Cass Elementary School

Transcription

1 LIVONIA PUBLIC SCHOOLS BOARD OF EDUCATION Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary Dan Centers, Trustee Liz Jarvis, Trustee Mark Johnson, Trustee Eileen McDonnell, Trustee Andrea L. Oquist, Superintendent Munger St. Livonia, MI Bridget Regan, Principal

2 15125 Farmington Road Livonia MI Phone (734) March 1, 217 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, Bridget Regan, Principal of Cass Elementary, 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 Cass Elementary School office. For the year, no new Priority or Focus schools were named by the Michigan Department of Education; some Priority or Focus schools did exit their status because they met the exit criteria. New Reward schools were identified using school rankings and Beating the Odds information. A Focus school is one that has a large achievement gap between the highest and lowest achieving 3% of schools. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. A Reward school is one that has achieved one or more of the following distinctions: top 5% of schools on the Top-to-Bottom School Rankings, top 5% of schools making the greatest gains in achievement (improvement metric), or Beating the Odds by outperforming the school s predicted ranking and/or similar schools. Some schools are not identified with any of these labels. In these cases no label is given. Our school has not been given one of these labels. The AER has two major sections to it. 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. Upon further review of our data, our school has identified underperforming subgroups of students, including: students with disabilities for whom additional intervention and support is needed in order to increase their proficiency and to close the achievement gap in the targeted areas. We are actively working to address these issues by: Elementary Support Teacher services students in need of additional support in the area of math and reading Targeted small group reading instruction including the use of the research-based reading program called Leveled Literacy Intervention. Differentiated instruction designed to meet the needs of all students. Mainstreaming of special education students into core academic areas as well as special area classes. Co-teaching between special education teachers and general education teachers. Ongoing professional development and dialogue focusing on strategies to support struggling learners. On-going analysis of formative assessments to determine needs of all students. 2

3 Increasing use of non-fiction text to support reading in the content areas. These initiatives are intended to accelerate the student achievement of subgroups, including the state s Bottom 3%, that are not meeting our school s proficiency targets. Our collaborative efforts positively impact our school s success and student achievement. Sincerely, Bridget Regan, Principal Livonia Public Schools 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 and grievances regarding discrimination based on race, color, religion, sex, national origin, age, height, weight, and marital status-director of Human Resources, Farmington Road, Livonia, MI at (734) The following person has been designated to handle inquires and grievances regarding discrimination based on handicap or disability-director of Student Services, Farmington Road, Livonia, MI at (734) MISSION STATEMENT The Cass Staff, with the support of the community, will educate all children so they grow in their academic thinking and social skills in a safe and positive environment. We care, learn, and grow together VISION LEARNING We are a school that radiates a positive learning community where ALL students are included and motivated to achieve their highest academic success. Children take ownership of their learning. Staff, parents, and students work together to support learning goals. Teachers collaborate to ensure they are using best practices to meet every child s learning needs. CLIMATE We are a caring community where all students, staff, and parents are responsible for creating a welcoming environment that is safe emotionally, physically, and academically. We recognize, understand, and celebrate our differences. Being safe, respectful, and responsible is promoted and modeled by staff, parents, and students. Students self-monitor S.T.A.R. behavior and consistently follow it. Consequences are consistent throughout the school. Everyone s input is valued and included. 3

4 The physical environment is stimulating, appealing, safe, and clean. *Students/Staff Talk & Act Respectfully/Responsibly BELIEFS Learning We believe students learn at different paces through a variety of modes. students can succeed when we consider their individual needs. students can learn to be self-evaluators and responsible, independent learners. students and staff can learn from peers, parents, and community. students take more ownership for learning when they are engaged and know the purpose. students can be successful when there are clear, consistent, and high expectations. everyone learns when there is a fun, positive, supportive, environment where ideas are valued. Parents & School We believe Communication is essential between home and school. Parents and teachers are collaborating partners in student learning. Achievement We believe a positive atmosphere, where collaboration takes place, will challenge children to go further. Climate We believe we are all responsible for creating a school community that is safe and caring, and where people treat each other with respect. Star Behavior We believe everyone in our school community models and practices S.T.A.R. behavior. SCHOOL PROFILE serves 38 students in grades K-4 including 56 children enrolled in our Cass Special Education Center. The principal of is Bridget Regan and there are 15 professional teaching staff members including a media specialist. There are also vocal music, art, and physical education teachers, whom are shared with other Livonia Schools. In addition, there is the following professional support staff: school psychologist, school social worker, speech and language teachers, special education teachers, Elementary Support Teacher (E.S.T.), teacher consultant outreach, occupational and physical therapist, homebound or hospitalized services, and special education paraprofessionals. Assisting all of us keeping the building operating in an organized manner, keeping the building clean, serving nutritious food, and helping teachers and students are: one secretary, custodians, and lunchroom personnel. 4

5 State law requires that we report the following additional information. ASSIGNING PUPILS TO THE SCHOOL Students assigned to Cass Elementary are 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 in formulating and implementing 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 school improvement goals for and : 1. All students will be proficient in writing. 2. All students will be proficient in mathematics. 3. All students will be proficient in reading. 4. All students will be proficient in science. 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. 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, Kennedy, Johnson and Webster. Preschool special education programs are located at various locations in the district. Other special education programs are available in western Wayne County for our students with disabilities, based upon their individual needs. Niji-Iro Japanese Immersion Elementary School is also available. 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 Cass 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 and English Language Arts. 5

6 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 Students in kindergarten are assessed on a one-on-one basis four times during the school year to measure progress toward grade-level literacy skills. The following table, Literacy Benchmark: Early Literacy Assessment, shows the results of this testing by school and district. EARLY LITERACY BENCHMARK ASSESSMENT - KINDERGARTEN Letter Identification Letter Sounds Rhyme Cass 98.1% 1.% 1.% District 95.% 86.9% 91.9% Cass 94.2% 86.5% 96.2% District 93.5% 85.7% 94.9% Students 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. Students in grades 1-2 are assessed a minimum of four times each year. Students 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 Students that Performed At or Above Grade Level Spring 216 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Cass 84.1% 95.9% 93% 88% 84% District 85.7% 78.4% 82% 79% 86% Spring 215 Cass 1% 94% 87% 92% 81% District 89.5% 78% 8% 83% 88% 6

7 DISTRICT MATHEMATICS ASSESSMENTS Students in grades 1-6 were assessed on their attainment of grade level mathematics standards three times during the school year using the i-ready Math Diagnostic Assessment. Kindergarten students were assessed using i-ready twice during the school year. The following chart show the percentage of students who were on or above grade level on the spring i-ready Diagnostic Assessment. i-ready MATHEMATICS Percent of Students On or Above Grade Level Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Cass 53.% 67.% 45.% 38.% 49.% District 59.% 54.% 54.% 49.% 51.% Students were assessed in mathematics knowledge twice during the school year. Kindergarten students were assessed with a Pre/Post assessment created by the district and students in grades 1-5 were assessed using a Pre/Post online assessment. The following data show the percentage of students who were proficient at each grade level on the Pre/Post mathematics benchmark assessment Counting & Cardinality MATHEMATICS BENCHMARK: ELEMENTARY ASSESSMENTS GRADE Kindergarten Percent of Students Proficient KINDERGARTEN Geometry Measurement & Data Number & Operations in Base Ten Operations & Algebraic Thinking Totals* Pre-Test Cass 16% 23% 84% 6% 32% 16% District 11% 35% 51% 5% 25% 11% Post-Test Cass 87% 9% 93% N/A** 93% 84% District 87% 91% 94% N/A** 83% 9% *Total score indicates percentage of students scoring 7% or higher. **Due to the fact the Post-Test was administered earlier in the school year than in previous years, test items reflecting content not taught were eliminated. 7

8 MATHEMATICS BENCHMARK: ELEMENTARY ASSESSMENTS GRADES 1-4 Percent of Students Proficient GRADE 1 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Geometry Pre-Test Cass 51% 59% 23% 55% 41% 43% 45% District 56% 6% 33% 66% 5% 44% 51% Post-Test Cass 8% 91% 57% 68% 85% 77% 83% District 85% 91% 63% 86% 86% 82% 82% GRADE 2 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Totals* Geometry Pre-Test Cass 62% 49% 62% 81% 5% 79% 6% District 62% 47% 68% 82% 56% 78% 62% Post-Test Cass 82% 71% 85% 9% 67% 95% 8% District 78% 65% 83% 92% 69% 91% 77% GRADE 3 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Totals* Geometry Pre-Test Cass 7% 58% 63% 6% 69% 77% 65% District 74% 54% 66% 56% 71% 8% 65% Post-Test Cass 85% 77% 73% 74% 85% 89% 8% District 86% 78% 81% 77% 85% 89% 82% GRADE 4 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Totals* Geometry Pre-Test Cass 47% 48% 43% 76% 57% 61% 52% District 4% 45% 39% 66% 44% 59% 46% Post-Test Cass 78% 73% 7% 94% 8% 84% 78% District 68% 64% 58% 88% 67% 74% 68% *Total score indicates proficiency in all 6 strands. Totals* 8

9 NORM REFERENCED ASSESSMENT The Cognitive Ability Test (CogAT) from Riverside Publishing is administered to second grade students in and to third grade students in CogAT GRADE 2 Age Percentiles Verbal Quantitative Nonverbal Composite Cass District CogAT GRADE 3 Age Percentiles Verbal Quantitative Nonverbal Composite Cass 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. Cass Elementary has a high degree of parental involvement evidenced by 98% (3 of the 38) of our parents attending parent-teacher conferences and/or IEPCs in and 97% (292 of the 3) of our parents attending parent-teacher conferences and/or IEPCs in Seventy-five percent (75%) of Cass Elementary parents attended our fall Open House in September. 9

10 PARENT INVOLVEMENT The district s Parent Involvement Plan is available on the district s website, which is linked to each school s website. 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) 1

11 DATA FROM MICHIGAN DEPARTMENT OF EDUCATION These reports contain the following information: Student Assessment Data Includes the following three assessments: M-STEP (Michigan Student Test of Educational Progress), MI-Access (Alternate Assessment), and College Board SAT. Presents assessment information for English language arts and mathematics for grades 3 to 8 and 11, and science for grades 4, 7, and 11, compared to state averages for all students as well as subgroups of students. The report helps users to understand achievement performance within grades and schools, and to make comparisons to district, state, and national achievement benchmarks. Accountability Scorecard Detail Data and Status The accountability portion of the AER includes assessment proficiency and participation rates, graduation or attendance rates, as well as accountability scorecard status. Teacher Qualification Data Identifies teacher qualifications at district and school levels Reports percentage of core academic classes taught by teachers not considered highly qualified to teach such classes NAEP Data (National Assessment of Educational Progress) Provides state results of the national assessment in mathematics and reading every other year in grades 4 and 8 The following pages are provided by the Michigan Department of Education and cannot be amended, modified or adjusted. They must be included as provided by the state. 11

12 M-STEP Grades 3-11 Subject Grade Testing Group School Year State Percent Students Proficient District Percent Students Proficient School Percent Students Proficient Percent Advanced Percent Proficient Percent Partially Proficient Percent Not Proficient All Students % 54.7% 61.5% 28.8% 32.7% 26.9% 11.5% All Students % 49.7% 51.% 28.6% 22.4% 22.4% 26.5% Asian % 7.% <1 <1 <1 <1 <1 Black or African % 15.7% <1 <1 <1 <1 <1 Black or African % 27.4% <1 <1 <1 <1 <1 Hispanic of Any Race % 5.% <1 <1 <1 <1 <1 Two or More Races % 45.7% <1 <1 <1 <1 <1 Two or More Races % 26.7% <1 <1 <1 <1 <1 White % 59.% 63.8% 31.9% 31.9% 23.4% 12.8% White % 52.8% 58.5% 34.1% 24.4% 22.% 19.5% Female % 58.1% 67.9% 39.3% 28.6% 17.9% 14.3% Female % 55.6% 53.8% 23.1% 3.8% 23.1% 23.1% A service of the Center for Educational Performance and Information (CEPI) Page 1 of 3

13 M-STEP Grades 3-11 Male % 51.1% 54.2% 16.7% 37.5% 37.5% 8.3% Male % 43.9% 47.8% 34.8% 13.% 21.7% 3.4% % 35.6% 3.%.% 3.% 6.% 1.% % 33.% 9.1% 9.1%.% 27.3% 63.6% English Language Learners % 29.% <1 <1 <1 <1 <1 English Language Learners % 46.2% <1 <1 <1 <1 <1 Students With Disabilities % 27.9% <1 <1 <1 <1 <1 Students With Disabilities % 21.2% <1 <1 <1 <1 <1 All Students % 48.2% 75.% 48.1% 26.9% 17.3% 7.7% All Students % 5.1% 62.7% 33.3% 29.4% 23.5% 13.7% Asian % 62.1% <1 <1 <1 <1 <1 Asian % 74.5% <1 <1 <1 <1 <1 Black or African % 15.9% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 2 of 3

14 M-STEP Grades 3-11 Black or African % 23.8% <1 <1 <1 <1 <1 Hispanic of Any Race % 51.1% <1 <1 <1 <1 <1 Two or More Races % 48.8% <1 <1 <1 <1 <1 Two or More Races % 36.1% <1 <1 <1 <1 <1 White % 51.8% 74.4% 51.2% 23.3% 16.3% 9.3% White % 52.8% 64.4% 37.8% 26.7% 2.% 15.6% Female % 56.8% 9.5% 71.4% 19.% 9.5%.% Female % 54.9% 65.5% 48.3% 17.2% 24.1% 1.3% Male % 4.3% 64.5% 32.3% 32.3% 22.6% 12.9% Male % 45.1% 59.1% 13.6% 45.5% 22.7% 18.2% % 3.3% 5.% 2.% 3.% 3.% 2.% % 33.7% <1 <1 <1 <1 <1 English Language Learners % 35.9% <1 <1 <1 <1 <1 English Language Learners % 14.3% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 3 of 3

15 M-STEP Grades 3-11 Students With Disabilities % 19.2% 3.%.% 3.% 3.% 4.% Students With Disabilities % 23.% <1 <1 <1 <1 <1 All Students % 61.3% 73.1% 32.7% 4.4% 17.3% 9.6% All Students % 52.3% 42.3% 21.2% 21.2% 25.% 32.7% Asian % 82.% <1 <1 <1 <1 <1 Black or African % 22.7% <1 <1 <1 <1 <1 Black or African % 18.9% <1 <1 <1 <1 <1 Hispanic of Any Race % 42.5% <1 <1 <1 <1 <1 Two or More Races % 48.6% <1 <1 <1 <1 <1 Two or More Races % 46.7% <1 <1 <1 <1 <1 White % 65.6% 76.6% 34.% 42.6% 12.8% 1.6% White % 55.6% 5.% 25.% 25.% 22.7% 27.3% Female % 6.3% 78.6% 35.7% 42.9% 1.7% 1.7% Female % 5.5% 34.6% 15.4% 19.2% 34.6% 3.8% A service of the Center for Educational Performance and Information (CEPI) Page 4 of 3

16 M-STEP Grades 3-11 Male % 62.3% 66.7% 29.2% 37.5% 25.% 8.3% Male % 54.1% 5.% 26.9% 23.1% 15.4% 34.6% % 4.3% 6.%.% 6.% 2.% 2.% % 31.2% 18.2% 9.1% 9.1% 18.2% 63.6% English Language Learners % 54.% <1 <1 <1 <1 <1 English Language Learners % 57.5% <1 <1 <1 <1 <1 Students With Disabilities % 32.9% <1 <1 <1 <1 <1 Students With Disabilities % 22.4% <1 <1 <1 <1 <1 All Students % 5.7% 69.8% 37.7% 32.1% 2.8% 9.4% All Students % 58.2% 74.5% 29.4% 45.1% 15.7% 9.8% Asian % 64.5% <1 <1 <1 <1 <1 Asian % 83.% <1 <1 <1 <1 <1 Black or African % 11.4% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 5 of 3

17 M-STEP Grades 3-11 Black or African % 28.6% <1 <1 <1 <1 <1 Hispanic of Any Race % 41.3% <1 <1 <1 <1 <1 Two or More Races % 5.% <1 <1 <1 <1 <1 Two or More Races % 5.% <1 <1 <1 <1 <1 White % 55.8% 72.7% 43.2% 29.5% 15.9% 11.4% White % 6.7% 73.3% 31.1% 42.2% 15.6% 11.1% Female % 52.2% 81.% 42.9% 38.1% 19.%.% Female % 54.9% 75.9% 31.% 44.8% 17.2% 6.9% Male % 49.3% 62.5% 34.4% 28.1% 21.9% 15.6% Male % 61.6% 72.7% 27.3% 45.5% 13.6% 13.6% % 32.3% 5.% 2.% 3.% 3.% 2.% % 41.2% <1 <1 <1 <1 <1 English Language Learners % 36.6% <1 <1 <1 <1 <1 English Language Learners % 42.9% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 6 of 3

18 M-STEP Grades 3-11 Students With Disabilities % 22.5% 36.4% 18.2% 18.2% 18.2% 45.5% Students With Disabilities % 32.2% <1 <1 <1 <1 <1 All Students % 16.2% 14.8% 1.9% 13.% 59.3% 25.9% All Students % 16.8% 11.8% 3.9% 7.8% 43.1% 45.1% Asian % 29.% <1 <1 <1 <1 <1 Asian % 4.4% <1 <1 <1 <1 <1 Black or African % 2.3% <1 <1 <1 <1 <1 Black or African % 2.4% <1 <1 <1 <1 <1 Hispanic of Any Race % 12.8% <1 <1 <1 <1 <1 Two or More Races % 12.2% <1 <1 <1 <1 <1 Two or More Races % 13.9% <1 <1 <1 <1 <1 White % 17.9% 17.8% 2.2% 15.6% 55.6% 26.7% White % 17.3% 13.3% 4.4% 8.9% 42.2% 44.4% Female % 14.7% 22.7% 4.5% 18.2% 59.1% 18.2% A service of the Center for Educational Performance and Information (CEPI) Page 7 of 3

19 M-STEP Grades 3-11 Female % 14.5% 3.4% 3.4%.% 51.7% 44.8% Male % 17.5% 9.4%.% 9.4% 59.4% 31.3% Male % 19.3% 22.7% 4.5% 18.2% 31.8% 45.5% % 5.6%.%.%.% 45.5% 54.5% % 8.5% <1 <1 <1 <1 <1 English Language Learners % 4.9% <1 <1 <1 <1 <1 English Language Learners % 2.4% <1 <1 <1 <1 <1 Students With Disabilities % 4.1%.%.%.% 16.7% 83.3% Students With Disabilities % 7.% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 8 of 3

20 SAT Location Name School Year Subject Student Group Mean SAT Score Benchmark Met or Exceeded % Met or Exceeded Did Not Meet % Did Not Meet Number Assessed No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 9 of 3

21 MI-Access Functional Independence Subject Grade Testing Group School Year State Percent Students Proficient District Percent Students Proficient School Percent Students Proficient Percent Surpassed Percent Attained Percent Emerging All Students % 57.1% <1 <1 <1 <1 All Students % 78.6% <1 <1 <1 <1 All Students % 71.4% <1 <1 <1 <1 All Students % 63.6% <1 <1 <1 <1 Asian % <1 <1 <1 <1 <1 Black or African % <1 <1 <1 <1 <1 Black or African % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % 75.% <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % 76.9% <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 1 of 3

22 MI-Access Functional Independence Male % <1 <1 <1 <1 <1 Male % 6.% <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All Students % 72.2% <1 <1 <1 <1 All Students % 68.8% <1 <1 <1 <1 All Students % 72.2% <1 <1 <1 <1 All Students % 56.3% <1 <1 <1 <1 All Students % 56.3% <1 <1 <1 <1 All Students % 18.8% <1 <1 <1 <1 Indian or Alaska Native % <1 <1 <1 <1 <1 Indian or Alaska Native % <1 <1 <1 <1 <1 Indian or Alaska Native % <1 <1 <1 <1 <1 Black or African % <1 <1 <1 <1 <1 Black or African % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 11 of 3

23 MI-Access Functional Independence Black or African % <1 <1 <1 <1 <1 Two or More Races % <1 <1 <1 <1 <1 Two or More Races % <1 <1 <1 <1 <1 Two or More Races % <1 <1 <1 <1 <1 White % 64.3% <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % 71.4% <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % 66.7% <1 <1 <1 <1 White % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Male % 66.7% <1 <1 <1 <1 Male % 72.7% <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 12 of 3

24 MI-Access Functional Independence Male % 83.3% <1 <1 <1 <1 Male % 63.6% <1 <1 <1 <1 Male % 6.% <1 <1 <1 <1 Male % 27.3% <1 <1 <1 < % 81.8% <1 <1 <1 < % 8.% <1 <1 <1 < % 84.6% <1 <1 <1 < % 6.% <1 <1 <1 < % 7.% <1 <1 <1 < % 3.% <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 13 of 3

25 MI-Access Supported Independence Subject Grade Testing Group School Year State Percent Students Proficient District Percent Students Proficient School Percent Students Proficient Percent Surpassed Percent Attained Percent Emerging All Students % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 <1 Asian % <1 <1 <1 <1 <1 Asian % <1 <1 <1 <1 <1 Asian % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 English Language Learners % <1 <1 <1 <1 <1 English Language Learners % <1 <1 <1 <1 <1 English Language Learners % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 14 of 3

26 MI-Access Participation Subject Grade Testing Group School Year State Percent Students Proficient District Percent Students Proficient School Percent Students Proficient Percent Surpassed Percent Attained Percent Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 15 of 3

27 Accountability Details Subject Data Testing Group Subject State Tested Total State Percent Proficient District Tested Total District Percent Proficient* School Tested Total School Percent Proficient** All Students 98.7% 69.6% 99.4% 75.2% 99.1% 64.2% All Students 98.6% 62.1% 99.3% 71.6% 99.1% 65.1% All Students 98.1% 5.% 99.1% 6.% 1.% 37.7% All Students Social Studies 98.1% 59.3% 99.% 68.1% N/A N/A Bottom 3% N/A 25.1% N/A 22.1% N/A 3.% Bottom 3% N/A 19.% N/A 17.% N/A.% Bottom 3% N/A 9.8% N/A 13.4% N/A <3 Bottom 3% Social Studies N/A 13.3% N/A 16.2% N/A N/A Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native 98.4% 63.4% <3 <3 N/A N/A 98.4% 55.9% <3 <3 N/A N/A 98.% 46.3% <3 <3 N/A N/A Social Studies 97.3% 54.5% <3 <3 N/A N/A Asian 99.3% 84.3% 99.3% 84.4% <3 <3 Asian 99.4% 83.7% 99.7% 86.% <3 <3 Asian 99.3% 65.5% 1.% 78.1% <3 <3 Asian Social Studies 99.3% 76.% 1.% 76.8% N/A N/A Black or African Black or African Black or African Black or African Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race 97.7% 46.9% 99.2% 56.4% <3 <3 97.4% 37.3% 98.9% 47.4% <3 <3 96.5% 23.9% 99.7% 34.1% <3 <3 Social Studies 96.6% 33.6% 98.6% 46.% N/A N/A 98.8% 6.8% 99.7% 72.9% <3 <3 98.8% 51.1% 99.7% 63.9% <3 <3 98.1% 36.7% 99.3% 54.4% N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 16 of 3

28 Accountability Details Subject Data Hispanic of Any Race Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Two or More Races Two or More Races Two or More Races Two or More Races Social Studies 98.% 47.7% 98.7% 62.4% N/A N/A 99.5% 72.4% N/A N/A N/A N/A 99.7% 65.9% N/A N/A N/A N/A 99.7% 59.6% N/A N/A N/A N/A Social Studies 99.6% 65.7% N/A N/A N/A N/A 98.9% 67.8% 1.% 69.9% <3 <3 98.7% 59.2% 99.6% 69.1% <3 <3 98.5% 45.2% 1.% 6.5% <3 <3 Social Studies 98.5% 57.3% 1.% 65.% N/A N/A White 99.% 75.6% 99.3% 77.1% 1.% 67.% White 98.9% 68.4% 99.3% 74.1% 1.% 68.1% White 98.6% 57.1% 98.9% 62.2% 1.% 37.% White Social Studies 98.5% 65.8% 99.% 7.6% N/A N/A English Language Learners English Language Learners 98.3% 56.8% 99.2% 62.7% <3 <3 98.2% 48.5% 99.1% 57.2% <3 <3 97.5% 35.% 99.% 46.4% <3 <3 Social Studies 97.5% 43.9% 98.6% 53.8% N/A N/A 98.8% 49.5% 99.3% 59.3% <3 <3 99.% 48.4% 99.3% 66.9% <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 17 of 3

29 Accountability Details Subject Data English Language Learners English Language Learners Students With Disabilities Students With Disabilities Students With Disabilities Students With Disabilities 98.5% 22.% 99.1% 35.% <3 <3 Social Studies 98.2% 3.9% 97.4% 42.3% N/A N/A 97.2% 4.1% 99.% 47.3% <3 <3 97.1% 36.5% 98.8% 42.1% <3 <3 97.% 26.5% 98.3% 35.% <3 <3 Social Studies 96.6% 3.8% 98.6% 39.3% N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 18 of 3

30 Accountability Details Graduation Data Student Group Statewide District School All Students 79.79% 91.33% N/A Indian or Alaska Native 7.88% N/A N/A Asian 9.77% 1.% N/A Black or African 67.31% 78.85% N/A Hispanic of Any Race 72.7% 81.58% N/A Native Hawaiian or Other Pacific Islander 76.67% N/A N/A Two or More Races 74.74% 92.86% N/A White 83.48% 92.53% N/A Female 83.76% N/A N/A Male 76.% N/A N/A 67.48% 83.% N/A English Language Learners 72.14% N/A N/A Students With Disabilities 57.12% 61.81% N/A Bottom 3% N/A N/A N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 19 of 3

31 Accountability Details Attendance Data Student Group Statewide District School All Students 94.32% 96.% 95.36% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 2 of 3

32 Accountability Status District Data District Name Status Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 21 of 3

33 Accountability Status School Data School Name Status Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score Cass Elementary School Green 2 Green 2 Green 2 Lime 16 A service of the Center for Educational Performance and Information (CEPI) Page 22 of 3

34 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D. 5 2 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.% N/A.% Teacher Quality - Provisional Certification Percent Percentage of Public Elementary and Secondary School Teachers in the School with Emergency Certification.% A service of the Center for Educational Performance and Information (CEPI) Page 23 of 3

35 NAEP Grade 4 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races # &# &#8225 Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement A service of the Center for Educational Performance and Information (CEPI) Page 24 of 3

36 NAEP Grade 8 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races # # 4 32 Student classified as having a disability SD Not SD # 7 Student is an English Language Learner ELL Not ELL Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement A service of the Center for Educational Performance and Information (CEPI) Page 25 of 3

37 NAEP Grade 12 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement A service of the Center for Educational Performance and Information (CEPI) Page 26 of 3

38 NAEP Grade 4 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races # Student classified as having a disability SD Not SD # 6 Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment A service of the Center for Educational Performance and Information (CEPI) Page 27 of 3

39 NAEP Grade 8 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or Afican Hispanic Asian/Native Hawaiian or Pacific Islander Indian or Alaska Native Two or More Races &# Student classified as having a disability SD Not SD # 3 Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment # 3 A service of the Center for Educational Performance and Information (CEPI) Page 28 of 3

40 NAEP Grade 12 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment A service of the Center for Educational Performance and Information (CEPI) Page 29 of 3

41 NAEP Participation Data Grade Subject Participation Rate for Students with Disabilities Standard Error Participation Rate for Limited English Proficient Students Standard Error 4 Math Reading Math Reading A service of the Center for Educational Performance and Information (CEPI) Page 3 of 3