Garfield Elementary School

LIVONIA PUBLIC SCHOOLS www.livoniapublicschools.org/garfield 213-214 BOARD OF EDUCATION 213-14 Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Dan Centers, Trustee Eileen McDonnell, Trustee Randy Roulier, Trustee Dr. Randy Liepa, Superintendent 1218 Arthur Livonia, MI 4815 734-744-2715 William R. Green II, Principal

15125 Farmington Road Livonia MI 48154 Phone (734) 744-25 August 19, 214 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 213-214 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, William Green, Principal of, for assistance. The AER is available for you to review electronically by visiting the following web site www.livoniapublicschools.org/garfield or you may review a copy in the main office of our school. The AER has two major sections to it. The information contained in the first section was compiled by district staff. It presents relevant information about our district, our academic programs, school improvement efforts, two years of results on district developed assessments and nationally norm referenced assessments. It also includes the district s parent involvement policy and specialized programs. The second section of the report contains information provided by the Michigan Department of Education. 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. Garfield Elementary has been identified as a Focus School. Our school has identified underperforming subgroups of students, including: economically disadvantaged (writing), African American (mathematics), and the bottom 3% (reading, mathematics, science and writing) for whom additional intervention and support is needed in order to increase their proficiency and to close the achievement gap in those targeted areas. We are actively working to address the school issues by providing supplemental Title 1 services in the areas of mathematics, reading, science, social studies and writing. In addition to high quality classroom instruction, utilizes research based programs such as Leveled Literacy Intervention System, Fast ForWord, and System 44 as interventions for our struggling learners. provides beyond the school day support in the areas of math and reading through our Title 1 funding. In addition selected at-risk children are invited to attend summer programming during the month of July at Camp Frost. The Garfield Student Achievement Team which leads our Response to Intervention initiatives meets weekly to address student learning concerns. These initiatives and professional development focus areas 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. 2

The Garfield staff continues to engage in professional development in the areas of working with children in poverty, the transient child, differentiated instruction and the common core state standards. Garfield utilized focus school funds during the 213-214 school year to provide the Leader In Me program which focuses on the 7 Habits of Highly Effective students. We believe this wide menu of interventions and initiatives will continue to develop academic success for all students and close the achievement gap between the top and bottom 3 percent of students that attend Garfield Elementary School. Our collaborative efforts positively impact our school s success and student achievement. Sincerely, William Green, 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, 15125 Farmington Road, Livonia, MI 48154 (734)744-25. MISSION STATEMENT VISION STATEMENT LEARNING FOR ALL.WHATEVER IT TAKES! Garfield Elementary stakeholders envision a school where all students are respectful, responsible, and proficient in reading, writing, science, social studies, and math. OUR BELIEFS learn better in a safe, connected classroom culture. Thus, the Garfield community of staff, students and families will create a welcoming, safe environment for all members to learn. We will build relationships with one another, based on respect, trust, and timely communication. Through a combination of care and high expectations, every child can experience early learning success in school and in life. A culture of collaboration is essential to help Garfield staff, Garfield parents, and Garfield students work to their highest levels of effectiveness. The responsibilities of each group are listed in our school compact. Careful analysis of student progress helps determine instructional needs and instructional match. It is vital to deliver essential skill instruction at the student s correct level of challenge. We embody these beliefs through the commitment to high quality professional development, providing a menu of intervention services, and striving for constant improvement in all we do at Garfield Elementary School to improve student learning. 3

SCHOOL PROFILE serves 325 students in grades K-4. The principal of Garfield Elementary School is William Green and there are 14 professional teaching staff members and a media specialist. In addition, there is the following professional support staff: school psychologist, school social worker, Title 1 interventionists, Elementary Support Teacher, speech and language therapist, resource classroom teacher, a teacher consultant outreach, occupational and physical therapist, and homebound or hospitalized services. Assisting in keeping the building operating in an organized manner, keeping the building clean, serving nutritious food, and helping teachers and students are: custodians, secretaries, paraprofessionals, and lunchroom personnel. is a Title 1 School-wide building. State law requires that we report the following additional information. ASSIGNING PUPILS TO THE SCHOOL All students are assigned to Garfield Elementary based upon attendance within the geographic boundaries of the school as well as students who transfer in based upon seats available. SCHOOL IMPROVEMENT School improvement is a process in which stakeholders in a school work cooperatively to improve student achievement. The process relies on staff, parents, and students participating in collaborative decision making in formulating and implementing achievement goals. The goals are determined through analysis of student achievement data and survey information. Action plans using proven interventions are developed for each improvement goal and progress toward achievement of the goals is documented annually. Our staff established these goals for the 213-14 and 212-213 school years: 1. All students at will be proficient in reading. 2. All students at will be proficient in writing. 3. All students at will be proficient in mathematics. 4. All students at will be proficient in science. 5. All students at will be proficient in social studies. Garfield Elementary is a site for the Early Learning Success Initiative. Our staff is dedicated to providing each student an opportunity for early learning success based on a robust core curriculum, age-appropriate interventions, and an atmosphere where teachers love to teach and students love to learn. 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. 4

SPECIALIZED SCHOOLS OR PROGRAMS At the elementary level, students may be enrolled in Alternative Classrooms for the Academically Talented (ACAT) at Webster Elementary School and special education centers at Buchanan, Cass, Coolidge, Riley, Cooper and Johnson. Preschool special education programs are located at Perrinville Early Childhood Center. Other special education programs are available in western Wayne County for our students with disabilities, based upon their individual needs. A preschool is operated at the Jackson Center. Specific information about these programs is available on the district Web site at www.livoniapublicschools.org. CORE CURRICULUM The core curriculum at Garfield Elementary provides learning experiences in reading, writing, speaking, listening, spelling, handwriting, mathematics, social studies, science, technology, health, physical education, art, vocal music, and enrichment activities. The core curriculum is based on the grade level content expectations (GLCEs) from the Michigan Department of Education and the Common Core State Standards for Mathematics 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 in kindergarten are assessed on a one-on-one basis regularly during the school year to measure progress toward grade-level literacy skills. The following table, Early Literacy Benchmark Assessment - Kindergarten, shows the results of this testing by school and district. Teachers on the CCSS Implementation Team and Middle School ELA Committee played a leadership role in facilitating professional learning for K-8 teachers to support implementation of the reading and writing units of the study developed by MAISA (Michigan Association of Intermediate School Administrators). 5

EARLY LITERACY BENCHMARK ASSESSMENT - KINDERGARTEN 213-214 Letter ID Sound ID Representing Phonemes with Letters Rhyme Reading High Frequency Words Garfield 97.3% 95.8% 93.2% District 96.6% 98.3% 95.6% 212-213 Garfield 98.2% 94.5% 85.5% 94.6% 76.8% District 99.5% 98.5% 9.% 96.1% 89.5% in grades 1-4 are assessed using the Fountas and Pinnell Benchmark Assessment System. Teachers administer running records with comprehension to students one-on-one. Kindergarten teachers administer reading records with comprehension at the end of the school year. in grades 1-2 are assessed a minimum of four times each year. in grades 3-4 are assessed a minimum of two times each year. The following table shows the percent of students at each grade level that performed at or above grade level on this assessment. FOUNTAS AND PINNELL BENCHMARK ASSESSMENTS GRADES K-4 Percent of that Performed At or Above Grade Level Spring 214 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Garfield 76.% 88% 8% 77% 77% District 85.6% 8% 83% 83% 88% Spring 213 Garfield - 73.1% 84.1% 74.6% 61.4% District - 84.4% 84.3% 83.8% 88.8% DISTRICT MATHEMATICS ASSESSMENTS - ELEMENTARY were assessed in mathematics knowledge twice during the 213-14 school year. In September, students in Kindergarten were tested on Common Core State Standards for Mathematics (CCSS) strands taught within the Everyday Mathematics program. in grades 1-5 were tested on Common Core State Standards for Mathematics (CCSS) and reported using Grade Level Content Expectations (GLCEs) strands taught within the Everyday Mathematics program. Kindergarten students were assessed with a new Pre/Post assessment created by the district and students in grades 1-5 were assessed using a new Pre/Post Everyday Mathematics online assessment. In April, students in grades K-5 were assessed again on the same Grade Level Content Expectations (GLCEs) and Common Core State Standards for Mathematics using the same assessments that were administered in September. The following data show the percentage of students who were proficient at each grade level on the Pre/Post mathematics assessment. 6

213-214 Counting & Cardinality MATHEMATICS ELEMENTARY ASSESSMENTS GRADE Kindergarten Percent of KINDERGARTEN Geometry Measurement & Data Number & Operations in Base Ten Operations & Algebraic Thinking Totals* Pre-Test Garfield 6% 15% 67% 3% 2% 5% District 1% 21% 61% 4% 2% 7% Post-Test Garfield 76% 84% 96% 6% 84% 81% District 87% 93% 94% 7% 9% 91% *Total score indicates proficiency in all 5 strands. 7

Numbers & Numeration MATHEMATICS ELEMENTARY ASSESSMENTS GRADES 1-4 Percent of GRADE 1 Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance 213-214 Geometry Pre-Test Garfield 9% 19% % 61% 2% 2% 2% District 27% 44% 5% 63% 2% 12% 11% Post-Test Garfield 81% 87% 52% 71% 75% 52% 75% District 88% 93% 59% 87% 83% 71% 86% GRADE 2 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Totals* 213-214 Geometry Totals Pre-Test Garfield 14% % 19% 38% 5% 41% 5% District 32% 5% 47% 59% 9% 61% 21% Post-Test Garfield 34% 21% 58% 58% 5% 76% 26% District 73% 42% 84% 86% 28% 89% 71% GRADE 3 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance 213-214 Geometry Totals Pre-Test Garfield 25% 6% 2% 13% 16% 32% 1% District 54% 21% 4% 3% 46% 51% 37% Post-Test Garfield 56% 37% 53% 46% 51% 54% 5% District 77% 6% 7% 62% 75% 71% 75% GRADE 4 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance 213-214 Geometry Totals Pre-Test Garfield 2% % 2% 37% 4% 5% % District 5% 1% 1% 49% 7% 15% 2% Post-Test Garfield 31% 18% 2% 82% 44% 43% 38% District 49% 36% 3% 89% 49% 38% 5% *Total score indicates proficiency in all 6 strands. 8

NORM REFERENCED ASSESSMENT The Cognitive Ability Test (CogAT) from Riverside Publishing is administered to third grade students. CogAT GRADE 3 Age Percentiles 213-214 Verbal Quantitative Nonverbal Composite Garfield 4 42 46 41 District 51 62 58 58 212-213 Garfield 32 44 43 38 District 5 63 54 56 PARENT TEACHER CONFERENCES One of the most important factors of a child s success in school is the involvement of parents or guardians in the educational process. Garfield Elementary has a high degree of parental involvement as 92% of our families (286 out of 313 families) attended parent-teacher conferences during 213-214 and 92% (292 out of 318 families) attended parent-teacher conferences during 212-13. We offer a variety of ways for teachers and parents to confer about their child s academic progress. Parents volunteer regularly at Garfield. Programs such as PTA events, Motor Moms and Dads, and various needs in the classrooms give parents and community members many opportunities to be a part of their child s education. We re all in this together! 9

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

8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade All 212-13 4.9% 6% 38.9% % 38.9% 18.5% 42.6% Mathematics 3rd Grade All 213-14 4.1% 55.1% 33.8% 7% 26.8% 16.9% 49.3% Mathematics 3rd Grade African American 212-13 18% 3.8% 21.7% % 21.7% 13% 65.2% Mathematics 3rd Grade African American 213-14 18.2% 2.2% 12.5% 2.5% 1% 17.5% 7% Mathematics 3rd Grade Asian 212-13 65.6% 78.9% <1 <1 <1 <1 <1 Mathematics 3rd Grade Asian 213-14 66% 64% <1 <1 <1 <1 <1 Mathematics 3rd Grade Hispanic of Any Race Mathematics 3rd Grade Hispanic of Any Race Mathematics 3rd Grade Two or More Races 212-13 25.7% 51% <1 <1 <1 <1 <1 213-14 26.3% 46.5% <1 <1 <1 <1 <1 213-14 38.1% 42.4% <1 <1 <1 <1 <1 Mathematics 3rd Grade White 212-13 47.4% 62.2% 53.8% % 53.8% 23.1% 23.1% Mathematics 3rd Grade White 213-14 46.6% 6.2% 66.7% 8.3% 58.3% 16.7% 16.7% Mathematics 3rd Grade Female 212-13 39.8% 58.8% 41.4% % 41.4% 13.8% 44.8% Mathematics 3rd Grade Female 213-14 39.7% 56.2% 35.9% 7.7% 28.2% 12.8% 51.3% Mathematics 3rd Grade Male 212-13 42% 61.2% 36% % 36% 24% 4% Mathematics 3rd Grade Male 213-14 4.6% 54.1% 31.3% 6.3% 25% 21.9% 46.9% Mathematics 3rd Grade Economically Disadvantaged Mathematics 3rd Grade Economically Disadvantaged 212-13 26.8% 38.3% 32.3% % 32.3% 6.5% 61.3% 213-14 26.9% 38.6% 25% 2.1% 22.9% 18.8% 56.3% Page 1 of 3

8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade English Language Learners Mathematics 3rd Grade English Language Learners Mathematics 3rd Grade With Disabilities Mathematics 3rd Grade With Disabilities 212-13 23% 36.6% <1 <1 <1 <1 <1 213-14 26.4% 37.1% <1 <1 <1 <1 <1 212-13 21.5% 32.8% <1 <1 <1 <1 <1 213-14 22.2% 27.3% <1 <1 <1 <1 <1 Mathematics 4th Grade All 212-13 46.1% 67.1% 41.8% 7.5% 34.3% 11.9% 46.3% Mathematics 4th Grade All 213-14 45.3% 62.5% 38.2% 3.6% 34.5% 18.2% 43.6% Mathematics 4th Grade African American 212-13 2% 28.7% 16.1% % 16.1% 9.7% 74.2% Mathematics 4th Grade African American 213-14 18.2% 23.5% 15.4% % 15.4% 7.7% 76.9% Mathematics 4th Grade Asian 212-13 71.4% 77.3% <1 <1 <1 <1 <1 Mathematics 4th Grade Asian 213-14 69.2% 87.9% <1 <1 <1 <1 <1 Mathematics 4th Grade Hispanic of Any Race Mathematics 4th Grade Hispanic of Any Race Mathematics 4th Grade Two or More Races 212-13 33.3% 53.5% <1 <1 <1 <1 <1 213-14 29.3% 65.3% <1 <1 <1 <1 <1 212-13 44.3% 69.4% <1 <1 <1 <1 <1 Mathematics 4th Grade White 212-13 53% 7.9% 66.7% 15.2% 51.5% 12.1% 21.2% Mathematics 4th Grade White 213-14 52.9% 65% 56.5% 4.3% 52.2% 3.4% 13% Mathematics 4th Grade Female 212-13 45.7% 64.4% 4% 11.4% 28.6% 17.1% 42.9% Page 2 of 3

8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 4th Grade Female 213-14 43.4% 6.3% 33.3% 3.3% 3% 23.3% 43.3% Mathematics 4th Grade Male 212-13 46.4% 69.5% 43.8% 3.1% 4.6% 6.3% 5% Mathematics 4th Grade Male 213-14 47.2% 64.5% 44% 4% 4% 12% 44% Mathematics 4th Grade Economically Disadvantaged Mathematics 4th Grade Economically Disadvantaged Mathematics 4th Grade English Language Learners Mathematics 4th Grade English Language Learners Mathematics 4th Grade With Disabilities Mathematics 4th Grade With Disabilities 212-13 31.1% 48.9% 31.1% % 31.1% 11.1% 57.8% 213-14 29.5% 39.8% 22.6% 3.2% 19.4% 16.1% 61.3% 212-13 24.4% 44.8% <1 <1 <1 <1 <1 213-14 23.1% 29.2% <1 <1 <1 <1 <1 212-13 23% 34.6% <1 <1 <1 <1 <1 213-14 23.2% 37.8% <1 <1 <1 <1 <1 Reading 3rd Grade All 212-13 66.5% 77.5% 46.3% % 46.3% 37% 16.7% Reading 3rd Grade All 213-14 61.3% 7.8% 52.1% 2.8% 49.3% 36.6% 11.3% Reading 3rd Grade African American 212-13 44.8% 46.2% 39.1% % 39.1% 34.8% 26.1% Reading 3rd Grade African American 213-14 37.3% 38.6% 37.5% % 37.5% 5% 12.5% Reading 3rd Grade Asian 212-13 79% 91.9% <1 <1 <1 <1 <1 Reading 3rd Grade Asian 213-14 76.2% 8% <1 <1 <1 <1 <1 Reading 3rd Grade Hispanic of Any Race Page 3 of 3 212-13 53.5% 77.6% <1 <1 <1 <1 <1

8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 3rd Grade Hispanic of Any Race Reading 3rd Grade Two or More Races 213-14 46.9% 65.1% <1 <1 <1 <1 <1 213-14 61.8% 72.7% <1 <1 <1 <1 <1 Reading 3rd Grade White 212-13 73% 79.6% 46.2% % 46.2% 46.2% 7.7% Reading 3rd Grade White 213-14 68.8% 74.5% 66.7% 8.3% 58.3% 2.8% 12.5% Reading 3rd Grade Female 212-13 7.2% 81.3% 55.2% % 55.2% 31% 13.8% Reading 3rd Grade Female 213-14 64.1% 77.6% 66.7% % 66.7% 25.6% 7.7% Reading 3rd Grade Male 212-13 63% 74% 36% % 36% 44% 2% Reading 3rd Grade Male 213-14 58.6% 64.4% 34.4% 6.3% 28.1% 5% 15.6% Reading 3rd Grade Economically Disadvantaged Reading 3rd Grade Economically Disadvantaged Reading 3rd Grade English Language Learners Reading 3rd Grade English Language Learners Reading 3rd Grade With Disabilities Reading 3rd Grade With Disabilities 212-13 53.8% 57% 38.7% % 38.7% 38.7% 22.6% 213-14 47.9% 55.9% 43.8% 2.1% 41.7% 45.8% 1.4% 212-13 41.5% 54.1% <1 <1 <1 <1 <1 213-14 37.2% 5% <1 <1 <1 <1 <1 212-13 37.9% 56.8% <1 <1 <1 <1 <1 213-14 35.1% 41.1% <1 <1 <1 <1 <1 Reading 4th Grade All 212-13 68.1% 78.8% 51.5% 1.5% 5% 35.3% 13.2% Page 4 of 3

8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 4th Grade All 213-14 7% 78.1% 6% 5.5% 54.5% 3.9% 9.1% Reading 4th Grade African American 212-13 43% 51.9% 28.1% 3.1% 25% 46.9% 25% Reading 4th Grade African American 213-14 47.6% 56.5% 46.2% 3.8% 42.3% 38.5% 15.4% Reading 4th Grade Asian 212-13 79.2% 9.7% <1 <1 <1 <1 <1 Reading 4th Grade Asian 213-14 81.1% 93.9% <1 <1 <1 <1 <1 Reading 4th Grade Hispanic of Any Race Reading 4th Grade Hispanic of Any Race Reading 4th Grade Two or More Races 212-13 57.5% 77.3% <1 <1 <1 <1 <1 213-14 57.8% 77.6% <1 <1 <1 <1 <1 212-13 68.7% 77.8% <1 <1 <1 <1 <1 Reading 4th Grade White 212-13 75.1% 8.8% 72.7% % 72.7% 24.2% 3% Reading 4th Grade White 213-14 76.5% 79.3% 69.6% % 69.6% 26.1% 4.3% Reading 4th Grade Female 212-13 71.1% 81% 58.3% 2.8% 55.6% 33.3% 8.3% Reading 4th Grade Female 213-14 73% 83.1% 66.7% 6.7% 6% 26.7% 6.7% Reading 4th Grade Male 212-13 65.1% 76.7% 43.8% % 43.8% 37.5% 18.8% Reading 4th Grade Male 213-14 67% 73.5% 52% 4% 48% 36% 12% Reading 4th Grade Economically Disadvantaged Reading 4th Grade Economically Disadvantaged Reading 4th Grade English Language Learners Page 5 of 3 212-13 55.1% 65.7% 37% 2.2% 34.8% 45.7% 17.4% 213-14 57.3% 65.4% 51.6% 3.2% 48.4% 32.3% 16.1% 212-13 39.1% 52% <1 <1 <1 <1 <1

8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 4th Grade English Language Learners Reading 4th Grade With Disabilities Reading 4th Grade With Disabilities 213-14 42.9% 45.5% <1 <1 <1 <1 <1 212-13 38.3% 44.3% <1 <1 <1 <1 <1 213-14 41.6% 44.7% <1 <1 <1 <1 <1 Page 6 of 3

8/7/214 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) No Data to Display Page 7 of 3

8/7/214 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing Mathematics 4th Grade All 212-13 57.5% 78.9% 66.7% % 66.7% 33.3% Mathematics 4th Grade All 213-14 55.3% 57.9% <1 <1 <1 <1 Mathematics 4th Grade African American 212-13 47% <1 <1 <1 <1 <1 Mathematics 4th Grade African American 213-14 46.3% <1 <1 <1 <1 <1 Mathematics 4th Grade Two or More Races 212-13 58.3% <1 <1 <1 <1 <1 Mathematics 4th Grade White 212-13 63.6% 85.7% <1 <1 <1 <1 Mathematics 4th Grade Female 212-13 56.8% 9% <1 <1 <1 <1 Mathematics 4th Grade Male 212-13 57.9% 66.7% <1 <1 <1 <1 Mathematics 4th Grade Male 213-14 56.2% 64.3% <1 <1 <1 <1 Mathematics 4th Grade Economically Disadvantaged 213-14 53.4% 6% <1 <1 <1 <1 Reading 4th Grade All 212-13 46.3% 5% 33.3% % 33.3% 66.7% Reading 4th Grade All 213-14 45.6% 38.1% <1 <1 <1 <1 Reading 4th Grade African American 212-13 36.3% <1 <1 <1 <1 <1 Reading 4th Grade African American 213-14 35.2% <1 <1 <1 <1 <1 Reading 4th Grade Two or More Races 212-13 46.7% <1 <1 <1 <1 <1 Reading 4th Grade White 212-13 51.4% 55% <1 <1 <1 <1 Reading 4th Grade Female 212-13 5.8% 55.6% <1 <1 <1 <1 Reading 4th Grade Male 212-13 44% 46.7% <1 <1 <1 <1 Reading 4th Grade Male 213-14 45.4% 35.7% <1 <1 <1 <1 Page 8 of 3

8/7/214 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing Reading 4th Grade Economically Disadvantaged 213-14 41.3% 27.3% <1 <1 <1 <1 Page 9 of 3

8/7/214 MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) Mathematics 4th Grade All 212-13 79.4% 76.5% <1 <1 <1 <1 Reading 4th Grade All 212-13 75.1% 65% <1 <1 <1 <1 Mathematics 4th Grade White 212-13 8.6% 76.9% <1 <1 <1 <1 Reading 4th Grade White 212-13 75.1% 68.8% <1 <1 <1 <1 Mathematics 4th Grade Male 212-13 81.6% 66.7% <1 <1 <1 <1 Reading 4th Grade Male 212-13 75.6% 57.1% <1 <1 <1 <1 Mathematics 4th Grade Economically Disadvantaged Reading 4th Grade Economically Disadvantaged 212-13 79.7% 72.7% <1 <1 <1 <1 212-13 74.8% 6% <1 <1 <1 <1 Page 1 of 3

8/7/214 MI-Access Supported Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 11 of 3

8/7/214 MI-Access Participation Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 12 of 3

8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All Statewide Mathematics 99% 62.2% Bottom 3% Statewide Mathematics % 18.9% American Indian Statewide Mathematics 98.9% 54.1% African American Statewide Mathematics 97.5% 39.5% Asian Statewide Mathematics 99.6% 82.8% Hispanic of Any Race Statewide Mathematics 99.1% 51.5% Native Hawaiian or Other Pacific Islander Statewide Mathematics 99% 67.9% Two or More Races Statewide Mathematics 99.3% 6.4% White Statewide Mathematics 99.3% 67.9% Economically Disadvantaged Statewide Mathematics 98.6% 49.7% English Language Learners Statewide Mathematics 99.2% 46% With Disabilities Statewide Mathematics 98.1% 39.7% All District Mathematics 99.6% 73.4% Bottom 3% District Mathematics % 19.6% American Indian District Mathematics <3 <3 African American District Mathematics 99.5% 46.1% Asian District Mathematics 1% 91% Hispanic of Any Race District Mathematics 99.7% 66.8% Native Hawaiian or Other Pacific Islander District Mathematics <3 <3 Two or More Races District Mathematics 99.3% 72.9% White District Mathematics 99.6% 75.5% Economically 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 1.8% 62.8% Bottom 3% School Mathematics % 9.3% African American School Mathematics 1% 4.7% Asian School Mathematics <3 <3 Hispanic of Any Race School Mathematics <3 <3 Native Hawaiian or Other Pacific Islander Page 13 of 3 School Mathematics <3 <3

8/7/214 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 12.1% 83.3% Economically Disadvantaged School Mathematics 11.2% 56% English Language Learners School Mathematics <3 <3 With Disabilities School Mathematics <3 <3 All Statewide Reading 99.1% 85.8% Bottom 3% Statewide Reading % 6.1% American Indian Statewide Reading 99% 83.4% African American Statewide Reading 97.9% 72.2% Asian Statewide Reading 99.5% 91.9% Hispanic of Any Race Statewide Reading 99.2% 8.5% Native Hawaiian or Other Pacific Islander Statewide Reading 98.8% 87.3% Two or More Races Statewide Reading 99.4% 86.3% White Statewide Reading 99.4% 89.3% Economically Disadvantaged Statewide Reading 98.8% 78.5% English Language Learners Statewide Reading 99% 69.8% With Disabilities Statewide Reading 98.4% 56.2% All District Reading 99.6% 89.3% Bottom 3% District Reading % 67.4% American Indian District Reading <3 <3 African American District Reading 99.7% 71.1% Asian District Reading 1% 95.2% Hispanic of Any Race District Reading 99.7% 87.7% Native Hawaiian or Other Pacific Islander District Reading <3 <3 Two or More Races District Reading 99.3% 87.5% White District Reading 99.6% 9.8% Economically Disadvantaged District Reading 99.5% 81% English Language Learners District Reading 99.4% 7.4% With Disabilities District Reading 99% 59.7% All School Reading 1% 77.8% Page 14 of 3

8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Bottom 3% School Reading % 27.8% African American School Reading 1% 66.7% Asian School Reading <3 <3 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 1% 86.9% Economically Disadvantaged School Reading 1% 71.6% English Language Learners School Reading <3 <3 With Disabilities School Reading <3 <3 All Statewide Science 98.3% 42.9% Bottom 3% Statewide Science % 1.5% American Indian Statewide Science 98.4% 35.6% African American Statewide Science 95.8% 14.9% Asian Statewide Science 99.4% 61.1% Hispanic of Any Race Statewide Science 98.5% 26.7% Native Hawaiian or Other Pacific Islander Statewide Science 99.1% 48.4% Two or More Races Statewide Science 98.9% 4.6% White Statewide Science 98.9% 5.1% Economically Disadvantaged Statewide Science 97.4% 26.4% English Language Learners Statewide Science 98.4% 11.2% With Disabilities Statewide Science 97.2% 16.1% All District Science 99.3% 55.7% Bottom 3% District Science %.9% American Indian District Science <3 <3 African American District Science 99.2% 24.8% Asian District Science 1% 73.5% Hispanic of Any Race District Science 99.3% 43.7% Two or More Races District Science 99.3% 6.8% White District Science 99.3% 57.8% Page 15 of 3

8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Economically Disadvantaged District Science 98.8% 39% English Language Learners District Science 98.4% 26.7% With Disabilities District Science 98.5% 25.1% All School Science % 3.8% Bottom 3% 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 % 52.9% Economically Disadvantaged School Science % 17.5% 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 % 9.1% American Indian Statewide Social Studies 97.7% 49.7% African American Statewide Social Studies 93.6% 28.4% Asian Statewide Social Studies 99.1% 74.4% Hispanic of Any Race Statewide Social Studies 97.5% 42.7% Native Hawaiian or Other Pacific Islander Statewide Social Studies 98.9% 65.5% Two or More Races Statewide Social Studies 98.2% 53.8% White Statewide Social Studies 98.2% 64.5% Economically Disadvantaged Statewide Social Studies 95.8% 4.4% English Language Learners Statewide Social Studies 97.5% 22.7% With Disabilities Statewide Social Studies 92.3% 21.7% All District Social Studies 99.1% 66.1% Bottom 3% District Social Studies % 8.5% American Indian District Social Studies <3 <3 African American District Social Studies 99% 36.9% Asian District Social Studies 1% 79.8% Hispanic of Any Race District Social Studies 98.5% 55% Page 16 of 3

8/7/214 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% 71.1% White District Social Studies 99.1% 68.3% Economically Disadvantaged District Social Studies 98.1% 5.6% English Language Learners District Social Studies 98% 15.7% With Disabilities District Social Studies 98.1% 29.7% All Statewide Writing 98.5% 73.2% Bottom 3% Statewide Writing % 26.5% American Indian Statewide Writing 98.5% 63.2% African American Statewide Writing 96.4% 54.4% Asian Statewide Writing 99% 86% Hispanic of Any Race Statewide Writing 98.8% 64.3% Native Hawaiian or Other Pacific Islander Statewide Writing 99% 76.6% Two or More Races Statewide Writing 99.1% 72.8% White Statewide Writing 99% 77.8% Economically Disadvantaged Statewide Writing 97.8% 61.3% English Language Learners Statewide Writing 98% 51.1% With Disabilities Statewide Writing 97.7% 35.2% All District Writing 99.3% 79.7% Bottom 3% District Writing % 33.2% American Indian District Writing <3 <3 African American District Writing 99.2% 54.3% Asian District Writing 1% 96.8% Hispanic of Any Race District Writing 99.3% 74.2% Native Hawaiian or Other Pacific Islander District Writing <3 <3 Two or More Races District Writing 98.5% 79.7% White District Writing 99.3% 81.4% Economically Disadvantaged District Writing 99.1% 67.6% English Language Learners District Writing 98.1% 6.4% With Disabilities District Writing 98% 38.7% Page 17 of 3

8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All School Writing 1% 58% Bottom 3% School Writing <3 <3 African American School Writing <3 <3 Asian School Writing <3 <3 Hispanic of Any Race School Writing <3 <3 Native Hawaiian or Other Pacific Islander School Writing <3 <3 White School Writing <3 <3 Economically Disadvantaged School Writing <3 <3 English Language Learners School Writing <3 <3 With Disabilities School Writing <3 <3 Page 18 of 3

8/7/214 Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 8%) All Statewide 77% American Indian Statewide 64.1% African American Statewide 6.5% Asian Statewide 87.9% Hispanic of Any Race Statewide 67.3% Migrant Statewide 7.5% Native Hawaiian or Other Pacific Islander Statewide 69.2% Two or More Races Statewide 73.9% White Statewide 82.1% Female Statewide 81.5% Male Statewide 72.7% Economically Disadvantaged Statewide 63.9% English Language Learners Statewide 65.4% With Disabilities Statewide 53.6% Homeless Statewide 54.2% All District 9.1% African American District 78.3% Asian District 91.7% Hispanic of Any Race District 82.9% Two or More Races District 91.8% White District 91.4% Economically Disadvantaged District 8.6% With Disabilities District 52.8% Bottom 3% District 92.8% * All data based on students enrolled for a full academic year. Page 19 of 3

8/7/214 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 9%) All Statewide 94.3% All District 96.3% All School 95% * All data based on students enrolled for a full academic year. Page 2 of 3

8/7/214 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 21 of 3

8/7/214 Accountability Status School Data District Name School Name Title 1 Status Reading Status Reading Score Writing Status Writing Score Math Status Math Score Science Status Science Score Social Studies Status Social Studies Score Overall Status Overall Score Livonia Public Schools School District Garfield Elementary School Green 2 Green 2 Green 2 Green 2 Yellow 26 Page 22 of 3

8/7/214 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 17 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 23 of 3

8/7/214 NAEP Grade 4 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All 1 23 4 3 7 Male Female 52 48 24 23 38 41 31 3 7 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 54 46 35 9 45 34 18 45 2 12 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 66 19 9 11 2 14 53 36 11 16 41 37 42 35 5 38 9 18 24 24 7 1 4 3 1 Student classified as having a disability SD Not SD 12 88 5 2 34 4 15 33 1 7 Student is an English Language Learner ELL Not ELL 8 92 21 21 4 4 32 32 7 7 Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 213 Mathematics Achievement. Page 24 of 3

8/7/214 NAEP Grade 8 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All 1 3 4 23 7 Male Female 52 48 31 28 38 42 23 24 8 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 46 54 46 16 38 42 14 32 2 1 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 72 16 6 3 1 2 21 64 51 12 43 29 35 28 29 6 13 3 7 1 1 3 Student classified as having a disability SD Not SD 12 88 5 2 34 4 14 33 2 7 Student is an English Language Learner ELL Not ELL 3 97 74 28 24 41 2 24 7 Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 213 Mathematics Achievement. Page 25 of 3

8/7/214 NAEP Grade 12 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All 1 34 41 23 2 Male Female 51 49 32 35 41 42 26 22 1 1 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 54 22 37 44 9 32 2 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 76 14 5 3 1 1 26 68 58 26 42 27 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 41 24 2 Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 213 Mathematics Achievement. Page 26 of 3

8/7/214 NAEP Grade 4 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All 1 36 33 25 6 Male Female 5 5 31 2 37 37 28 37 4 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 37 19 39 36 22 38 2 7 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 66 18 9 3 1 28 61 47 23 35 27 32 32 29 11 18 32 8 1 3 13 Student classified as having a disability SD Not SD 7 93 66 23 25 32 9 34 5 Student is an English Language Learner ELL Not ELL 2 98 25 37 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), 213 Reading Assessment. Page 27 of 3

8/7/214 NAEP Grade 8 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All 1 23 44 3 3 Male Female 52 48 26 19 47 42 25 35 2 4 National Lunch Program Eligibility Eligible Not Eligible Info not available 46 54 34 13 47 42 18 4 1 5 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 72 15 6 3 1 2 17 46 31 17 46 42 47 3 34 11 2 39 3 1 2 14 Student classified as having a disability SD Not SD 1 9 59 19 34 45 7 33 3 Student is an English Language Learner ELL Not ELL 8 92 61 34 3 34 8 25 1 7 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 213 Reading Assessment. Page 28 of 3

8/7/214 NAEP Grade 12 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All 1 26 5 27 5 Male Female 5 5 31 2 37 37 28 37 4 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 1 37 19 39 36 22 38 2 7 Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races 76 14 5 3 1 2 52 34 21 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 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), 213 Reading Assessment. Page 29 of 3

8/7/214 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Standard Error 4 Math Reading 87 73 1.9 3.7 95 9 2. 2.5 8 Math Reading 84 76 3.6 3.3 84 83 5.2 4. Page 3 of 3