HILLSIDE ELEMENTARY SCHOOL West 11 Mile Road Farmington Hills, MI (248) Fax (248)

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1 HILLSIDE ELEMENTARY SCHOOL 3681 West 11 Mile Road Farmington Hills, MI (248) Fax (248) December 7, 215 Dear Parents/Guardians and Community Members: We are pleased to present you with our (AER) which provides key information on the educational progress for. The AER addresses the complex reporting information required by Federal and State laws. This school s report contains information about student assessment, accountability and teacher quality. If you have any questions about the AER, feel free to contact me for assistance. The AER is available for you to review electronically by visiting the following websites or you may review a copy in Hillside's main office. 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 or 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. We are proud to say that Hillside is neither a Focus School nor a Priority School. We continue to monitor our progress and refine our goals as our data indicates areas on focus. The Accountability Scorecard for Hillside Elementary is found in the AER MI School Data section of this report. Further scorecard information will be posted on the district website. The challenges we face include: *With continuing legislature requiring mandated testing, we continuously have interrupted time to deliver the required curriculum. *Delivery of support, for both at risk and high achieving students, needs to be redesigned due to state and local budget reduction in the area of personnel. *We continue to have students in crisis who need social/emotional support. Budget reductions have reduced this support within the school day for our general education students. As a result, we have to look for alternative solutions in order to address the needs of our students.

2 *Being a large building, we are limited in the time we have for common planning time. Our goal is to find a way to incorporate opportunities for vertical conversations from grade level to grade level. *An area we continue to focus on is oral language to meet the needs of our diverse population. We have begun embedding vocabulary lessons into our quality instruction. You may find multiple years of Annual Reports for all schools posted on Farmington s website As part of this correspondence the state asks that we provide a two year report on the following topics: Process for Assigning Pupils to the School are assigned to Hillside Elementary by district-designated attendance boundaries. Lower elementary schools (grades K-4) for and were open to in-district school of choice but only certain grades at certain schools, for example, based on space availability. Section 15 is for Out of s Schools of Choice for residents of Oakland County only. In and Section 15 was open for Kindergarten. Hillside Elementary was open to the children of any full time employee who wished to send his or her children. The Status of our Three to Five Year School Improvement Plan Farmington Public School follows the AdvancEd /System Accreditation model. All schools were NCA accredited through AdvancEd in spring of 211. Hillside Elementary School's School Improvement Team met monthly with the other elementary schools of the district. Teams were introduced to Michigan Department of Education s new school improvement process. AdvancEd s online tool, ASSIST, was introduced and team members learned how to use it. The Interim Self Assessment was completed and submitted. Time was spent reviewing goals, which were developed in and focused on data analysis and the examination of current data, and completing the required diagnostics. 's team used the state s new achievement targets to set the objectives for each goal. [Each school has its own unique set of annual targets for proficiency and progress based upon the number of students who demonstrated proficiency in All schools must reach 85% proficient by ] In May, 214, Hillside Elementary along with all district schools worked on completing School Improvement Goals and Plans to guide the Improvement Plan. Our school improvement goals included the following: All students will improve in the area of reading comprehension. All students will improve in the area of writing proficiency. All students will improve in the area of inquiry based mathematical reasoning. The following is a summary of progress made in meeting the goals that were developed during the school year.

3 *NWEA Reading demonstrated an average of 4% of our students moved from low/low average to average or above in grades 1, 3, and 4. *NWEA Math demonstrated an average of 6.5% of our students moved from low/low average to average or above. *Two of our staff were part of the MAISA Writing Units pilot with Oakland Schools. They worked with our staff to implement the units as part of the rollout plan. All staff is expected to be trained during the school year. We are developing pacing guides, rubrics, and assessments. At this time, there is not a standardized assessment for writing. We will be working on developing common assessment as we fully implement these units of study. *Over 18 of our third and fourth graders participated in Reading Rocks. They read over 1,5 books in six weeks. We continued our mentorship with Cengage to support reading. below the grade level expectations engaged in one or more of the following programs: Literacy Intervention, Summer Reading Program, or Summer Reading Camp. *Professional Learning Teams worked on pacing guides, establishing goals and tracking student progress. that needed additional support for being above or below the target were referred to our ICT (Instructional Consultation Team) for intervention or enrichment. *Grade levels established math intervention times. Compass Learning was used to reinforce concepts. Our percentage of students using Compass increased throughout the year. Hillside Elementary is a comprehensive elementary school offering a wide variety of programs and learning opportunities. Hillside is the largest elementary school with our school district with approximately 54 students. Our diverse community of learners includes over 37 different languages. We celebrate our diversity and our ability to function as a close school community. As a school, we are focused on implementing the Leader in Me structure in order to prepare our students to be highly successful student and adult learners and leaders. Our staff has attended multiple trainings lead by the Franklin Covey Group in the Seven Habits of Highly Effective People and how to develop student leaders. This process includes engaging our students in setting academic goals and tracking their progress. How to Access a Copy of the Core Curriculum, a Description of its Implementation, and an Explanation of any Variances 's curriculum is in alignment with the Michigan Grade Level Expectations and can be accessed through curriculum maps on Farmington Public School s website at Courses offered at Hillside Elementary are filtered through a curriculum framing process to ensure that all courses are aligned to the MMC and include appropriate relevance and rigor. Additionally, Farmington staff members have been involved in The Common Core-Oakland Project since May, 21. The initiative to develop and implement kindergarten through grade 12 curriculum in English Arts and mathematics based on the State adopted Common Core State Standards (CCSS) was undertaken by the twenty nine districts of Oakland County, Michigan. The

4 following is a link to informational CCSS resources developed by National PTA: Aggregate Student Achievement Results of Local and National Competency Tests During the school year, Farmington Public Schools participated in the Michigan Council for Educator Effectiveness (MCEE) Pilot of Teacher Evaluations and used Northwest Evaluation Association s Measures of Academic Progress to monitor student growth. As a result of this participation, once again Northwest Evaluation Association s Measures of Academic Progress was administered to 1 st through 12 th grade students during the spring of the school year. Please see the attached NWEA s most recent data report. The Number and of represented by Parents at Parent-Teacher Conferences We are proud to report that we have had 1% communication with our parents in relationship to student learning goals and progress. Ongoing communication is an essential part of the Home-School Connection. We are proud of the work we have done to ensure student success. Please find below some examples of our successes. *We have begun implementing the Seven Habits of Highly Effective People by introducing the Leader in Me initiative within our building. *We continue to offer reading opportunities for our students such as our Cengage Reading Mentors, Reading Rocks for third and forth grades, One School One Book, author programs, Buddy Readers, Reader s Workshop and strategy groups. We also ran a summer reading program for many of our students. *Our teachers meet in weekly Professional Learning Teams to develop and review curriculum maps, instructional pacing guides, learning goals and targets, review student data and plan for instruction and intervention. This time is an essential part of our functioning as a school. During PLT s, we monitor student progress and develop action plans to address the needs of each student. *As a building, we focused on learning about Wildly Important Goals and looking at our school data. We identified math as an area of focus. As a result, each grade level team will develop a (Wildly Important Goal) WIG during the school year to focus their instruction. Grade levels monitor student process and implement interventions as necessary. *We have a very active PTA and school community. This enables us to offer a wide range of enrichments for our students. are able to participate in Math Club, Chess Club, Lego Club, Robotics, Sports Camps, Cartooning, Foreign classes, and many other academic and interest based activities.

5 *Growing future leaders is an important part of our school. We provide a rich array of leadership opportunities for our students. These include Student Council, Safety Patrol, Green Team, Peer Mediation, Morning Announcements, Peer Pals, Lunch Bunch Crew, Student Photographer Team, and Classroom Buddies. will continue to work diligently and collaboratively to support teaching and student learning during the school year. We look forward to meeting the needs of our students and partnering with our families to maximize our students successes as learners. Sincerely, Pam Green Principal,

6 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not All % 66.9% 68% 16.5% 51.5% 25.2% 6.8% % 5.4% 52.4% 14.3% 38.1% 28.6% 19% Asian % 77.3% 82.1% 1.7% 71.4% 17.9% % Hispanic of Any Race Native Hawaiian or Other Pacific Islander Two or More Races % 56.5% <1 <1 <1 <1 < % <1 <1 <1 <1 <1 < % 74.2% <1 <1 <1 <1 <1 White % 69.5% 62.8% 18.6% 44.2% 3.2% 7% Female % 7.4% 67.2% 17.2% 5% 27.6% 5.2% Male % 63% 68.9% 15.6% 53.3% 22.2% 8.9% A service of the Center for Educational Performance and Information (CEPI) Page 1 of 37

7 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Economically % 47% 6% % 6% 3% 1% English With Disabilities % 47.3% 59.3% 7.4% 51.9% 33.3% 7.4% % 55.1% <1 <1 <1 <1 <1 All % 59.3% 57.9% 22.1% 35.8% 22.1% 2% All % 79.7% 81.5% 8.7% 72.8% 18.5% % % 39.6% 44.1% 5.9% 38.2% 23.5% 32.4% % 63.2% 56.5% % 56.5% 43.5% % Asian % 87.1% 83.3% 41.7% 41.7% 8.3% 8.3% Asian % 88.6% 92.9% 21.4% 71.4% 7.1% % A service of the Center for Educational Performance and Information (CEPI) Page 2 of 37

8 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Hispanic of Any Race Hispanic of Any Race Two or More Races Two or More Races % 6.9% <1 <1 <1 <1 < % 73.7% <1 <1 <1 <1 < % 53.7% <1 <1 <1 <1 < % 82.9% <1 <1 <1 <1 <1 White % 63.9% 65.8% 28.9% 36.8% 23.7% 1.5% White % 83.4% 91.2% 2.9% 88.2% 8.8% % Female % 64.7% 7.9% 27.3% 43.6% 14.5% 14.5% Female % 83.4% 85.1% 8.5% 76.6% 14.9% % Male % 54% 4% 15% 25% 32.5% 27.5% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 37

9 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Male % 76.3% 77.8% 8.9% 68.9% 22.2% % Economically Economically % 38.3% 47.4% 1.5% 36.8% 1.5% 42.1% % 63.6% 62.5% 12.5% 5% 37.5% % English English With Disabilities With Disabilities % 42.2% 4% % 4% 4% 2% % 69.7% 89.5% 5.3% 84.2% 1.5% % % 27.9% <1 <1 <1 <1 < % 48.9% <1 <1 <1 <1 <1 All % 52.8% 54.3% 28.3% 26.1% 18.5% 27.2% % 37.7% 23.8% 14.3% 9.5% 33.3% 42.9% A service of the Center for Educational Performance and Information (CEPI) Page 4 of 37

10 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Asian % 68.7% 85.7% 5% 35.7% 14.3% % Hispanic of Any Race Two or More Races % 54.2% <1 <1 <1 <1 < % 59.4% <1 <1 <1 <1 <1 White % 54.9% 53.1% 24.5% 28.6% 14.3% 32.7% Female % 55.8% 52% 32% 2% 24% 24% Male % 49.7% 57.1% 23.8% 33.3% 11.9% 31% Economically % 29.3% 23.8% 4.8% 19% 33.3% 42.9% English With Disabilities % 28.6% 33.3% 13.3% 2% 33.3% 33.3% % 35.1% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 5 of 37

11 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not All % 45% 45.1% 11.8% 33.3% 22.5% 32.4% % 19.2% 21.1% 1.5% 1.5% 21.1% 57.9% Asian % 69.5% 75% 17.9% 57.1% 1.7% 14.3% Hispanic of Any Race % 29.2% <1 <1 <1 <1 <1 Native Hawaiian or Other Pacific Islander % <1 <1 <1 <1 <1 <1 Two or More Races % 5% <1 <1 <1 <1 <1 White % 47.1% 36.4% 9.1% 27.3% 27.3% 36.4% Female % 46.2% 49.1% 1.5% 38.6% 19.3% 31.6% Male % 43.7% 4% 13.3% 26.7% 26.7% 33.3% Economically % 21.5% 15.8% % 15.8% 26.3% 57.9% English % 34.4% 44.4% 7.4% 37% 22.2% 33.3% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 37

12 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not With Disabilities % 23.5% <1 <1 <1 <1 <1 All % 58.3% 53.6% 14.4% 39.2% 23.7% 22.7% All % 57.8% 66.3% 25% 41.3% 12% 21.7% % 32% 38.2% % 38.2% 23.5% 38.2% % 32.6% 39.1% 4.3% 34.8% 21.7% 39.1% Asian % 88% 85.7% 42.9% 42.9% 14.3% % Asian % 8% 89.7% 55.2% 34.5% 6.9% 3.4% Hispanic of Any Race % 47.8% <1 <1 <1 <1 <1 Hispanic of Any Race % 36.8% <1 <1 <1 <1 <1 Two or More Races % 43.9% <1 <1 <1 <1 <1 Two or More Races % 52.5% <1 <1 <1 <1 <1 White % 66.8% 63.2% 18.4% 44.7% 21.1% 15.8% White % 62.5% 7.6% 11.8% 58.8% 8.8% 2.6% A service of the Center for Educational Performance and Information (CEPI) Page 7 of 37

13 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Female % 56.1% 57.1% 14.3% 42.9% 25% 17.9% Female % 55.5% 65.2% 26.1% 39.1% 8.7% 26.1% Male % 6.6% 48.8% 14.6% 34.1% 22% 29.3% Male % 59.8% 67.4% 23.9% 43.5% 15.2% 17.4% Economically Economically % 37.2% 36.8% % 36.8% 26.3% 36.8% % 34% 43.8% 6.3% 37.5% 25% 31.3% English % 47.3% 47.1% 11.8% 35.3% 29.4% 23.5% English % 42.9% 68.4% 1.5% 57.9% 1.5% 21.1% With Disabilities % 36.1% <1 <1 <1 <1 <1 With Disabilities % 33.3% <1 <1 <1 <1 <1 All % 46.2% 44.6% 29.3% 15.2% 31.5% 23.9% % 19.7% 14.3% 9.5% 4.8% 38.1% 47.6% A service of the Center for Educational Performance and Information (CEPI) Page 8 of 37

14 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Asian % 7.4% 78.6% 64.3% 14.3% 14.3% 7.1% Hispanic of Any Race % 41.7% <1 <1 <1 <1 <1 Two or More Races % 5% <1 <1 <1 <1 <1 White % 51.2% 42.9% 26.5% 16.3% 34.7% 22.4% Female % 43.6% 4% 26% 14% 32% 28% Male % 48.8% 5% 33.3% 16.7% 31% 19% Economically % 25.1% 19% 9.5% 9.5% 33.3% 47.6% English % 23.9% 33.3% 26.7% 6.7% 33.3% 33.3% With Disabilities % 25% <1 <1 <1 <1 <1 All % 13.1% 2.7% 12% 8.7% 26.1% 53.3% % 3% 9.5% 4.8% 4.8% 9.5% 81% Asian % 24.3% 28.6% 14.3% 14.3% 57.1% 14.3% A service of the Center for Educational Performance and Information (CEPI) Page 9 of 37

15 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Hispanic of Any Race % 12.5% <1 <1 <1 <1 <1 Two or More Races % 9.4% <1 <1 <1 <1 <1 White % 15% 2.4% 14.3% 6.1% 24.5% 55.1% Female % 12.3% 2% 1% 1% 2% 6% Male % 14% 21.4% 14.3% 7.1% 33.3% 45.2% Economically % 2.8% % % % 14.3% 85.7% English % 3.4% 13.3% 6.7% 6.7% 26.7% 6% With Disabilities % 7% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 1 of 37

16 4/12/216 MME Subject Grade Testing Group School Year State School Advanced Partially Not No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 11 of 37

17 4/12/216 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing 3rd All % 5% 25% % 25% 75% 3rd % 66.7% 5% % 5% 5% 3rd White % 25% <1 <1 <1 <1 3rd Female % 66.7% <1 <1 <1 <1 3rd Male % 4% % % % 1% 3rd Economically 3rd English % 1% <1 <1 <1 < % <1 <1 <1 <1 <1 4th All % 5% 25% % 25% 75% 4th % 4% <1 <1 <1 <1 4th Asian % <1 <1 <1 <1 <1 4th White % 42.9% <1 <1 <1 <1 4th Female % 5% <1 <1 <1 <1 4th Male % 5% <1 <1 <1 <1 4th Economically 4th English % 4% <1 <1 <1 < % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 12 of 37

18 4/12/216 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing Reading 3rd All % 3% 33.3% % 33.3% 66.7% Reading 3rd White % 28.6% 33.3% % 33.3% 66.7% Reading 3rd Female % 25% <1 <1 <1 <1 Reading 3rd Male % 33.3% 5% % 5% 5% Reading 3rd English % <1 <1 <1 <1 <1 Reading 4th All % 33.3% % % % 1% Reading 4th % 14.3% <1 <1 <1 <1 Reading 4th White % 57.1% <1 <1 <1 <1 Reading 4th Female % 28.6% <1 <1 <1 <1 Reading 4th Male % 37.5% <1 <1 <1 <1 Reading 4th Economically Reading 4th English % 14.3% <1 <1 <1 < % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 13 of 37

19 4/12/216 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging Reading Reading Reading All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 English % <1 <1 <1 <1 <1 Reading English % <1 <1 <1 <1 <1 Reading All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 14 of 37

20 4/12/216 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Reading % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Reading Reading Asian % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Economically % <1 <1 <1 <1 <1 Economically % <1 <1 <1 <1 <1 Economically % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 15 of 37

21 4/12/216 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging Reading English % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 English % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 16 of 37

22 4/12/216 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging English % <1 <1 <1 <1 <1 English % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 17 of 37

23 4/12/216 MI-Access Supported Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 18 of 37

24 4/12/216 MI-Access Supported Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging All % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Asian <1 <1 <1 <1 <1 <1 Asian <1 <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 19 of 37

25 4/12/216 MI-Access Supported Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 2 of 37

26 4/12/216 MI-Access Participation Subject Grade Testing Group School Year State School Surpassed Attained Emerging All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Economically % <1 <1 <1 <1 <1 Economically % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 21 of 37

27 4/12/216 MI-Access Participation Subject Grade Testing Group School Year State School Surpassed Attained Emerging % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Economically % <1 <1 <1 <1 <1 Economically % <1 <1 <1 <1 <1 Economically % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 22 of 37

28 4/12/216 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** All 98.1% 36.5% 99.2% N/A 99.5% N/A All 98.1% 48.5% 99.1% N/A 99.5% N/A All 97.5% 22.2% 98.9% N/A 99% N/A All Social Studies 97.4% 31.8% 99.4% N/A N/A N/A Indian Indian Indian Indian 98.2% 27.8% <3 N/A N/A N/A 98% 41.5% <3 N/A N/A N/A 97.8% 17.7% <3 N/A N/A N/A Social Studies 97.2% 25.2% <3 N/A N/A N/A 96.5% 13.5% 99.1% N/A 1% N/A 96.5% 24.5% 99.3% N/A 1% N/A 95.4% 6.1% 98.6% N/A <3 N/A Social Studies 95.2% 11% 99.5% N/A N/A N/A Asian 99.1% 66.3% 98.6% N/A <3 N/A Asian 98.7% 7.2% 97% N/A <3 N/A Asian 99% 38% 98.8% N/A <3 N/A Asian Social Studies 98.8% 49.6% 99.2% N/A N/A N/A Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Native Hawaiian or Other Pacific Islander 98.3% 23.7% 98.6% N/A <3 N/A 98.3% 36.1% 98% N/A <3 N/A 97.9% 11.7% 96.9% N/A <3 N/A Social Studies 97.5% 2.2% 98.1% N/A N/A N/A 99.8% 4.8% <3 N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 23 of 37

29 4/12/216 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Two or More Races Two or More Races Two or More Races Two or More Races 99.3% 53.3% <3 N/A N/A N/A 99.6% 21.9% <3 N/A N/A N/A Social Studies 99.3% 33% <3 N/A N/A N/A 98.5% 33.6% 99.2% N/A <3 N/A 98.5% 46.9% 99.2% N/A <3 N/A 98.5% 2.1% 98% N/A <3 N/A Social Studies 98.1% 28.3% 99% N/A N/A N/A White 98.5% 42.5% 99.4% N/A 1% N/A White 98.5% 55% 99.4% N/A 1% N/A White 98.1% 26.6% 99.2% N/A 1% N/A White Social Studies 98% 37.3% 99.4% N/A N/A N/A Economically Economically Economically Economically English English English 97.6% 22.5% 98.9% N/A 1% N/A 97.6% 33.7% 99.1% N/A 1% N/A 96.8% 11.7% 98.5% N/A <3 N/A Social Studies 96.5% 17.8% 98.7% N/A N/A N/A 98.6% 2.3% 99% N/A 1% N/A 98.2% 24% 96.5% N/A 1% N/A 98.2% 3.9% 98.2% N/A <3 N/A A service of the Center for Educational Performance and Information (CEPI) Page 24 of 37

30 4/12/216 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** English With Disabilities With Disabilities With Disabilities With Disabilities Social Studies 97.9% 8.1% 97.5% N/A N/A N/A 97.2% 21.8% 98% N/A <3 N/A 96.6% 24.7% 98.6% N/A <3 N/A 96.5% 15.4% 97.6% N/A <3 N/A Social Studies 95% 13.9% 97.7% N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 25 of 37

31 4/12/216 Accountability Details Graduation Data Student Group Statewide School All 78.6% 91.8% N/A Indian 64.8% N/A N/A 64.5% 87.9% N/A Asian 89.1% 97.3% N/A Hispanic of Any Race 68.8% N/A N/A Native Hawaiian or Other Pacific Islander 78.9% N/A N/A Two or More Races 74.2% 97.3% N/A White 82.9% 92.3% N/A Female 82.9% N/A N/A Male 74.4% N/A N/A Economically 65.6% 8.6% N/A English 68.2% 83.8% N/A With Disabilities 55.1% 59.2% N/A Bottom 3% N/A N/A N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 26 of 37

32 4/12/216 Accountability Details Attendance Data Student Group Statewide School All 94.7% 96.2% 95.8% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 27 of 37

33 4/12/216 Accountability Status Data Name Reading Status Reading Score Writing Status Writing Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 28 of 37

34 4/12/216 Accountability Status School Data Name School Name Title 1 Status Reading Status Reading Score Writing Status Writing Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 29 of 37

35 4/12/216 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D 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 age of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.%.%.% Teacher Quality - Provisional Certification age of Public Elementary and Secondary School Teachers in the School with Emergency Certification % A service of the Center for Educational Performance and Information (CEPI) Page 3 of 37

36 4/12/216 NAEP Grade 4 Math of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black Hispanic Asian Indian/Alaska Native Native Hawaiian/Pacific Islander Two or More Races # &# &#8225 Student classified as having a disability SD Not SD Student is an English Learner ELL Not ELL 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 s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 31 of 37

37 4/12/216 NAEP Grade 8 Math of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black Hispanic Asian Indian/Alaska Native Native Hawaiian/Pacific Islander Two or More Races # # 4 32 Student classified as having a disability SD Not SD # 7 Student is an English Learner ELL Not ELL 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 s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 32 of 37

38 4/12/216 NAEP Grade 12 Math of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Learner ELL Not ELL 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 s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 33 of 37

39 4/12/216 NAEP Grade 4 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black Hispanic Asian Indian/Alaska Native Native Hawaiian/Pacific Islander Two or More Races # Student classified as having a disability SD Not SD # 6 Student is an English Learner ELL Not ELL # 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 s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 34 of 37

40 4/12/216 NAEP Grade 8 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black Hispanic Asian/Pacific Islander Indian/Alaska Native Two or More Races &# Student classified as having a disability SD Not SD # 3 Student is an English Learner ELL Not ELL # 3 # 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 s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 35 of 37

41 4/12/216 NAEP Grade 12 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Learner ELL Not ELL # 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 s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 36 of 37

42 4/12/216 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Standard Error 4 Math Reading Math Reading A service of the Center for Educational Performance and Information (CEPI) Page 37 of 37