Garfield 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 Dr. Randy Liepa, Superintendent 1218 Arthur Livonia, MI Paula Kohler, Principal William R. Green II, Principal ( )

2 15125 Farmington Road Livonia MI Phone (734) April 15, 216 Dear Parents and Community Members: We are 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, Paula Kohler, Principal of Garfield Elementary School, 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. 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 school has identified underperforming subgroups of students, including: economically disadvantaged (writing), African (mathematics), and the bottom 3% (reading, mathematics, science and writing) for whom additional intervention and support is needed in order to increase their proficiency and to close the achievement gap in those targeted areas. We are actively working to address the school issues by providing supplemental Title 1 services in the areas of mathematics, reading, science, social studies and writing. In addition to high quality classroom instruction, utilizes research based programs such as Leveled Literacy Intervention System, Fast ForWord, Touch Math and iready instruction as interventions for our struggling learners. provides beyond the school day support in the areas of math and reading through our Title 1 funding. In addition selected atrisk children are invited to attend summer programming during the month of July at Camp Frost. The Garfield Student Achievement Team and our Title I Team, both of which address our Response to Intervention initiatives, meet weekly to address student learning concerns. These initiatives and professional development focus areas are intended to accelerate the student achievement of subgroups, including the state s Bottom 3%, that are not meeting our school s proficiency targets. The Garfield staff continues to engage in professional development in the areas of working with children in poverty, the transient child, differentiated instruction and the common core state standards. Garfield utilized focus school funds during the and school years to provide the Leader In Me program which focuses on the 7 Habits of Highly Effective students. We believe this wide menu of interventions and initiatives will continue to develop academic success for 2

3 all students and close the achievement gap between the top and bottom 3 percent of students that attend. Our collaborative efforts positively impact our school s success and student achievement. Sincerely, Paula Kohler, Principal The Livonia Public Schools School 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 regarding the nondiscrimination policies: Director of Human Resources, Farmington Road, Livonia, MI (734) MISSION STATEMENT LEARNING FOR ALL.WHATEVER IT TAKES! VISION STATEMENT Garfield Elementary stakeholders envision a school where all students are respectful, responsible, and proficient in reading, writing, science, social studies, and math. OUR BELIEFS learn better in a safe, connected classroom culture. Thus, the Garfield community of staff, students and families will create a welcoming, safe environment for all members to learn. We will build relationships with one another, based on respect, trust, and timely communication. Through a combination of care and high expectations, every child can experience early learning success in school and in life. A culture of collaboration is essential to help Garfield staff, Garfield parents, and Garfield students work to their highest levels of effectiveness. The responsibilities of each group are listed in our school compact. Careful analysis of student progress helps determine instructional needs and instructional match. It is vital to deliver essential skill instruction at the student s correct level of challenge. We embody these beliefs through the commitment to high quality professional development, providing a menu of intervention services, and striving for constant improvement in all we do at Garfield Elementary School to improve student learning. 3

4 SCHOOL PROFILE serves 32 students in grades K-4. The principal of Garfield Elementary School during was William Green. There are 13 professional teaching staff members and a media specialist. In addition, there is the following professional support staff: school psychologist, school social worker, Title 1 interventionists, Elementary Support Teacher, speech and language therapist, resource classroom teacher, a teacher consultant outreach, occupational and physical therapist, and homebound or hospitalized services. Assisting 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. is a Title 1 School-wide building. State law requires that we report the following additional information. ASSIGNING PUPILS TO THE SCHOOL All students are assigned to Garfield 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 interventions are developed for each improvement goal and progress toward achievement of the goals is documented annually. Our staff established these goals for the and school years: 1. All students at will be proficient in reading. 2. All students at will be proficient in writing. 3. All students at will be proficient in mathematics. 4. All students at will be proficient in science. 5. All students at will be proficient in social studies. Garfield Elementary is a Leader In Me School. Our staff is dedicated to providing each student an opportunity for early learning success based on a robust core curriculum, age-appropriate interventions, and an atmosphere where teachers love to teach and students love to learn. We are a school that strives to develop respectful, open-hearted, achieving, and responsible student leaders. The Livonia Public Schools School has had its 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 were 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. Niji-Iro Japanese Immersion Elementary School was open this year at the former Taylor Elementary School. 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 Garfield 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-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. 5

6 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 Letter ID Sound ID Representing Phonemes with Letters Rhyme Reading High Frequency Words Garfield 97.3% 95.8% 93.2% 96.6% 98.3% 95.6% Garfield 98.2% 94.5% 85.5% 94.6% 76.8% 99.5% 98.5% 9.% 96.1% 89.5% EARLY LITERACY BENCHMARK ASSESSMENT - KINDERGARTEN Letter Identification Letter Sounds Rhyme Garfield 85.1% 51.1% 93.6% 93.5% 85.7% 94.9% Garfield 97.3% 95.8% 93.2% 96.6% 98.3% 95.6% 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 of that Performed At or Above Grade Level Spring 215 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Garfield 93.7% 69% 82% 73% 71% 89.5% 78% 8% 83% 88% Spring 214 Garfield 76.% 88% 8% 77% 77% 85.6% 8% 83% 83% 88% 6

7 DISTRICT MATHEMATICS ASSESSMENTS - ELEMENTARY 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. In September and March, students in Kindergarten were tested in September and March on Common Core State Standards for (CCSS) strands taught within the Everyday program. in grades 1-5 were tested on Common Core State Standards for (CCSS) and reported using Grade Level Expectations (GLCEs) strands taught within the Everyday program. The following data show the percentage of students who were proficient at each grade level on the Pre/Post mathematics benchmark assessment.. MATHEMATICS BENCHMARK: ELEMENTARY ASSESSMENTS GRADE Kindergarten of KINDERGARTEN Counting & Cardinality Geometry Measurement & Data Number & Operations in Base Ten Operations & Algebraic Thinking Totals* Pre-Test Garfield 4% 17% 54% 4% 17% 4% 11% 35% 51% 5% 25% 11% Post-Test Garfield 58% 88% 75% N/A** 67% 67% 87% 91% 94% N/A** 83% 9% Pre-Test Garfield 6% 15% 67% 3% 2% 5% 1% 21% 61% 4% 2% 7% Post-Test Garfield 76% 84% 96% 6% 84% 81% 87% 93% 94% 7% 9% 91% *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 of GRADE 1 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Geometry Pre-Test Garfield 56% 59% 29% 64% 45% 38% 48% 56% 6% 33% 66% 5% 44% 51% Post-Test Garfield 81% 88% 59% 88% 83% 83% 79% 85% 91% 63% 86% 86% 82% 82% Pre-Test Garfield 9% 19% % 61% 2% 2% 43% 57% 63% 35% 63% 51% 48% 52% Post-Test Garfield 81% 87% 52% 71% 75% 52% 81% 88% 93% 59% 87% 83% 71% 86% GRADE 2 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Totals* Geometry Pre-Test Garfield 52% 39% 59% 78% 49% 69% 53% 62% 47% 68% 82% 56% 78% 62% Post-Test Garfield 63% 53% 73% 89% 61% 85% 66% 78% 65% 83% 92% 69% 91% 77% Pre-Test Garfield 14% % 19% 38% 5% 41% 51% 6% 45% 69% 8% 56% 77% 61% Post-Test Garfield 34% 21% 58% 58% 5% 76% 66% 82% 71% 88% 95% 71% 94% 82% GRADE 3 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Totals* Geometry Pre-Test Garfield 59% 33% 57% 54% 51% 63% 5% 74% 54% 66% 56% 71% 8% 65% Post-Test Garfield 75% 63% 73% 7% 78% 82% 72% 86% 78% 81% 77% 85% 89% 82% Pre-Test Garfield 25% 6% 2% 13% 16% 32% 5% 75% 54% 69% 57% 71% 8% 66% Post-Test Garfield 56% 37% 53% 46% 51% 54% 72% 86% 78% 83% 74% 84% 89% 82% 8 Totals*

9 Numbers & Numeration Operations & Computations Measurement Reference Frames GRADE 4 Patterns, Functions, Algebra Data & Chance Geometry Pre-Test Garfield 31% 35% 26% 55% 38% 43% 36% 4% 45% 39% 66% 44% 59% 46% Post-Test Garfield 55% 6% 47% 82% 56% 65% 59% 68% 64% 58% 88% 67% 74% 68% Pre-Test Garfield 2% % 2% 37% 4% 5% 39% 39% 45% 39% 7% 42% 61% 46% Post-Test Garfield 31% 18% 2% 82% 44% 43% 64% 7% 73% 77% 72% 66% 79% 72% *Total score indicates proficiency in all 6 strands. Totals* NORM REFERENCED ASSESSMENT The Cognitive Ability Test (CogAT) from Riverside Publishing is administered to third grade students. CogAT GRADE 3 Age iles Verbal Quantitative Nonverbal Composite Garfield Garfield 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. Garfield Elementary has a high degree of parental involvement as 9% of our families (289 out of 322 families) attended parent-teacher conferences during and 92% (286 out of 313 families) attended parent-teacher conferences during We offer a variety of ways for teachers and parents to confer about their child s academic progress, such as phone conferences. Parents volunteer regularly at Garfield. Programs such as PTA events, Field Trips, Motor Moms and Dads, and various needs in the classrooms give parents and community members many opportunities to be a part of their child s education. We re all in this together! 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 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. 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 may better provide parent(s)/guardian(s) with information concerning current laws, regulations, and instructional programs; and 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 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 The explanation below is provided by Livonia Public Schools to assist you in understanding the data on the following pages provided by the Michigan Department of Education (MDE). Student Assessment Data State assessment results at the elementary, middle and high school levels for all four tested subjects (mathematics, ELA, science and social studies) for all students as well as subgroups of students on the: M-STEP and MI-Access for and MEAP, MME, MEAP-Access and MI-Access for Accountability Details Subject Data provides the percent of students tested and the percent proficient for each subject area tested (mathematics, ELA, science and social studies) at the state and district levels for all students and applicable student subgroups. Graduation Data provides high school graduation rates at the state and district levels for all students and applicable subgroups. Attendance Data provides average daily attendance rate at the state and district levels. Accountability Status and School Data The MDE did not provide any data for these categories. Teacher Quality identifies teacher qualifications, reports percentage of core academic classes taught by teachers not considered highly qualified to teach such classes, and lists the percentage of teachers with emerging certifications in the district. NAEP Data (National Assessment of Education Progress) Provides state results of the national assessment in mathematics and reading in grades 4, 8 and 12. 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 3/23/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not All % 7.8% 52.1% 2.8% 49.3% 36.6% 11.3% African % 38.6% 37.5% % 37.5% 5% 12.5% Asian % 8% <1 <1 <1 <1 <1 Hispanic of Any Race Two or More Races % 65.1% <1 <1 <1 <1 < % 72.7% <1 <1 <1 <1 <1 White % 74.5% 66.7% 8.3% 58.3% 2.8% 12.5% Female % 77.6% 66.7% % 66.7% 25.6% 7.7% Male % 64.4% 34.4% 6.3% 28.1% 5% 15.6% Economically Disadvantaged % 55.9% 43.8% 2.1% 41.7% 45.8% 1.4% A service of the Center for Educational Performance and Information (CEPI) Page 1 of 3

13 3/23/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not English Language Learners With Disabilities % 5% <1 <1 <1 <1 < % 41.1% <1 <1 <1 <1 <1 All % 54.7% 18% 4% 14% 46% 36% All % 78.1% 6% 5.5% 54.5% 3.9% 9.1% African African % 15.7% 6.9% % 6.9% 44.8% 48.3% % 56.5% 46.2% 3.8% 42.3% 38.5% 15.4% Asian % 7% <1 <1 <1 <1 <1 Asian % 93.9% <1 <1 <1 <1 <1 Hispanic of Any Race % 5% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 2 of 3

14 3/23/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Hispanic of Any Race Two or More Races % 77.6% <1 <1 <1 <1 < % 45.7% <1 <1 <1 <1 <1 White % 59% 28.6% 7.1% 21.4% 5% 21.4% White % 79.3% 69.6% % 69.6% 26.1% 4.3% Female % 58.1% 11.5% % 11.5% 57.7% 3.8% Female % 83.1% 66.7% 6.7% 6% 26.7% 6.7% Male % 51.1% 25% 8.3% 16.7% 33.3% 41.7% Male % 73.5% 52% 4% 48% 36% 12% Economically Disadvantaged % 35.6% 5.1% 2.6% 2.6% 53.8% 41% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 3

15 3/23/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Economically Disadvantaged % 65.4% 51.6% 3.2% 48.4% 32.3% 16.1% English Language Learners English Language Learners With Disabilities With Disabilities % 29% <1 <1 <1 <1 < % 45.5% <1 <1 <1 <1 < % 27.9% <1 <1 <1 <1 < % 44.7% <1 <1 <1 <1 <1 All % 48.2% 27.3% 9.1% 18.2% 21.2% 51.5% African % 15.9% 11.1% % 11.1% 22.2% 66.7% Asian % 62.1% <1 <1 <1 <1 <1 Hispanic of Any Race % 51.1% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 4 of 3

16 3/23/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Two or More Races % 48.8% <1 <1 <1 <1 <1 White % 51.8% 5% 18.2% 31.8% 13.6% 36.4% Female % 56.8% 3.6% 8.3% 22.2% 19.4% 5% Male % 4.3% 23.3% 1% 13.3% 23.3% 53.3% Economically Disadvantaged % 3.3% 26.1% 4.3% 21.7% 21.7% 52.2% English Language Learners With Disabilities % 35.9% <1 <1 <1 <1 < % 19.2% 9.1% % 9.1% % 9.9% All % 55.1% 33.8% 7% 26.8% 16.9% 49.3% African % 2.2% 12.5% 2.5% 1% 17.5% 7% Asian % 64% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 5 of 3

17 3/23/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Hispanic of Any Race % 46.5% <1 <1 <1 <1 <1 Two or More Races % 42.4% <1 <1 <1 <1 <1 White % 6.2% 66.7% 8.3% 58.3% 16.7% 16.7% Female % 56.2% 35.9% 7.7% 28.2% 12.8% 51.3% Male % 54.1% 31.3% 6.3% 25% 21.9% 46.9% Economically Disadvantaged % 38.6% 25% 2.1% 22.9% 18.8% 56.3% English Language Learners % 37.1% <1 <1 <1 <1 <1 With Disabilities % 27.3% <1 <1 <1 <1 <1 All % 61.3% 34% 6% 28% 38% 28% All % 62.5% 38.2% 3.6% 34.5% 18.2% 43.6% African % 22.7% 2.7% % 2.7% 37.9% 41.4% African % 23.5% 15.4% % 15.4% 7.7% 76.9% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 3

18 3/23/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Asian % 82% <1 <1 <1 <1 <1 Asian % 87.9% <1 <1 <1 <1 <1 Hispanic of Any Race % 53.8% <1 <1 <1 <1 <1 Hispanic of Any Race % 65.3% <1 <1 <1 <1 <1 Two or More Races % 48.6% <1 <1 <1 <1 <1 White % 65.6% 42.9% 7.1% 35.7% 42.9% 14.3% White % 65% 56.5% 4.3% 52.2% 3.4% 13% Female % 6.3% 38.5% % 38.5% 26.9% 34.6% Female % 6.3% 33.3% 3.3% 3% 23.3% 43.3% Male % 62.3% 29.2% 12.5% 16.7% 5% 2.8% Male % 64.5% 44% 4% 4% 12% 44% Economically Disadvantaged Economically Disadvantaged % 4.3% 3.8% 2.6% 28.2% 33.3% 35.9% % 39.8% 22.6% 3.2% 19.4% 16.1% 61.3% A service of the Center for Educational Performance and Information (CEPI) Page 7 of 3

19 3/23/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not English Language Learners % 54% <1 <1 <1 <1 <1 English Language Learners % 29.2% <1 <1 <1 <1 <1 With Disabilities % 32.9% <1 <1 <1 <1 <1 With Disabilities % 37.8% <1 <1 <1 <1 <1 All % 5.7% 28.8% 1.6% 18.2% 3.3% 4.9% African % 11.4% 8.3% % 8.3% 33.3% 58.3% Asian % 64.5% <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 White % 55.8% 54.5% 22.7% 31.8% 27.3% 18.2% Female % 52.2% 22.2% 8.3% 13.9% 27.8% 5% Male % 49.3% 36.7% 13.3% 23.3% 33.3% 3% A service of the Center for Educational Performance and Information (CEPI) Page 8 of 3

20 3/23/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Economically Disadvantaged % 32.3% 26.1% 6.5% 19.6% 32.6% 41.3% English Language Learners % 36.6% <1 <1 <1 <1 <1 With Disabilities % 22.5% 9.1% % 9.1% 9.1% 81.8% Science All % 16.2% 1.6% 6.1% 4.5% 27.3% 62.1% Science African % 2.3% % % % 19.4% 8.6% Science Asian % 29% <1 <1 <1 <1 <1 Science Hispanic of Any Race % 12.8% <1 <1 <1 <1 <1 Science Two or More Races % 12.2% <1 <1 <1 <1 <1 Science Science Science Science White % 17.9% 18.2% 13.6% 4.5% 45.5% 36.4% Female % 14.7% 5.6% 2.8% 2.8% 27.8% 66.7% Male % 17.5% 16.7% 1% 6.7% 26.7% 56.7% Economically Disadvantaged % 5.6% 6.5% 2.2% 4.3% 32.6% 6.9% A service of the Center for Educational Performance and Information (CEPI) Page 9 of 3

21 3/23/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Science English Language Learners % 4.9% <1 <1 <1 <1 <1 Science With Disabilities % 4.1% % % % 27.3% 72.7% A service of the Center for Educational Performance and Information (CEPI) Page 1 of 3

22 3/23/216 M-STEP Grade 11 Subject Grade Testing Group School Year State School Advanced Partially Not No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 11 of 3

23 3/23/216 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing 4th All % 57.9% <1 <1 <1 <1 4th African % <1 <1 <1 <1 <1 4th Male % 64.3% <1 <1 <1 <1 4th Economically Disadvantaged % 6% <1 <1 <1 <1 Reading 4th All % 38.1% <1 <1 <1 <1 Reading 4th African % <1 <1 <1 <1 <1 Reading 4th Male % 35.7% <1 <1 <1 <1 Reading 4th Economically Disadvantaged % 27.3% <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 12 of 3

24 3/23/216 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging ELA ELA ELA All % 71.4% <1 <1 <1 <1 All % 57.1% <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Economically Disadvantaged % <1 <1 <1 <1 <1 ELA Economically Disadvantaged % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 13 of 3

25 3/23/216 MI-Access Supported Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 14 of 3

26 3/23/216 MI-Access Participation Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 15 of 3

27 3/23/216 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** All 98.1% 36.5% 99.1% N/A 1% N/A All ELA 98.1% 48.5% 99.2% N/A 1% N/A All Science 97.5% 22.2% 98.9% N/A 1% N/A All Social Studies 97.4% 31.8% 99.1% N/A N/A N/A Indian Indian Indian Indian African African African African 98.2% 27.8% <3 N/A N/A N/A ELA 98% 41.5% <3 N/A N/A N/A Science 97.8% 17.7% <3 N/A N/A N/A Social Studies 97.2% 25.2% <3 N/A N/A N/A 96.5% 13.5% 99.4% N/A 1% N/A ELA 96.5% 24.5% 99.4% N/A 1% N/A Science 95.4% 6.1% 98.6% N/A 1% N/A Social Studies 95.2% 11% 98.9% N/A N/A N/A Asian 99.1% 66.3% 99% N/A <3 N/A Asian ELA 98.7% 7.2% 98.7% N/A <3 N/A Asian Science 99% 38% 98.2% N/A <3 N/A Asian Social Studies 98.8% 49.6% 99.2% N/A N/A N/A Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Native Hawaiian or Other Pacific Islander 98.3% 23.7% 98.3% N/A <3 N/A ELA 98.3% 36.1% 99.7% N/A <3 N/A Science 97.9% 11.7% 98.7% N/A <3 N/A Social Studies 97.5% 2.2% 98.1% N/A N/A N/A 99.8% 4.8% N/A N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 16 of 3

28 3/23/216 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** 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 ELA 99.3% 53.3% N/A N/A N/A N/A Science 99.6% 21.9% N/A N/A N/A N/A Social Studies 99.3% 33% N/A N/A N/A N/A 98.5% 33.6% 1% N/A <3 N/A ELA 98.5% 46.9% 1% N/A <3 N/A Science 98.5% 2.1% 1% N/A <3 N/A Social Studies 98.1% 28.3% 1% N/A N/A N/A White 98.5% 42.5% 99.1% N/A 1% N/A White ELA 98.5% 55% 99.2% N/A 1% N/A White Science 98.1% 26.6% 98.9% N/A <3 N/A White Social Studies 98% 37.3% 99.1% N/A N/A N/A Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged English Language Learners English Language Learners English Language Learners 97.6% 22.5% 99.2% N/A 1% N/A ELA 97.6% 33.7% 99.4% N/A 1% N/A Science 96.8% 11.7% 98.9% N/A 1% N/A Social Studies 96.5% 17.8% 98.8% N/A N/A N/A 98.6% 2.3% 97.2% N/A <3 N/A ELA 98.2% 24% 99.2% N/A <3 N/A Science 98.2% 3.9% 97.9% N/A <3 N/A A service of the Center for Educational Performance and Information (CEPI) Page 17 of 3

29 3/23/216 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** English Language Learners With Disabilities With Disabilities With Disabilities With Disabilities Social Studies 97.9% 8.1% 97.4% N/A N/A N/A 97.2% 21.8% 98.6% N/A <3 N/A ELA 96.6% 24.7% 98.4% N/A <3 N/A Science 96.5% 15.4% 98.3% N/A <3 N/A Social Studies 95% 13.9% 98.9% N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 18 of 3

30 3/23/216 Accountability Details Graduation Data Testing Group Statewide School All 78.6% 92.7% N/A Indian 64.8% N/A N/A African 64.5% 82.7% N/A Asian 89.1% 91.7% N/A Hispanic of Any Race 68.8% 89.7% N/A Migrant 63.2% N/A N/A Native Hawaiian or Other Pacific Islander 78.9% N/A N/A Two or More Races 74.2% 93.3% N/A White 82.9% 93.8% N/A Female 82.9% N/A N/A Male 74.4% N/A N/A Economically Disadvantaged 65.6% 82.9% N/A English Language Learners 68.2% N/A N/A With Disabilities 55.1% 59.% N/A Homeless 54.% 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 3/23/216 Accountability Details Attendance Data Testing Group Statewide School All 94.7% 96.6% 94.6% * 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 3/23/216 Accountability Status Data 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 A service of the Center for Educational Performance and Information (CEPI) Page 21 of 3

33 3/23/216 Accountability Status School Data 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 No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 22 of 3

34 3/23/216 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D 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.%.%.% 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 23 of 3

35 3/23/216 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 Hispanic Asian Indian/Alaska Native Native Hawaiian/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 Sciences. 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 3/23/216 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 Hispanic Asian Indian/Alaska Native Native Hawaiian/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 Sciences. 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 3/23/216 NAEP Grade 12 Math of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian 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 of Educational Progress (NAEP) 215 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 26 of 3

38 3/23/216 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 Hispanic Asian Indian/Alaska Native Native Hawaiian/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 Sciences, 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 3/23/216 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 Hispanic Asian/Pacific Islander Indian/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 # 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 Sciences, 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 28 of 3

40 3/23/216 NAEP Grade 12 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian 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), 215 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 29 of 3

41 3/23/216 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 3 of 3