LIVONIA PUBLIC SCHOOLS www.livoniapublicschools.org/stevenson 3-4 BOARD OF EDUCATION 3-4 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 335 Six Mile Road Livonia, MI 485 734-744-66 James Gibbons, Principal Marjorie Moore, Principal
55 Farmington Road Livonia MI 4854 Phone (734) 744-5 August 9, 4 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 3-4 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, James Gibbons, Principal of, for assistance. The AER is available for you to review electronically by visiting the following web site www.livoniapublicschools.org/stevenson or you may review a copy in the main office of our school. 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. has not been given one of these labels. Our biggest challenge is to improve the scores of the bottom 3% of our students. The key initiatives are: Authentic Literacy Staff Professional Development o Differentiated Instruction o Reading strategies o Writing skills and strategies o ACT writing style activities o Use of Formative Assessments o Data analysis o Lab activities Summer Math worksheets Co-taught classes 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, James Gibbons Principal 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, 55 Farmington Road, Livonia, MI 4854 (734)744-5. MISSION STATEMENT - Striving for Excellence; Learning for Life. SCHOOL PROFILE serves,865 students in grades 9-. The principal of is James Gibbons and the assistant principals are Ani Akaraz, Gary Harper and Pete Mazzoni. The athletic administrator is Lori Hyman. There are 6 professional teaching staff members including; one media specialist, and seven counselors. In addition, Stevenson has the following support staff: student assistance person, school psychologist, school social worker, speech and language therapist, resource classroom teacher, occupational and physical therapist, and homebound services. The building support staff includes 9 custodians, 7 secretaries, 4 paraprofessionals and lunchroom workers. GRADUATION REQUIREMENTS The Board of Education has established a specific core curriculum that requires 3 units in grades 9-. Graduation Requirements for Classes and Beyond: 4. units in language arts; 4. units in mathematics; 3. units in science; 3. units in social studies;. unit in physical education and health;. unit in visual performing and/or applied arts; hours of online experience provided in core courses; 7. units in electives 3
State law requires that we report the following additional information. ASSIGNING PUPILS TO THE SCHOOL All students are assigned to based upon attendance within the geographic boundaries of the school. SCHOOL IMPROVEMENT School Improvement is a process by which stakeholders in a school environment work cooperatively to improve student achievement of the core curriculum goals. The process relies on staff, parents, and students participating in collaborative decision making in formulating and implementing a plan for continuous quality improvement. Our building steering committee consists of stakeholder representatives. This year we continued to monitor the implementation of the five AdvancED standards. Our efforts this year were to develop an action plan to increase student achievement in reading, math, science and writing, in alignment with the district school improvement plan. Much of our professional development and collaboration time this year included topics such as writing using the ACT prompts, analyzing student data using the CLASS A database system, assisting all learners using technology, developing common assessments, and team teaching to support students with disabilities and efforts to prevent bullying. School improvement goals for 3-4: All students at will be proficient in Math. All students will be proficient in reading. All students will improve in writing. All students will be proficient in science. School improvement goals for -3: All students at will be proficient in Math. All students will be proficient in reading. All students will improve in writing. All students will be proficient in science. The Livonia Public Schools School District has had its District Level accreditation through AdvanceEd. Through the district accreditation process, Buchanan Elementary School also received AdvancED accreditation. The AdvancED accreditation process supports and validates district and school level improvement efforts. SPECIALIZED SCHOOLS OR PROGRAMS In addition to the regular 9- program, our high school students may be enrolled in the Career Intern Program; vocational study at the Livonia Career Technical Center; International Baccalaureate (IB) program at Franklin; Mathematics, Science and Computer (MSC) program at Churchill; Creative and Performing Arts (CAPA) program at Churchill; Global Education program at Stevenson; and the special education, pre-vocational and vocational education program for students with disabilities at Franklin, 4
Churchill and at the Western Wayne Skill Center. Other special education programs for high school students are available in western Wayne County for our students with disabilities based upon their individual needs. Specific information about these programs is available on the district Web site at www.livoniapublicschools.org. CORE CURRICULUM The core curriculum at provides learning experiences in all areas of language arts (reading, writing, speaking, listening), mathematics, social studies, science, health, physical education, art, vocal and instrumental music, computer instruction, business, foreign language, family life, industrial technology, vocational education, career and educational planning. Livonia Public Schools instructional program is designed to prepare students to become adults who can be... participating members of a democratic society productive members of a community caring family members life long learners To assume the adult roles students will need to... 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 understandings 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 NATIONAL ASSESSMENTS The district administers PLAN to tenth grade students in October. PLAN (Mean Score) GRADE 3-4 All Male Female Stevenson 8.9 8.8 9. District 8.3 8.5 8. National 7. NA NA -3 All Male Female Stevenson 9.4 9.4 9.4 District 9. 9. 9. National 7.5 NA NA 5
ENROLLMENT IN AP/COLLEGE LEVEL COURSES During the 3-4 school year, 39 students were enrolled in 8 different Advanced Placement (AP) courses taught at. This is 7.% of the building enrollment. The following chart shows two years of data at the school and state levels. Listed are the overall total exams, total unique students and both the number and percentage of AP students with one or more scores of 3 or higher (demonstrated college-level achievement through AP courses and exams. AP EXAMS Stevenson State 4 3 4 3 Total AP Testing 39 36 57,587 55,5 Number of Exams 555 567 94,56 89,85 AP with Scores 3+ 56 75,8 36,869 % of Total AP with Scores 3+ 8.3% 87% 66.5% 66.9% The following chart shows the number of students enrolled in post secondary courses in local colleges as well as the percentage as related to the total building enrollment tables. DUAL ENROLLMENTS Stevenson Post Secondary (Dual Enrollment) % Post Secondary (Dual Enrollment) 3-4.6% -3.6% PARENT TEACHER CONFERENCES One of the most important factors of a student s success in school is the involvement of parents or guardians in the educational process. has a high degree of parent participation at all parent information sessions. These sessions include Open House, Parent/Teacher Conferences, and the Parent Fair. During the 3-4 school year, 5,89 conferences (54% of Stevenson families) were conducted during the fall parent/teacher conferences and 3,593 conferences (38% of Stevenson families) during the spring parent/teacher conferences. During the -3 school year, 5,89 conferences (5% of Stevenson families) were held during the fall parent/teacher conference sessions and 3,689 conferences (37% of Stevenson families) we held during the spring parent/teacher conferences.. Approximately,99 families have signed up and receive school information and updates via email eblast Mailout from the principal s office. During the 3-4 school year 9 notices (over 56,6 contacts) were sent to parents electronically. Stevenson also disseminates information through its website, facebook, and twitter accounts. Parents may also access their student s grade and attendance through a secure website. Parent groups at Stevenson include the Stevenson PTSA, Stevenson Booster Club, Stevenson Music Boosters, Global Education Parent Group, and the Parent Advisory Council. 6
In addition, the following parent information sessions occur on an annual basis: Fall Open House, Parent-Teacher Conferences (both semesters), Incoming Parent Night, Parochial Parent Night, Junior College Night, PTSA meetings (monthly), and Booster Club meetings (monthly) and College Day. PARENT INVOLVEMENT No Child Left Behind (NCLB) requires the annual dissemination of the district s policy on Parent Involvement. BOARD POLICY IDD() PARENT INVOLVEMENT JUNE, 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: USCA 636, USCA 638 (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. 7
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 contained in the following pages does not include a description of the assessments. We have provided the following definitions to assist you in your understanding of the assessments. MME assesses mathematics, reading, writing, science and social studies to all eleventh grade students. Only ELA/reading and mathematics scores are reported. 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. 8
8/7/4 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) No Data to Display Page of
8/7/4 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Mathematics th Grade All -3.6% 38.4% 45.7%.3% 35.4% 38.3% 6% Mathematics th Grade All 3-4.8% 39.5% 43.6%.7% 3.9% 37.6% 8.8% Mathematics th Grade American Indian -3 5.6% < < < < < < Mathematics th Grade American Indian 3-4 9.9% < < < < < < Mathematics th Grade African American -3 5.7% 5.8% 7.7% % 7.7% 46.% 46.% Mathematics th Grade African American 3-4 5.9%.7% 5% 8.3% 6.7% 4.7% 33.3% Mathematics th Grade Asian -3 58.8% 46.% 3.3%.5% 8.8% 5% 8.8% Mathematics th Grade Asian 3-4 6.7% 69% 56.3% 5% 3.3% 37.5% 6.3% Mathematics th Grade Hispanic of Any Race Mathematics th Grade Hispanic of Any Race Mathematics th Grade Two or More Races Mathematics th Grade Two or More Races -3 5.3% 38.% < < < < < 3-4 4.6% 3.6% % % % 4% 4% -3 3.4% 38.8% 46.% 5.4% 3.8% 3.8% 3.% 3-4 4.5% 34.7% 36.8% 5.3% 3.6% 5.6%.5% Mathematics th Grade White -3 33.3% 4.7% 47.9%.6% 37.4% 37.4% 4.7% Mathematics th Grade White 3-4 33.5% 4.% 44.8%.% 3.7% 36.7% 8.5% Mathematics th Grade Female -3 7% 38.8% 46.% 9.% 37% 4.8% 3% Mathematics th Grade Female 3-4 6.5% 35.7% 4.6% 8.4% 3.% 4.6% 7.8% Mathematics th Grade Male -3 3.3% 38% 45.%.3% 33.9% 35.9% 9% Mathematics th Grade Male 3-4 3.% 43% 46.% 4.5% 3.6% 34.% 9.7% Page of
8/7/4 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Mathematics th Grade Economically Disadvantaged Mathematics th Grade Economically Disadvantaged Mathematics th Grade English Language Learners Mathematics th Grade English Language Learners Mathematics th Grade With Disabilities Mathematics th Grade With Disabilities -3 3% 3.6% 3.% 6.3% 3.8% 39.7% 3.% 3-4 3% 6.8% 3% 3.4% 7.6% 37.9% 3% -3 7% 8.3% < < < < < 3-4 6.7% 5.4% < < < < < -3 3.7% 5.% 8% % 8% % 8% 3-4 4.% 9.5% 7.9% % 7.9% 4.3% 67.9% Reading th Grade All -3 53.5% 59.% 68.9% 9.% 49.8% 3% 8% Reading th Grade All 3-4 58.7% 64.6% 68.% 6.7% 5.5%.4% 9.4% Reading th Grade American Indian -3 47.3% < < < < < < Reading th Grade American Indian 3-4 55% < < < < < < Reading th Grade African American -3.9% 6.4% 3.% 7.7% 5.4% 6.5% 5.4% Reading th Grade African American 3-4 3.3% 36.5% 5% % 5% 6.7% 33.3% Reading th Grade Asian -3 64.9% 59% 56.3% 6.3% 5% 5% 8.8% Reading th Grade Asian 3-4 7.8% 76.% 68.8% 8.8% 5% 3.3% % Reading th Grade Hispanic of Any Race -3 39.9% 64.7% < < < < < Page 3 of
8/7/4 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Reading th Grade Hispanic of Any Race Reading th Grade Two or More Races Reading th Grade Two or More Races 3-4 45.5% 4.7% 33.3% 6.7% 6.7% 6.7% 4% -3 5.8% 46.9% 6.5% 3.% 38.5% 3.8% 7.7% 3-4 58.6% 75.5% 84.% 6.3% 57.9%.5% 5.3% Reading th Grade White -3 59.% 6.% 7.6%.% 5.5%.8% 7.6% Reading th Grade White 3-4 65% 66.7% 69.3% 7.% 5.%.7% 8% Reading th Grade Female -3 56% 6.9% 7.4% 9.3% 5.% % 7.6% Reading th Grade Female 3-4 6.4% 67.3% 7.3% 7.8% 54.5%.3% 6.4% Reading th Grade Male -3 5% 56.5% 66.5% 9% 47.6% 5% 8.5% Reading th Grade Male 3-4 55% 6% 64.7% 5.7% 48.9% 3.4%.9% Reading th Grade Economically Disadvantaged Reading th Grade Economically Disadvantaged Reading th Grade English Language Learners Reading th Grade English Language Learners Reading th Grade With Disabilities Reading th Grade With Disabilities Page 4 of -3 37.9% 43.3% 55.6%.% 44.4% 3.% 4.3% 3-4 43% 5.9% 58.6% 8.6% 5%.4% 9% -3 3.% 6.7% < < < < < 3-4 9.4% 5.4% < < < < < -3 9% 8.6% % 4% 6% 36% 44% 3-4 4.% 37.% 4.9% 7.% 35.7%.7% 46.4%
8/7/4 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Science th Grade All -3 5.7% 35.% 4.6% 4.% 7.4% 33.3% 5.% Science th Grade All 3-4.4% 36.5% 39.8% 7.4%.4% 33.% 7% Science th Grade American Indian -3 7% < < < < < < Science th Grade American Indian 3-4.8% < < < < < < Science th Grade African American -3 3.9% 8% 7.7% % 7.7% 5.4% 76.9% Science th Grade African American 3-4 5.5% 8.3% 6.7% 8.3% 8.3% 4.7% 4.7% Science th Grade Asian -3 44.7% 33.3% 5% 6.3% 8.8% 43.8% 3.3% Science th Grade Asian 3-4 48.5% 57.% 56.3% 8.8% 37.5% 3.3%.5% Science th Grade Hispanic of Any Race Science th Grade Hispanic of Any Race Science th Grade Two or More Races Science th Grade Two or More Races -3.% 9.4% < < < < < 3-4 5.5% 9.4% 3.3% % 3.3% 33.3% 53.3% -3.% 6.5% 3.8% 5.4% 5.4% 38.5% 3.8% 3-4 7.% 4.9% 4.% 5.8% 6.3% 4.% 5.8% Science th Grade White -3 3.4% 38% 44% 5.%.9% 3.8% 3.% Science th Grade White 3-4 33.4% 38.% 4.9% 8.4%.5% 3.4% 6.7% Science th Grade Female -3.5% 3.9% 37.4%.% 5.% 38.% 4.4% Science th Grade Female 3-4 4.6% 3.6% 35.6%.9% 4.8% 36.%.% Science th Grade Male -3.9% 37.3% 45.6% 6.% 9.4%.6% 5.8% Science th Grade Male 3-4 3.% 4.% 43.4% 3%.4% 3.6% 6% Page 5 of
8/7/4 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Science th Grade Economically Disadvantaged Science th Grade Economically Disadvantaged Science th Grade English Language Learners Science th Grade English Language Learners Science th Grade With Disabilities Science th Grade With Disabilities -3.5%.8% 3.% 6.3% 3.8% 34.9% 34.9% 3-4 4.% 3.4%.7% 8.6%.% 39.7% 39.7% -3.6% % < < < < < 3-4 3.3% 7.7% < < < < < -3 5.% 3.% 4% 4% % 4% 9% 3-4 5.5%.4% 4.3%.7% 3.6% 7.9% 67.9% Page 6 of
8/7/4 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing No Data to Display Page 7 of
8/7/4 MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level ) % Attained (Level ) % Emerging (Level 3) No Data to Display Page 8 of
8/7/4 MI-Access Supported Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level ) % Attained (Level ) % Emerging (Level 3) No Data to Display Page 9 of
8/7/4 MI-Access Participation Subject Grade Testing Group School Year State % District % School % % Surpassed (Level ) % Attained (Level ) % Emerging (Level 3) No Data to Display Page of
8/7/4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All Statewide Mathematics 99% 6.% Bottom 3% Statewide Mathematics % 8.9% American Indian Statewide Mathematics 98.9% 54.% African American Statewide Mathematics 97.5% 39.5% Asian Statewide Mathematics 99.6% 8.8% Hispanic of Any Race Statewide Mathematics 99.% 5.5% 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 Disadvantaged Statewide Mathematics 98.6% 49.7% English Language Learners Statewide Mathematics 99.% 46% With Disabilities Statewide Mathematics 98.% 39.7% All District Mathematics 99.6% 73.4% Bottom 3% District Mathematics % 9.6% American Indian District Mathematics <3 <3 African American District Mathematics 99.5% 46.% Asian District Mathematics % 9% 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% 7.9% White District Mathematics 99.6% 75.5% Economically Disadvantaged 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 98.9% 58.4% Bottom 3% School Mathematics % % American Indian School Mathematics <3 <3 African American School Mathematics <3 <3 Asian School Mathematics <3 <3 Hispanic of Any Race School Mathematics <3 <3 Page of
8/7/4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Two or More Races School Mathematics <3 <3 White School Mathematics 98.9% 58.7% Economically Disadvantaged School Mathematics 95.% 48.% English Language Learners School Mathematics <3 <3 With Disabilities School Mathematics <3 <3 All Statewide Reading 99.% 85.8% Bottom 3% Statewide Reading % 6.% American Indian Statewide Reading 99% 83.4% African American Statewide Reading 97.9% 7.% Asian Statewide Reading 99.5% 9.9% Hispanic of Any Race Statewide Reading 99.% 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 Disadvantaged Statewide Reading 98.8% 78.5% English Language Learners Statewide Reading 99% 69.8% With Disabilities Statewide Reading 98.4% 56.% 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% 7.% Asian District Reading % 95.% 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 Disadvantaged District Reading 99.5% 8% English Language Learners District Reading 99.4% 7.4% With Disabilities District Reading 99% 59.7% All School Reading 99.% 9.4% Page of
8/7/4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Bottom 3% School Reading % 68.% American Indian School Reading <3 <3 African American School Reading <3 <3 Asian School Reading <3 <3 Hispanic of Any Race School Reading <3 <3 Two or More Races School Reading <3 <3 White School Reading 99.% 9.% Economically Disadvantaged School Reading 95.% 85.7% English Language Learners School Reading <3 <3 With Disabilities School Reading <3 <3 All Statewide Science 98.3% 4.9% Bottom 3% Statewide Science %.5% American Indian Statewide Science 98.4% 35.6% African American Statewide Science 95.8% 4.9% Asian Statewide Science 99.4% 6.% Hispanic of Any Race Statewide Science 98.5% 6.7% Native Hawaiian or Other Pacific Islander Statewide Science 99.% 48.4% Two or More Races Statewide Science 98.9% 4.6% White Statewide Science 98.9% 5.% Economically Disadvantaged Statewide Science 97.4% 6.4% English Language Learners Statewide Science 98.4%.% With Disabilities Statewide Science 97.% 6.% All District Science 99.3% 55.7% Bottom 3% District Science %.9% American Indian District Science <3 <3 African American District Science 99.% 4.8% Asian District Science % 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 Disadvantaged District Science 98.8% 39% Page 3 of
8/7/4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* English Language Learners District Science 98.4% 6.7% With Disabilities District Science 98.5% 5.% All School Science 99.% 7.4% Bottom 3% School Science %.6% American Indian School Science <3 <3 African American School Science <3 <3 Asian School Science <3 <3 Hispanic of Any Race School Science <3 <3 Two or More Races School Science <3 <3 White School Science 99.% 7.9% Economically Disadvantaged School Science 95.% 6.7% English Language Learners School Science <3 <3 With Disabilities School Science <3 <3 All Statewide Social Studies 97.3% 57.3% Bottom 3% Statewide Social Studies % 9.% American Indian Statewide Social Studies 97.7% 49.7% African American Statewide Social Studies 93.6%.4% Asian Statewide Social Studies 99.% 74.4% Hispanic of Any Race Statewide Social Studies 97.5% 4.7% Native Hawaiian or Other Pacific Islander Statewide Social Studies 98.9% 65.5% Two or More Races Statewide Social Studies 98.% 53.8% White Statewide Social Studies 98.% 64.5% Economically Disadvantaged Statewide Social Studies 95.8% 4.4% English Language Learners Statewide Social Studies 97.5%.7% With Disabilities Statewide Social Studies 9.3%.7% All District Social Studies 99.% 66.% 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 % 79.8% Hispanic of Any Race District Social Studies 98.5% 55% Page 4 of
8/7/4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Native Hawaiian or Other Pacific Islander District Social Studies <3 <3 Two or More Races District Social Studies 99.3% 7.% White District Social Studies 99.% 68.3% Economically Disadvantaged District Social Studies 98.% 5.6% English Language Learners District Social Studies 98% 5.7% With Disabilities District Social Studies 98.% 9.7% All School Social Studies 99.% 8.8% Bottom 3% School Social Studies % 43.6% American Indian 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 99.% 83.8% Economically Disadvantaged School Social Studies 96.% 7% English Language Learners School Social Studies <3 <3 With Disabilities School Social Studies % 5.5% All Statewide Writing 98.5% 73.% Bottom 3% Statewide Writing % 6.5% American Indian Statewide Writing 98.5% 63.% 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.% 7.8% White Statewide Writing 99% 77.8% Economically Disadvantaged Statewide Writing 97.8% 6.3% English Language Learners Statewide Writing 98% 5.% With Disabilities Statewide Writing 97.7% 35.% All District Writing 99.3% 79.7% Page 5 of
8/7/4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Bottom 3% District Writing % 33.% American Indian District Writing <3 <3 African American District Writing 99.% 54.3% Asian District Writing % 96.8% Hispanic of Any Race District Writing 99.3% 74.% 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% 8.4% Economically Disadvantaged District Writing 99.% 67.6% English Language Learners District Writing 98.% 6.4% With Disabilities District Writing 98% 38.7% All School Writing 99.3% 84% Bottom 3% School Writing % 46.5% American Indian 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 99.5% 84.% Economically Disadvantaged School Writing 95.% 73.% English Language Learners School Writing <3 <3 With Disabilities School Writing <3 <3 Page 6 of
8/7/4 Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 8%) All Statewide 77% American Indian Statewide 64.% 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.% Two or More Races Statewide 73.9% White Statewide 8.% Female Statewide 8.5% Male Statewide 7.7% Economically Disadvantaged Statewide 63.9% English Language Learners Statewide 65.4% With Disabilities Statewide 53.6% Homeless Statewide 54.% All District 9.% African American District 78.3% Asian District 9.7% Hispanic of Any Race District 8.9% Two or More Races District 9.8% White District 9.4% Economically Disadvantaged District 8.6% With Disabilities District 5.8% Bottom 3% District 9.8% All School 95% White School 95.6% Economically Disadvantaged School 93% With Disabilities School 8% Bottom 3% School 93.3% * All data based on students enrolled for a full academic year. Page 7 of
8/7/4 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 9%) All Statewide 94.3% All District 96.3% * All data based on students enrolled for a full academic year. Page 8 of
8/7/4 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 9 of
8/7/4 Accountability Status School Data District Name School Name Title 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 Stevenson High School Green Green Green Green Green Yellow 4 Page of
8/7/4 Teacher Quality - Qualification Other B.A. M.A. P.H.D. Professional Qualifications of All Public Elementary and Secondary School Teachers in the School 8 85 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 of
8/7/4 NAEP Grade 4 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All 3 4 3 7 Male Female 5 48 4 3 38 4 3 3 7 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 54 46 35 9 45 34 8 45 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 66 9 9 4 53 36 6 4 37 4 35 5 38 9 8 4 4 7 4 3 Student classified as having a disability SD Not SD 88 5 34 4 5 33 7 Student is an English Language Learner ELL Not ELL 8 9 4 4 3 3 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) 3 Mathematics Achievement. Page of
8/7/4 NAEP Grade 8 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All 3 4 3 7 Male Female 5 48 3 38 4 3 4 8 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 46 54 46 6 38 4 4 3 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 7 6 6 3 64 5 43 9 35 9 6 3 3 7 3 Student classified as having a disability SD Not SD 88 5 34 4 4 33 7 Student is an English Language Learner ELL Not ELL 3 97 74 4 4 4 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) 3 Mathematics Achievement. Page 3 of
8/7/4 NAEP Grade Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All 34 4 3 Male Female 5 49 3 35 4 4 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 54 37 44 9 3 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 76 4 5 3 6 68 58 6 4 7 33 3 3 5 9 35 7 Student classified as having a disability SD Not SD 9 9 78 3 9 43 3 5 Student is an English Language Learner ELL Not ELL 98 33 4 4 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) 3 Mathematics Achievement. Page 4 of
8/7/4 NAEP Grade 4 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All 36 33 5 6 Male Female 5 5 3 37 37 37 4 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 37 9 39 36 38 7 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 66 8 9 3 6 47 3 35 7 3 3 9 8 3 8 3 3 Student classified as having a disability SD Not SD 7 93 66 3 5 3 9 34 5 Student is an English Language Learner ELL Not ELL 98 5 37 33 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), 3 Reading Assessment. Page 5 of
8/7/4 NAEP Grade 8 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All 3 44 3 3 Male Female 5 48 6 9 47 4 5 35 4 National Lunch Program Eligibility Eligible Not Eligible Info not available 46 54 34 3 47 4 8 4 5 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 7 5 6 3 7 46 3 7 46 4 47 3 34 39 3 4 Student classified as having a disability SD Not SD 9 59 9 34 45 7 33 3 Student is an English Language Learner ELL Not ELL 8 9 6 34 3 34 8 5 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), 3 Reading Assessment. Page 6 of
8/7/4 NAEP Grade Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All 6 5 7 5 Male Female 5 5 3 37 37 37 4 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 37 9 39 36 38 7 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 76 4 5 3 5 34 38 36 44 6 36 4 6 Student classified as having a disability SD Not SD 7 93 66 3 5 38 8 34 5 Student is an English Language Learner ELL Not ELL 98 5 37 33 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), 3 Reading Assessment. Page 7 of
8/7/4 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Standard Error 4 Math Reading 87 73.9 3.7 95 9..5 8 Math Reading 84 76 3.6 3.3 84 83 5. 4. Page of