Hoover Elementary School

Transcription

1 LIVONIA PUBLIC SCHOOLS Hoover Elementary School BOARD OF EDUCATION 27-8 Colleen Burton, President Mark Johnson, Vice President Dan Centers, Secretary Tammy Bonifield, Trustee Karen Bradford, Trustee Crystal Frank, Trustee Liz Jarvis, Trustee Andrea L. Oquist, Superintendent 59 Levan Livonia, MI Julie Linn, Principal

2 525 Farmington Road Livonia MI 4854 Phone (734) May 23, 28 Dear Parents and Community Members: I am pleased to present you with the (AER) which provides key information about the continuous improvement goals and educational progress of Hoover Elementary School students based on 26-7 assessment results. 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, Julie Linn, Principal of Hoover Elementary School, for assistance. The AER is available for you to review electronically by visiting the following web site or you may obtain a copy by contacting the Hoover Elementary School office. Schools have been identified using new definitions and labels as required in the Every Student Succeeds Act (ESSA) based on their 26-7 State Testing Results. A Target Support and Improvement (TSI) school is one that has at least one underperforming student group. An Additional Targeted Support (ATS) school is one that has three or more underperforming student subgroups. A Comprehensive Support and Improvement (CSI) school is one whose performance is in the lowest 5% of all schools in the state. 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 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. Based on this data, our challenges are in the areas of science and math. Our school has identified underperforming subgroups of students, including: students with disabilities and economically disadvantaged students 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. We will purchase i-ready Literacy instruction licenses for our fourth grade students who are performing two or more years below grade level. 2

3 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, Julie Linn 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 inquiries and grievances regarding discrimination based on race, color, religion, sex, national origin, age, height, weight, and marital status-director of Human Resources, 525 Farmington Road, Livonia, MI 4854 at (734) The following person has been designated to handle inquiries and grievances regarding discrimination based on handicap or disability-director of Student Services, 525 Farmington Road, Livonia, MI 4854 at (734) SHARED VISION Climate and Environment We envision Hoover Elementary as a school where... the care, safety and well being of the members of our school community is of the utmost concern children are eager to attend, excited to learn and motivated to reach their greatest potential we value and respect the children entrusted in our care. Engaged Learners We envision Hoover Elementary as a school where... joy in learning abounds children are encouraged to give their personal best each day we work diligently to meet the unique learning and social emotional needs of our students high expectations for academic achievement and behavioral standards are evident Organizational Capability We envision Hoover Elementary as a school where... we value effective communication, positive relationships and collaborative efforts between parents, staff and students staff members are committed to individual and collective professional growth Outcomes for We envision Hoover elementary as a school where... the building blocks which are developed here serve as the foundation on which all future learning will be built amazing students, exceptional staff and dedicated parents work together to cultivate confidence and a belief in one s self We invite everyone in our school community to take an active role in bringing this vision to life. 3

4 MISSION STATEMENT Each day, Our mission at Hoover Elementary School will provide a joyful & engaging environment, which inspires a love of learning. SCHOOL PROFILE Hoover Elementary School serves 466 students in grades K-4. The principal of Hoover Elementary is Julie Linn, and there were 2 professional teaching staff members and a media specialist. In addition, there were the following professional support staff: school psychologist, school social worker, Elementary Support Teacher (E.S.T.), speech and language therapist, resource classroom teacher, teacher consultant outreach, occupational and physical therapist, and homebound or hospitalized services. Assisting all of us in keeping the building operating in an organized manner, keeping the building clean, serving nutritious food, and helping teachers and students are: custodians, secretaries, paraprofessionals, and lunchroom personnel. State law requires that we report the following additional information. ASSIGNING PUPILS TO THE SCHOOL All students were assigned to Hoover Elementary 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 4

5 interventions are developed for each improvement goal and progress toward achievement of the goals is documented annually. Our goals for 27-8: ) All students at Hoover Elementary will be proficient in math. 2) All students at Hoover Elementary will be proficient writers. 3) All students at Hoover Elementary will be proficient in reading. Our school improvement goal for was: All students at Hoover Elementary will be proficient in math, reading, writing and science. We are very encouraged by the student achievement results from the school-wide literacy initiative and our school writing assessments. The Livonia Public Schools School District has had its District Level accreditation through AdvancED. Through the district accreditation process, Hoover Elementary School 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, Niji-Iro Japanese Immersion Elementary School and special education centers at Coolidge, Grant, Johnson, Kennedy, Randolph and Webster. A preschool is operated at the Jackson Center, a Great Start Readiness Program (GSRP) is located at Garfield Community School, and 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. Specific information about these programs is available on the district Web site at CORE CURRICULUM The core curriculum at Hoover 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. 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-2 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. 5

6 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. EARLY LITERACY BENCHMARK ASSESSMENT - KINDERGARTEN Spring 27 Letter Identification Letter Sounds Rhyme Hoover 98.7% 98.7% 94.7% District 94.5% 88.% 93.5% Spring 26 Letter Identification Letter Sounds Rhyme Hoover 97.9% 96.8% 95.7% District 95.% 86.9% 9.9% in grades -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 -2 are assessed a minimum of three 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 of that Performed At or Above Grade Level Spring 27 Kindergarten Grade Grade 2 Grade 3 Grade 4 Hoover 94.9% 82.5% 93.6% 87.% 8.2% District 74.4% 65.9% 79.6% 76.9% 68.% Spring 26 Kindergarten Grade Grade 2 Grade 3 Grade 4 Hoover 95.6% 96.% 93% 95% 93% District 85.7% 78.4% 82% 79% 86% Beginning in 26-7 all students in grades -6 were assessed on their attainment of grade-level reading standards three times during the school year using the i-ready Reading Diagnostic Assessment. Kindergarten students were assessed using i-ready twice during the school year. i-ready READING of At or Above Grade Level Spring 27 Kindergarten Grade Grade 2 Grade 3 Grade 4 Hoover 8.% 68.% 62.% 57.% 36.% District 6.% 5.% 47.% 42.% 29.% 6

7 DISTRICT MATHEMATICS ASSESSMENTS in grades -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 at or above grade level on the spring i- Ready Diagnostic Assessment. i-ready MATHEMATICS of At or Above Grade Level Spring 27 Kindergarten Grade Grade 2 Grade 3 Grade 4 Hoover 73.% 8.% 48.% 57.% 66.% District 6.% 53.% 46.% 49.% 52.% Spring 26 Kindergarten Grade Grade 2 Grade 3 Grade 4 Hoover 8.% 73.% 72.% 67.% 7.% District 59.% 54.% 54.% 49.% 5.% 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. Hoover Elementary has a high degree of parental involvement as 99% of our parents (representing 458 students) attended parent-teacher conferences in and 9% of our parents (representing 44 students) attended parent-teacher conferences in During 26-7, 9% of students families (representing 422 students) were represented at Open House. 7

8 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 INSTRUCTIONAL PROGRAM JUNE 2, 2 PARENT INVOLVEMENT Reviewed 5/24 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. 8

9 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, and science for grades 4, 7, and, 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 Detail Data and Status The accountability portion of the AER includes assessment proficiency and participation rates, graduation or attendance rates, as well as accountability index values showing school performance on a - scale. 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 link will take you to the reports provided by the Michigan Department of Education for Hoover Elementary School. The reports are also printed on the following pages. 9

10 M-STEP Grades 3- Subject Grade Testing Group School Year State District School Advanced Partially Not All % 49.7% 6.4% 27.5% 33.% 29.7% 9.9% All % 52.3% 6.% 33.% 28.% 24.% 5.% Asian % 6.2% < < < < < Asian % 6.9% < < < < < Black or African % 27.4% < < < < < Black or African % 3.7% < < < < < Hispanic of Any Race % 5.% < < < < < Hispanic of Any Race % 55.6% < < < < < Two or More Races % 26.7% < < < < < Two or More Races % 5.5% < < < < < White % 52.8% 59.5% 26.2% 33.3% 29.8%.7% White % 53.7% 59.3% 33.7% 25.6% 25.6% 5.% A service of the Center for Educational Performance and Information (CEPI) Page of 27

11 M-STEP Grades 3- Subject Grade Testing Group School Year State District School Advanced Partially Not Female % 55.6% 65.9% 27.3% 38.6% 2.5% 3.6% Female % 59.% 66.7% 43.% 23.5% 2.6%.8% Male % 43.9% 55.3% 27.7% 27.7% 38.3% 6.4% Male % 45.8% 55.% 22.4% 32.7% 26.5% 8.4% Economically Disadvantaged Economically Disadvantaged % 33.% 58.3% 6.7% 4.7% 25.% 6.7% % 32.5% < < < < < English Learners % 46.2% < < < < < English Learners % 49.5% < < < < < With Disabilities % 2.2% 4.% 2.% 2.% 3.% 3.% With Disabilities % 8.2% < < < < < All % 5.% 65.6% 35.5% 3.% 9.4% 5.% All % 47.5% 57.% 28.6% 28.6% 25.3% 7.6% Asian % 74.5% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 2 of 27

12 M-STEP Grades 3- Subject Grade Testing Group School Year State District School Advanced Partially Not Asian % 58.8% < < < < < Black or African % 23.8% < < < < < Black or African % 3.3% < < < < < Hispanic of Any Race % 36.8% < < < < < Hispanic of Any Race % 48.8% < < < < < Two or More Races % 36.% < < < < < Two or More Races % 27.3% < < < < < White % 52.8% 67.% 34.% 32.9% 8.3% 4.6% White % 49.5% 55.8% 26.7% 29.% 26.7% 7.4% Female % 54.9% 72.% 44.2% 27.9% 6.3%.6% Female % 56.7% 6.9% 32.6% 28.3% 23.9% 5.2% Male % 45.% 6.% 28.% 32.% 22.% 8.% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 27

13 M-STEP Grades 3- Subject Grade Testing Group School Year State District School Advanced Partially Not Male % 38.3% 53.3% 24.4% 28.9% 26.7% 2.% Economically Disadvantaged Economically Disadvantaged % 33.7% 4.% 2.% 2.% 46.7% 3.3% % 32.7% 66.7% 33.3% 33.3% 6.7% 6.7% English Learners % 4.3% < < < < < English Learners % 23.3% < < < < < With Disabilities % 23.% < < < < < With Disabilities % 6.7% < < < < < All % 52.3% 7.3% 26.4% 44.% 2.9% 8.8% All % 59.% 65.% 22.% 43.% 27.% 8.% Asian % 74.5% < < < < < Asian % 76.9% < < < < < Black or African % 8.9% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 4 of 27

14 M-STEP Grades 3- Subject Grade Testing Group School Year State District School Advanced Partially Not Black or African % 37.3% < < < < < Hispanic of Any Race % 42.5% < < < < < Hispanic of Any Race % 57.% < < < < < Two or More Races % 46.7% < < < < < Two or More Races % 6.6% < < < < < White % 55.6% 7.4% 25.% 46.4% 2.2% 8.3% White % 6.% 64.% 22.% 4.9% 26.7% 9.3% Female % 5.5% 63.6% 2.5% 43.2% 27.3% 9.% Female % 59.9% 6.8% 2.6% 39.2% 27.5%.8% Male % 54.% 76.6% 3.9% 44.7% 4.9% 8.5% Male % 58.3% 69.4% 22.4% 46.9% 26.5% 4.% Economically Disadvantaged % 3.2% 58.3% 33.3% 25.% 6.7% 25.% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 27

15 M-STEP Grades 3- Subject Grade Testing Group School Year State District School Advanced Partially Not Economically Disadvantaged % 43.5% < < < < < English Learners % 57.5% < < < < < English Learners % 66.3% < < < < < With Disabilities % 22.4% 5.% 3.% 2.%.% 4.% With Disabilities % 23.3% < < < < < All % 58.2% 67.7% 24.7% 43.% 22.6% 9.7% All % 56.% 7.4% 29.7% 4.8% 9.8% 8.8% Asian % 83.% < < < < < Asian % 8.8% < < < < < Black or African % 28.6% < < < < < Black or African % 22.5% < < < < < Hispanic of Any Race % 52.6% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 6 of 27

16 M-STEP Grades 3- Subject Grade Testing Group School Year State District School Advanced Partially Not Hispanic of Any Race % 46.3% < < < < < Two or More Races % 5.% < < < < < Two or More Races % 33.3% < < < < < White % 6.7% 68.3% 25.6% 42.7% 22.% 9.8% White % 59.5% 72.% 29.% 43.% 9.8% 8.% Female % 54.9% 65.% 25.6% 39.5% 3.2% 4.7% Female % 56.4% 65.2% 2.7% 43.5% 23.9%.9% Male % 6.6% 7.% 24.% 46.% 6.% 4.% Male % 55.5% 77.8% 37.8% 4.% 5.6% 6.7% Economically Disadvantaged Economically Disadvantaged % 4.2% 46.7% 6.7% 4.% 2.% 33.3% % 39.5% 58.3% 6.7% 4.7% 25.% 6.7% English Learners % 42.9% < < < < < English Learners % 34.8% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 7 of 27

17 M-STEP Grades 3- Subject Grade Testing Group School Year State District School Advanced Partially Not With Disabilities % 32.2% < < < < < With Disabilities % 9.4% < < < < < All % 6.8% 26.9%.8% 5.% 47.3% 25.8% All % 5.3% 5.4% 8.8% 6.6% 4.8% 42.9% Asian % 4.4% < < < < < Asian % 3.5% < < < < < Black or African % 2.4% < < < < < Black or African %.% < < < < < Hispanic of Any Race % 3.5% < < < < < Hispanic of Any Race % 9.8% < < < < < Two or More Races % 3.9% < < < < < Two or More Races % 8.2% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 8 of 27

18 M-STEP Grades 3- Subject Grade Testing Group School Year State District School Advanced Partially Not White % 7.3% 28.% 2.2% 5.9% 47.6% 24.4% White % 7.3% 5.% 9.3% 5.8% 4.7% 44.2% Female % 4.5% 2.9% 9.3%.6% 53.5% 25.6% Female % 4.5%.9% 6.5% 4.3% 47.8% 4.3% Male % 9.3% 32.% 4.% 8.% 42.% 26.% Male % 6.2% 2.%.% 8.9% 35.6% 44.4% Economically Disadvantaged Economically Disadvantaged % 8.5% 3.3% 3.3%.% 26.7% 6.% % 6.5%.%.%.% 58.3% 4.7% English Learners % 2.4% < < < < < English Learners % 4.3% < < < < < With Disabilities % 7.% < < < < < With Disabilities % 6.9% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 9 of 27

19 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 of 27

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

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

22 MI-Access Participation Subject Grade Testing Group School Year State District School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 3 of 27

23 Accountability Details Subject Data Testing Group Subject State Tested Total State District Tested Total District * School Tested Total School ** All 98.6% 49.5% 99.4% 58.3%.% 58.8% All 98.7% 39.% 99.3% 5.9%.% 67.9% All 97.9% 24.9% 99.% 3.4%.% 5.6% All Social Studies 97.8% 33.7% 99.2% 42.5% N/A N/A Bottom 3% N/A 3.8% N/A.6% N/A.% Bottom 3% N/A.5% N/A.7% N/A 5.4% Bottom 3% N/A.4% N/A.6% N/A <3 Bottom 3% Social Studies N/A.6% N/A.% N/A N/A Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native 97.6% 4.5% <3 <3 N/A N/A 97.8% 28.8% <3 <3 N/A N/A 96.8% 9.% <3 <3 N/A N/A Social Studies 96.4% 28.9% <3 <3 N/A N/A Asian 99.% 7.5% 99.3% 72.6% <3 <3 Asian 99.3% 68.9% 99.3% 75.3% <3 <3 Asian 99.% 4.4% 97.6% 34.5% <3 <3 Asian Social Studies 98.9% 5.9% 98.5% 5.2% N/A N/A Black or African Black or African Black or African Black or African Hispanic of Any Race Hispanic of Any Race 97.6% 25.% 98.2% 35.% <3 <3 97.5% 4.2% 98.2% 25.% <3 <3 96.% 7.% 97.7% 2.8% <3 <3 Social Studies 95.9%.2% 98.5% 9.% N/A N/A 98.6% 36.9% 99.7% 54.4% <3 <3 98.7% 25.% 99.2% 44.5% <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 4 of 27

24 Accountability Details Subject Data Testing Group Subject State Tested Total State District Tested Total District * School Tested Total School ** Hispanic of Any Race 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 97.7% 3.5%.% 27.% <3 <3 Social Studies 97.8% 2.% 99.3% 33.3% N/A N/A 97.7% 54.8% N/A N/A N/A N/A 98.% 43.4% N/A N/A N/A N/A 97.6% 28.3% N/A N/A N/A N/A Social Studies 98.% 38.8% N/A N/A N/A N/A 98.7% 46.6% 98.8% 55.% <3 <3 98.6% 35.% 98.4% 45.9% <3 <3 97.7% 2.9% 98.2% 33.% <3 <3 Social Studies 97.7% 29.7% 98.2% 42.2% N/A N/A White 98.9% 56.% 99.5% 6.4%.% 57.% White 99.% 45.6% 99.5% 54.2%.% 67.9% White 98.4% 29.7% 99.2% 32.%.% 5.3% White Social Studies 98.3% 39.7% 99.3% 44.9% N/A N/A Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged 98.2% 33.5% 99.2% 42.3% <3 <3 98.3% 23.3% 99.% 34.7% <3 <3 97.2% 3.% 98.5% 7.8% <3 <3 Social Studies 97.% 8.3% 98.4% 28.% N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 5 of 27

25 Accountability Details Subject Data Testing Group Subject State Tested Total State District Tested Total District * School Tested Total School ** English Learners English Learners English Learners English Learners With Disabilities With Disabilities With Disabilities With Disabilities 98.6% 24.% 99.7% 33.7% <3 <3 99.% 23.% 99.% 38.% <3 <3 98.4% 5.% 98.% 8.% <3 <3 Social Studies 98.2% 7.8% 97.8% 3.8% N/A N/A 97.5% 26.% 97.5% 3.3% <3 <3 97.9% 2.7% 97.6% 25.8% <3 <3 96.9% 5.8% 97.7% 2.% <3 <3 Social Studies 95.9% 4.2% 96.2% 5.6% N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 6 of 27

26 Accountability Details Graduation Data Student Group Statewide District School All 79.65% 92.4% N/A Indian or Alaska Native 66.57% 75.% N/A Asian 9.2% 96.97% N/A Black or African 67.36% 82.3% N/A Hispanic of Any Race 72.6% 9.49% N/A Native Hawaiian or Other Pacific Islander 77.68% N/A N/A Two or More Races 73.67% 92.3% N/A White 83.38% 93.3% N/A Female 83.46% N/A N/A Male 76.4% N/A N/A Economically Disadvantaged 67.% 82.62% N/A English Learners 72.% 95.45% N/A With Disabilities 55.35% 55.88% 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 7 of 27

27 Accountability Details Attendance Data Student Group Statewide District School All 84.4% 89.2% 96.37% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 8 of 27

28 Accountability Index Data School Name Proficiency Index Value Growth Index Value Graduation Rate Index Value EL Progress Index Value School Quality/Student Success Index Value General Participation Index Value EL Participation Index Value Overall Index Value Hoover Elementary School N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 9 of 27

29 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D. 8 8 Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g., percentage of teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers Teacher Quality - Class School Aggregate High-Poverty Schools Low-Poverty Schools age of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.% N/A.% Teacher Quality - Provisional Certification age of Public Elementary and Secondary School Teachers in the School with Emergency Certification.% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 27

30 NAEP Grade 4 Math of below Basic Basic Advanced All 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) 25 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 2 of 27

31 NAEP Grade 8 Math of below Basic Basic Advanced All 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) 25 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 22 of 27

32 NAEP Grade 2 Math of below Basic Basic Advanced All 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) 25 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 23 of 27

33 NAEP Grade 4 Reading of below Basic Basic Advanced All 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), 25 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 24 of 27

34 NAEP Grade 8 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or Afican Hispanic Asian/Native Hawaiian or Pacific Islander Indian or Alaska Native Two or More Races &#35 3 Student classified as having a disability SD Not SD # 3 Student is an English Language Learner ELL Not ELL # 3 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 25 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 25 of 27

35 NAEP Grade 2 Reading of below Basic Basic Advanced All 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), 25 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 26 of 27

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