Shelters Elementary School

Transcription

1 Shelters Elementary School August 2, 24 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the educational progress for the Shelters Elementary. The AER addresses the complex reporting information required by federal and state laws. The school s report contains information about student assessment, Adequate Yearly Progress (AYP) and teacher quality. If you have any questions about the AER, please contact Mrs. Sinder M. Gundick for assistance. The AER is available for you to review electronically by visiting the following web site or you may review a copy from the Shelters office at your child s school. 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 3% 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. Our school has not been given one of these labels. When looking at the proficiency levels as scored on the MEAP Assessment, Reading was the highest scoring content area. 62% of the third grade students scored proficient, 7% of fourth grade scored proficient and 77% of fifth grade students scored proficient. Fourth and fifth grade students showed an increase in Reading proficiency where third grade students showed a less than % decrease in proficiency when compared to the previous year s MEAP Assessment data. Shelters students are scoring above the state s target of performance in all tested grade levels for Reading. In all grade levels, the goal is to show continued improvement. Shelters Elementary school has the resources and Math and Reading interventions in place to target continued improvement in these areas. State law requires that we also report additional information. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL Southgate residents are assigned to our elementary based on where they live. Each building has home school boundaries. Parents register at their home school. School-of- Principal: Sinder M. Gundick 26 Fordline Southgate, Michigan 4895 (734) Fax: (734)

2 Choice students are assigned to each building based on the student population in each grade level. THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN Southgate continued the school improvement process in accordance with Public Acts 25, 335, 339, the federal NCLB and requirements for Title I using the NCA Self-Assessment Report and the School Improvement systems as models. The district s mission statement guided the work of the School Development Teams in each school. All schools were part of the District Accreditation awarded after completing a successful Quality Assurance Review (QAR), by a national team of educators. IDENTIFY HOW TO ACCESS A COPY OF THE CORE CURRICULUM, A DESCRIPTION OF ITS IMPLEMENTATION AND AN EXPLANATION OF THE VARIANCES FROM THE STATE S MODEL A copy of Southgate s Core Curriculum can be found on the district website, Two years ago the Southgate teachers began implementing the power standards chosen to adjust them for student learning. Full implementation of the Common Core State Standards occurred this school year, regardless of potential changes at the state. THE AGGREGATE STUDENT ACHIEVEMENT RESULTS FOR ANY LOCAL COMPETENCY TESTS OR NATIONALLY NORMED ACHIEVEMENT TESTS Subject Grade Math 3 rd 44% 47% 4 th 44% 36% 5 th 45% 33% Subject Grade Reading 3 rd 62% 63% 4 th 7% 63% 5 th 77% 67% When looking at the proficiency levels as scored on the MEAP Assessment from 23/4, Reading was the highest scoring content area. 62% of third graders scored proficient, 7% of fourth graders scored proficient and 77% of fifth graders scored proficient in Reading. Shelters is showing a positive trend in performance in both fourth and fifth grade Reading and Mathematics when compared to the previous year s MEAP data. Third grade Mathematics and Reading show a slight decline from the previous school year. Shelters scored above the state targets of performance in the areas of third, fourth and fifth grade Reading and third grade Mathematics. With that being said, the key challenges are to show improved growth from year to year in third grade Reading and Mathematics. In all of our content areas the goal is to show continued improvement. Shelters Principal: Sinder M. Gundick 26 Fordline Southgate, Michigan 4895 (734) Fax: (734)

3 Elementary has the resources (Reading and Mathematics Professional Development throughout the year) and Reading and Mathematics interventions in place to target continued improvement in these subjects. Southgate school district has invested resources to improve Mathematics district wide. Specifically at Shelters, a key initiative used is a multi-tiered system of support during the school day with an after school tutoring program for Mathematics and Reading instruction. Grade level, content area, and course level staff administer benchmark tests, and/or common course level exit and entrance exams. Common rubrics are used to determine the students who did not succeed at the proficient level and individual intervention plans are implemented. Math benchmark assessments are given in May for students in kindergarten through fifth grade. In 24, 77% of our students at Shelters scored at or above proficient on this assessment. in first through fifth grade are given guided reading assessments three times per year. Kindergarten students are assessed in March and June. This year 7% of our students were reading at or above grade level. IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY PARENTS AT PARENT-TEACHER CONFERENCES Each building has a day in the fall and a day in the spring dedicated to Parent-Teacher conferences. In grades K-7 parents are given a scheduled time to visit their child s building to discuss their individual progress. In grades 8-2 parents are given a three hour window in the afternoon and evening. Parents are strongly encouraged to talk to all their child s teachers. Year # of students Attendance represented Fall 22 % Spring 23 3 % Fall % Spring % Southgate schools are dedicated to continuous improvement and consistently analyze student achievement data to monitor progress. Our key challenge is the proficiency rate of our bottom 3% in all four-core areas. Our initiative to increase proficiency rate is our multi-tiered system of support. Southgate teachers, parents, staff and students should be commended for their efforts in third, fourth and fifth grade Reading proficiency levels as they are all above the state averages and fourth and fifth grade Mathematics as they have increased significantly from the previous year s MEAP Assessment proficiency and have continued to show student growth. Sincerely, Mrs. Sinder M. Gundick Principal: Sinder M. Gundick 26 Fordline Southgate, Michigan 4895 (734) Fax: (734)

4 Mrs. Sinder M. Gundick Principal Principal: Sinder M. Gundick 26 Fordline Southgate, Michigan 4895 (734) Fax: (734)

5 /27/24 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade All % 44.7% 47.% 4.4% 42.6% 22.% 3.9% Mathematics 3rd Grade All % 34% 44.4%.% 33.3% 3.5% 24.% Mathematics 3rd Grade African American % 22.2% < < < < < Mathematics 3rd Grade African American % 22.7% < < < < < Mathematics 3rd Grade Asian % < < < < < < Mathematics 3rd Grade Asian % < < < < < < Mathematics 3rd Grade Hispanic of Any Race Mathematics 3rd Grade Hispanic of Any Race Mathematics 3rd Grade Two or More Races % 34.4% < < < < < % 36% < < < < < % < < < < < < Mathematics 3rd Grade White % 47.5% 49% 5.9% 43.% 23.5% 27.5% Mathematics 3rd Grade White % 34.6% 4.9%.4% 29.5% 34.% 25% Mathematics 3rd Grade Female % 48.3% 45.7% 5.7% 4% 7.% 37.% Mathematics 3rd Grade Female % 3.2% 29% 3.2% 25.8% 48.4% 22.6% Mathematics 3rd Grade Male % 4.6% 48.5% 3% 45.5% 27.3% 24.2% Mathematics 3rd Grade Male % 37.3% 65.2% 2.7% 43.5% 8.7% 26.% Mathematics 3rd Grade Economically Disadvantaged Mathematics 3rd Grade Economically Disadvantaged % 4.% 5% 5.6% 44.4% 25% 25% % 27.9% 36.4% 9.% 27.3% 45.5% 8.2% Page of

6 /27/24 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade English Language Learners Mathematics 3rd Grade With Disabilities Mathematics 3rd Grade With Disabilities % < < < < < < % 3.8% 46.2% 7.7% 38.5% 5.4% 38.5% % 2.3% < < < < < Mathematics 4th Grade All % 4% 36.4% % 36.4% 23.6% 4% Mathematics 4th Grade All % 48.3% 43.8% 7.5% 36.3% 5% 4.3% Mathematics 4th Grade African American % 2.% < < < < < Mathematics 4th Grade African American % 45.5% < < < < < Mathematics 4th Grade Asian % < < < < < < Mathematics 4th Grade Asian % < < < < < < Mathematics 4th Grade Hispanic of Any Race Mathematics 4th Grade Hispanic of Any Race Mathematics 4th Grade Native Hawaiian or Other Pacific Islander % 24.4% < < < < < % % < < < < < % < < < < < < Mathematics 4th Grade White % 43.9% 34.8% % 34.8% 23.9% 4.3% Mathematics 4th Grade White % 5.8% 46.2% 7.7% 38.5% 3.8% 4% Mathematics 4th Grade Female % 47.3% 54.5% % 54.5% 27.3% 8.2% Mathematics 4th Grade Female % 54% 33.3% 2.4% 3% 6.7% 5% Page 2 of

7 /27/24 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 4th Grade Male % 33.5% 24.2% % 24.2% 2.2% 54.5% Mathematics 4th Grade Male % 43.5% 55.3% 3.2% 42.% 3.2% 3.6% Mathematics 4th Grade Economically Disadvantaged Mathematics 4th Grade Economically Disadvantaged Mathematics 4th Grade English Language Learners Mathematics 4th Grade With Disabilities Mathematics 4th Grade With Disabilities % 29.7% 24.2% % 24.2% 3.3% 45.5% % 43.6% 42.9% 8.6% 34.3% 8.6% 48.6% % < < < < < < %.4% 4.3% % 4.3% 4.3% 7.4% % 23.5% 8.8% % 8.8% 2.5% 68.8% Mathematics 5th Grade All % 43.3%.7% %.7% 2.8% 45.5% Mathematics 5th Grade All % 33.3% 44.6%.% 43.5% 26.% 29.3% Mathematics 5th Grade American Indian % < < < < < < Mathematics 5th Grade African American % 5.8% < < < < < Mathematics 5th Grade African American % 2.% < < < < < Mathematics 5th Grade Asian % < < < < < < Mathematics 5th Grade Hispanic of Any Race Mathematics 5th Grade Hispanic of Any Race % 44.4% < < < < < % 9.4% < < < < < Page 3 of

8 /27/24 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 5th Grade Native Hawaiian or Other Pacific Islander % < < < < < < Mathematics 5th Grade White % 44.5% 36.4% % 36.4% 8.2% 45.5% Mathematics 5th Grade White % 35.8% 46.8%.3% 45.5% 23.4% 29.9% Mathematics 5th Grade Female % 44.% 38.7% % 38.7% 25.8% 35.5% Mathematics 5th Grade Female % 38.3% 48.9% 2.% 46.8% 25.5% 25.5% Mathematics 5th Grade Male % 42.3% 25% % 25% 6.7% 58.3% Mathematics 5th Grade Male % 28.9% 4% % 4% 26.7% 33.3% Mathematics 5th Grade Economically Disadvantaged Mathematics 5th Grade Economically Disadvantaged Mathematics 5th Grade English Language Learners Mathematics 5th Grade With Disabilities Mathematics 5th Grade With Disabilities % 3.% 3% % 3% 2% 5% % 24.5% 3.8% % 3.8% 29.5% 38.6% % % < < < < < % 7.% % % % 7.7% 92.3% % 6.6% 4.3% % 4.3% 2.4% 64.3% Reading 3rd Grade All % 7.2% 63.2% 7.4% 55.9% 27.9% 8.8% Reading 3rd Grade All % 54.5% 62.3% 3.8% 58.5% 3.2% 7.5% Reading 3rd Grade African American % 66.7% < < < < < Reading 3rd Grade African American % 4.9% < < < < < Page 4 of

9 /27/24 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 3rd Grade Asian % < < < < < < Reading 3rd Grade Asian % < < < < < < Reading 3rd Grade Hispanic of Any Race Reading 3rd Grade Hispanic of Any Race Reading 3rd Grade Two or More Races % 7.9% < < < < < % 48% < < < < < % < < < < < < Reading 3rd Grade White % 7.7% 66.7% 9.8% 56.9% 23.5% 9.8% Reading 3rd Grade White % 56.5% 67.4% 2.3% 65.% 25.6% 7% Reading 3rd Grade Female % 75.2% 65.7% 8.6% 57.% 3.4% 2.9% Reading 3rd Grade Female % 58.4% 7% % 7% 3% % Reading 3rd Grade Male % 65.9% 6.6% 6.% 54.5% 24.2% 5.2% Reading 3rd Grade Male % 5% 52.2% 8.7% 43.5% 3.4% 7.4% Reading 3rd Grade Economically Disadvantaged Reading 3rd Grade Economically Disadvantaged Reading 3rd Grade English Language Learners Reading 3rd Grade With Disabilities Reading 3rd Grade With Disabilities Page 5 of % 69.5% 69.4%.% 58.3% 25% 5.6% % 45.% 54.5% 4.5% 5% 36.4% 9.% % < < < < < < % 3.8% 23.% 7.7% 5.4% 46.2% 3.8% % 38.3% < < < < <

10 /27/24 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 4th Grade All % 68.5% 63%.9% 6.% 27.8% 9.3% Reading 4th Grade All % 7.8% 7.3% 3.8% 67.5% 23.8% 5% Reading 4th Grade African American % 45% < < < < < Reading 4th Grade African American % 59.% < < < < < Reading 4th Grade Asian % < < < < < < Reading 4th Grade Asian % < < < < < < Reading 4th Grade Hispanic of Any Race Reading 4th Grade Hispanic of Any Race Reading 4th Grade Native Hawaiian or Other Pacific Islander % 54.8% < < < < < % 64% < < < < < % < < < < < < Reading 4th Grade White % 72.2% 62.2% 2.2% 6% 26.7%.% Reading 4th Grade White % 72.8% 72.3% 4.6% 67.7% 23.% 4.6% Reading 4th Grade Female % 76.3% 9.9% 4.5% 86.4% % 9.% Reading 4th Grade Female % 8.3% 66.7% % 66.7% 26.2% 7.% Reading 4th Grade Male % 6.5% 43.8% % 43.8% 46.9% 9.4% Reading 4th Grade Male % 62.7% 76.3% 7.9% 68.4% 2.% 2.6% Reading 4th Grade Economically Disadvantaged Reading 4th Grade Economically Disadvantaged % 6.3% 5% 3.% 46.9% 4.6% 9.4% % 66.4% 74.3% 2.9% 7.4% 7.% 8.6% Page 6 of

11 /27/24 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 4th Grade English Language Learners Reading 4th Grade With Disabilities Reading 4th Grade With Disabilities % < < < < < < % 37.5% 3.8% % 3.8% 38.5% 3.8% % 37.3% 37.5% % 37.5% 43.8% 8.8% Reading 5th Grade All % 77.3% 66.7% 3.7% 63% 8.5% 4.8% Reading 5th Grade All % 69.9% 77.2% 9.8% 67.4% 4.% 8.7% Reading 5th Grade American Indian % < < < < < < Reading 5th Grade African American % 73.7% < < < < < Reading 5th Grade African American % 55% < < < < < Reading 5th Grade Asian % < < < < < < Reading 5th Grade Hispanic of Any Race Reading 5th Grade Hispanic of Any Race Reading 5th Grade Native Hawaiian or Other Pacific Islander % 6.5% < < < < < % 6% < < < < < % < < < < < < Reading 5th Grade White % 79% 69.8% 4.7% 65.% 8.6%.6% Reading 5th Grade White % 72.3% 76.6%.7% 64.9% 3%.4% Reading 5th Grade Female % 84.6% 8% 6.7% 73.3% 3.3% 6.7% Reading 5th Grade Female % 76.6% 85.% 2.8% 72.3% 8.5% 6.4% Page 7 of

12 /27/24 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 5th Grade Male % 69.2% 5% % 5% 25% 25% Reading 5th Grade Male % 64% 68.9% 6.7% 62.2% 2%.% Reading 5th Grade Economically Disadvantaged Reading 5th Grade Economically Disadvantaged Reading 5th Grade English Language Learners Reading 5th Grade With Disabilities Reading 5th Grade With Disabilities % 67.5% 6% 3.3% 56.7% 23.3% 6.7% % 6.5% 7.5% 4.5% 65.9% 5.9% 3.6% % 36.4% < < < < < % 36.6% 6.7% % 6.7% 33.3% 5% % 3.% 28.6% 4.3% 4.3% 35.7% 35.7% Science 5th Grade All % %.8% %.8% 3.9% 67.3% Science 5th Grade All %.4% 8.7% 3.3% 5.4% 48.9% 42.4% Science 5th Grade American Indian % < < < < < < Science 5th Grade African American % % < < < < < Science 5th Grade African American % 4.8% < < < < < Science 5th Grade Asian % < < < < < < Science 5th Grade Hispanic of Any Race Science 5th Grade Hispanic of Any Race % 6.9% < < < < < % % < < < < < Page 8 of

13 /27/24 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level 2) % Partially (Level 3) % Not (Level 4) Science 5th Grade Native Hawaiian or Other Pacific Islander % < < < < < < Science 5th Grade White %.3% 2.3% % 2.3% 34.% 63.6% Science 5th Grade White % 2%.4% 3.9% 6.5% 45.5% 44.2% Science 5th Grade Female %.6% 3.2% % 3.2% 35.5% 6.3% Science 5th Grade Female % 7.8% 8.5% 2.% 6.4% 57.4% 34% Science 5th Grade Male %.3% % % % 25% 75% Science 5th Grade Male % 2.7% 8.9% 4.4% 4.4% 4% 5.% Science 5th Grade Economically Disadvantaged Science 5th Grade Economically Disadvantaged Science 5th Grade English Language Learners Science 5th Grade With Disabilities Science 5th Grade With Disabilities % 3% 3.3% % 3.3% 23.3% 73.3% % 5.6% 9.% % 9.% 4.9% 5% % % < < < < < %.7% % % % % % %.4% 7.% % 7.% 2.4% 7.4% Page 9 of

14 /27/24 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level 2) % Partially (Level 3) % Not (Level 4) No Data to Display Page of

15 /27/24 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing Mathematics 4th Grade All % 44.4% < < < < Mathematics 4th Grade White % 44.4% < < < < Mathematics 4th Grade Male % 37.5% < < < < Reading 4th Grade All % 6% < < < < Reading 4th Grade White % 6% < < < < Reading 4th Grade Male % 62.5% < < < < Page of

16 /27/24 MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level ) % Attained (Level 2) % Emerging (Level 3) Mathematics 3rd Grade All % < < < < < Reading 3rd Grade All % < < < < < Mathematics 3rd Grade White % < < < < < Reading 3rd Grade White % < < < < < Mathematics 3rd Grade Male % < < < < < Reading 3rd Grade Male % < < < < < Reading 4th Grade All % < < < < < Reading 4th Grade White % < < < < < Reading 4th Grade Male % < < < < < Reading 4th Grade Economically Disadvantaged % < < < < < Reading 5th Grade All % < < < < < Reading 5th Grade White % < < < < < Reading 5th Grade Female % < < < < < Page 2 of

17 /27/24 MI-Access Supported Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level ) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 3 of

18 /27/24 MI-Access Participation Subject Grade Testing Group School Year State % District % School % % Surpassed (Level ) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 4 of

19 /27/24 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All Statewide Mathematics 99% 62.2% Bottom 3% Statewide Mathematics N/A 8.9% American Indian Statewide Mathematics 98.9% 54.% African American Statewide Mathematics 97.5% 39.5% Asian Statewide Mathematics 99.6% 82.8% Hispanic of Any Race Statewide Mathematics 99.% 5.5% Native Hawaiian or Other Pacific Islander Statewide Mathematics 99% 67.9% Two or More Races Statewide Mathematics 99.3% 6.4% White Statewide Mathematics 99.3% 67.9% Economically Disadvantaged Statewide Mathematics 98.6% 49.7% English Language Learners Statewide Mathematics 99.2% 46% With Disabilities Statewide Mathematics 98.% 39.7% All District Mathematics 94.8% 58.9% Bottom 3% District Mathematics N/A 9.8% American Indian District Mathematics <3 <3 African American District Mathematics 93.4% 42.9% Asian District Mathematics <3 <3 Hispanic of Any Race District Mathematics 96.5% 54.4% Native Hawaiian or Other Pacific Islander District Mathematics <3 <3 Two or More Races District Mathematics <3 <3 White District Mathematics 94.9% 6.% Economically Disadvantaged District Mathematics 94.3% 53.7% English Language Learners District Mathematics 95.% 22.6% With Disabilities District Mathematics 99.4% 35.7% All School Mathematics % 65.8% Bottom 3% School Mathematics N/A 3.% American Indian School Mathematics <3 <3 African American School Mathematics <3 <3 Asian School Mathematics <3 <3 Hispanic of Any Race School Mathematics <3 <3 Page 5 of

20 /27/24 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Native Hawaiian or Other Pacific Islander School Mathematics Two or More Races School Mathematics <3 <3 White School Mathematics % 65.6% Economically Disadvantaged School Mathematics % 64.2% English Language Learners School Mathematics <3 <3 With Disabilities School Mathematics % 39% All Statewide Reading 99.% 85.8% Bottom 3% Statewide Reading N/A 6.% American Indian Statewide Reading 99% 83.4% African American Statewide Reading 97.9% 72.2% Asian Statewide Reading 99.5% 9.9% Hispanic of Any Race Statewide Reading 99.2% 8.5% Native Hawaiian or Other Pacific Islander Statewide Reading 98.8% 87.3% Two or More Races Statewide Reading 99.4% 86.3% White Statewide Reading 99.4% 89.3% Economically Disadvantaged Statewide Reading 98.8% 78.5% English Language Learners Statewide Reading 99% 69.8% With Disabilities Statewide Reading 98.4% 56.2% All District Reading 94.8% 84.4% Bottom 3% District Reading N/A 49.% American Indian District Reading <3 <3 African American District Reading 94.2% 69.% Asian District Reading <3 <3 Hispanic of Any Race District Reading 96% 84.5% Native Hawaiian or Other Pacific Islander District Reading <3 <3 Two or More Races District Reading <3 <3 White District Reading 95% 85.8% Economically Disadvantaged District Reading 94.4% 79.4% English Language Learners District Reading 92.7% 43.3% With Disabilities District Reading 99% 59.8% Page 6 of

21 /27/24 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All School Reading % 82.7% Bottom 3% School Reading N/A 42.6% American Indian School Reading <3 <3 African American School Reading <3 <3 Asian School Reading <3 <3 Hispanic of Any Race School Reading <3 <3 Native Hawaiian or Other Pacific Islander School Reading Two or More Races School Reading <3 <3 White School Reading % 84.7% Economically Disadvantaged School Reading % 8% English Language Learners School Reading <3 <3 With Disabilities School Reading % 53.7% All Statewide Science 98.3% 42.9% Bottom 3% Statewide Science N/A.5% American Indian Statewide Science 98.4% 35.6% African American Statewide Science 95.8% 4.9% Asian Statewide Science 99.4% 6.% Hispanic of Any Race Statewide Science 98.5% 26.7% Native Hawaiian or Other Pacific Islander Statewide Science 99.% 48.4% Two or More Races Statewide Science 98.9% 4.6% White Statewide Science 98.9% 5.% Economically Disadvantaged Statewide Science 97.4% 26.4% English Language Learners Statewide Science 98.4%.2% With Disabilities Statewide Science 97.2% 6.% All District Science 9.4% 36.2% Bottom 3% District Science N/A % American Indian District Science <3 <3 African American District Science 88.2% 6% Asian District Science <3 <3 Hispanic of Any Race District Science 92.2% 28.% Page 7 of

22 /27/24 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Native Hawaiian or Other Pacific Islander District Science <3 <3 Two or More Races District Science <3 <3 White District Science 9.7% 39.2% Economically Disadvantaged District Science 88.9% 25.8% English Language Learners District Science <3 <3 With Disabilities District Science 98.7% 7% All School Science % 4.4% Bottom 3% School Science N/A <3 African American School Science <3 <3 Asian School Science <3 <3 Hispanic of Any Race School Science <3 <3 Native Hawaiian or Other Pacific Islander School Science White School Science % 39.5% Economically Disadvantaged School Science % 39.4% English Language Learners School Science With Disabilities School Science <3 <3 All Statewide Social Studies 97.3% 57.3% Bottom 3% Statewide Social Studies N/A 9.% American Indian Statewide Social Studies 97.7% 49.7% African American Statewide Social Studies 93.6% 28.4% Asian Statewide Social Studies 99.% 74.4% Hispanic of Any Race Statewide Social Studies 97.5% 42.7% Native Hawaiian or Other Pacific Islander Statewide Social Studies 98.9% 65.5% Two or More Races Statewide Social Studies 98.2% 53.8% White Statewide Social Studies 98.2% 64.5% Economically Disadvantaged Statewide Social Studies 95.8% 4.4% English Language Learners Statewide Social Studies 97.5% 22.7% With Disabilities Statewide Social Studies 92.3% 2.7% All District Social Studies 9.% 5% Bottom 3% District Social Studies N/A % Page 8 of

23 /27/24 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* American Indian District Social Studies <3 <3 African American District Social Studies 89.4% 29.9% Asian District Social Studies <3 <3 Hispanic of Any Race District Social Studies 9.7% 47.% Two or More Races District Social Studies <3 <3 White District Social Studies 9.3% 53.9% Economically Disadvantaged District Social Studies 87.9% 4.5% English Language Learners District Social Studies <3 <3 With Disabilities District Social Studies 97.5% 23.8% All School Social Studies % 34% Bottom 3% School Social Studies N/A <3 American Indian School Social Studies <3 <3 African American School Social Studies <3 <3 Hispanic of Any Race School Social Studies <3 <3 White School Social Studies % 33.3% Economically Disadvantaged School Social Studies <3 <3 With Disabilities School Social Studies <3 <3 All Statewide Writing 98.5% 73.2% Bottom 3% Statewide Writing N/A 26.5% American Indian Statewide Writing 98.5% 63.2% African American Statewide Writing 96.4% 54.4% Asian Statewide Writing 99% 86% Hispanic of Any Race Statewide Writing 98.8% 64.3% Native Hawaiian or Other Pacific Islander Statewide Writing 99% 76.6% Two or More Races Statewide Writing 99.% 72.8% White Statewide Writing 99% 77.8% Economically Disadvantaged Statewide Writing 97.8% 6.3% English Language Learners Statewide Writing 98% 5.% With Disabilities Statewide Writing 97.7% 35.2% All District Writing 9.8% 74.2% Bottom 3% District Writing N/A 5.2% Page 9 of

24 /27/24 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* American Indian District Writing <3 <3 African American District Writing 9% 57.% Asian District Writing <3 <3 Hispanic of Any Race District Writing 92.5% 72.2% Native Hawaiian or Other Pacific Islander District Writing <3 <3 Two or More Races District Writing <3 <3 White District Writing 9.% 76.6% Economically Disadvantaged District Writing 9% 7.6% English Language Learners District Writing <3 <3 With Disabilities District Writing 99% 38.6% All School Writing % 77.8% Bottom 3% School Writing N/A <3 African American School Writing <3 <3 Asian School Writing <3 <3 Hispanic of Any Race School Writing <3 <3 Native Hawaiian or Other Pacific Islander School Writing White School Writing % 78% Economically Disadvantaged School Writing % 78.4% English Language Learners School Writing <3 <3 With Disabilities School Writing <3 <3 Page 2 of

25 /27/24 Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 8%) All Statewide 77% American Indian Statewide 64.% African American Statewide 6.5% Asian Statewide 87.9% Hispanic of Any Race Statewide 67.3% Migrant Statewide 7.5% Native Hawaiian or Other Pacific Islander Statewide 69.2% Two or More Races Statewide 73.9% White Statewide 82.% Female Statewide 8.5% Male Statewide 72.7% Economically Disadvantaged Statewide 63.9% English Language Learners Statewide 65.4% With Disabilities Statewide 53.6% Homeless Statewide 54.2% All District 45.% African American District 27.9% Hispanic of Any Race District 43.6% White District 47.3% Economically Disadvantaged District 38.5% With Disabilities District 36.5% Bottom 3% District 86.6% * All data based on students enrolled for a full academic year. Page 2 of

26 /27/24 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 9%) All Statewide 94.3% All District 93% All School 96% * All data based on students enrolled for a full academic year. Page 22 of

27 /27/24 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 23 of

28 /27/24 Accountability Status School Data District Name School Name Title 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 Southgate Community School District Shelters Elementary School Green 2 Green 2 Green 2 Green 2 Green 2 Yellow 36 Page 24 of

29 /27/24 Teacher Quality - Qualification Other B.A. M.A. P.H.D. Professional Qualifications of All Public Elementary and Secondary School Teachers in the School 2 26 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.%.%.% Teacher Quality - Provisional Certification Percent Percentage of Public Elementary and Secondary School Teachers in the School with Emergency Certification % Page 25 of

30 /27/24 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) 23 Mathematics Achievement. Page 26 of

31 /27/24 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: 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) 23 Mathematics Achievement. Page 27 of

32 /27/24 NAEP Grade 2 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) 23 Mathematics Achievement. Page 28 of

33 /27/24 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: 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 Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 23 Reading Assessment. Page 29 of

34 /27/24 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: 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 Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 23 Reading Assessment. Page 3 of

35 /27/24 NAEP Grade 2 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: 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 Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 23 Reading Assessment. Page 3 of

36 /27/24 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 of