Kennedy Elementary School

Transcription

1 LIVONIA PUBLIC SCHOOLS BOARD OF EDUCATION Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Dan Centers, Trustee Eileen McDonnell, Trustee Randy Roulier, Trustee Dr. Randy Liepa, Superintendent 1421 Hubbard Livonia, MI Dr. Danielle Daniels, Principal Marjorie Moore, Principal

2 15125 Farmington Road Livonia MI Phone (734) August 19, 214 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, Dr. Danielle Daniels, 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 in the main office of our school. 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 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. has not been given one of these labels. Three challenges that our school faces are that students with disabilities struggle with making adequate yearly progress in reading and writing. We also see in our data that our male students struggle with writing and score lower than our female students. One of our biggest challenges is helping students who have moved into Kennedy and have "curriculum gaps". Finding the time, resources and staff to help remediate them is a challenge. Our school has identified underperforming subgroups of students, including: students with disabilities and males for whom additional intervention and support is needed in order to increase their proficiency and to close the achievement gap in the targeted areas. In place is a multi-tiered system of support, including the use of the research-based interventions, such as a reading program entitled Leveled Literacy Intervention. In addition, ongoing professional development and dialogue focusing on strategies to support struggling learners takes place regularly. Ongoing analysis of formative assessment to determine the needs of all students, followed by the provision of targeted learning intervention to students in need. These initiatives are intended to accelerate the student achievement of subgroups, including the state s new Bottom 3%, that are not meeting our school s proficiency targets. 2

3 Our collaborative efforts positively impact our school s success and student achievement. Sincerely, Dr. Danielle Daniels, Principal The Livonia Public Schools School District prohibits unlawful discrimination on the basis of race, color, religion, sex, national origin, age, height, weight, marital status, handicap or disability in any of its educational programs or activities. The following person has been designated to handle inquires regarding the nondiscrimination policies: Director of Human Resources, Farmington Road, Livonia, MI (734) MISSION STATEMENT The Kennedy School community will continue to actively provide a safe and nurturing environment for everyone. We are committed to the development of confident life-long learners who will be caring and sensitive human beings. It is our goal that each child will receive the necessary instruction to guide them while developing the necessary skills to become respectful, independent, and responsible participants in our democratic society. BELIEFS We at believe: Kids always come first Every child can learn No one will ever be left behind Never losing sight of our students needs Everyone is invited to be a part of the learning community Devoted staff, students, and community members working together Years of experiences guiding the development of young learners 3

4 SCHOOL PROFILE serves 354 students in grades K-4. The principal of Kennedy Elementary is Dr. Danielle Daniels. There are 15 professional teaching staff members including a media specialist. In addition, there are the following professional support staff: school psychologist, school social worker, Elementary Support Teacher, speech and language therapist, resource classroom teacher, teacher consultant outreach, occupational and physical therapist, and homebound or hospitalized services. Kennedy is also home to the K-4 VI (Visually Impaired) program for Western Wayne County. Currently there are eight students who are part of our Kennedy team. The students are mainstreamed into classrooms for various studies and or specials. This is a wonderful opportunity for all of us! 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. State law requires that we report the following additional information. ASSIGNING PUPILS TO THE SCHOOL All students are assigned to based upon attendance within the geographic boundaries of the school as well as students who transfer in based upon seats available. SCHOOL IMPROVEMENT At we are continually working towards student achievement. As a staff we are committed to regularly reviewing data, utilizing research based best practice, and monitoring student growth to ensure the goals set are being met. Our goals for the and school years were: Goal Statement One All students will demonstrate proficiency in reading comprehension strategies across the curriculum. Goal Statement Two All students will demonstrate improved writing skills across the curriculum. Goal Statement Three All students will increase mathematic skills in the areas of geometry, fractions and computations. We are very pleased with the continued progress of student achievement from the school-wide literacy initiative we have in place, as well as, the concentrated efforts in math. It is our goal to continue this focus to ensure academic success for each of our students. The Livonia Public Schools School District has had its District Level accreditation through AdvanceEd. Through the district accreditation process, also received AdvancED accreditation. The AdvancED accreditation process supports and validates district and school level improvement efforts. 4

5 SPECIALIZED SCHOOLS OR PROGRAMS At the elementary level, students may be enrolled in Alternative Classrooms for the Academically Talented (ACAT) at Webster Elementary School and special education centers at Buchanan, Cass, Coolidge, Riley, Cooper and Johnson. Preschool special education programs are located at Perrinville Early Childhood Center. Other special education programs are available in western Wayne County for our students with disabilities, based upon their individual needs. A preschool is operated at the Jackson Center. Specific information about these programs is available on the district Web site at CORE CURRICULUM The core curriculum at Kennedy Elementary provides learning experiences in reading, writing, speaking, listening, spelling, handwriting, mathematics, social studies, science, technology, health, physical education, art, vocal music, and enrichment activities. The core curriculum is based on the grade level content expectations (GLCEs) from the Michigan Department of Education and the Common Core State Standards for Mathematics and English Language Arts. 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 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 kindergarten are assessed on a one-on-one basis regularly during the school year to measure progress toward grade-level literacy skills. The following table, Early Literacy Benchmark Assessment - Kindergarten, shows the results of this testing by school and district. Teachers on the CCSS Implementation Team and Middle School ELA Committee played a leadership role in facilitating professional learning for K-8 teachers to support implementation of the reading and writing units of the study developed by MAISA (Michigan Association of Intermediate School Administrators). 5

6 EARLY LITERACY BENCHMARK ASSESSMENT - KINDERGARTEN Letter ID Sound ID Representing Phonemes with Letters Rhyme Reading High Frequency Words Kennedy 1% 1% 98.6% District 96.6% 98.3% 95.6% Kennedy 1% 1% 96.3% 97.5% 93.8% District 99.5% 98.5% 9.% 96.1% 89.5% in grades 1-4 are assessed using the Fountas and Pinnell Benchmark Assessment System. Teachers administer running records with comprehension to students one-on-one. Kindergarten teachers administer reading records with comprehension at the end of the school year. in grades 1-2 are assessed a minimum of four times each year. in grades 3-4 are assessed a minimum of two times each year. The following table shows the percent of students at each grade level that performed at or above grade level on this assessment. FOUNTAS AND PINNELL BENCHMARK ASSESSMENTS GRADES K-4 Percent of that Performed At or Above Grade Level Spring 214 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Kennedy 93.1% 85% 84% 89% 95% District 85.6% 8% 83% 83% 88% Spring 213 Kennedy % 81.8% 92.4% 96.1% District % 84.3% 83.8% 88.8% DISTRICT MATHEMATICS ASSESSMENTS - ELEMENTARY were assessed in mathematics knowledge twice during the school year. In September, students in Kindergarten were tested on Common Core State Standards for Mathematics (CCSS) strands taught within the Everyday Mathematics program. in grades 1-5 were tested on Common Core State Standards for Mathematics (CCSS) and reported using Grade Level Content Expectations (GLCEs) strands taught within the Everyday Mathematics program. Kindergarten students were assessed with a new Pre/Post assessment created by the district and students in grades 1-5 were assessed using a new Pre/Post Everyday Mathematics online assessment. In April, students in grades K-5 were assessed again on the same Grade Level Content Expectations (GLCEs) and Common Core State Standards for Mathematics using the same assessments that were administered in September. The following data show the percentage of students who were proficient at each grade level on the Pre/Post mathematics assessment. 6

7 Counting & Cardinality MATHEMATICS ELEMENTARY ASSESSMENTS GRADE Kindergarten Percent of KINDERGARTEN Geometry Measurement & Data Number & Operations in Base Ten Operations & Algebraic Thinking Totals* Pre-Test Kennedy 1% 11% 58% 6% 23% 7% District 1% 21% 61% 4% 2% 7% Post-Test Kennedy 96% 99% 97% 89% 94% 97% District 87% 93% 94% 7% 9% 91% *Total score indicates proficiency in all 5 strands. 7

8 Numbers & Numeration MATHEMATICS ELEMENTARY ASSESSMENTS GRADES 1-4 Percent of GRADE 1 Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Geometry Totals* Pre-Test Kennedy 35% 38% % 92% 8% 8% 8% District 27% 44% 5% 63% 2% 12% 11% Post-Test Kennedy 96% 97% 76% 92% 94% 84% 1% District 88% 93% 59% 87% 83% 71% 86% GRADE 2 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Geometry Totals Pre-Test Kennedy 42% 6% 69% 73% 17% 84% 31% District 32% 5% 47% 59% 9% 61% 21% Post-Test Kennedy 83% 34% 84% 86% 23% 94% 8% District 73% 42% 84% 86% 28% 89% 71% GRADE 3 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Geometry Totals Pre-Test Kennedy 52% 2% 4% 35% 4% 52% 37% District 54% 21% 4% 3% 46% 51% 37% Post-Test Kennedy 73% 65% 73% 75% 75% 68% 78% District 77% 6% 7% 62% 75% 71% 75% GRADE 4 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Geometry Totals Pre-Test Kennedy 1% % % 6% 15% 21% 1% District 5% 1% 1% 49% 7% 15% 2% Post-Test Kennedy 49% 42% 24% 96% 43% 35% 49% District 49% 36% 3% 89% 49% 38% 5% *Total score indicates proficiency in all 6 strands. 8

9 NORM REFERENCED ASSESSMENT The Cognitive Ability Test (CogAT) from Riverside Publishing is administered to third grade students. CogAT GRADE 3 Age Percentiles Verbal Quantitative Nonverbal Composite Kennedy District Kennedy District PARENT TEACHER CONFERENCES One of the most important factors of a child s success in school is the involvement of parents or guardians in the educational process. Kennedy Elementary has a high degree of parental involvement as 1% (354 conferences) of our parents attended parent-teacher conferences during the school year, and 1% (367 conferences) of our parents attended conferences during the school year. Ninety percent of our parents attended Open House. Our PTA membership remains strong. 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 2, 211 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: 2 USCA 6316, 2 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. 9

10 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. 1

11 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade All % 6% 75.9% 8.9% 67.1% 15.2% 8.9% Mathematics 3rd Grade All % 55.1% 54.2% 13.6% 4.7% 22% 23.7% Mathematics 3rd Grade American Indian % <1 <1 <1 <1 <1 <1 Mathematics 3rd Grade American Indian % <1 <1 <1 <1 <1 <1 Mathematics 3rd Grade African American % 3.8% <1 <1 <1 <1 <1 Mathematics 3rd Grade African American % 2.2% <1 <1 <1 <1 <1 Mathematics 3rd Grade Asian % 78.9% <1 <1 <1 <1 <1 Mathematics 3rd Grade Asian % 64% <1 <1 <1 <1 <1 Mathematics 3rd Grade Hispanic of Any Race Mathematics 3rd Grade Hispanic of Any Race Mathematics 3rd Grade Two or More Races % 51% <1 <1 <1 <1 < % 46.5% <1 <1 <1 <1 < % 62.2% <1 <1 <1 <1 <1 Mathematics 3rd Grade White % 62.2% 77.3% 1.6% 66.7% 16.7% 6.1% Mathematics 3rd Grade White % 6.2% 54.9% 13.7% 41.2% 21.6% 23.5% Mathematics 3rd Grade Female % 58.8% 84.6% 7.7% 76.9% 7.7% 7.7% Mathematics 3rd Grade Female % 56.2% 51.7% 1.3% 41.4% 27.6% 2.7% Mathematics 3rd Grade Male % 61.2% 67.5% 1% 57.5% 22.5% 1% Mathematics 3rd Grade Male % 54.1% 56.7% 16.7% 4% 16.7% 26.7% Mathematics 3rd Grade Economically Disadvantaged % 38.3% 54.5% 18.2% 36.4% 18.2% 27.3% Page 1 of

12 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade Economically Disadvantaged Mathematics 3rd Grade English Language Learners Mathematics 3rd Grade English Language Learners Mathematics 3rd Grade With Disabilities Mathematics 3rd Grade With Disabilities % 38.6% 4% % 4% 4% 2% % 36.6% <1 <1 <1 <1 < % 37.1% <1 <1 <1 <1 < % 32.8% <1 <1 <1 <1 < % 27.3% 18.2% % 18.2% 18.2% 63.6% Mathematics 4th Grade All % 67.1% 73.4%.1% 44.3% 17.7% 8.9% Mathematics 4th Grade All % 62.5% 74.3% 9.5% 64.9% 16.2% 9.5% Mathematics 4th Grade American Indian % <1 <1 <1 <1 <1 <1 Mathematics 4th Grade American Indian % <1 <1 <1 <1 <1 <1 Mathematics 4th Grade African American % 28.7% <1 <1 <1 <1 <1 Mathematics 4th Grade African American % 23.5% <1 <1 <1 <1 <1 Mathematics 4th Grade Asian % 87.9% <1 <1 <1 <1 <1 Mathematics 4th Grade Hispanic of Any Race Mathematics 4th Grade Hispanic of Any Race Mathematics 4th Grade Two or More Races % 53.5% <1 <1 <1 <1 < % 65.3% <1 <1 <1 <1 < % 69.4% <1 <1 <1 <1 <1 Page 2 of

13 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 4th Grade Two or More Races % 55.9% <1 <1 <1 <1 <1 Mathematics 4th Grade White % 7.9% 75.3% 3.1% 45.2% 17.8% 6.8% Mathematics 4th Grade White % 65% 75.8% 11.3% 64.5% 16.1% 8.1% Mathematics 4th Grade Female % 64.4% 68.8% 21.9% 46.9% 21.9% 9.4% Mathematics 4th Grade Female % 6.3% 77.8% 5.6% 72.2% 11.1% 11.1% Mathematics 4th Grade Male % 69.5% 76.6% 34% 42.6% 14.9% 8.5% Mathematics 4th Grade Male % 64.5% 71.1% 13.2% 57.9% 21.1% 7.9% Mathematics 4th Grade Economically Disadvantaged Mathematics 4th Grade Economically Disadvantaged Mathematics 4th Grade English Language Learners Mathematics 4th Grade English Language Learners Mathematics 4th Grade With Disabilities Mathematics 4th Grade With Disabilities % 48.9% 63.2% 26.3% 36.8% 26.3% 1.5% % 39.8% 54.5% 9.1% 45.5% 36.4% 9.1% % 44.8% <1 <1 <1 <1 < %.2% <1 <1 <1 <1 < % 34.6% 45.5% 18.2% 27.3% 36.4% 18.2% % 37.8% <1 <1 <1 <1 <1 Reading 3rd Grade All % 77.5% 83.1% 18.2% 64.9% 14.3% 2.6% Reading 3rd Grade All % 7.8% 79.3% 13.8% 65.5% 17.2% 3.4% Reading 3rd Grade American Indian % <1 <1 <1 <1 <1 <1 Page 3 of

14 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 3rd Grade American Indian % <1 <1 <1 <1 <1 <1 Reading 3rd Grade African American % 46.2% <1 <1 <1 <1 <1 Reading 3rd Grade African American % 38.6% <1 <1 <1 <1 <1 Reading 3rd Grade Asian % 91.9% <1 <1 <1 <1 <1 Reading 3rd Grade Asian % 8% <1 <1 <1 <1 <1 Reading 3rd Grade Hispanic of Any Race Reading 3rd Grade Hispanic of Any Race Reading 3rd Grade Two or More Races % 77.6% <1 <1 <1 <1 < % 65.1% <1 <1 <1 <1 < % 78.4% <1 <1 <1 <1 <1 Reading 3rd Grade White % 79.6% 83.1% 18.5% 64.6% 13.8% 3.1% Reading 3rd Grade White % 74.5% 82% 14% 68% 14% 4% Reading 3rd Grade Female % 81.3% 84.6% 15.4% 69.2% 12.8% 2.6% Reading 3rd Grade Female % 77.6% 75% 1.7% 64.3% 21.4% 3.6% Reading 3rd Grade Male % 74% 81.6% 21.1% 6.5% 15.8% 2.6% Reading 3rd Grade Male % 64.4% 83.3% 16.7% 66.7% 13.3% 3.3% Reading 3rd Grade Economically Disadvantaged Reading 3rd Grade Economically Disadvantaged Reading 3rd Grade English Language Learners Page 4 of % 57% 7% 1% 6% 3% % % 55.9% 9% 1% 8% 1% % % 54.1% <1 <1 <1 <1 <1

15 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 3rd Grade English Language Learners Reading 3rd Grade With Disabilities Reading 3rd Grade With Disabilities % 5% <1 <1 <1 <1 < % 56.8% <1 <1 <1 <1 < % 41.1% 5% % 5% 3% 2% Reading 4th Grade All % 78.8% 83.1% 5.2% 77.9% 15.6% 1.3% Reading 4th Grade All % 78.1% 79.7% 12.2% 67.6% 14.9% 5.4% Reading 4th Grade American Indian % <1 <1 <1 <1 <1 <1 Reading 4th Grade American Indian % <1 <1 <1 <1 <1 <1 Reading 4th Grade African American % 51.9% <1 <1 <1 <1 <1 Reading 4th Grade African American % 56.5% <1 <1 <1 <1 <1 Reading 4th Grade Asian % 93.9% <1 <1 <1 <1 <1 Reading 4th Grade Hispanic of Any Race Reading 4th Grade Hispanic of Any Race Reading 4th Grade Two or More Races Reading 4th Grade Two or More Races % 77.3% <1 <1 <1 <1 < % 77.6% <1 <1 <1 <1 < % 77.8% <1 <1 <1 <1 < % 82.4% <1 <1 <1 <1 <1 Reading 4th Grade White % 8.8% 81.7% 5.6% 76.1% 16.9% 1.4% Reading 4th Grade White % 79.3% 79% 12.9% 66.1% 17.7% 3.2% Page 5 of

16 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 4th Grade Female % 81% 87.5% 9.4% 78.1% 12.5% % Reading 4th Grade Female % 83.1% 86.1% 8.3% 77.8% 11.1% 2.8% Reading 4th Grade Male % 76.7% 8% 2.2% 77.8% 17.8% 2.2% Reading 4th Grade Male % 73.5% 73.7% 15.8% 57.9% 18.4% 7.9% Reading 4th Grade Economically Disadvantaged Reading 4th Grade Economically Disadvantaged Reading 4th Grade English Language Learners Reading 4th Grade With Disabilities Reading 4th Grade With Disabilities % 65.7% 76.5% % 76.5% 17.6% 5.9% % 65.4% 9.9% % 9.9% % 9.1% % 45.5% <1 <1 <1 <1 < % 44.3% 5% 1% 4% 4% 1% % 44.7% <1 <1 <1 <1 <1 Page 6 of

17 8/7/214 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) No Data to Display Page 7 of

18 8/7/214 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing Mathematics 4th Grade All % 57.9% <1 <1 <1 <1 Mathematics 4th Grade White % 52.9% <1 <1 <1 <1 Mathematics 4th Grade Male % 64.3% <1 <1 <1 <1 Reading 4th Grade All % 5% <1 <1 <1 <1 Reading 4th Grade All % 38.1% <1 <1 <1 <1 Reading 4th Grade White % 55% <1 <1 <1 <1 Reading 4th Grade White % 36.8% <1 <1 <1 <1 Reading 4th Grade Male % 46.7% <1 <1 <1 <1 Reading 4th Grade Male % 35.7% <1 <1 <1 <1 Reading 4th Grade Economically Disadvantaged % 5% <1 <1 <1 <1 Page 8 of

19 8/7/214 MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) Reading 3rd Grade All % 83.3% <1 <1 <1 <1 Reading 3rd Grade White % 85% <1 <1 <1 <1 Reading 3rd Grade Female % <1 <1 <1 <1 <1 Page 9 of

20 8/7/214 MI-Access Supported Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 1 of

21 8/7/214 MI-Access Participation Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 11 of

22 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All Statewide Mathematics 99% 62.2% Bottom 3% Statewide Mathematics % 18.9% American Indian Statewide Mathematics 98.9% 54.1% African American Statewide Mathematics 97.5% 39.5% Asian Statewide Mathematics 99.6% 82.8% Hispanic of Any Race Statewide Mathematics 99.1% 51.5% 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 98.1% 39.7% All District Mathematics 99.6% 73.4% Bottom 3% District Mathematics % 19.6% American Indian District Mathematics <3 <3 African American District Mathematics 99.5% 46.1% Asian District Mathematics 1% 91% Hispanic of Any Race District Mathematics 99.7% 66.8% Native Hawaiian or Other Pacific Islander District Mathematics <3 <3 Two or More Races District Mathematics 99.3% 72.9% White District Mathematics 99.6% 75.5% Economically Disadvantaged District Mathematics 99.4% 6.6% English Language Learners District Mathematics 99.4% 63.4% With Disabilities District Mathematics 98.9% 45.9% All School Mathematics 1% 83.3% Bottom 3% School Mathematics % 44.3% 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 12 of

23 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Two or More Races School Mathematics <3 <3 White School Mathematics 1% 84.2% Economically Disadvantaged School Mathematics 1% 79.4% English Language Learners School Mathematics <3 <3 With Disabilities School Mathematics <3 <3 All Statewide Reading 99.1% 85.8% Bottom 3% Statewide Reading % 6.1% American Indian Statewide Reading 99% 83.4% African American Statewide Reading 97.9% 72.2% Asian Statewide Reading 99.5% 91.9% 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 99.6% 89.3% Bottom 3% District Reading % 67.4% American Indian District Reading <3 <3 African American District Reading 99.7% 71.1% Asian District Reading 1% 95.2% Hispanic of Any Race District Reading 99.7% 87.7% Native Hawaiian or Other Pacific Islander District Reading <3 <3 Two or More Races District Reading 99.3% 87.5% White District Reading 99.6% 9.8% Economically Disadvantaged District Reading 99.5% 81% English Language Learners District Reading 99.4% 7.4% With Disabilities District Reading 99% 59.7% All School Reading 1% 94.6% Page 13 of

24 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Bottom 3% School Reading % 83.6% 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 Two or More Races School Reading <3 <3 White School Reading 1% 95.5% Economically Disadvantaged School Reading 1% 97.1% English Language Learners School Reading <3 <3 With Disabilities School Reading <3 <3 All Statewide Science 98.3% 42.9% Bottom 3% Statewide Science % 1.5% American Indian Statewide Science 98.4% 35.6% African American Statewide Science 95.8% 14.9% Asian Statewide Science 99.4% 61.1% Hispanic of Any Race Statewide Science 98.5% 26.7% Native Hawaiian or Other Pacific Islander Statewide Science 99.1% 48.4% Two or More Races Statewide Science 98.9% 4.6% White Statewide Science 98.9% 5.1% Economically Disadvantaged Statewide Science 97.4% 26.4% English Language Learners Statewide Science 98.4% 11.2% With Disabilities Statewide Science 97.2% 16.1% All District Science 99.3% 55.7% Bottom 3% District Science %.9% American Indian District Science <3 <3 African American District Science 99.2% 24.8% Asian District Science 1% 73.5% Hispanic of Any Race District Science 99.3% 43.7% Two or More Races District Science 99.3% 6.8% White District Science 99.3% 57.8% Economically Disadvantaged District Science 98.8% 39% Page 14 of

25 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* English Language Learners District Science 98.4% 26.7% With Disabilities District Science 98.5% 25.1% All School Science % 5% Bottom 3% School Science <3 <3 American Indian School Science <3 <3 African American School Science <3 <3 Hispanic of Any Race School Science <3 <3 Two or More Races School Science <3 <3 White School Science % 51.5% Economically Disadvantaged School Science <3 <3 With Disabilities School Science <3 <3 All Statewide Social Studies 97.3% 57.3% Bottom 3% Statewide Social Studies % 9.1% American Indian Statewide Social Studies 97.7% 49.7% African American Statewide Social Studies 93.6% 28.4% Asian Statewide Social Studies 99.1% 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% 21.7% All District Social Studies 99.1% 66.1% Bottom 3% District Social Studies % 8.5% American Indian District Social Studies <3 <3 African American District Social Studies 99% 36.9% Asian District Social Studies 1% 79.8% Hispanic of Any Race District Social Studies 98.5% 55% Native Hawaiian or Other Pacific Islander District Social Studies <3 <3 Page 15 of

26 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Two or More Races District Social Studies 99.3% 71.1% White District Social Studies 99.1% 68.3% Economically Disadvantaged District Social Studies 98.1% 5.6% English Language Learners District Social Studies 98% 15.7% With Disabilities District Social Studies 98.1%.7% All Statewide Writing 98.5% 73.2% Bottom 3% Statewide Writing % 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 99.1% 72.8% White Statewide Writing 99% 77.8% Economically Disadvantaged Statewide Writing 97.8% 61.3% English Language Learners Statewide Writing 98% 51.1% With Disabilities Statewide Writing 97.7% 35.2% All District Writing 99.3% 79.7% Bottom 3% District Writing % 33.2% American Indian District Writing <3 <3 African American District Writing 99.2% 54.3% Asian District Writing 1% 96.8% Hispanic of Any Race District Writing 99.3% 74.2% Native Hawaiian or Other Pacific Islander District Writing <3 <3 Two or More Races District Writing 98.5% 79.7% White District Writing 99.3% 81.4% Economically Disadvantaged District Writing 99.1% 67.6% English Language Learners District Writing 98.1% 6.4% With Disabilities District Writing 98% 38.7% All School Writing 1% 79.5% Page 16 of

27 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Bottom 3% School Writing <3 <3 American Indian School Writing <3 <3 African American School Writing <3 <3 Asian School Writing <3 <3 Hispanic of Any Race School Writing <3 <3 Two or More Races School Writing <3 <3 White School Writing 1% 83.3% Economically Disadvantaged School Writing <3 <3 English Language Learners School Writing <3 <3 With Disabilities School Writing <3 <3 Page 17 of

28 8/7/214 Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 8%) All Statewide 77% American Indian Statewide 64.1% 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 82.1% Female Statewide 81.5% 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 9.1% African American District 78.3% Asian District 91.7% Hispanic of Any Race District 82.9% Two or More Races District 91.8% White District 91.4% Economically Disadvantaged District 8.6% With Disabilities District 52.8% Bottom 3% District 92.8% * All data based on students enrolled for a full academic year. Page 18 of

29 8/7/214 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 9%) All Statewide 94.3% All District 96.3% All School 96% * All data based on students enrolled for a full academic year. Page 19 of

30 8/7/214 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 2 of

31 8/7/214 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 Kennedy Elementary School Green 2 Green 2 Green 2 Green 2 Lime 26 Page 21 of

32 8/7/214 Teacher Quality - Qualification Other B.A. M.A. P.H.D. Professional Qualifications of All Public Elementary and Secondary School Teachers in the School 5 21 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 22 of

33 8/7/214 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) 213 Mathematics Achievement. Page 23 of

34 8/7/214 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) 213 Mathematics Achievement. Page 24 of

35 8/7/214 NAEP Grade 12 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) 213 Mathematics Achievement. Page 25 of

36 8/7/214 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), 213 Reading Assessment. Page 26 of

37 8/7/214 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), 213 Reading Assessment. Page 27 of

38 8/7/214 NAEP Grade 12 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), 213 Reading Assessment. Page 28 of

39 8/7/214 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