Cooper Upper Elementary School

LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 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 2855 Ann Arbor Trail Westland, MI 48185 734-744-271 Theresa O Brien, Principal 216-217 Sarah Aherne, Principal 215-216 Marjorie Moore, Kristi Principal Collyer, Assistant Principal

15125 Farmington Road Livonia MI 48154 Phone (734) 744-25 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 215-16 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 the Principal of, for assistance. The AER is available for you to review electronically by visiting the following web site http://cooper.livoniapublicschools.org or you may review a copy in the main office of our school. For the 216-17 year, no new Priority or Focus schools were named by the Michigan Department of Education; some Priority or Focus schools did exit their status because they met the exit criteria. New Reward schools were identified using school rankings and Beating the Odds information. A Focus school is one that has a large achievement gap between the highest and lowest achieving 3% of schools. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. A Reward school is one that has achieved one or more of the following distinctions: top 5% of schools on the Top-to-Bottom School Rankings, top 5% of schools making the greatest gains in achievement (improvement metric), or Beating the Odds by outperforming the school s predicted ranking and/or similar schools. Some schools are not identified with any of these labels. In these cases no label is given. Our school has not been given one of these labels. The AER has two major sections to it that are required by state law. The information contained in the first section was compiled by district staff. It presents relevant information about our district, our academic programs, school improvement efforts, two years of results on district developed assessments and nationally norm referenced assessments. It also includes the district s parent involvement policy and specialized programs. The second section of the report contains information provided by the Michigan Department of Education. Based on this data, our school has identified underperforming subgroups of students, including economically disadvantaged students for whom additional intervention and support is needed in order to increase their proficiency and to close the achievement gap in the targeted areas. In order to accelerate student achievement, Cooper Upper Elementary has put in place is a multi-tiered system of support that provides supplemental instruction to our most at risk students through our Title I literacy and math support groups during the summer and throughout the school year. In addition, we will be addressing the achievement gap for our economically disadvantaged students by providing ongoing professional development on teaching students of poverty. Finally, continuous analysis of formative assessments to determine the needs of all students, followed by the provision of targeted learning intervention to students in need is being undertaken to close persistent gaps in achievement. These initiatives are intended to accelerate the student achievement of subgroups, including the state s Bottom 3%, that are not meeting our school s proficiency targets. 2

Our collaborative efforts positively impact our school s success and student achievement. Sincerely, Theresa O Brien 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, 15125 Farmington Road, Livonia, MI 48154 at (734) 744-2566. The following person has been designated to handle inquires and grievances regarding discrimination based on handicap or disability-director of Student Services, 15125 Farmington Road, Livonia, MI 48154 at (734) 744-2524. MISSION STATEMENT Everyone Learning, Everyone Leading, Together. VISION Cooper will become an innovative and collaborative environment where students, staff, parents, and community work together to create an authentic learning environment that differentiates and sets high expectations for future leaders to find their voice while providing structure and safety that respects the needs of all. SCHOOL PROFILE serves 686 students in grades 5 and 6. The principal at during 215-16 was Ms. Sarah Aherne. The principal beginning 216-17 is Mrs. Theresa O Brien and the assistant principal is Ms. Kristi Collyer. There are 33 professional teaching staff members and one media specialist. In addition, there are the following professional support staff members: a school psychologist, a school social worker, one learning specialist, one Elementary Student Assistance Provider (E.S.A.P.), a speech and language therapist, as well as homebound or hospitalized services. 3

State law requires that we report the following additional information. ASSIGNING PUPILS TO THE SCHOOL All students are assigned to based upon residence within the geographic boundaries of the school, as well as students who transfer to Cooper based on space availability. SCHOOL IMPROVEMENT School improvement is a process in which stakeholders in a school work cooperatively to improve student achievement. The process relies on parents, staff, and students participating in collaborative decision making. 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 goals for the 214-215 and 215-216 school year are: 1. All Cooper students will be proficient in basic math computation with precision and fluency. 2. All Cooper students will be proficient in informational reading. 3. All Cooper students will be proficient in writing. 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 www.livoniapublicschools.org. CORE CURRICULUM The core curriculum at Cooper Upper Elementary provides learning experiences in reading, writing, speaking, listening, spelling, handwriting, mathematics, social studies, science, technology, health, physical education, art, instrumental music, vocal music, library/research skills and enrichment activities. The core curriculum is based on the grade level content expectations (GLCEs) from the 4

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. STUDENT ACHIEVEMENT ON DISTRICT DEVELOPED AND NATIONAL ASSESSMENTS DISTRICT LITERACY ASSESSMENTS Students in grades 5-6 are assessed using the Fountas and Pinnell Benchmark Assessment System. Teachers administer running records with comprehension to students one-on-one 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 5-6 Percent of Students that Performed At or Above Grade Level Spring 216 Grade 5 Grade 6 Cooper 87% 83% District 88% 85% Spring 215 Grade 5 Grade 6 Cooper 86% 87% District 87% 88% DISTRICT MATHEMATICS ASSESSMENTS Students in grades 1-6 were assessed on their attainment of grade level mathematics standards three times during the school year using the i-ready Math Diagnostic Assessment. The following chart show the percentage of students who were on or above grade level on the spring i-ready Diagnostic Assessment. 5

i-ready MATHEMATICS Percent of Students On or Above Grade Level 215-216 Grade 5 Grade 6 Cooper 32.% 21.% District 46.% 31.% Students were assessed in mathematics knowledge twice during the 214-215 school year. 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 5 Percent of Students Proficient Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance 214-15 Geometry Total* Pre-Test Cooper 46% 49% 47% 5% 51% 65% 5% District 49% 53% 5% 54% 53% 67% 54% Post-Test Cooper 6% 64% 58% 65% 59% 76% 63% District 69% 71% 64% 71% 64% 78% 7% *Total score indicates proficiency in all 6 strands. NORM REFERENCED ASSESSMENT The Iowa Test of Basic Skills (ITBS) and the Cognitive Ability Test (CogAT) from Riverside Publishing are administered to sixth grade students. ITBS GRADE 6 Median Grade Equivalent Score Reading 215-216 All Students Male Female All Students Male Female Cooper 5.6 5.4 5.8 5.6 5.7 5.6 District 6.1 6. 6.2 6.3 6.3 6.4 214-215 Cooper 6. 6. 5.9 6. 6.2 5.8 District 6.4 6.3 6.4 6.6 6.8 6.4 6

CogAT GRADE 6 Age Percentiles 215-216 Verbal Quantitative Nonverbal Composite Cooper 5 5 57 52 District 57 6 62 61 214-215 Cooper 58 54 61 58 District 61 63 65 65 PARENT TEACHER CONFERENCES One of the most important factors in success in school for a child is the involvement of the parent or guardian in the educational process. Parent-teacher conferences were attended by 93% (682 conferences held) of our parents during 214-215 and 89% during 215-216. Cooper Upper Elementary parental involvement also includes attendance at our Curriculum Nights, Art Fair, Vocal and Instrumental Music Concerts, Title I, and The Leader In Me events. Open House attendance was 85% during 214-215 and 83% during 215-216. 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) 7

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. 8

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 214-15 48.7% 5.2% 35.9% 7.1% 28.8% 29.1% 35.% All Students 215-16 5.6% 51.2% 4.3% 1.5% 29.8% 28.3% 31.4% Indian or Alaska Native 215-16 43.% <1 <1 <1 <1 <1 <1 Asian 214-15 71.9% 72.7% <1 <1 <1 <1 <1 Asian 215-16 74.7% 69.6% <1 <1 <1 <1 <1 Black or African 214-15 22.5% 23.7% 25.8% 3.2% 22.6% 22.6% 51.6% Black or African 215-16 23.7% 18.8% 22.2% 3.7% 18.5% 4.7% 37.% Hispanic of Any Race 214-15 35.4% 45.5% 33.3% 9.5% 23.8% 38.1% 28.6% Hispanic of Any Race 215-16 38.4% 4.4% 28.% 12.% 16.% 4.% 32.% Two or More Races 214-15 47.6% 48.5% 21.4%.% 21.4% 35.7% 42.9% Two or More Races 215-16 49.% 45.2% 36.8% 5.3% 31.6% 36.8% 26.3% White 214-15 55.7% 52.3% 38.2% 7.7% 3.5% 28.4% 33.3% A service of the Center for Educational Performance and Information (CEPI) Page 1 of 31

2/8/217 M-STEP Grades 3-11 White 215-16 58.1% 55.7% 44.% 11.2% 32.8% 24.8% 31.2% Female 214-15 54.3% 56.1% 4.6% 8.% 32.6% 33.1% 26.3% Female 215-16 55.8% 6.3% 49.3% 13.% 36.3% 3.1% 2.5% Male 214-15 43.3% 44.6% 31.3% 6.1% 25.1% 25.1% 43.6% Male 215-16 45.5% 42.5% 33.% 8.4% 24.6% 26.8% 4.2% 214-15 32.6% 3.2% 24.8% 5.3% 19.5% 3.8% 44.4% 215-16 34.4% 37.9% 37.4% 7.3% 3.1% 28.5% 34.1% English Language Learners 214-15 22.7% 17.2% <1 <1 <1 <1 <1 English Language Learners 215-16 23.1% 29.6% 2.%.% 2.% 2.% 6.% Students With Disabilities 214-15 14.6% 13.6% 8.5% 6.4% 2.1% 23.4% 68.1% Students With Disabilities 215-16 16.1% 16.7% 17.1% 2.9% 14.3% 17.1% 65.7% All Students 214-15 44.7% 52.2% 42.8% 9.7% 33.1% 33.1% 24.2% All Students 215-16 45.% 47.7% 34.% 8.2% 25.8% 3.6% 35.4% Asian 214-15 7.9% 74.5% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 2 of 31

2/8/217 M-STEP Grades 3-11 Asian 215-16 7.4% 75.% <1 <1 <1 <1 <1 Black or African 214-15 2.% 39.% 33.3% 8.3% 25.% 25.% 41.7% Black or African 215-16 19.2% 21.9% 29.6% 3.7% 25.9% 25.9% 44.4% Hispanic of Any Race 214-15 32.% 4.% 44.% 8.% 36.% 24.% 32.% Hispanic of Any Race 215-16 31.7% 44.6% 3.4% 8.7% 21.7% 34.8% 34.8% Two or More Races 214-15 42.4% 44.4% 5.% 14.3% 35.7% 14.3% 35.7% Two or More Races 215-16 42.1% 56.7% 38.5%.% 38.5% 23.1% 38.5% White 214-15 51.2% 53.3% 42.7% 9.7% 33.% 35.4% 21.9% White 215-16 51.9% 49.1% 34.1% 9.1% 25.1% 31.4% 34.5% Female 214-15 51.1% 54.1% 44.4% 1.6% 33.9% 34.4% 21.2% Female 215-16 49.8% 55.4% 39.7% 11.5% 28.2% 32.2% 28.2% Male 214-15 38.6% 5.4% 4.9% 8.8% 32.2% 31.6% 27.5% Male 215-16 4.4% 4.3% 28.5% 5.% 23.5% 29.1% 42.5% 214-15 29.1% 38.6% 35.1% 6.7% 28.4% 29.1% 35.8% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 31

2/8/217 M-STEP Grades 3-11 215-16 28.3% 3.6% 28.6% 4.5% 24.1% 25.6% 45.9% English Language Learners 214-15 16.2% 25.% 1.% 1.%.% 6.% 3.% English Language Learners 215-16 15.% 9.1% <1 <1 <1 <1 <1 Students With Disabilities 214-15 1.3% 8.2% 4.9%.% 4.9% 29.3% 65.9% Students With Disabilities 215-16 1.8% 14.7% 11.8% 5.9% 5.9% 14.7% 73.5% All Students 214-15 33.4% 45.2% 29.7% 13.% 16.7% 34.8% 35.4% All Students 215-16 33.8% 44.9% 3.1% 1.1% 19.9% 38.3% 31.6% Indian or Alaska Native 215-16 26.% <1 <1 <1 <1 <1 <1 Asian 214-15 64.2% 75.8% <1 <1 <1 <1 <1 Asian 215-16 63.9% 69.6% <1 <1 <1 <1 <1 Black or African 214-15 9.1% 14.5% 22.6% 6.5% 16.1% 16.1% 61.3% Black or African 215-16 8.2% 8.8% 11.1% 3.7% 7.4% 44.4% 44.4% Hispanic of Any Race 214-15 19.5% 49.1% 4.% 15.% 25.% 4.% 2.% A service of the Center for Educational Performance and Information (CEPI) Page 4 of 31

2/8/217 M-STEP Grades 3-11 Hispanic of Any Race 215-16 19.2% 37.7% 3.8% 19.2% 11.5% 23.1% 46.2% Two or More Races 214-15 3.5% 45.5% 21.4%.% 21.4% 28.6% 5.% Two or More Races 215-16 3.% 33.3% 31.6% 15.8% 15.8% 36.8% 31.6% White 214-15 39.7% 46.7% 3.5% 14.4% 16.1% 36.5% 33.% White 215-16 41.% 49.6% 31.6% 9.2% 22.4% 4.% 28.4% Female 214-15 32.6% 45.1% 28.2% 11.5% 16.7% 33.9% 37.9% Female 215-16 31.7% 45.9% 29.9% 7.5% 22.4% 42.2% 27.9% Male 214-15 34.1% 45.3% 31.3% 14.5% 16.8% 35.8% 33.% Male 215-16 35.8% 43.9% 3.2% 12.3% 17.9% 35.2% 34.6% 214-15 18.2% 24.2% 21.1% 9.% 12.% 33.8% 45.1% 215-16 17.7% 25.9% 2.3% 6.5% 13.8% 43.1% 36.6% English Language Learners 214-15 13.6% 26.7% <1 <1 <1 <1 <1 English Language Learners 215-16 12.8% 31.% 9.1%.% 9.1% 36.4% 54.5% Students With Disabilities 214-15 9.4% 16.2% 12.8% 6.4% 6.4% 25.5% 61.7% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 31

2/8/217 M-STEP Grades 3-11 Students With Disabilities 215-16 1.2% 13.9% 11.8%.% 11.8% 14.7% 73.5% All Students 214-15 33.3% 44.7% 32.% 15.2% 16.9% 38.2% 29.8% All Students 215-16 32.8% 43.8% 28.2% 7.3% 2.9% 39.8% 31.9% Asian 214-15 65.2% 7.2% <1 <1 <1 <1 <1 Asian 215-16 64.5% 71.4% <1 <1 <1 <1 <1 Black or African 214-15 9.4% 14.6% 8.3% 4.2% 4.2% 25.% 66.7% Black or African 215-16 8.2% 12.5% 18.5%.% 18.5% 25.9% 55.6% Hispanic of Any Race 214-15 19.5% 25.5% 28.% 12.% 16.% 48.% 24.% Hispanic of Any Race 215-16 18.8% 4.% 3.4% 17.4% 13.% 47.8% 21.7% Two or More Races 214-15 29.3% 36.1% 35.7% 28.6% 7.1% 28.6% 35.7% Two or More Races 215-16 29.1% 43.3% 15.4%.% 15.4% 46.2% 38.5% White 214-15 39.3% 47.8% 34.2% 15.5% 18.7% 38.7% 27.1% White 215-16 39.2% 46.% 29.9% 7.6% 22.2% 39.9% 3.2% Female 214-15 34.1% 43.3% 3.1% 11.8% 18.3% 39.8% 3.1% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 31

2/8/217 M-STEP Grades 3-11 Female 215-16 31.4% 43.1% 23.6% 5.2% 18.4% 4.8% 35.6% Male 214-15 32.5% 46.% 34.1% 18.8% 15.3% 36.5% 29.4% Male 215-16 34.1% 44.6% 32.8% 9.4% 23.3% 38.9% 28.3% 214-15 17.6% 24.8% 2.6% 9.9% 1.7% 35.9% 43.5% 215-16 16.8% 19.6% 13.5% 1.5% 12.% 42.1% 44.4% English Language Learners 214-15 11.5% 18.2% 1.%.% 1.% 3.% 6.% English Language Learners 215-16 1.7% 13.6% <1 <1 <1 <1 <1 Students With Disabilities 214-15 7.8% 4.1%.%.%.% 26.8% 73.2% Students With Disabilities 215-16 7.2% 14.2% 8.8% 2.9% 5.9% 14.7% 76.5% All Students 214-15 22.2% 2.1% 9.4% 1.4% 8.% 64.2% 26.4% All Students 215-16 18.9% 19.3% 11.3%.3% 11.% 67.3% 21.4% Indian or Alaska Native 215-16 16.5% <1 <1 <1 <1 <1 <1 Asian 214-15 38.1% 36.4% <1 <1 <1 <1 <1 Asian 215-16 35.8% 17.4% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 7 of 31

2/8/217 M-STEP Grades 3-11 Black or African 214-15 5.4% 4.% 6.5%.% 6.5% 51.6% 41.9% Black or African 215-16 4.3% 7.5% 7.1%.% 7.1% 57.1% 35.7% Hispanic of Any Race 214-15 12.3% 13.% 15.% 5.% 1.% 75.% 1.% Hispanic of Any Race 215-16 1.3% 13.2% 11.5%.% 11.5% 5.% 38.5% Two or More Races 214-15 2.5% 21.2%.%.%.% 42.9% 57.1% Two or More Races 215-16 17.6% 16.7% 15.8%.% 15.8% 63.2% 21.1% White 214-15 26.9% 21.3% 9.9% 1.4% 8.5% 65.8% 24.3% White 215-16 23.% 21.4% 11.6%.4% 11.2% 7.% 18.4% Female 214-15 2.6% 18.4% 8.%.6% 7.5% 69.% 23.% Female 215-16 16.7% 16.9% 7.4%.% 7.4% 73.% 19.6% Male 214-15 23.8% 21.6% 1.7% 2.2% 8.4% 59.6% 29.8% Male 215-16 21.% 21.6% 14.5%.6% 14.% 62.6% 22.9% 214-15 1.9% 8.6% 3.%.% 3.% 64.4% 32.6% 215-16 8.5% 9.2% 11.1%.% 11.1% 61.9% 27.% A service of the Center for Educational Performance and Information (CEPI) Page 8 of 31

2/8/217 M-STEP Grades 3-11 English Language Learners 214-15 6.1%.% <1 <1 <1 <1 <1 English Language Learners 215-16 3.7%.%.%.%.% 7.% 3.% Students With Disabilities 214-15 6.9% 1.1% 4.3% 2.1% 2.1% 42.6% 53.2% Students With Disabilities 215-16 5.6% 6.4% 2.7%.% 2.7% 48.6% 48.6% A service of the Center for Educational Performance and Information (CEPI) Page 9 of 31

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 31

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 214-15 66.4% 5.% 4.%.% 4.% 6.% All Students 215-16 8.4% 77.8% <1 <1 <1 <1 All Students 214-15 65.5% 36.4% 3.%.% 3.% 7.% All Students 215-16 59.5% 58.8% <1 <1 <1 <1 All Students 214-15 39.7% 2.% 2.%.% 2.% 8.% Asian 214-15 62.1% <1 <1 <1 <1 <1 Asian 214-15 74.1% <1 <1 <1 <1 <1 Asian 214-15 2.% <1 <1 <1 <1 <1 Black or African 214-15 56.1% <1 <1 <1 <1 <1 Black or African 214-15 57.9% <1 <1 <1 <1 <1 Black or African 214-15 3.4% <1 <1 <1 <1 <1 Hispanic of Any Race 214-15 61.5% <1 <1 <1 <1 <1 Hispanic of Any Race 214-15 67.2% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 11 of 31

2/8/217 MI-Access Functional Independence Hispanic of Any Race 214-15 4.% <1 <1 <1 <1 <1 White 214-15 71.5% 45.5% <1 <1 <1 <1 White 215-16 83.1% 78.6% <1 <1 <1 <1 White 214-15 68.6% 25.% <1 <1 <1 <1 White 215-16 63.7% 69.2% <1 <1 <1 <1 White 214-15 45.4% 18.2% <1 <1 <1 <1 Female 214-15 68.3% <1 <1 <1 <1 <1 Female 215-16 81.1% <1 <1 <1 <1 <1 Female 214-15 61.4% <1 <1 <1 <1 <1 Female 215-16 53.1% <1 <1 <1 <1 <1 Female 214-15 38.5% <1 <1 <1 <1 <1 Male 214-15 65.3% 53.3% <1 <1 <1 <1 Male 215-16 8.1% 81.8% <1 <1 <1 <1 Male 214-15 67.8% 41.2% <1 <1 <1 <1 Male 215-16 62.9% 7.% <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 12 of 31

2/8/217 MI-Access Functional Independence Male 214-15 4.4% 18.8% <1 <1 <1 <1 214-15 66.% <1 <1 <1 <1 <1 215-16 82.1% <1 <1 <1 <1 <1 214-15 66.3% 3.% <1 <1 <1 <1 215-16 6.3% 6.% <1 <1 <1 <1 214-15 4.8% <1 <1 <1 <1 <1 English Language Learners 214-15 6.4% <1 <1 <1 <1 <1 English Language Learners 214-15 72.2% <1 <1 <1 <1 <1 English Language Learners 214-15 35.2% <1 <1 <1 <1 <1 All Students 214-15 68.1% 53.8% <1 <1 <1 <1 All Students 214-15 67.8% 5.% <1 <1 <1 <1 White 214-15 7.5% 63.6% <1 <1 <1 <1 White 214-15 69.4% 6.% <1 <1 <1 <1 Female 214-15 72.5% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 13 of 31

2/8/217 MI-Access Functional Independence Female 214-15 64.2% <1 <1 <1 <1 <1 Male 214-15 66.% 54.5% <1 <1 <1 <1 Male 214-15 69.7% 5.% <1 <1 <1 <1 214-15 69.3% 4.% <1 <1 <1 <1 214-15 69.9% 4.% <1 <1 <1 <1 English Language Learners 214-15 59.3% <1 <1 <1 <1 <1 English Language Learners 214-15 58.4% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 14 of 31

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 15 of 31

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 All Students 214-15 53.3% <1 <1 <1 <1 <1 All Students 214-15 63.2% <1 <1 <1 <1 <1 Black or African 214-15 54.8% <1 <1 <1 <1 <1 Black or African 214-15 66.% <1 <1 <1 <1 <1 Male 214-15 52.7% <1 <1 <1 <1 <1 Male 214-15 63.3% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 16 of 31

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% 99.% 58.4% All Students 98.6% 62.1% 99.3% 71.6% 98.8% 58.8% All Students Science 98.1% 5.% 99.1% 6.% N/A N/A All Students 98.1% 59.3% 99.% 68.1% 98.2% 31.7% Bottom 3% N/A 25.1% N/A 22.1% N/A 7.1% Bottom 3% N/A 19.% N/A 17.% N/A 15.6% Bottom 3% Science N/A 9.8% N/A 13.4% N/A N/A Bottom 3% N/A 13.3% N/A 16.2% N/A.% Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native 98.4% 63.4% <3 <3 <3 <3 98.4% 55.9% <3 <3 <3 <3 Science 98.% 46.3% <3 <3 N/A N/A 97.3% 54.5% <3 <3 <3 <3 Asian 99.3% 84.3% 99.3% 84.4% <3 <3 Asian 99.4% 83.7% 99.7% 86.% <3 <3 Asian Science 99.3% 65.5% 1.% 78.1% N/A N/A Asian 99.3% 76.% 1.% 76.8% <3 <3 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% 98.2% 5.9% 97.4% 37.3% 98.9% 47.4% 96.4% 55.8% Science 96.5% 23.9% 99.7% 34.1% N/A N/A 96.6% 33.6% 98.6% 46.% <3 <3 98.8% 6.8% 99.7% 72.9% 1.% 71.4% 98.8% 51.1% 99.7% 63.9% 1.% 51.2% Science 98.1% 36.7% 99.3% 54.4% N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 17 of 31

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 98.% 47.7% 98.7% 62.4% <3 <3 99.5% 72.4% N/A N/A N/A N/A 99.7% 65.9% N/A N/A N/A N/A Science 99.7% 59.6% N/A N/A N/A N/A 99.6% 65.7% N/A N/A N/A N/A 98.9% 67.8% 1.% 69.9% 1.% 56.7% 98.7% 59.2% 99.6% 69.1% 97.% 66.7% Science 98.5% 45.2% 1.% 6.5% N/A N/A 98.5% 57.3% 1.% 65.% <3 <3 White 99.% 75.6% 99.3% 77.1% 98.9% 58.2% White 98.9% 68.4% 99.3% 74.1% 99.1% 59.3% White Science 98.6% 57.1% 98.9% 62.2% N/A N/A White 98.5% 65.8% 99.% 7.6% 98.% 33.7% English Language Learners English Language Learners 98.3% 56.8% 99.2% 62.7% 98.5% 54.1% 98.2% 48.5% 99.1% 57.2% 97.7% 51.% Science 97.5% 35.% 99.% 46.4% N/A N/A 97.5% 43.9% 98.6% 53.8% 98.4% 23.9% 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 18 of 31

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 Science 98.5% 22.% 99.1% 35.% N/A N/A 98.2% 3.9% 97.4% 42.3% <3 <3 97.2% 4.1% 99.% 47.3% 98.6% 42.1% 97.1% 36.5% 98.8% 42.1% 97.2% 46.2% Science 97.% 26.5% 98.3% 35.% N/A N/A 96.6% 3.8% 98.6% 39.3% 1.% 18.9% A service of the Center for Educational Performance and Information (CEPI) Page 19 of 31

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 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 2 of 31

2/8/217 Accountability Details Attendance Data Student Group Statewide District School All Students 94.32% 96.% 95.63% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 21 of 31

2/8/217 Accountability Status District Data District Name Status 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 31

2/8/217 Accountability Status School Data School Name Status Score Math Status Math Score Science Status Science Score Social Studies Status Social Studies Score Overall Status Overall Score Cooper Upper Elementary School Green 2 Green 2 Green 2 Lime 42 A service of the Center for Educational Performance and Information (CEPI) Page 23 of 31

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. 8 31 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 24 of 31

2/8/217 NAEP Grade 4 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 1 23 77 34 5 Male Female 51 49 22 23 78 77 36 32 6 4 National Lunch Program Eligibility Eligible Not Eligible Info not available 47 53 # 36 1 64 9 17 49 1 9 Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 72 15 6 4 1 # 3 15 53 38 11 85 47 62 89 39 1 21 58 5 &#35 3 19 &#8225 Student classified as having a disability SD Not SD 12 88 47 19 53 81 14 37 1 5 Student is an English Language Learner ELL Not ELL 5 95 42 22 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. 58 78 16 35 1 5 A service of the Center for Educational Performance and Information (CEPI) Page 25 of 31

2/8/217 NAEP Grade 8 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 1 32 39 22 7 Male Female 51 49 31 34 39 39 23 21 7 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 45 55 # 48 19 39 4 12 3 2 11 Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 69 2 4 3 1 # 2 23 66 38 11 43 29 44 18 26 5 15 39 7 # 4 32 Student classified as having a disability SD Not SD 11 89 77 27 19 41 3 24 # 7 Student is an English Language Learner ELL Not ELL 3 97 54 32 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. 33 39 11 22 2 7 A service of the Center for Educational Performance and Information (CEPI) Page 26 of 31

2/8/217 NAEP Grade 12 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 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 or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 76 14 5 3 1 1 26 68 58 26 42 27 33 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 33 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. 41 24 2 A service of the Center for Educational Performance and Information (CEPI) Page 27 of 31

2/8/217 NAEP Grade 4 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 1 37 63 29 5 Male Female 5 5 39 34 61 66 26 31 5 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 48 52 # 5 24 5 76 16 4 1 8 Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 72 14 6 4 1 # 3 32 66 49 16 3 68 34 51 84 7 32 9 17 49 37 6 1 1 15 8 Student classified as having a disability SD Not SD 12 88 76 32 24 68 7 31 # 6 Student is an English Language Learner ELL Not ELL 4 96 52 36 # 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. 48 64 16 29 2 5 A service of the Center for Educational Performance and Information (CEPI) Page 28 of 31

2/8/217 NAEP Grade 8 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 1 24 44 29 3 Male Female 51 49 29 2 45 42 25 34 2 4 National Lunch Program Eligibility Eligible Not Eligible Info not available 45 55 # 37 14 45 43 17 39 1 4 Race/Ethnicity White Black or Afican Hispanic Asian/Native Hawaiian or Pacific Islander Indian or Alaska Native Two or More Races 69 2 4 3 1 2 18 47 27 13 44 44 41 35 34 9 29 41 3 &#35 3 1 Student classified as having a disability SD Not SD 1 9 64 2 3 45 5 32 # 3 Student is an English Language Learner ELL Not ELL 3 97 57 23 # 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. 37 44 6 3 # 3 A service of the Center for Educational Performance and Information (CEPI) Page 29 of 31

2/8/217 NAEP Grade 12 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 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 38 2 7 Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 76 14 5 3 1 2 52 34 21 38 36 44 26 36 12 21 41 6 1 12 Student classified as having a disability SD Not SD 7 93 66 23 25 38 8 34 1 5 Student is an English Language Learner ELL Not ELL 2 98 25 # 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. 37 33 5 A service of the Center for Educational Performance and Information (CEPI) Page 3 of 31

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 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. A service of the Center for Educational Performance and Information (CEPI) Page 31 of 31