Webster Elementary School

LIVONIA PUBLIC SCHOOLS Webster Elementary School www.livoniapublicschools.org/webster 213-214 BOARD OF EDUCATION 213-14 Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Dan Centers, Trustee Eileen McDonnell, Trustee Randy Roulier, Trustee Dr. Randy Liepa, Superintendent Lora Boka, Principal Marjorie Moore, Principal 3241 Pembroke Livonia, MI 48154 734-744-2795

15125 Farmington Road Livonia MI 48154 Phone (734) 744-25 August 19, 214 Dear Parents and Community Members: I am pleased to present you with the (AER) which provides key information on the 213-214 educational progress for Webster Elementary School. 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, Lora Boka, Principal of Webster Elementary School, for assistance. The AER is available for you to review electronically by visiting the following web site www.livoniapublicschools.org/webster or you may review a copy by contacting the Webster Elementary School office. The AER has two major sections to it that are required by state law. The information contained in the first section was compiled by district staff. It presents relevant information about our district, our academic programs, school improvement efforts, two years of results on district developed assessments and nationally norm referenced assessments. It also includes the district s parent involvement policy and specialized programs. The second section of the report contains information provided by the Michigan Department of Education. The state has identified some schools with the status of Reward, Focus or Priority. A Reward school is one that is outperforming other schools in achievement, growth, or is performing better than other schools with a similar student population. A Focus school is one that has a large achievement gap in 3% of its student achievement scores. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. Webster s ACAT program has been identified as a Reward, School by the Michigan Department of Education. Webster s ACT 18 Program (NW Trainable Center) has not been given one of these labels. Our school has identified that students with excessive absenteeism are consistently outperformed by their peers in all subjects, 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. In addition, ongoing professional development and dialogue focusing on strategies to support struggling learners takes place regularly. Ongoing analysis of formative assessment to determine the needs of all students, followed by the provision of targeted learning intervention to students in need. These initiatives are intended to accelerate the student achievement of subgroups, including the state s new Bottom 3%, that are not meeting our school s proficiency targets. Our collaborative efforts positively impact our school s success and student achievement. Sincerely, Lora Boka, Principal 2

The Livonia Public Schools School District prohibits unlawful discrimination on the basis of race, color, religion, sex, national origin, age, height, weight, marital status, handicap or disability in any of its educational programs or activities. The following person has been designated to handle inquires regarding the nondiscrimination policies: Director of Human Resources, 15125 Farmington Road, Livonia, MI 48154 (734)744-25. MISSION STATEMENT The Community of Webster Elementary School dedicates itself to ensuring a safe and nurturing learning environment that facilitates personal growth and meaningful interactions of all children and adults. will leave our school empowered to think clearly, care deeply, and act wisely. SCHOOL VISION Webster Elementary School will become a school where the unique development and cognitive needs of all students are met. Our students will acquire knowledge and skills through differentiated experiences that honor unique learning styles as they become lifelong learners. We believe: All students should have opportunities to be authentically engaged. All children can learn and want to learn. All children need a safe, respectful, and trusting environment in which to learn. All students contribute to the community. All students have unique skills and talents and multiple learning styles that must be honored. All children should have the opportunity to learn process skills, which are key for students to think clearly, care deeply and act wisely. SCHOOL PROFILE The Webster Elementary School population of students represents 287 children enrolled in the Alternative Classrooms for the Academically Talented (henceforth called ACAT Program), and 6 children enrolled in the program serving students who are moderately cognitively impaired or on the Autism Spectrum (henceforth called ACT 18). The principal of Webster Elementary School is Lora Boka, and there are 26 professional teaching staff members, 15 paraprofessionals assisting in the classrooms, and a media specialist. In addition, there are the following professional support staff: one part-time ACAT Facilitator, one program specialist, one part-time psychologist, one student support (ESAP) staff, school social worker, two speech and language consultants, one occupational therapist, one physical therapist, homebound or hospitalized services, and hearing, vision, orientation and mobility consultant 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: 2 custodians, 1.5 secretaries, one cook and six lunchroom personnel. State law requires that we report the following additional information. 3

ASSIGNING PUPILS TO THE SCHOOL All students are assigned to Webster Elementary School based on eligibility criteria identified for entry into each program. Grades 1-6 students reside in the Livonia Public School district, as well as other Wayne County districts. in the Primary/Intermediate program reside in one of 13 local districts in the northwest and southwest regions. 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. School Improvement Goals for 212-213 and 213-214: ACT 18 Program Math Goal: All ACT 18 Webster students will be able to make sense of problems and persevere in solving them. Reading Goal: All ACT 18 Webster students will be able to determine the main idea of an informational text at their level. Writing Goal: All Webster students will compose an informative text to examine comprehension of a familiar earth/life science topic. ACAT Program Math Goal: All Webster ACAT students will make sense of problems and persevere in solving them. Reading Goal: All Webster ACAT students will determine central ideas or themes of a text and analyze their development by summarizing the key supporting details and ideas. Writing Goal: All Webster ACAT students will write an informative/explanatory text to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. The Livonia Public Schools School District has had its District Level accreditation through AdvanceEd. Through the district accreditation process, Webster 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 and special education centers at Buchanan, Cass, Coolidge, Riley, Cooper and Johnson. Preschool special education programs are located at Perrinville Early Childhood Center. Other special education programs are available in western Wayne County for our students with disabilities, based upon their individual needs. A preschool is operated at the Jackson 4

Center. Specific information about these programs is available on the district Web site at www.livoniapublicschools.org. CORE CURRICULUM The core curriculum for the K-6 program provides learning experiences in reading, writing, speaking, listening, spelling, handwriting, mathematics, social studies, science, technology, health, physical education, art, vocal music, and enrichment activities. The core curriculum is based on the grade level content expectations (GLCEs) from the Michigan Department of Education and the Common Core State Standards for Mathematics and English Language Arts. The ACAT 1-6 program is designed to reflect the Integrative Education Model (IEM). The IEM is a model of learning and teaching that is structured, complex, decentralized, and individualized. In every subject area the IEM combines thinking with feeling, intuition, and physical sensing. The curriculum is differentiated in that it varies in pacing, depth, and methodology. It is structured around the major concepts of the discipline and the materials are appropriate to the learning levels of the students. The curriculum involves frequent use of field resources and the community as an extended classroom. Emphasis is placed on higher level thinking processes such as application, analysis, synthesis, and evaluation. Differentiated curriculum involves teacher-student planning, student self-direction, and independent study. In the ACT 18 program, we recognize that there is only one curriculum-the general education curriculum. However, we also recognize that students in our ACT 18 programs need the general education curriculum modified to meet their individual educational needs. We include a delivery model based on best practices and methodology in education today. In light of the changing technology, statewide standards and testing, and the higher expectation levels we have for our students, we believe that we must always thoroughly review and update how the curriculum is assessed and taught. We include several staff members on district and county workshops/committees regarding curriculum and curriculum delivery models for students with special needs. Our ACT 18 programs align their school improvement goals to match the ACAT 1-6 program where appropriate. We embed as many academic skills (mathematics, reading, handwriting, science, social studies, library skills, P.E., art and music) and life skills (communication, motor, social skills and cultural literacy) into our students day. Included in the curriculum are carefully selected, relevant objectives from the general education core curriculum. The primary levels draw from the kindergarten and lower elementary grade curriculum. The intermediate levels include objectives from upper elementary subjects. We integrate the essential elements of the common core standards to the appropriate level of our students. We want all of our students to leave our programs as best prepared and independent as they can be. 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. 5

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 grades 1-6 are assessed using the Fountas and Pinnell Benchmark Assessment System. Teachers administer running records with comprehension to students one-on-one. 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 1-6 Percent of that Performed At or Above Grade Level Spring 214 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Webster 1% 1% 1% 1% 1% 1% District 8% 83% 83% 88% 91% 85% Spring 213 Webster 1% 1% 1% 1% 1% 98.1% District 84.4% 84.3% 83.8% 88.8% 85.3% 78.8% DISTRICT MATHEMATICS ASSESSMENTS were assessed in mathematics knowledge twice during the 213-14 school year. In September, students in grades K-5 were tested on Common Core State Standards for Mathematics (CCSS) and reported using Grade Level Content Expectations (GLCEs) strands taught within the Everyday Mathematics program. Kindergarten students were assessed with a new Pre/Post assessment created by the district and students in grades 1-5 were assessed using a new Pre/Post Everyday Mathematics online assessment. In April, students in grades K-5 were assessed again on the same Grade Level Content Expectations (GLCEs) and Common Core State Standards for Mathematics using the same assessments that were administered in September. The following data show the percentage of students who were proficient at each grade level on the Pre/Post mathematics assessment. 6

213-14 Numbers & Numeration MATHEMATICS ELEMENTARY ASSESSMENTS GRADES 2-5 Percent of GRADE 2 Operations & Computations Measurement Reference Frames Geometry Patterns, Functions, Algebra Data & Chance Totals* Pre-Test Webster 74% 21% 74% 84% 5% 79% 48% District 32% 5% 47% 59% 9% 61% 21% Post-Test Webster 95% 65% 1% 9% 4% 1% 1% District 73% 42% 84% 86% 28% 89% 71% GRADE 3 213-14 Numbers & Numeration Operations & Computations Measurement Reference Frames Geometry Patterns, Functions, Algebra Data & Chance Totals Pre-Test Webster 81% 43% 57% 41% 73% 68% 65% District 54% 21% 4% 3% 46% 51% 37% Post-Test Webster 98% 93% 98% 98% 1% 93% 1% District 77% 6% 7% 62% 75% 71% 75% GRADE 4 213-14 Numbers & Numeration Operations & Computations Measurement Reference Frames Geometry Patterns, Functions, Algebra Data & Chance Totals Pre-Test Webster 29% 6% 5% 71% 22% 27% 17% District 5% 1% 1% 49% 7% 15% 2% Post-Test Webster 97% 72% 72% 1% 92% 73% 98% District 49% 36% 3% 89% 49% % 5% GRADE 5 213-14 Numbers & Numeration Operations & Computations Measurement Reference Frames Geometry Patterns, Functions, Algebra Data & Chance Totals Pre-Test Webster 42% 65% 55% 36% 53% 73% 53% District 17% 21% 22% 16% 18% 42% 14% Post-Test Webster 96% 1% 96% 72% 93% 96% 1% District 5% 58% 69% % 42% 64% 52% *Total score indicates proficiency in all 6 strands. 7

NORM REFERENCED ASSESSMENT The Cognitive Ability Test (CogAT) from Riverside Publishing is administered to third and sixth grade students. CogAT Age Percentiles GRADE 3 213-214 Verbal Quantitative Nonverbal Composite Webster 94 97 96 98 District 51 62 58 58 212-213 Webster 92 95 87 94 District 5 63 54 56 GRADE 6 213-214 Verbal Quantitative Nonverbal Composite Webster 96 94 96 97 District 56 61 63 61 212-213 Webster 92 95 87 94 District 5 63 54 56 The Iowa Test of Basic Skills (ITBS) is administered to sixth grade students. ITBS Median Grade Equivalent Score GRADE 6 Reading Mathematics 213-214 All Male Female All Male Female Webster 1.7 1.8 1.7 1.6 1.4 11. District 6.2 6.1 6.4 6.5 6.3 6.7 212-213 Webster 1.9 1.8 11.1 11.4 1.6 11.6 District 6. 5.8 6.1 6.5 6.3 6.8 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. Webster Elementary School has a high degree of parental involvement, as 326 (1%) parent teacher conferences were held during the 213-214 school year and 364 (1%) parent-teacher conferences were held during the 212-213 school year. 8

PARENT INVOLVEMENT No Child Left Behind (NCLB) requires the annual dissemination of the district s policy on Parent Involvement. BOARD POLICY IDD(1) PARENT INVOLVEMENT JUNE 2, 211 The Board strongly encourages and welcomes the involvement of parent(s)/guardian(s) in all of the District s educational programs. It is recognized and appreciated that parents/guardians are the first teachers of their children, and that their interest and involvement in the education of their children should not diminish once their child enters the schools of the District. Accordingly, the Board directs, by the adoption of this policy, that the administration shall design a program/plan that will encourage parent(s)/guardian(s) participation that may include, but not be limited to: The development and review of instructional materials; input on the ways that the District may better provide parent(s)/guardian(s) with information concerning current laws, regulations, and instructional programs; and District offerings of training programs to instruct parent(s)/guardian(s) how to become more involved in their child s educational programs. Pursuant to state law, the Superintendent shall provide a copy of the District s Parental Involvement plan to all parents. Reference: 2 USCA 6316, 2 USCA 6318 (No Child Left Behind Act) The district s Parent Involvement Plan is available on the district s website, which is linked to each school s website. The following pages are provided by the Michigan Department of Education and fulfill federal NCLB reporting requirements. These pages cannot be amended, modified or adjusted. They must be included as provided by the state. The state assessment data does not include a description of the assessments. Livonia Public Schools has provided the following definitions to assist you in your understanding of the assessments. MEAP assesses mathematics and reading to all third-eighth grade students, writing to all fourth and seventh graders, science to all fifth and eighth graders, and social studies to all sixth and ninth graders. Only mathematics, ELA/reading and science scores are reported in the following pages. MI-Access is Michigan s alternate assessment system, designed for students with cognitive impairments whose IEP (Individualized Educational Program) Team has determined that MEAP assessments, even with accommodations, are not appropriate. Participation is for students with severe cognitive impairment, or those who function as if they have such impairment. Supported Independence is for students with moderate cognitive impairment, or those who function as if they have such impairment. Functional Independence is for students with mild cognitive impairment, or those who function as if they have such impairment. 9

Webster Elementary School Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade All 212-13 4.9% 6% 1% 16.7% 83.3% % % Mathematics 3rd Grade All 213-14 4.1% 55.1% 94.7% 39.5% 55.3% 5.3% % Mathematics 3rd Grade Asian 212-13 65.6% 78.9% 1% 36.4% 63.6% % % Mathematics 3rd Grade Asian 213-14 66% 64% <1 <1 <1 <1 <1 Mathematics 3rd Grade Hispanic of Any Race Mathematics 3rd Grade Two or More Races Mathematics 3rd Grade Two or More Races 212-13 25.7% 51% <1 <1 <1 <1 <1 212-13 4% 62.2% <1 <1 <1 <1 <1 213-14.1% 42.4% <1 <1 <1 <1 <1 Mathematics 3rd Grade White 212-13 47.4% 62.2% 1% 1.3% 89.7% % % Mathematics 3rd Grade White 213-14 46.6% 6.2% 93.9% 36.4% 57.6% 6.1% % Mathematics 3rd Grade Female 212-13 39.8% 58.8% 1% 1.5% 89.5% % % Mathematics 3rd Grade Female 213-14 39.7% 56.2% 9.9% 45.5% 45.5% 9.1% % Mathematics 3rd Grade Male 212-13 42% 61.2% 1% 21.7% 78.3% % % Mathematics 3rd Grade Male 213-14 4.6% 54.1% 1% 31.3% 68.8% % % Mathematics 3rd Grade Economically Mathematics 3rd Grade With Disabilities Mathematics 3rd Grade With Disabilities 212-13 26.8%.3% <1 <1 <1 <1 <1 212-13 21.5% 32.8% <1 <1 <1 <1 <1 213-14 22.2% 27.3% <1 <1 <1 <1 <1 Mathematics 4th Grade All 212-13 46.1% 67.1% 1% 72.7% 27.3% % % Mathematics 4th Grade All 213-14 45.3% 62.5% 98.4% 62.9% 35.5% 1.6% % Page 1 of

Webster Elementary School Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 4th Grade Asian 212-13 71.4% 77.3% <1 <1 <1 <1 <1 Mathematics 4th Grade Asian 213-14 69.2% 87.9% 1% 84.6% 15.4% % % Mathematics 4th Grade Hispanic of Any Race Mathematics 4th Grade Hispanic of Any Race Mathematics 4th Grade Two or More Races Mathematics 4th Grade Two or More Races 212-13.3% 53.5% <1 <1 <1 <1 <1 213-14 29.3% 65.3% <1 <1 <1 <1 <1 212-13 44.3% 69.4% <1 <1 <1 <1 <1 213-14 43.8% 55.9% <1 <1 <1 <1 <1 Mathematics 4th Grade White 212-13 53% 7.9% 1% 67.9% 32.1% % % Mathematics 4th Grade White 213-14 52.9% 65% 97.7% 54.5% 43.2% 2.3% % Mathematics 4th Grade Female 212-13 45.7% 64.4% 1% 51.9% 48.1% % % Mathematics 4th Grade Female 213-14 43.4% 6.3% 1% 45.5% 54.5% % % Mathematics 4th Grade Male 212-13 46.4% 69.5% 1% 87.2% 12.8% % % Mathematics 4th Grade Male 213-14 47.2% 64.5% 97.5% 72.5% 25% 2.5% % Mathematics 4th Grade Economically Mathematics 4th Grade Economically Mathematics 4th Grade With Disabilities Mathematics 4th Grade With Disabilities 212-13 31.1% 48.9% <1 <1 <1 <1 <1 213-14 29.5% 39.8% <1 <1 <1 <1 <1 212-13 23% 34.6% <1 <1 <1 <1 <1 213-14 23.2% 37.8% <1 <1 <1 <1 <1 Page 2 of

Webster Elementary School Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 5th Grade All 212-13 45.7% 65.6% 1% 58.4% 41.6% % % Mathematics 5th Grade All 213-14 45.2% 61.8% 98.5% 53.8% 44.6% 1.5% % Mathematics 5th Grade African American 212-13 2.5%.3% <1 <1 <1 <1 <1 Mathematics 5th Grade Asian 212-13 74.7% 9.9% 1% 73.3% 26.7% % % Mathematics 5th Grade Asian 213-14 73.6% 79.1% <1 <1 <1 <1 <1 Mathematics 5th Grade Hispanic of Any Race Mathematics 5th Grade Two or More Races Mathematics 5th Grade Two or More Races 212-13 31.7% 56.5% <1 <1 <1 <1 <1 212-13 42.7% 6% <1 <1 <1 <1 <1 213-14 43.2% 51.4% <1 <1 <1 <1 <1 Mathematics 5th Grade White 212-13 52.4% 68.5% 1% 6.4% 39.6% % % Mathematics 5th Grade White 213-14 51.7% 65.9% 98.1% 48.1% 5% 1.9% % Mathematics 5th Grade Female 212-13 43.9% 67.7% 1% 59.5% 4.5% % % Mathematics 5th Grade Female 213-14 44.7% 57.7% 96.3% 4.7% 55.6% 3.7% % Mathematics 5th Grade Male 212-13 47.5% 63.4% 1% 57.1% 42.9% % % Mathematics 5th Grade Male 213-14 45.7% 65.5% 1% 63.2% 36.8% % % Mathematics 5th Grade Economically Mathematics 5th Grade Economically Mathematics 5th Grade With Disabilities 212-13 3.3% 46.2% <1 <1 <1 <1 <1 213-14 29.5% 42.8% <1 <1 <1 <1 <1 212-13 19.9% 26.7% <1 <1 <1 <1 <1 Mathematics 6th Grade All 212-13 4.2% 62.3% 1% 78.8% 21.2% % % Page 3 of

Webster Elementary School Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 6th Grade All 213-14 41.5% 59.7% 98.6% 76.4% 22.2% 1.4% % Mathematics 6th Grade African American 212-13 15.9% 27.4% <1 <1 <1 <1 <1 Mathematics 6th Grade African American 213-14 17.6% 2.7% <1 <1 <1 <1 <1 Mathematics 6th Grade Asian 212-13 7.8% 98% 1% 89.5% 1.5% % % Mathematics 6th Grade Asian 213-14 73.2% 68.3% 1% 1% % % % Mathematics 6th Grade Hispanic of Any Race Mathematics 6th Grade Hispanic of Any Race Mathematics 6th Grade Two or More Races Mathematics 6th Grade Two or More Races 212-13 26.3% 6% <1 <1 <1 <1 <1 213-14 27.6% 52% <1 <1 <1 <1 <1 212-13 36.1% 6% <1 <1 <1 <1 <1 213-14 39.1% 65.1% <1 <1 <1 <1 <1 Mathematics 6th Grade White 212-13 46.6% 63.9% 1% 75.9% 24.1% % % Mathematics 6th Grade White 213-14 47.6% 63.7% 98.1% 73.6% 24.5% 1.9% % Mathematics 6th Grade Female 212-13.8% 65% 1% 89.7% 1.3% % % Mathematics 6th Grade Female 213-14 4.9% 62.5% 97.4% 79.5% 17.9% 2.6% % Mathematics 6th Grade Male 212-13 41.4% 59.9% 1% 65.2% 34.8% % % Mathematics 6th Grade Male 213-14 42% 56.7% 1% 72.7% 27.3% % % Mathematics 6th Grade Economically Mathematics 6th Grade Economically 212-13 24.6% 39.4% <1 <1 <1 <1 <1 213-14 25.9% 37.9% <1 <1 <1 <1 <1 Page 4 of

Webster Elementary School Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 6th Grade With Disabilities Mathematics 6th Grade With Disabilities 212-13 13.2% 2.7% <1 <1 <1 <1 <1 213-14 14.3% 22% <1 <1 <1 <1 <1 Reading 3rd Grade All 212-13 66.5% 77.5% 97.6% 5% 47.6% 2.4% % Reading 3rd Grade All 213-14 61.3% 7.8% 1% 52.6% 47.4% % % Reading 3rd Grade Asian 212-13 79% 91.9% 1% 45.5% 54.5% % % Reading 3rd Grade Asian 213-14 76.2% 8% <1 <1 <1 <1 <1 Reading 3rd Grade Hispanic of Any Race Reading 3rd Grade Two or More Races Reading 3rd Grade Two or More Races 212-13 53.5% 77.6% <1 <1 <1 <1 <1 212-13 67.6% 78.4% <1 <1 <1 <1 <1 213-14 61.8% 72.7% <1 <1 <1 <1 <1 Reading 3rd Grade White 212-13 73% 79.6% 96.6% 55.2% 41.4% 3.4% % Reading 3rd Grade White 213-14 68.8% 74.5% 1% 54.5% 45.5% % % Reading 3rd Grade Female 212-13 7.2% 81.3% 1% 52.6% 47.4% % % Reading 3rd Grade Female 213-14 64.1% 77.6% 1% 54.5% 45.5% % % Reading 3rd Grade Male 212-13 63% 74% 95.7% 47.8% 47.8% 4.3% % Reading 3rd Grade Male 213-14 58.6% 64.4% 1% 5% 5% % % Reading 3rd Grade Economically Reading 3rd Grade With Disabilities Page 5 of 212-13 53.8% 57% <1 <1 <1 <1 <1 212-13 37.9% 56.8% <1 <1 <1 <1 <1

Webster Elementary School Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 3rd Grade With Disabilities 213-14 35.1% 41.1% <1 <1 <1 <1 <1 Reading 4th Grade All 212-13 68.1% 78.8% 1% 48.5% 51.5% % % Reading 4th Grade All 213-14 7% 78.1% 1% 16.1% 83.9% % % Reading 4th Grade Asian 212-13 79.2% 9.7% <1 <1 <1 <1 <1 Reading 4th Grade Asian 213-14 81.1% 93.9% 1% 7.7% 92.3% % % Reading 4th Grade Hispanic of Any Race Reading 4th Grade Hispanic of Any Race Reading 4th Grade Two or More Races Reading 4th Grade Two or More Races 212-13 57.5% 77.3% <1 <1 <1 <1 <1 213-14 57.8% 77.6% <1 <1 <1 <1 <1 212-13 68.7% 77.8% <1 <1 <1 <1 <1 213-14 71.2% 82.4% <1 <1 <1 <1 <1 Reading 4th Grade White 212-13 75.1% 8.8% 1% 47.2% 52.8% % % Reading 4th Grade White 213-14 76.5% 79.3% 1% 15.9% 84.1% % % Reading 4th Grade Female 212-13 71.1% 81% 1% 55.6% 44.4% % % Reading 4th Grade Female 213-14 73% 83.1% 1% 4.5% 95.5% % % Reading 4th Grade Male 212-13 65.1% 76.7% 1% 43.6% 56.4% % % Reading 4th Grade Male 213-14 67% 73.5% 1% 22.5% 77.5% % % Reading 4th Grade Economically Reading 4th Grade Economically Page 6 of 212-13 55.1% 65.7% <1 <1 <1 <1 <1 213-14 57.3% 65.4% <1 <1 <1 <1 <1

Webster Elementary School Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 4th Grade With Disabilities Reading 4th Grade With Disabilities 212-13.3% 44.3% <1 <1 <1 <1 <1 213-14 41.6% 44.7% <1 <1 <1 <1 <1 Reading 5th Grade All 212-13 7.4% 78.1% 1% 66.2%.8% % % Reading 5th Grade All 213-14 71.7% 8.3% 1% 8% 2% % % Reading 5th Grade African American 212-13 47.8% 48.8% <1 <1 <1 <1 <1 Reading 5th Grade Asian 212-13 81.5% 84.1% 1% 73.3% 26.7% % % Reading 5th Grade Asian 213-14 8% 83.7% <1 <1 <1 <1 <1 Reading 5th Grade Hispanic of Any Race Reading 5th Grade Two or More Races Reading 5th Grade Two or More Races 212-13 58.1% 79.5% <1 <1 <1 <1 <1 212-13 7.4% 84.2% <1 <1 <1 <1 <1 213-14 72.6% 75.7% <1 <1 <1 <1 <1 Reading 5th Grade White 212-13 76.9% 8.5% 1% 64.2% 35.8% % % Reading 5th Grade White 213-14 78.2% 82.9% 1% 8.8% 19.2% % % Reading 5th Grade Female 212-13 74.1% 83.2% 1% 69% 31% % % Reading 5th Grade Female 213-14 74.2% 81.7% 1% 81.5% 18.5% % % Reading 5th Grade Male 212-13 66.8% 72.8% 1% 62.9% 37.1% % % Reading 5th Grade Male 213-14 69.2% 79% 1% 78.9% 21.1% % % Reading 5th Grade Economically 212-13 57.9% 62.3% <1 <1 <1 <1 <1 Page 7 of

Webster Elementary School Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 5th Grade Economically Reading 5th Grade With Disabilities 213-14 59.4% 72.8% <1 <1 <1 <1 <1 212-13 36.6% 41.3% <1 <1 <1 <1 <1 Reading 6th Grade All 212-13 68.2% 77.4% 1% 84.6% 15.4% % % Reading 6th Grade All 213-14 71.5% 79.6% 1% 87.5% 12.5% % % Reading 6th Grade African American 212-13 46.4% 56.5% <1 <1 <1 <1 <1 Reading 6th Grade African American 213-14 5% 54.1% <1 <1 <1 <1 <1 Reading 6th Grade Asian 212-13 82.3% 96% 1% 89.5% 1.5% % % Reading 6th Grade Asian 213-14 82.4% 84.2% 1% 9.9% 9.1% % % Reading 6th Grade Hispanic of Any Race Reading 6th Grade Hispanic of Any Race Reading 6th Grade Two or More Races Reading 6th Grade Two or More Races 212-13 57.6% 68% <1 <1 <1 <1 <1 213-14 6.1% 79.6% <1 <1 <1 <1 <1 212-13 67% 72.7% <1 <1 <1 <1 <1 213-14 7.4% 79.1% <1 <1 <1 <1 <1 Reading 6th Grade White 212-13 74.3% 79.4% 1% 79.3% 2.7% % % Reading 6th Grade White 213-14 77.7% 82.1% 1% 86.8% 13.2% % % Reading 6th Grade Female 212-13 71.2% 84% 1% 93.1% 6.9% % % Reading 6th Grade Female 213-14 74.7% 83.3% 1% 87.2% 12.8% % % Reading 6th Grade Male 212-13 65.4% 71.5% 1% 73.9% 26.1% % % Reading Page 8 of 6th Grade Male 213-14 68.4% 75.6% 1% 87.9% 12.1% % %

Webster Elementary School Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 6th Grade Economically Reading 6th Grade Economically Reading 6th Grade With Disabilities Reading 6th Grade With Disabilities 212-13 56.4% 63.4% <1 <1 <1 <1 <1 213-14 59.2% 64.8% <1 <1 <1 <1 <1 212-13 32.8% 32.1% <1 <1 <1 <1 <1 213-14.6% % <1 <1 <1 <1 <1 Science 5th Grade All 212-13 13.1% 16.4% 77.9% 45.5% 32.5% 22.1% % Science 5th Grade All 213-14 16.8% 23.8% 83.1% 47.7% 35.4% 16.9% % Science 5th Grade African American 212-13 2.6% 4.9% <1 <1 <1 <1 <1 Science 5th Grade Asian 212-13 26.6% 35.6% 8% 26.7% 53.3% 2% % Science 5th Grade Asian 213-14 3.1% 37.2% <1 <1 <1 <1 <1 Science 5th Grade Hispanic of Any Race Science 5th Grade Two or More Races Science 5th Grade Two or More Races 212-13 5.4% 15.2% <1 <1 <1 <1 <1 212-13 12.2% 15% <1 <1 <1 <1 <1 213-14 15.2% 3.8% <1 <1 <1 <1 <1 Science 5th Grade White 212-13 16% 16.7% 79.2% 52.8% 26.4% 2.8% % Science 5th Grade White 213-14 2.7% 25% 82.7% 46.2% 36.5% 17.3% % Science 5th Grade Female 212-13 11.6% 15.2% 76.2% 42.9%.3% 23.8% % Science 5th Grade Female 213-14 15.9% 21% 74.1% 37% 37% 25.9% % Science 5th Grade Male 212-13 14.5% 17.6% 8% 48.6% 31.4% 2% % Page 9 of

Webster Elementary School Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Science 5th Grade Male 213-14 17.7% 26.3% 89.5% 55.3% 34.2% 1.5% % Science 5th Grade Economically Science 5th Grade Economically Science 5th Grade With Disabilities 212-13 5.8% 5.7% <1 <1 <1 <1 <1 213-14 8% 1.1% <1 <1 <1 <1 <1 212-13 4.1% 4.1% <1 <1 <1 <1 <1 Page 1 of

Webster Elementary School Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) No Data to Display Page 11 of

Webster Elementary School Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing No Data to Display Page 12 of

Webster Elementary School MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 13 of

Webster Elementary School MI-Access Supported Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 14 of

Webster Elementary School MI-Access Participation Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 15 of

Webster Elementary School Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All Statewide Mathematics 99% 62.2% Bottom 3% Statewide Mathematics % 18.9% American Indian Statewide Mathematics 98.9% 54.1% African American Statewide Mathematics 97.5% 39.5% Asian Statewide Mathematics 99.6% 82.8% Hispanic of Any Race Statewide Mathematics 99.1% 51.5% Native Hawaiian or Other Pacific Islander Statewide Mathematics 99% 67.9% Two or More Races Statewide Mathematics 99.3% 6.4% White Statewide Mathematics 99.3% 67.9% Economically Statewide Mathematics 98.6% 49.7% English Language Learners Statewide Mathematics 99.2% 46% With Disabilities Statewide Mathematics 98.1% 39.7% All District Mathematics 99.6% 73.4% Bottom 3% District Mathematics % 19.6% American Indian District Mathematics <3 <3 African American District Mathematics 99.5% 46.1% Asian District Mathematics 1% 91% Hispanic of Any Race District Mathematics 99.7% 66.8% Native Hawaiian or Other Pacific Islander District Mathematics <3 <3 Two or More Races District Mathematics 99.3% 72.9% White District Mathematics 99.6% 75.5% Economically District Mathematics 99.4% 6.6% English Language Learners District Mathematics 99.4% 63.4% With Disabilities District Mathematics 98.9% 45.9% All School Mathematics 1% 99.6% Bottom 3% School Mathematics % 98.7% African American School Mathematics <3 <3 Asian School Mathematics 1% 1% Hispanic of Any Race School Mathematics <3 <3 Two or More Races School Mathematics <3 <3 Page 16 of

Webster Elementary School Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* White School Mathematics 1% 99.5% Economically School Mathematics <3 <3 English Language Learners School Mathematics <3 <3 With Disabilities School Mathematics <3 <3 All Statewide Reading 99.1% 85.8% Bottom 3% Statewide Reading % 6.1% American Indian Statewide Reading 99% 83.4% African American Statewide Reading 97.9% 72.2% Asian Statewide Reading 99.5% 91.9% Hispanic of Any Race Statewide Reading 99.2% 8.5% Native Hawaiian or Other Pacific Islander Statewide Reading 98.8% 87.3% Two or More Races Statewide Reading 99.4% 86.3% White Statewide Reading 99.4% 89.3% Economically Statewide Reading 98.8% 78.5% English Language Learners Statewide Reading 99% 69.8% With Disabilities Statewide Reading 98.4% 56.2% All District Reading 99.6% 89.3% Bottom 3% District Reading % 67.4% American Indian District Reading <3 <3 African American District Reading 99.7% 71.1% Asian District Reading 1% 95.2% Hispanic of Any Race District Reading 99.7% 87.7% Native Hawaiian or Other Pacific Islander District Reading <3 <3 Two or More Races District Reading 99.3% 87.5% White District Reading 99.6% 9.8% Economically District Reading 99.5% 81% English Language Learners District Reading 99.4% 7.4% With Disabilities District Reading 99% 59.7% All School Reading 1% 1% Bottom 3% School Reading % 1% Page 17 of

Webster Elementary School Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* African American School Reading <3 <3 Asian School Reading 1% 1% Hispanic of Any Race School Reading <3 <3 Two or More Races School Reading <3 <3 White School Reading 1% 1% Economically School Reading <3 <3 English Language Learners School Reading <3 <3 With Disabilities School Reading <3 <3 All Statewide Science 98.3% 42.9% Bottom 3% Statewide Science % 1.5% American Indian Statewide Science 98.4% 35.6% African American Statewide Science 95.8% 14.9% Asian Statewide Science 99.4% 61.1% Hispanic of Any Race Statewide Science 98.5% 26.7% Native Hawaiian or Other Pacific Islander Statewide Science 99.1% 48.4% Two or More Races Statewide Science 98.9% 4.6% White Statewide Science 98.9% 5.1% Economically Statewide Science 97.4% 26.4% English Language Learners Statewide Science 98.4% 11.2% With Disabilities Statewide Science 97.2% 16.1% All District Science 99.3% 55.7% Bottom 3% District Science %.9% American Indian District Science <3 <3 African American District Science 99.2% 24.8% Asian District Science 1% 73.5% Hispanic of Any Race District Science 99.3% 43.7% Two or More Races District Science 99.3% 6.8% White District Science 99.3% 57.8% Economically District Science 98.8% 39% English Language Learners District Science 98.4% 26.7% With Disabilities District Science 98.5% 25.1% Page 18 of

Webster Elementary School Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All School Science 1% 1% Bottom 3% School Science <3 <3 Asian School Science <3 <3 Two or More Races School Science <3 <3 White School Science 1% 1% Economically School Science <3 <3 All Statewide Social Studies 97.3% 57.3% Bottom 3% Statewide Social Studies % 9.1% American Indian Statewide Social Studies 97.7% 49.7% African American Statewide Social Studies 93.6% 28.4% Asian Statewide Social Studies 99.1% 74.4% Hispanic of Any Race Statewide Social Studies 97.5% 42.7% Native Hawaiian or Other Pacific Islander Statewide Social Studies 98.9% 65.5% Two or More Races Statewide Social Studies 98.2% 53.8% White Statewide Social Studies 98.2% 64.5% Economically Statewide Social Studies 95.8% 4.4% English Language Learners Statewide Social Studies 97.5% 22.7% With Disabilities Statewide Social Studies 92.3% 21.7% All District Social Studies 99.1% 66.1% Bottom 3% District Social Studies % 8.5% American Indian District Social Studies <3 <3 African American District Social Studies 99% 36.9% Asian District Social Studies 1% 79.8% Hispanic of Any Race District Social Studies 98.5% 55% Native Hawaiian or Other Pacific Islander District Social Studies <3 <3 Two or More Races District Social Studies 99.3% 71.1% White District Social Studies 99.1% 68.3% Economically District Social Studies 98.1% 5.6% English Language Learners District Social Studies 98% 15.7% With Disabilities District Social Studies 98.1% 29.7% Page 19 of

Webster Elementary School Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All School Social Studies 1% 1% Bottom 3% School Social Studies <3 <3 African American School Social Studies <3 <3 Asian School Social Studies <3 <3 Hispanic of Any Race School Social Studies <3 <3 Two or More Races School Social Studies <3 <3 White School Social Studies 1% 1% Economically School Social Studies <3 <3 With Disabilities School Social Studies <3 <3 All Statewide Writing 98.5% 73.2% Bottom 3% Statewide Writing % 26.5% American Indian Statewide Writing 98.5% 63.2% African American Statewide Writing 96.4% 54.4% Asian Statewide Writing 99% 86% Hispanic of Any Race Statewide Writing 98.8% 64.3% Native Hawaiian or Other Pacific Islander Statewide Writing 99% 76.6% Two or More Races Statewide Writing 99.1% 72.8% White Statewide Writing 99% 77.8% Economically Statewide Writing 97.8% 61.3% English Language Learners Statewide Writing 98% 51.1% With Disabilities Statewide Writing 97.7% 35.2% All District Writing 99.3% 79.7% Bottom 3% District Writing %.2% American Indian District Writing <3 <3 African American District Writing 99.2% 54.3% Asian District Writing 1% 96.8% Hispanic of Any Race District Writing 99.3% 74.2% Native Hawaiian or Other Pacific Islander District Writing <3 <3 Two or More Races District Writing 98.5% 79.7% White District Writing 99.3% 81.4% Page 2 of

Webster Elementary School Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Economically District Writing 99.1% 67.6% English Language Learners District Writing 98.1% 6.4% With Disabilities District Writing 98%.7% All School Writing 1% 98.9% Bottom 3% School Writing <3 <3 African American School Writing <3 <3 Asian School Writing <3 <3 Hispanic of Any Race School Writing <3 <3 Two or More Races School Writing <3 <3 White School Writing 1% 98.3% Economically School Writing <3 <3 English Language Learners School Writing <3 <3 With Disabilities School Writing <3 <3 Page 21 of

Webster Elementary School Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 8%) All Statewide 77% American Indian Statewide 64.1% African American Statewide 6.5% Asian Statewide 87.9% Hispanic of Any Race Statewide 67.3% Migrant Statewide 7.5% Native Hawaiian or Other Pacific Islander Statewide 69.2% Two or More Races Statewide 73.9% White Statewide 82.1% Female Statewide 81.5% Male Statewide 72.7% Economically Statewide 63.9% English Language Learners Statewide 65.4% With Disabilities Statewide 53.6% Homeless Statewide 54.2% All District 9.1% African American District 78.3% Asian District 91.7% Hispanic of Any Race District 82.9% Two or More Races District 91.8% White District 91.4% Economically District 8.6% With Disabilities District 52.8% Bottom 3% District 92.8% * All data based on students enrolled for a full academic year. Page 22 of

Webster Elementary School Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 9%) All Statewide 94.3% All District 96.3% All School 97% * All data based on students enrolled for a full academic year. Page 23 of

Webster Elementary School Accountability Status District Data District Name Reading Status Reading Score Writing Status Writing Score Math Status Math Score Science Status Science Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display Page 24 of

Webster Elementary School Accountability Status School Data District Name School Name Title 1 Status Reading Status Reading Score Writing Status Writing Score Math Status Math Score Science Status Science Score Social Studies Status Social Studies Score Overall Status Overall Score Livonia Public Schools School District Webster Elementary School Green 2 Green 2 Green 2 Green 2 Green 2 Green 4 Page 25 of

Webster Elementary School Teacher Quality - Qualification Other B.A. M.A. P.H.D. Professional Qualifications of All Public Elementary and Secondary School Teachers in the School 7 13 Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g., percentage of teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers Teacher Quality - Class School Aggregate High-Poverty Schools Low-Poverty Schools Percentage of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.%.%.% Teacher Quality - Provisional Certification Percent Percentage of Public Elementary and Secondary School Teachers in the School with Emergency Certification % Page 26 of

Webster Elementary School NAEP Grade 4 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All 1 23 4 3 7 Male Female 52 48 24 23 41 31 3 7 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 54 46 35 9 45 34 18 45 2 12 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 66 19 9 11 2 14 53 36 11 16 41 37 42 35 5 9 18 24 24 7 1 4 3 1 Student classified as having a disability SD Not SD 12 88 5 2 34 4 15 1 7 Student is an English Language Learner ELL Not ELL 8 92 21 21 4 4 32 32 7 7 Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 213 Mathematics Achievement. Page 27 of

Webster Elementary School NAEP Grade 8 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All 1 3 4 23 7 Male Female 52 48 31 28 42 23 24 8 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 46 54 46 16 42 14 32 2 1 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 72 16 6 3 1 2 21 64 51 12 43 29 35 28 29 6 13 3 7 1 1 3 Student classified as having a disability SD Not SD 12 88 5 2 34 4 14 2 7 Student is an English Language Learner ELL Not ELL 3 97 74 28 24 41 2 24 7 Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 213 Mathematics Achievement. Page 28 of

Webster Elementary School NAEP Grade 12 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All 1 34 41 23 2 Male Female 51 49 32 35 41 42 26 22 1 1 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 54 22 37 44 9 32 2 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 76 14 5 3 1 1 26 68 58 26 42 27 32 3 5 9 35 2 7 Student classified as having a disability SD Not SD 9 91 78 3 19 43 3 25 2 Student is an English Language Learner ELL Not ELL 2 98 41 24 2 Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 213 Mathematics Achievement. Page 29 of

Webster Elementary School NAEP Grade 4 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All 1 36 25 6 Male Female 5 5 31 2 37 37 28 37 4 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 37 19 39 36 22 2 7 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 66 18 9 3 1 28 61 47 23 35 27 32 32 29 11 18 32 8 1 3 13 Student classified as having a disability SD Not SD 7 93 66 23 25 32 9 34 5 Student is an English Language Learner ELL Not ELL 2 98 25 37 5 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 213 Reading Assessment. Page 3 of

Webster Elementary School NAEP Grade 8 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All 1 23 44 3 3 Male Female 52 48 26 19 47 42 25 35 2 4 National Lunch Program Eligibility Eligible Not Eligible Info not available 46 54 34 13 47 42 18 4 1 5 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 72 15 6 3 1 2 17 46 31 17 46 42 47 3 34 11 2 39 3 1 2 14 Student classified as having a disability SD Not SD 1 9 59 19 34 45 7 3 Student is an English Language Learner ELL Not ELL 8 92 61 34 3 34 8 25 1 7 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 213 Reading Assessment. Page 31 of

Webster Elementary School NAEP Grade 12 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All 1 26 5 27 5 Male Female 5 5 31 2 37 37 28 37 4 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 1 37 19 39 36 22 2 7 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 76 14 5 3 1 2 52 34 21 36 44 26 36 12 21 41 6 1 12 Student classified as having a disability SD Not SD 7 93 66 23 25 8 34 1 5 Student is an English Language Learner ELL Not ELL 2 98 25 37 5 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 213 Reading Assessment. Page 32 of

Webster Elementary School NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Standard Error 4 Math Reading 87 73 1.9 3.7 95 9 2. 2.5 8 Math Reading 84 76 3.6 3.3 84 83 5.2 4. Page of

N.W. Wayne Trainable Center Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) No Data to Display Page 1 of