Garfield Elementary School

Transcription

1 LIVONIA PUBLIC SCHOOLS Annual Education Report 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 1218 Arthur Livonia, MI Paula Kohler, Principal

2 15125 Farmington Road Livonia MI Phone (734) March 1, 217 Dear Parents and Community Members: We are pleased to present you with the Annual Education Report (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. 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 was identified as a Focus 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: African (mathematics), and the bottom 3% (mathematics and English Language Arts) 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 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 at-risk 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. 2

3 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 all students and close the achievement gap between the top and bottom 3 percent of students that attend. 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. Our collaborative efforts positively impact our school s success and student achievement. Sincerely, Paula Kohler, 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 LEARNING FOR ALL.WHATEVER IT TAKES! VISION STATEMENT AND BELIEFS Our mission becomes a reality when we Engage students Promote consistent attendance Promote a safe and welcoming environment Collaborate, and use current and innovative teaching methods Foster responsibility and leadership Use consistent behavior management Encourage parent communication and participation Be positive and respectful 3

4 SCHOOL PROFILE serves 3 students in grades K-4. The principal of Garfield Elementary School is Paula Kohler. 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 therapists, resource classroom teacher, a teacher consultant outreach, occupational and physical therapist, and homebound or hospitalized services. Garfield housed two full-day Great Start Readiness Program classrooms. 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 exhibit respect for one another and view school as a safe place. 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. 4

5 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 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 Students 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 Rhyme Garfield 89.3% 78.6% 89.3% District 95.% 86.9% 91.9% Garfield 85.1% 51.1% 93.6% 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 Garfield 79.6% 78.9% 67% 79% 67% District 85.7% 78.4% 82% 79% 86% Spring 215 Garfield 93.7% 69% 82% 73% 71% 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 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 Garfield 63.% 31.% 34.% 37.% 4.% 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. MATHEMATICS BENCHMARK: ELEMENTARY ASSESSMENTS GRADE Kindergarten Percent of Students Proficient KINDERGARTEN Counting & Cardinality Geometry Measurement & Data Number & Operations in Base Ten Operations & Algebraic Thinking Totals* Pre-Test Garfield 4% 17% 54% 4% 17% 4% District 11% 35% 51% 5% 25% 11% Post-Test Garfield 58% 88% 75% N/A** 67% 67% 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 Garfield 56% 59% 29% 64% 45% 38% 48% District 56% 6% 33% 66% 5% 44% 51% Post-Test Garfield 81% 88% 59% 88% 83% 83% 79% 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 Garfield 52% 39% 59% 78% 49% 69% 53% District 62% 47% 68% 82% 56% 78% 62% Post-Test Garfield 63% 53% 73% 89% 61% 85% 66% 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 Garfield 59% 33% 57% 54% 51% 63% 5% District 74% 54% 66% 56% 71% 8% 65% Post-Test Garfield 75% 63% 73% 7% 78% 82% 72% 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 Garfield 31% 35% 26% 55% 38% 43% 36% District 4% 45% 39% 66% 44% 59% 46% Post-Test Garfield 55% 6% 47% 82% 56% 65% 59% 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 Garfield District CogAT GRADE 3 Age Percentiles Verbal Quantitative Nonverbal Composite Garfield 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. Garfield Elementary has a high degree of parental involvement as 9% of our families (253 out of 28) attended parent-teacher conferences during , and 9% of our families (289 out of 322 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. Learning for all, whatever it takes. 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 2/8/217 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% 18.% 4.% 14.% 46.% 36.% All Students % 49.7% 37.1% 17.1% 2.% 38.6% 24.3% Asian % 7.% <1 <1 <1 <1 <1 Asian % 61.2% <1 <1 <1 <1 <1 Black or African % 15.7% 6.9%.% 6.9% 44.8% 48.3% Black or African % 27.4% 23.5% 8.8% 14.7% 44.1% 32.4% Hispanic of Any Race % 5.% <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.% 28.6% 7.1% 21.4% 5.% 21.4% White % 52.8% 58.1% 29.% 29.% 29.% 12.9% A service of the Center for Educational Performance and Information (CEPI) Page 1 of 29

13 2/8/217 M-STEP Grades 3-11 Female % 58.1% 11.5%.% 11.5% 57.7% 3.8% Female % 55.6% 4.5% 21.6% 18.9% 37.8% 21.6% Male % 51.1% 25.% 8.3% 16.7% 33.3% 41.7% Male % 43.9% 33.3% 12.1% 21.2% 39.4% 27.3% Economically Disadvantaged Economically Disadvantaged % 35.6% 5.1% 2.6% 2.6% 53.8% 41.% % 33.% 38.8% 16.3% 22.4% 34.7% 26.5% 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% 27.3% 9.1% 18.2% 21.2% 51.5% All Students % 5.1% 29.6% 9.3% 2.4% 35.2% 35.2% Asian % 62.1% <1 <1 <1 <1 <1 Asian % 74.5% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 2 of 29

14 2/8/217 M-STEP Grades 3-11 Black or African % 15.9% 11.1%.% 11.1% 22.2% 66.7% Black or African % 23.8% 17.9% 3.6% 14.3% 28.6% 53.6% Hispanic of Any Race % 51.1% <1 <1 <1 <1 <1 Hispanic of Any Race % 36.8% <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% 5.% 18.2% 31.8% 13.6% 36.4% White % 52.8% 36.8% 1.5% 26.3% 47.4% 15.8% Female % 56.8% 3.6% 8.3% 22.2% 19.4% 5.% Female % 54.9% 34.5% 1.3% 24.1% 31.% 34.5% Male % 4.3% 23.3% 1.% 13.3% 23.3% 53.3% Male % 45.1% 24.% 8.% 16.% 4.% 36.% Economically Disadvantaged Economically Disadvantaged % 3.3% 26.1% 4.3% 21.7% 21.7% 52.2% % 33.7% 27.5% 7.5% 2.% 35.% 37.5% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 29

15 2/8/217 M-STEP Grades 3-11 English Language Learners % 35.9% <1 <1 <1 <1 <1 English Language Learners % 14.3% <1 <1 <1 <1 <1 Students With Disabilities % 19.2% 9.1%.% 9.1%.% 9.9% Students With Disabilities % 23.% <1 <1 <1 <1 <1 All Students % 61.3% 34.% 6.% 28.% 38.% 28.% All Students % 52.3% 35.7% 8.6% 27.1% 3.% 34.3% Asian % 82.% <1 <1 <1 <1 <1 Asian % 74.5% <1 <1 <1 <1 <1 Black or African % 22.7% 2.7%.% 2.7% 37.9% 41.4% Black or African % 18.9% 14.7% 2.9% 11.8% 32.4% 52.9% Hispanic of Any Race % 53.8% <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 A service of the Center for Educational Performance and Information (CEPI) Page 4 of 29

16 2/8/217 M-STEP Grades 3-11 Two or More Races % 46.7% <1 <1 <1 <1 <1 White % 65.6% 42.9% 7.1% 35.7% 42.9% 14.3% White % 55.6% 61.3% 16.1% 45.2% 22.6% 16.1% Female % 6.3% 38.5%.% 38.5% 26.9% 34.6% Female % 5.5% 35.1% 8.1% 27.% 35.1% 29.7% Male % 62.3% 29.2% 12.5% 16.7% 5.% 2.8% Male % 54.1% 36.4% 9.1% 27.3% 24.2% 39.4% Economically Disadvantaged Economically Disadvantaged % 4.3% 3.8% 2.6% 28.2% 33.3% 35.9% % 31.2% 34.7% 6.1% 28.6% 3.6% 34.7% 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% 28.8% 1.6% 18.2% 3.3% 4.9% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 29

17 2/8/217 M-STEP Grades 3-11 All Students % 58.2% 37.% 9.3% 27.8% 38.9% 24.1% Asian % 64.5% <1 <1 <1 <1 <1 Asian % 83.% <1 <1 <1 <1 <1 Black or African % 11.4% 8.3%.% 8.3% 33.3% 58.3% Black or African % 28.6% 21.4%.% 21.4% 46.4% 32.1% Hispanic of Any Race % 41.3% <1 <1 <1 <1 <1 Hispanic of Any Race % 52.6% <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% 54.5% 22.7% 31.8% 27.3% 18.2% White % 6.7% 52.6% 1.5% 42.1% 26.3% 21.1% Female % 52.2% 22.2% 8.3% 13.9% 27.8% 5.% Female % 54.9% 37.9% 6.9% 31.% 31.% 31.% Male % 49.3% 36.7% 13.3% 23.3% 33.3% 3.% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 29

18 2/8/217 M-STEP Grades 3-11 Male % 61.6% 36.% 12.% 24.% 48.% 16.% Economically Disadvantaged Economically Disadvantaged % 32.3% 26.1% 6.5% 19.6% 32.6% 41.3% % 41.2% 32.5% 5.% 27.5% 4.% 27.5% English Language Learners % 36.6% <1 <1 <1 <1 <1 English Language Learners % 42.9% <1 <1 <1 <1 <1 Students With Disabilities % 22.5% 9.1%.% 9.1% 9.1% 81.8% Students With Disabilities % 32.2% <1 <1 <1 <1 <1 All Students % 16.2% 1.6% 6.1% 4.5% 27.3% 62.1% All Students % 16.8% 5.6% 3.7% 1.9% 33.3% 61.1% Asian % 29.% <1 <1 <1 <1 <1 Asian % 4.4% <1 <1 <1 <1 <1 Black or African % 2.3%.%.%.% 19.4% 8.6% Black or African % 2.4%.%.%.% 14.3% 85.7% A service of the Center for Educational Performance and Information (CEPI) Page 7 of 29

19 2/8/217 M-STEP Grades 3-11 Hispanic of Any Race % 12.8% <1 <1 <1 <1 <1 Hispanic of Any Race % 13.5% <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% 18.2% 13.6% 4.5% 45.5% 36.4% White % 17.3% 1.5% 5.3% 5.3% 52.6% 36.8% Female % 14.7% 5.6% 2.8% 2.8% 27.8% 66.7% Female % 14.5% 3.4% 3.4%.% 37.9% 58.6% Male % 17.5% 16.7% 1.% 6.7% 26.7% 56.7% Male % 19.3% 8.% 4.% 4.% 28.% 64.% Economically Disadvantaged Economically Disadvantaged % 5.6% 6.5% 2.2% 4.3% 32.6% 6.9% % 8.5% 2.5%.% 2.5% 27.5% 7.% English Language Learners % 4.9% <1 <1 <1 <1 <1 English Language Learners % 2.4% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 8 of 29

20 2/8/217 M-STEP Grades 3-11 Students With Disabilities % 4.1%.%.%.% 27.3% 72.7% Students With Disabilities % 7.% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 9 of 29

21 2/8/217 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 1 of 29

22 2/8/217 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 % 71.4% <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 Economically Disadvantaged % <1 <1 <1 <1 <1 All Students % 68.8% <1 <1 <1 <1 All Students % 56.3% <1 <1 <1 <1 All Students % 18.8% <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 29

23 2/8/217 MI-Access Functional Independence Black or African % <1 <1 <1 <1 <1 Male % 72.7% <1 <1 <1 <1 Male % 63.6% <1 <1 <1 <1 Male % 27.3% <1 <1 <1 <1 Economically Disadvantaged % 8.% <1 <1 <1 <1 Economically Disadvantaged % 6.% <1 <1 <1 <1 Economically Disadvantaged % 3.% <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 12 of 29

24 2/8/217 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 No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 13 of 29

25 2/8/217 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 14 of 29

26 2/8/217 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% 1.% 62.5% All Students 98.6% 62.1% 99.3% 71.6% 1.% 53.6% All Students 98.1% 5.% 99.1% 6.% 1.% 26.1% 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 11.8% Bottom 3% N/A 19.% N/A 17.% N/A 2.9% 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% 1.% 49.1% 97.4% 37.3% 98.9% 47.4% 1.% 32.7% 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% <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 15 of 29

27 2/8/217 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.% 8.% White 98.9% 68.4% 99.3% 74.1% 1.% 77.8% White 98.6% 57.1% 98.9% 62.2% <3 <3 White Social Studies 98.5% 65.8% 99.% 7.6% N/A N/A Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged English Language Learners English Language Learners 98.3% 56.8% 99.2% 62.7% 1.% 57.1% 98.2% 48.5% 99.1% 57.2% 1.% 5.7% 97.5% 35.% 99.% 46.4% 1.% 15.6% 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 16 of 29

28 2/8/217 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 17 of 29

29 2/8/217 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 Economically Disadvantaged 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 18 of 29

30 2/8/217 Accountability Details Attendance Data Student Group Statewide District School All Students 94.32% 96.% 94.22% * 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 29

31 2/8/217 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 2 of 29

32 2/8/217 Accountability Status School Data School Name Status Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score Garfield Elementary School Green 2 Green 2 Green 2 Yellow 22 A service of the Center for Educational Performance and Information (CEPI) Page 21 of 29

33 2/8/217 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 Percentage of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.% N/A 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 22 of 29

34 2/8/217 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 23 of 29

35 2/8/217 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 24 of 29

36 2/8/217 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 25 of 29

37 2/8/217 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 26 of 29

38 2/8/217 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 27 of 29

39 2/8/217 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 28 of 29

40 2/8/217 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 29 of 29