Warren Consolidated Schools Creating Dynamic Futures through Student Achievement, High Expectations, and Strong Relationships

Warren Consolidated Schools Creating Dynamic Futures through Student Achievement, High Expectations, and Strong Relationships WARREN MOTT HIGH SCHOOL 33 Twelve Mile Road Warren, MI 489 586.574.35 (AER) Cover Letter.888.4WCS.KIDS www.wcskids.net Text WCSKIDS to 5778 Board of Education Brian White, President Elaine G. Martin, Vice President Susan M. Jozwik, Secretary Megan E. Papasian-Broadwell, Treasurer I. Susan Kattula, Trustee Benjamin I. Lazarus, Trustee Susan G. Trombley, Trustee Robert D. Livernois, Ph.D. Superintendent August 5, 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 Warren Mott High 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 John Dignan, Principal, for assistance. The AER is available for you to review electronically by visiting the following web site http://www.wcskids.net/curriculum/annual_report/aer or you may review a copy in the main office at your child s school. 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. Our school has been identified as a FOCUS school this year. This past spring, our 4 th graders demonstrated proficiency scores as follows respective to the Michigan Merit Examination: Mathematics 8%, Reading 5%, Writing 49%, Science 5%, and Social Studies 34%. These aforementioned scores represent all students including those with special needs and English language challenges. Given these proficiency rates, the administration, school improvement teams, and faculty are instituting several initiatives designed to improve overall student achievement. First, we are continuing to implement a close and critical reading focus in all core and elective courses throughout the school year. This three-year initiative has International District Accreditation Warren Consolidated Schools is an equal opportunity employer. Auxiliary aids and services are available upon request to individuals with disabilities. National Exemplary Schools

already demonstrated growth in overall achievement. Second, we are adding supplemental after school tutorial support that targets the four core academic areas of English, mathematics, science, and social studies. This is available to all students. Third, we are adding an on-going online credit recovery program to allow students who experience academic failure opportunities to re-take and experience needed core college readiness coursework required for graduation. When students see a navigable path toward a long-term goal they are more motivated to succeed. Next, we are providing direct interventions to students who have not demonstrated college readiness proficiency in core English, mathematics, and science courses with highly qualified instructors. Additionally we are locking all core subject instruction into year-long experiences for all students. No longer will Warren Mott students be required to move teachers at semester s end, re-learn classroom expectations and teaching styles while moving forward along the curricular path. We use our school improvement plan as our vehicle to implement our school improvement strategies which focus on strengthening teacher knowledge of research based intervention strategies in reading, writing, and mathematics as well as knowledge of the Common Core Curriculum and Smarter Balance Assessments, and service to special sub group populations. Additionally, WMHS administrative, instructional, and support staff focus on building authentic relationships with our existing and incoming families with academic excellence in mind. Finally, we are working to supplement our comprehensive high school experience with mentoring and positive support groups for all students. These mentoring programs facilitate proactive engagement in the learning process. With these aforementioned initiatives, the faculty of Warren Mott shall endeavor to put student achievement as a primary focus in all things we do. State law requires that we also report the following additional information for the two most recent years:. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL: are assigned to schools according to their address of residence within the district s boundaries. Parents may request another school within the District under the Open Enrollment process, however, transportation is not provided. The Board of Education has determined that it will allow nonresident students, residing within the Macomb ISD, but whose parent(s) reside in the District, and who qualify to enroll in the District through a Schools of Choice program.. Presently, is entering the third year of our five year school improvement plan. The process is dynamic and self-reflective. 3. Warren Consolidated Schools offers several specialized programs to meet the needs of a variety of learners.

The Macomb Math and Science Center (MMSTC) is an honors program for 9 th th grade students in Macomb County districts who are interested in advanced/accelerated mathematics, science, and computer technology. must apply and be selected for the program based upon placement testing and teachers recommendation. The Center s program is a half day and students attend their home school for the remainder of the day. It is located at Butcher Community Center. The Middle School Mathematics Science Technology Center (MS)TC offers an advanced mathematics, science technology option for middle school students. who are accepted into the program will split their day between their home middle school, where they will take their social studies and two elective classes, and Butcher Educational Center, where they will take their mathematics, science and English language arts classes. The Middle School- School of Performing Arts (MS-WCSPA) is an exciting, creative program that has been designed to build on the district s nationally-acclaimed, award-winning high school performing arts program (WCSPA) which is located in Sterling Heights High School. MS-WCSPA is intended for academically-focused and creative students who seek to blend their academic experience with interest in the performing arts. who are accepted into the program will split their school day between their home middle school, where they will take their language arts, science, and math classes, and Butcher Educational Center, where they will take their social studies and two performing arts electives. The performing arts electives will include visual arts, music, dance, and theatre exploratory experiences. The Career Preparation Center (CPC) programs are open to Clintondale, Fraser, and Warren Consolidated th and th grade students. CPC programs are designed to provide students with skills to enter the workforce or continue with additional college or workplace training. Career Technical Education (CTE) classes at the CPC provide technical skills and knowledge. enrolled in these programs are often able to earn technical certifications as well as college credit. Community High School is an alternative education program for high school students. The primary objective of the school is to assist enrolled students in meeting their high school graduation requirements in a timely manner. It is located at the Flynn Educational Center along with the adult ESL program. Year-round education offers many benefits for students and families such as increased student achievement and retention rates, more effective learning environment by reduced time spent reviewing, expanded enrichment and intervention opportunities for students, and expanded educational choice options for parents. Year-round education is offered at Fillmore, Siersma, and Holden Elementary Schools.

4. Warren Consolidated Schools follows all State of Michigan curriculum guidelines. The Board of Education has adopted a core curriculum based on Michigan Curriculum Framework, Grade-Level Content Expectations/Common Core State Standards, and Michigan Merit Curriculum approved by the State Board of Education. A copy of the core curriculum may be accessed at www.wcskids.net. 5. MME & ACT Results th Grade MME Levels & ( & Advanced) 5 Year Trend Year Reading Writing Math Science Social Studies 4 5% 49% 8% 5% 34% 3 45% 48% % 7% 3% 5% 45% 3% 5% 33% 43% 4% % 8% 34% 45% 39% 6% 3% 3% th Grade ACT Scores (ALL STUDENTS) 5 Year Trend Year English Math Reading Science Composite 4 8. 8.5 8.4 9. 8.6 3 8. 8.8 8.5 9. 8.9 7.9 8.9 8. 9. 8.6 7.8 9. 8. 9.3 8.7 7.4 8.5 8.4 8.3 8.3 6. Parent Participation at Fall and Spring Conferences YEAR FALL SPRING -3 45% 33% 3-4 35% 7% CHANGE -% -6% 7. Additional high school information: a. Dual Enrollment : 6 (%) b. Advanced Placement Courses offered: Advanced Placement/International Baccalaureate Advanced placement (AP) classes provide high school students with college-level classes. enrolled in AP courses earn college credit by taking the AP test in early May. enrolled in advanced placement classes who earn an overall grade of at least a C- earn an Honor point that is averaged into their GPA. Warren Consolidated Schools offers ten AP classes; these include: AP American History AP Art AP Language and Composition AP Literature and Composition AP Psychology AP U.S. Government and Politics

AP Biology AP Chemistry AP Physics AP Calculus c. The number and percentage of students enrolled in college equivalent courses (Advanced Placement): 33 students /8% d. Dual Enrollment, 8 students/%. Access to the district s core curriculum can be found on the district s curriculum website for all core subjects. Additionally, requested hard copies of the full curriculum can be obtained in the Curriculum Department upon request for those families without internet access. Many parents now access student progress through the PowerSchool Parent Portal. This online system informs parents, in real time, of a student s current grade. staff and administration are committed to a continuous improvement process that will improve student scores and increase the number of students testing proficient on student achievement standardized tests. Working together parents, teachers, and administrators can provide a quality educational experience ensuring a bright future for the students of the Warren Mott community. We promise to continue to work diligently with parents and faculty in an atmosphere that promotes a learning community characterized by student centered instruction and decisions, academic excellence, trust, respect, community involvement, excellent communications, and recognition of both student and staff achievement. We re committed to working in collaboration with all stakeholders to continue to develop and implement this shared vision. Warren Mott is a highly diverse community; we consider this our strength. We are committed to building solid, meaningful relationships with every child, his/her parents, and the broader community in our services to children. Thus our motto: A Community Here for Each Other. Our belief is that our diversity prepares our students to thrive in a global setting exposing them to people from all over the world. At Warren Mott we expect, insist upon, and support academic excellence; we believe in investing in the power of our students as their success is our legacy. looks forward to the start of the new year with excitement and anticipation. Warren Consolidated Schools has the finest kids, parents, and staff, and has so much to be proud of as a staff, family, and community. Help us to continue to make America s premier address in education. Sincerely, John Dignan Principal,

8//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//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 - 9.%.7% 3.5% 4.3% 9.% 37% 39.6% Mathematics th Grade All -3 8.6%.4%.5%.5% 9% 39.6% 38.9% Mathematics th Grade American Indian -3 5.6% < < < < < < Mathematics th Grade African American - 6.% 6.% 8.6% % 8.6% 7.6% 63.8% Mathematics th Grade African American -3 5.7% 6.9% 3.8%.9%.9% 38.5% 57.7% Mathematics th Grade Asian - 6.% 37.% 34% 4% 3% 36% 3% Mathematics th Grade Asian -3 58.8% 3.6% 9.4% 3.9% 5.5% 43.% 7.5% Mathematics th Grade Hispanic of Any Race Mathematics th Grade Hispanic of Any Race Mathematics th Grade Native Hawaiian or Other Pacific Islander Mathematics th Grade Two or More Races Mathematics th Grade Two or More Races - 5.9% % < < < < < -3 5.3% 5.8% < < < < < -3 8.4% < < < < < < - 5.4%.% < < < < < -3 3.4% 5% < < < < < Mathematics th Grade White - 33.6% 4.8% 5.% 5.3% 9.8% 38.6% 36.3% Mathematics th Grade White -3 33.3% 3.6% 3.%.5%.6% 39.4% 37.5% Mathematics th Grade Female -.9%.3% 4% 3.4%.7% 35.% 4.9% Mathematics th Grade Female -3 7% 8.9% 8.6%.5% 8.% 43.3% 38.% Mathematics th Grade Male - 3.% 4.%.9% 5.% 7.8% 38.8% 38.3% Mathematics Page of th Grade Male -3 3.3% 4% 4.4% 4.6% 9.8% 35.9% 39.6%

8//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 - 3.4% 3.9% 6.%.4% 3.7% 34.9% 49% -3 3% 4.6% 6.%.9% 4.% 37.5% 46.4% - 9%.3%.7% %.7% 6.7% 8.7% -3 7%.7% % % % 5.3% 74.7% - 3.9% 5.3% 7.7% 5.%.6%.8% 79.5% -3 3.7% 5.6% % % % 9.4% 8.6% Reading th Grade All - 55.9% 46.9% 5.6% 9.9% 4.6% 8.6%.8% Reading th Grade All -3 53.5% 44.7% 44.6% 9% 35.6% 3.5% 4.9% Reading th Grade American Indian -3 47.3% < < < < < < Reading th Grade African American - 7.% 7.9% 3.5% % 3.5% 4.4% 7.% Reading th Grade African American -3 8.9% 9.4%.9% 3.8% 3.% 38.5% 34.6% Reading th Grade Asian - 65.5% 53.6% 48% % 36% 3% % Reading th Grade Asian -3 64.9% 57.3% 6.8%.6% 39.% 3.5% 5.7% Reading th Grade Hispanic of Any Race Reading th Grade Hispanic of Any Race - 4.6% 36.4% < < < < < -3 39.9% 57.9% < < < < < Page 3 of

8//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 Native Hawaiian or Other Pacific Islander Reading th Grade Two or More Races Reading th Grade Two or More Races -3 56.5% < < < < < < - 55.% 5% < < < < < -3 5.8% 45% < < < < < Reading th Grade White - 6.4% 49.9% 55.%.% 43.9% 5% 9.9% Reading th Grade White -3 59.% 46% 43.9% 7.5% 36.4% 3.8% 5.% Reading th Grade Female - 6.4% 5.% 55.7%.4% 45.3% 5.9% 8.4% Reading th Grade Female -3 56% 48% 47.9% 8.8% 39.% 3.7%.4% Reading th Grade Male - 5.4% 4.9% 45.7% 9.5% 36.% 3.% 3.% Reading th Grade Male -3 5% 4.3% 4.3% 9.% 3.% 3.3% 8.4% 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 - 39.9% 37.4% 43.% 5% 38.% 3.%.7% -3 37.9% 35.3% 35.8% 6% 9.9% 3.8% 3.3% -.9% 3.9% 3.% % 3.%.% 74.6% -3 3.% 7.5% 3.8% % 3.8% 5% 7.3% - 9.4% 7.9% 5%.5%.5% 3.5% 5.5% Page 4 of

8//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 With Disabilities -3 9% 5.4% 6.% % 6.% 3.3% 5.6% Science th Grade All - 5.8% 6.% 5.4% 3.%.3%.5% 58.% Science th Grade All -3 5.7% 5% 6.9% 3.7% 3.% 5.% 58% Science th Grade American Indian -3 7% < < < < < < Science th Grade African American - 4.4% 4% 5.% % 5.%.% 8.8% Science th Grade African American -3 3.9% 3.%.9%.9% %.5% 86.5% Science th Grade Asian - 44.7%.7% % 4% 8% 6% 6% Science th Grade Asian -3 44.7% 7% 9.4% 5.9% 3.5% 9.4% 4.% Science th Grade Hispanic of Any Race Science th Grade Hispanic of Any Race Science th Grade Native Hawaiian or Other Pacific Islander Science th Grade Two or More Races Science th Grade Two or More Races -.8% % < < < < < -3.% % < < < < < -3 5.9% < < < < < < - 3.3% 6.7% < < < < < -3.% % < < < < < Science th Grade White - 3.4% 7.8% 6.% 3.6%.5% 3.6% 5.3% Science th Grade White -3 3.4% 6.% 6.5% 3.7%.8%.8% 56.7% Science th Grade Female -.8% 5.7% 4.4%.9%.5%.8% 58.9% Science th Grade Female -3.5% 3.% 4.4%.5% 4% 7.4% 58.% Page 5 of

8//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 Male - 8.7% 6.7% 6.4% 3.3% 3.%.% 57.5% Science th Grade Male -3 8.9% 7% 9.3% 6.9%.4%.9% 57.8% 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 - % 9.8%.8% % 9.8% % 68.% -3.5% 8%.8%.% 8.6% 3.% 66% -.5% % % % % % % -3.6%.% % % % 5.% 94.9% - 5.5% 4.3% 7.9%.6% 5.3%.6% 89.5% -3 5.% 5.6% 3.% % 3.% 9.7% 87.% Page 6 of

8//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//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//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//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//4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All District Mathematics 99.7% 54.% Bottom 3% District Mathematics % 8% American Indian District Mathematics <3 <3 African American District Mathematics 99.9% 4.6% Asian District Mathematics 99.9% 67% Hispanic of Any Race District Mathematics 99.% 55.5% Native Hawaiian or Other Pacific Islander District Mathematics <3 <3 Two or More Races District Mathematics 99.4% 46.3% White District Mathematics 99.7% 54.9% Economically Disadvantaged District Mathematics 99.7% 46.% English Language Learners District Mathematics 99.8% 3.9% With Disabilities District Mathematics 99.% 39% All School Mathematics 99.4% 4.4% Bottom 3% School Mathematics %.% American Indian School Mathematics <3 <3 African American School Mathematics % 5.6% Asian School Mathematics % 54.6% Hispanic of Any Race School Mathematics <3 <3 Native Hawaiian or Other Pacific Islander School Mathematics <3 <3 Two or More Races School Mathematics <3 <3 White School Mathematics 99.% 43.4% Economically Disadvantaged School Mathematics 99.3% 36.% English Language Learners School Mathematics 99% 3.6% With Disabilities School Mathematics <3 <3 All District Reading 99.8% 8.7% Bottom 3% District Reading % 38.% American Indian District Reading <3 <3 African American District Reading 99.9% 7.% Asian District Reading 99.9% 85.5% Hispanic of Any Race District Reading 99.% 85.% Page of

8//4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Native Hawaiian or Other Pacific Islander District Reading <3 <3 Two or More Races District Reading 99.4% 83.% White District Reading 99.8% 8.3% Economically Disadvantaged District Reading 99.8% 75.3% English Language Learners District Reading 99.9% 57.4% With Disabilities District Reading 99.% 58.% All School Reading 99.6% 73.5% Bottom 3% School Reading %.9% American Indian School Reading <3 <3 African American School Reading % 6.% Asian School Reading % 8.8% Hispanic of Any Race School Reading <3 <3 Native Hawaiian or Other Pacific Islander School Reading <3 <3 Two or More Races School Reading <3 <3 White School Reading 99.4% 73.7% Economically Disadvantaged School Reading 99.7% 68.4% English Language Learners School Reading % 9.6% With Disabilities School Reading <3 <3 All District Science 99.5% 3.7% Bottom 3% District Science %.7% American Indian District Science <3 <3 African American District Science 99.8% 7.5% Asian District Science % 4.5% Hispanic of Any Race District Science 97.9% 3.8% Native Hawaiian or Other Pacific Islander District Science <3 <3 Two or More Races District Science 98.6%.4% White District Science 99.4% 33.% Economically Disadvantaged District Science 99.5%.5% English Language Learners District Science 99.5% 4.5% With Disabilities District Science 98.8% 8.8% Page of

8//4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All School Science 99.6% 34.% Bottom 3% School Science % 3.4% American Indian School Science <3 <3 African American School Science % 4.4% Asian School Science % 54.6% Hispanic of Any Race School Science <3 <3 Native Hawaiian or Other Pacific Islander School Science <3 <3 Two or More Races School Science <3 <3 White School Science 99.4% 34.8% Economically Disadvantaged School Science 99.7%.5% English Language Learners School Science 99%.8% With Disabilities School Science <3 <3 All District Social Studies 99.6% 5.4% Bottom 3% District Social Studies % % American Indian District Social Studies <3 <3 African American District Social Studies 99.8% 37.% Asian District Social Studies % 6.5% Hispanic of Any Race District Social Studies % 4.7% Native Hawaiian or Other Pacific Islander District Social Studies <3 <3 Two or More Races District Social Studies % 4.5% White District Social Studies 99.6% 5.4% Economically Disadvantaged District Social Studies 99.6% 39.4% English Language Learners District Social Studies 99.6%.4% With Disabilities District Social Studies 99.7% 6.9% All School Social Studies 99.3% 63.4% Bottom 3% School Social Studies % % American Indian School Social Studies <3 <3 African American School Social Studies % 53.3% Asian School Social Studies % 75% Hispanic of Any Race School Social Studies <3 <3 Page 3 of

8//4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Native Hawaiian or Other Pacific Islander School Social Studies <3 <3 Two or More Races School Social Studies <3 <3 White School Social Studies 99.% 6.6% Economically Disadvantaged School Social Studies 99.% 54.9% English Language Learners School Social Studies 99.4% 7.9% With Disabilities School Social Studies <3 <3 All District Writing 99.3% 69.% Bottom 3% District Writing % 4.6% American Indian District Writing <3 <3 African American District Writing % 59.7% Asian District Writing 99.4% 78.% Hispanic of Any Race District Writing % 68.6% Native Hawaiian or Other Pacific Islander District Writing <3 <3 Two or More Races District Writing % 63.8% White District Writing 99.% 69.7% Economically Disadvantaged District Writing 99.% 6.9% English Language Learners District Writing 97.% 3.9% With Disabilities District Writing 98.9% 34.% All School Writing 96.8% 7% Bottom 3% School Writing % 3.4% American Indian School Writing <3 <3 African American School Writing % 6.% Asian School Writing 98.3% 77.3% Hispanic of Any Race School Writing <3 <3 Native Hawaiian or Other Pacific Islander School Writing <3 <3 Two or More Races School Writing <3 <3 White School Writing 95.9% 7% Economically Disadvantaged School Writing 95.6% 63.8% English Language Learners School Writing 88%.3% With Disabilities School Writing <3 <3 Page 4 of

8//4 Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 8%) All Statewide 76.% American Indian Statewide 66.4% African American Statewide 59.9% Asian Statewide 87.4% Hispanic of Any Race Statewide 64.3% Migrant Statewide 68.3% Native Hawaiian or Other Pacific Islander Statewide 73.% Two or More Races Statewide 73.5% White Statewide 8.5% Female Statewide 8.8% Male Statewide 7% Economically Disadvantaged Statewide 64% English Language Learners Statewide 63.% With Disabilities Statewide 53.5% Homeless Statewide 53.8% All District 77.5% African American District 66.% Asian District 79.6% White District 79.6% Economically Disadvantaged District 7.4% English Language Learners District 5% With Disabilities District 58.% All School 83.% African American School 77.8% Asian School 83.3% White School 85% Economically Disadvantaged School 78.7% English Language Learners School 44.% With Disabilities School 75% * All data based on students enrolled for a full academic year. Page 5 of

8//4 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 9%) All District 95% All School 94% * All data based on students enrolled for a full academic year. Page 6 of

8//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 7 of

8//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 Warren Consolidate d Schools Warren Mott High School Focus School Green Green Green Green Green Yellow 66 Page 8 of

8//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 79 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 9 of

8//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//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 8 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 8 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 8 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 of

8//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 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 68 58 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 of

8//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 8 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 8 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 3 of

8//4 NAEP Grade 8 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All 3 44 3 3 Male Female 5 48 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 4 of

8//4 NAEP Grade Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All 5 7 5 Male Female 5 5 3 37 37 8 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 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 5 of

8//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