 66.9% 72.1% 63.4% 8.2% 55.2% 23.9% 12.7% Reading 7th Grade White % 69.5% 73.3% 61.1% 9.6% 51.4% 25.4% 13.6% Reading 7th Grade Female % 63.9% 73.3% 65.5% 9.8% 55.7% 23.2% 11.3% Reading 7th Grade Female % 65.3% 74.2% 63.3% 13.9% 49.4% 23.9% 12.8% Reading 7th Grade Male % 55.6% 64.3% 54.3% 5.9% 48.4% 24.5% 21.3% Reading 7th Grade Male % 58.8% 67.4% 57.1% 8% 49.1% 27.4% 15.4% Reading 7th Grade Economically Reading 7th Grade Economically Reading 7th Grade English Language Learners Reading 7th Grade English Language Learners Reading 7th Grade With Disabilities Reading 7th Grade With Disabilities % 44.5% 49.8% 43.4% 7.4% 36% 27.2% 29.4% % 47.4% 54.9% 51.8% 8.6% 43.2% 28.1% 20.1% < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < % 19% 29% 21.3% < % 21.3% 57.4% % 23% 25% < 10 < 10 < 10 < % Reading 8th Grade All % 60.5% 67% 58.7% 8.4% 50.3% 31.8% 9.5% Reading 8th Grade All % 65.7% 71.9% 67.1% 8.4% 58.7% 25.3% 7.6% Page 5 of 32

14 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) Reading 8th Grade African American Reading 8th Grade African American Reading 8th Grade American Indian Reading 8th Grade American Indian % 39.4% 46.8% 42.9% < % < 10 < % 45.2% 51.6% 44% < 10 40% 40% < < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Reading 8th Grade Asian < 10 76% 73.3% < 10 < 10 < 10 < 10 < 10 Reading 8th Grade Asian < % 80.6% < 10 < 10 < 10 < 10 < 10 Reading 8th Grade Hispanic of Any Race Reading 8th Grade Hispanic of Any Race Reading 8th Grade Two or More Races Reading 8th Grade Two or More Races % 48% 67.4% 57.9% < % < 10 < % 56.5% 60% 55.2% < % < 10 < % 59.8% 74.6% 73.7% < % < 10 < % 65.6% 67.4% < 10 < 10 < 10 < 10 < 10 Reading 8th Grade White % 66.5% 68.3% 59.2% 9.5% 49.7% 32% 8.8% Reading 8th Grade White % 71.2% 74.5% 69.9% 8.8% 61.1% 23.5% 6.5% Reading 8th Grade Female % 65.3% 69.8% 61% 9% 52% 32% 7% Reading 8th Grade Female % 70.1% 75.6% 71.2% 11.1% 60.1% 23.7% 5.1% Reading 8th Grade Male % 55.9% 64.3% 56.1% 7.8% 48.3% 31.7% 12.2% Reading 8th Grade Male % 61.5% 68.1% 62.6% 5.5% 57.1% 26.9% 10.4% Page 6 of 32

15 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) Reading 8th Grade Economically Reading 8th Grade Economically Reading 8th Grade English Language Learners Reading 8th Grade English Language Learners Reading 8th Grade With Disabilities Reading 8th Grade With Disabilities % 46.7% 56.5% 54.8% 7% 47.8% 35% 10.2% % 53% 57.2% 55.5% < % 30.7% 13.9% < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < % 20.3% 25.4% 27.1% < 10 25% 39.6% 33.3% % 26.4% 32.7% < 10 < 10 < % 33.3% Science 8th Grade All % 16.5% 19.1% 9.2% < % 23.9% 66.9% Science 8th Grade All % 15.9% 23.2% 14.1% < % 24.9% 60.9% Science 8th Grade African American Science 8th Grade African American Science 8th Grade American Indian Science 8th Grade American Indian % 3.3% < 10 < 10 < 10 < 10 < % % 3.3% < 10 < 10 < 10 < 10 < % < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Science 8th Grade Asian < % < 10 < 10 < 10 < 10 < 10 < 10 Science 8th Grade Asian < % 34.4% < 10 < 10 < 10 < 10 < 10 Page 7 of 32

16 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) Science 8th Grade Hispanic of Any Race Science 8th Grade Hispanic of Any Race Science 8th Grade Two or More Races Science 8th Grade Two or More Races % 7.5% 23.3% < 10 < 10 < 10 < % % 7.1% < 10 < 10 < 10 < 10 < % % 14.7% 18.6% < 10 < 10 < 10 < % % 15.3% < 10 < 10 < 10 < 10 < 10 < 10 Science 8th Grade White % 20.1% 20.2% 9.8% < % 23.5% 66.8% Science 8th Grade White % 19.3% 25.7% 15.4% < % 27% 57.6% Science 8th Grade Female % 13.8% 17.2% 7.5% < 10 6% 19.4% 73.1% Science 8th Grade Female % 13.7% 21.7% 13.4% < % 25.2% 61.4% Science 8th Grade Male % 19% 20.9% 11.1% < % 28.9% 60% Science 8th Grade Male % 18% 24.7% 15% < % 24.6% 60.4% Science 8th Grade Economically Science 8th Grade Economically Science 8th Grade English Language Learners Science 8th Grade English Language Learners Science 8th Grade With Disabilities Page 8 of % 7.7% 9.9% < 10 < 10 < % 72.2% % 7.4% 12.7% 9.1% < % 18.9% 72% < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < % 3.5% 9.1% < 10 < 10 < 10 < 10 84%

17 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) Science 8th Grade With Disabilities % 3.5% < 10 < 10 < 10 < 10 < % Page 9 of 32

18 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) No Data to Display Page 10 of 32

19 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year % Tested State % District % School % % Exceeded % Met % Progressing Mathematics 7th Grade All % 43.5% 56.3% 83.3% < % 16.7% Mathematics 7th Grade All % 45% 58.3% 60% 33.3% 26.7% 40% Mathematics 7th Grade African American < % < 10 < 10 < 10 < 10 < 10 Mathematics 7th Grade African American < % 60% < 10 < 10 < 10 < 10 Mathematics 7th Grade Hispanic of Any Race < % < 10 < 10 < 10 < 10 < 10 Mathematics 7th Grade White % 46.6% 45.5% 75% < 10 75% < 10 Mathematics 7th Grade White % 49.4% 58.8% 58.3% 41.7% < % Mathematics 7th Grade Female < % < 10 < 10 < 10 < 10 < 10 Mathematics 7th Grade Female % 45.1% 77.8% 85.7% 57.1% < 10 < 10 Mathematics 7th Grade Male % 41.7% 63.6% 100% < % < 10 Mathematics 7th Grade Male % 45% 46.7% 37.5% < 10 < % Mathematics 7th Grade Economically Mathematics 7th Grade Economically < % < 10 < 10 < 10 < 10 < % 42.9% 50% 55.6% 44.4% < % Mathematics 8th Grade All % 43% 50% 100% < % < 10 Mathematics 8th Grade All % 33.9% 38.9% 37.5% < 10 < % Mathematics 8th Grade African American % 23.1% < 10 < 10 < 10 < 10 75% Mathematics 8th Grade White < % < 10 < 10 < 10 < 10 < 10 Mathematics 8th Grade White % 38.2% 50% < 10 < 10 < 10 < 10 Mathematics 8th Grade Female < % 60% < 10 < 10 < 10 < 10 Page 11 of 32

20 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year % Tested State % District % School % % Exceeded % Met % Progressing Mathematics 8th Grade Female % 33.1% < 10 < 10 < 10 < 10 < 10 Mathematics 8th Grade Male % 34.5% 50% < 10 < 10 < 10 60% Mathematics 8th Grade Economically Mathematics 8th Grade Economically < % < 10 < 10 < 10 < 10 < % 30.3% < 10 < 10 < 10 < 10 80% Reading 7th Grade All % 61.5% 73.3% 66.7% < % 33.3% Reading 7th Grade All % 61.4% 69.6% 66.7% 46.7% 20% 33.3% Reading 7th Grade African American < % < 10 < 10 < 10 < 10 < 10 Reading 7th Grade African American < % 80% < 10 < 10 < 10 < 10 Reading 7th Grade Hispanic of Any Race < % < 10 < 10 < 10 < 10 < 10 Reading 7th Grade White % 67% 70% < 10 < 10 < 10 < 10 Reading 7th Grade White % 67.7% 70.6% 66.7% 41.7% 25% 33.3% Reading 7th Grade Female < % 75% < 10 < 10 < 10 < 10 Reading 7th Grade Female % 65.5% 77.8% 85.7% 57.1% < 10 < 10 Reading 7th Grade Male % 59.4% 70% 75% < 10 75% < 10 Reading 7th Grade Male % 59.1% 64.3% 50% 37.5% < 10 50% Reading 7th Grade Economically Reading 7th Grade Economically < % 80% < 10 < 10 < 10 < % 58.7% 69.2% 66.7% 33.3% 33.3% 33.3% Reading 8th Grade All % 60.7% 100% 100% < % < 10 Page 12 of 32

21 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year % Tested State % District % School % % Exceeded % Met % Progressing Reading 8th Grade All % 68.2% 55.6% 50% < 10 50% 50% Reading 8th Grade African American % 56.3% < 10 < 10 < 10 < 10 75% Reading 8th Grade White < % 100% < 10 < 10 < 10 < 10 Reading 8th Grade White % 73.8% 75% 75% < 10 75% < 10 Reading 8th Grade Female < % 100% < 10 < 10 < 10 < 10 Reading 8th Grade Female % 70.5% 83.3% < 10 < 10 < 10 < 10 Reading 8th Grade Male % 67% 41.7% < 10 < 10 < 10 60% Reading 8th Grade Economically Reading 8th Grade Economically < % < 10 < 10 < 10 < 10 < % 65.3% 42.9% < 10 < 10 < 10 80% Page 13 of 32

22 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 14 of 32

23 MI-Access Supported Independence Subject Grade Testing Group School Year % Tested State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) Mathematics 6th Grade All < % % < 10 < 10 < 10 < 10 ELA 6th Grade All < % % < 10 < 10 < 10 < 10 Mathematics 6th Grade African American < % < 10 < 10 < 10 < 10 < 10 ELA 6th Grade African American < 10 91% < 10 < 10 < 10 < 10 < 10 Mathematics 6th Grade White < % < 10 < 10 < 10 < 10 < 10 ELA 6th Grade White < % < 10 < 10 < 10 < 10 < 10 Mathematics 6th Grade Male < % < 10 < 10 < 10 < 10 < 10 ELA 6th Grade Male < % < 10 < 10 < 10 < 10 < 10 Mathematics 6th Grade Economically ELA 6th Grade Economically < 10 92% < 10 < 10 < 10 < 10 < < % % < 10 < 10 < 10 < 10 Mathematics 7th Grade All < 10 91% % < 10 < 10 < 10 < 10 ELA 7th Grade All < % % < 10 < 10 < 10 < 10 Mathematics 7th Grade White < % < 10 < 10 < 10 < 10 < 10 ELA 7th Grade White < 10 86% < 10 < 10 < 10 < 10 < 10 Mathematics 7th Grade Male < % < 10 < 10 < 10 < 10 < 10 ELA 7th Grade Male < % < 10 < 10 < 10 < 10 < 10 Page 15 of 32

24 MI-Access Participation Subject Grade Testing Group School Year % Tested State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) Mathematics 6th Grade All < % < 10 < 10 < 10 < 10 < 10 ELA 6th Grade All < % < 10 < 10 < 10 < 10 < 10 Mathematics 6th Grade African American < 10 67% < 10 < 10 < 10 < 10 < 10 ELA 6th Grade African American < 10 75% < 10 < 10 < 10 < 10 < 10 Mathematics 6th Grade Male < % < 10 < 10 < 10 < 10 < 10 ELA 6th Grade Male < % < 10 < 10 < 10 < 10 < 10 Mathematics 6th Grade Economically ELA 6th Grade Economically < % < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 Mathematics 8th Grade All < % < 10 < 10 < 10 < 10 < 10 ELA 8th Grade All < % < 10 < 10 < 10 < 10 < 10 Science 8th Grade All < % < 10 < 10 < 10 < 10 < 10 Mathematics 8th Grade African American < % < 10 < 10 < 10 < 10 < 10 ELA 8th Grade African American < % < 10 < 10 < 10 < 10 < 10 Science 8th Grade African American < 10 69% < 10 < 10 < 10 < 10 < 10 Mathematics 8th Grade White < 10 62% < 10 < 10 < 10 < 10 < 10 ELA 8th Grade White < % < 10 < 10 < 10 < 10 < 10 Science 8th Grade White < % < 10 < 10 < 10 < 10 < 10 Mathematics 8th Grade Male < % < 10 < 10 < 10 < 10 < 10 ELA 8th Grade Male < % < 10 < 10 < 10 < 10 < 10 Science 8th Grade Male < % < 10 < 10 < 10 < 10 < 10 Page 16 of 32

25 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 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 < 30 < 30 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 < 30 < 30 Two or More Races District Mathematics 99.7% 72.6% White District Mathematics 99.6% 76.8% Economically District Mathematics 99.5% 60.9% English Language Learners District Mathematics 99.4% 61% With Disabilities District Mathematics 99.2% 47.7% All School Mathematics 99.7% 71.4% Bottom 30% School Mathematics 20.5% African American School Mathematics 100% < 30 American Indian School Mathematics < 30 < 30 Asian School Mathematics < 30 < 30 Hispanic of Any Race School Mathematics 100% < 30 Page 17 of 32

26 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Two or More Races School Mathematics 100% < 30 White School Mathematics 99.7% 73.3% Economically School Mathematics 100% 61.8% English Language Learners School Mathematics < 30 < 30 With Disabilities School Mathematics 100% 51.6% All Statewide Reading 99% 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% 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 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 < 30 < 30 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 < 30 < 30 Two or More Races District Reading 99.7% 88.4% White District Reading 99.7% 89.6% Economically 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 100% 89.1% Page 18 of 32

27 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Bottom 30% School Reading 66.4% African American School Reading 100% < 30 American Indian School Reading < 30 < 30 Asian School Reading < 30 < 30 Hispanic of Any Race School Reading 100% < 30 Two or More Races School Reading 100% < 30 White School Reading 100% 89.8% Economically School Reading 100% 82.4% English Language Learners School Reading < 30 < 30 With Disabilities School Reading 100% 64.5% All Statewide Science 97.9% 38.6% Bottom 30% Statewide Science 1% 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% Economically Statewide Science 97% 22.9% English Language Learners Statewide Science 98% 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 < 30 < 30 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 19 of 32

28 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* White District Science 99.5% 49.3% Economically 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 100% 32.5% Bottom 30% School Science 0.9% African American School Science 100% < 30 American Indian School Science < 30 < 30 Asian School Science < 30 < 30 Hispanic of Any Race School Science < 30 < 30 Two or More Races School Science < 30 < 30 White School Science 100% 35.1% Economically School Science 100% 22.1% English Language Learners School Science < 30 < 30 With Disabilities School Science 100% 21% 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% 73.6% Hispanic of Any Race Statewide Social Studies 96.1% 43% 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% 64.7% Economically 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% African American District Social Studies 98.2% 39.1% American Indian District Social Studies < 30 < 30 Page 20 of 32

29 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 < 30 Two or More Races District Social Studies 99.4% 63.5% White District Social Studies 99.3% 69% Economically District Social Studies 99% 51.3% English Language Learners District Social Studies 98.1% 29.3% With Disabilities District Social Studies 97.9% 28.3% 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% 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 Statewide Writing 97.3% 55.7% English Language Learners Statewide Writing 97.3% 42.1% With Disabilities Statewide Writing 96.6% 27.9% All District Writing 99.4% 77.2% Bottom 30% District Writing 30% African American District Writing 99.6% 47.4% American Indian District Writing < 30 < 30 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 < 30 Two or More Races District Writing 99.3% 76.2% White District Writing 99.5% 79.4% Economically District Writing 99.4% 64.2% Page 21 of 32

30 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* English Language Learners District Writing 98.6% 54.1% With Disabilities District Writing 98.5% 33.9% All School Writing 100% African American School Writing < 30 American Indian School Writing < 30 Asian School Writing < 30 Hispanic of Any Race School Writing < 30 Two or More Races School Writing < 30 White School Writing 100% Economically School Writing 100% English Language Learners School Writing < 30 With Disabilities School Writing 100% Page 22 of 32

31 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% Economically Statewide 64% 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 District 81% With Disabilities District 56.2% * All data based on students enrolled for a full academic year. Page 23 of 32

32 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 90%) All Statewide 94% All District 96% All School 97% * All data based on students enrolled for a full academic year. Page 24 of 32

33 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 25 of 32

34 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 Emerson Middle School Green 2 Green 2 Green 2 Green 2 Yellow 38 Page 26 of 32

35 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 27 of 32

36 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 28 of 32

37 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 29 of 32

38 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 30 of 32

39 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 31 of 32

40 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 32 of 32