Process for Assigning Pupils to the School
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- Randall Gibson
- 7 years ago
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1 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 Warner Upper Elementary School. 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 Warner'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. Warner was identified as a Focus School in , but no longer has that designation. The Accountability Scorecard for Warner Upper 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: We have identified some gaps in our NWEA scores that we are addressing through professional development and instructional practices. The gaps are consistently with lower scores for and Middle Eastern students as compared to their Asian and Caucasian groups. We are under consideration for reconfiguration and/or closure. It has created some challenges in knowing the immediate future of our programs. We have a new principal and assistant principal this year. This brings some challenges in getting to know the community and the priorities. 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 Warner Upper Elementary by district-designated attendance boundaries. are assigned to each of the two upper elementary schools by residency boundaries created and maintained by the district. Warner Upper Elementary
2 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. Warner Upper 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. Warner Upper Elementary School'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, Warner Upper 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 demonstrate knowledge and application of mathematical computation and concepts. All students will demonstrate proficiency in applying comprehension strategies along with understanding narrative and informational text. All students at Warner Upper Elementary will demonstrate positive behavior and continue to demonstrate the "Warner Way" including respect, responsibility and safety. All students will show increased proficiency in writing. The following is a summary of progress made in meeting the goals that were developed during the school year. We were able to improve math scores by implementing a math intervention block that gave students identified in the bottom 3% an extra dose of math instruction. Staff were trained on Math Workshop and used the structure in their math instructional time. Writing Pathways was introduced to staff and used as a ways to progress student writing. Leveled Literacy Intervention was used to support students struggling with reading. The PBIS committee explored Leader in Me by sharing lessons and discussing ideas for classrooms. Book clubs were started for differentiation and Math Workshop. A Brief Description of Each Specialized School Warner Upper Elementary is a comprehensive elementary school offering a wide variety of programs and learning opportunities. Warner has 5 th and 6 th grades only with teacher teams at all levels. Warner also features Team World Cup, a classroom that blends current students with students who new to our country.
3 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 Warner Upper 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 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 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 had 1% of our students represented at Parent/Teacher Conferences. We are proud of the work we have done to ensure student success. Please find below some examples of our successes. Warner's PTA/Proud Dads - Our parent community at Warner Upper Elementary is exemplary. Our PTA works day in and day out to support our school community. The entire PTA board supports a positive and student-centered environment. Through fundraising and community relations they make Warner an amazing place for our students and staff. Last year, our PTA fundraised over $16,.. Our Proud Dads Club adds another layer to our parent team. Proud dads sponsors after school sporting events, Eat-and-Run lunches where dads, moms and loved ones come to school and eat with their children. The support of Warner's PTA and Proud Dads is a point of pride for our community. PBIS - Positive Behavior Intervention Supports is guiding principle of our Warner Community. and staff use common language throughout the day to foster a safe learning environment. The "Warner Way" includes always being Respectful, Responsible and Safe. that get "caught" following the Warner Way will get a ticket of appreciation that can be
4 used to win prizes each Friday. We use our Warner Way common language to support our social, academic and behavioral programs each and every day. Operation Common Good - Operation Common Good is a student council led charity drive. Each year Warner Vikings raise money that is donated directly to Warner families in need. Unfortunately, over the years, families in our community are identified as being homeless or living in poverty. OCG also works to collect food throughout the year to donate to local food banks. Warner families in difficult economic times can find help through the OCG team. Extracurricular Activities - Warner is proud to have a wide range of extracurricular activities for students to participate in. Warner Vikings can become involved in a wide range of after-school (or during lunch) activities including Links, Unicycle Club, Jr. Optimists, Yearbook Club, Basketball tournaments, Math Pentathlon, Word Masters, Fair, Technology Team, Diversity Club and countless others. Warner has something for everyone. The 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, Rob Kauffman Principal,
5 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not (M- All % 78.4% 76.3% 2.2% 56.1% 17.6% 6.1% (M % 61.1% 62.1% 12.6% 49.4% 27.6% 1.3% (M- Asian % 88.6% 84.2% 28.9% 55.3% 1.5% 5.3% (M- (M- Hispanic of Any Race Two or More Races % 73.9% 8% 1% 7% 1% 1% % 82.9% 86.7% 16.7% 7% 13.3% % (M- (M- (M- (M- White % 82.4% 78.9% 22.5% 56.4% 15.9% 5.3% Female % 82% 78% 2.4% 57.6% 16.2% 5.8% Male % 74.9% 74.6% 19.9% 54.7% 18.9% 6.5% % 66% 63.9% 8.3% 55.6% 22.2% 13.9% A service of the Center for Educational Performance and Information (CEPI) Page 1 of 45
6 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not (M- (M- With Disabilities % 58.2% 51.6% 3.1% 48.4% 31.3% 17.2% % 4.8% 33.3% 9.1% 24.2% 39.4% 27.3% (M- (M- All % 53.8% 51.7% 19.4% 32.2% 19.2% 29.2% All % 79.9% 78.4% 3.6% 47.8% 15.2% 6.4% (M- (M- (M- (M- Indian Indian % <1 <1 <1 <1 <1 < % <1 <1 <1 <1 <1 < % 28.9% 31% 5.7% 25.3% 17.2% 51.7% % 71.4% 69.9% 17.2% 52.7% 2.4% 9.7% (M- Asian % 78.3% 64.7% 35.3% 29.4% 17.6% 17.6% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 45
7 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not (M- Asian % 87.5% 84.3% 49% 35.3% 7.8% 7.8% (M- (M- (M- (M- Hispanic of Any Race Hispanic of Any Race Two or More Races Two or More Races % 41.2% <1 <1 <1 <1 < % 53.3% <1 <1 <1 <1 < % 62.9% 57.9% 15.8% 42.1% 26.3% 15.8% % 8.6% 8% 35% 45% 15% 5% (M- (M- (M- (M- White % 59.6% 57.7% 23% 34.7% 19.7% 22.5% White % 82.5% 81.3% 32.4% 48.9% 14.2% 4.6% Female % 57.4% 53.7% 19.8% 34% 2.4% 25.9% Female % 86.3% 85.9% 35.7% 5.3% 1.3% 3.8% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 45
8 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not (M- (M- (M- (M- Male % 5.7% 5% 19.2% 3.8% 18.2% 31.8% Male % 74% 71.6% 26% 45.6% 19.6% 8.8% % 32.9% 24.1% 3.4% 2.7% 24.1% 51.7% % 68.8% 63% 17.8% 45.2% 23.3% 13.7% (M- (M- (M- (M- With Disabilities With Disabilities % 25.4% 2.5% % 2.5% 43.6% 35.9% % 48.7% 49.1% 9.4% 39.6% 37.7% 13.2% % 22.2% 22.2% 5.6% 16.7% 8.3% 69.4% % 34.5% 37.5% % 37.5% 31.3% 31.3% (M- All % 5.8% 47% 15.8% 31.2% 3.9% 22.1% A service of the Center for Educational Performance and Information (CEPI) Page 4 of 45
9 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not (M % 31.5% 3% 1% 2% 32% 38% (M- Asian % 8.3% 68.8% 46.9% 21.9% 12.5% 18.8% (M- (M- Hispanic of Any Race Two or More Races % 45.5% 54.5% 9.1% 45.5% 36.4% 9.1% % 58.5% 58.1% 19.4% 38.7% 38.7% 3.2% (M- (M- (M- (M- White % 52.9% 49.6% 13.8% 35.7% 31.7% 18.8% Female % 56.4% 49.2% 17.9% 31.3% 35.4% 15.4% Male % 45.6% 44.8% 13.8% 31% 26.6% 28.6% % 33.3% 23.5% 4.7% 18.8% 41.2% 35.3% (M % 25.3% 19.3% 1.8% 17.5% 4.4% 4.4% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 45
10 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not (M- With Disabilities % 6.7% 3.2% 3.2% % 32.3% 64.5% All % 41.9% 39.9% 5.6% 34.4% 23.4% 36.6% % 16.3% 18.6% % 18.6% 18.6% 62.8% Asian % 74.7% 73.7% 28.9% 44.7% 15.8% 1.5% Hispanic of Any Race % 4% 3% % 3% 2% 5% Two or More Races % 36.6% 36.7% 3.3% 33.3% 23.3% 4% White % 45.1% 43.2% 4.4% 38.9% 26.6% 3.1% Female % 37.4% 34.7% 3.7% 31.1% 25.8% 39.5% Male % 46.2% 44.8% 7.4% 37.4% 21.2% 34% % 21.4% 22.2% % 22.2% 18.1% 59.7% % 24.2% 23.1% % 23.1% 16.9% 6% With Disabilities % 14% 6.1% % 6.1% 24.2% 69.7% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 45
11 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not All % 4.8% 36.7% 18.1% 18.6% 29% 34.2% All % 49% 51.4% 13.6% 37.8% 18.6% 3% Indian % <1 <1 <1 <1 <1 <1 Indian % <1 <1 <1 <1 <1 < % 15.1% 12.6% 2.3% 1.3% 32.2% 55.2% % 25.6% 24.2% 3.2% 21.1% 26.3% 49.5% Asian % 74% 73% 45.9% 27% 13.5% 13.5% Asian % 75% 75% 36.5% 38.5% 13.5% 11.5% Hispanic of Any Race % 35.3% <1 <1 <1 <1 <1 Hispanic of Any Race % 5% <1 <1 <1 <1 <1 Two or More Races % 4% 31.6% 15.8% 15.8% 42.1% 26.3% Two or More Races % 51.6% 5% 1% 4% 15% 35% White % 45.5% 41.4% 2% 21.4% 29.3% 29.3% A service of the Center for Educational Performance and Information (CEPI) Page 7 of 45
12 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not White % 52.4% 57.8% 13% 44.8% 17.5% 24.7% Female % 38.7% 33.1% 1.8% 22.3% 29.5% 37.3% Female % 5.4% 54% 13.2% 4.7% 16.9% 29.1% Male % 42.6% 39.7% 24.1% 15.6% 28.6% 31.7% Male % 47.7% 49% 13.9% 35.1% 2.2% 3.8% % 17.2% 12.5% 1.1% 11.4% 27.3% 6.2% % 24.4% 27.3% 3.9% 23.4% 16.9% 55.8% % 13.6% 13.6% 9.1% 4.5% 36.4% 5% % 29.6% 34.5% 3.4% 31% 15.5% 5% With Disabilities % 9.5% 8.3% 2.8% 5.6% 16.7% 75% With Disabilities % 17.2% 22.2% 11.1% 11.1% 5.6% 72.2% All % 39% 33% 17.4% 15.6% 38.5% 28.5% A service of the Center for Educational Performance and Information (CEPI) Page 8 of 45
13 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not % 14.8% 14% 4% 1% 38% 48% Asian % 73% 64.7% 52.9% 11.8% 2.6% 14.7% Hispanic of Any Race % 43.5% 33.3% 8.3% 25% 41.7% 25% Two or More Races % 41.5% 38.7% 16.1% 22.6% 38.7% 22.6% White % 42.2% 35.8% 18.6% 17.3% 41.2% 23% Female % 39.9% 29.1% 13.1% 16.1% 44.2% 26.6% Male % 38.3% 36.8% 21.6% 15.2% 32.8% 3.4% % 18.9% 8.1% % 8.1% 41.9% 5% % 11.5% 13.1% 1.6% 11.5% 41% 45.9% With Disabilities % 6.7% 6.5% 3.2% 3.2% 9.7% 83.9% All % 15.8% 13.8% 5.8% 8% 31.8% 54.5% % 2.6% 3.4% 2.2% 1.1% 2.2% 76.4% A service of the Center for Educational Performance and Information (CEPI) Page 9 of 45
14 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Asian % 29.9% 26.3% 5.3% 21.1% 34.2% 39.5% Hispanic of Any Race % 4% 1% % 1% 2% 7% Two or More Races % 13.6% 12.9% 6.5% 6.5% 38.7% 48.4% White % 18.4% 15.9% 7.3% 8.6% 35.3% 48.7% Female % 13.9% 1.8% 4.6% 6.2% 36.1% 53.1% Male % 17.6% 16.5% 6.8% 9.7% 27.7% 55.8% % 5.5% 4% % 4% 21.3% 74.7% % 3% % % % 16.4% 83.6% With Disabilities % 3.1% % % % 12.5% 87.5% Social Studies Social Studies All % 24.6% 18.9% 1.9% 17% 63.6% 17.5% All % 34.4% 31.4% 4.1% 27.3% 54.6% 14% Social Studies Indian % <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 1 of 45
15 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Social Studies Indian % <1 <1 <1 <1 <1 <1 Social Studies % 6.3% 5.7% 1.1% 4.6% 63.2% 31% Social Studies % 16.9% 11.9% 1% 1.9% 66.3% 21.8% Social Studies Social Studies Asian % 41.1% 29.7% 5.4% 24.3% 62.2% 8.1% Asian % 56.2% 48.1% 5.8% 42.3% 48.1% 3.8% Social Studies Hispanic of Any Race % 23.5% <1 <1 <1 <1 <1 Social Studies Hispanic of Any Race % 18.8% <1 <1 <1 <1 <1 Social Studies Two or More Races % 22.9% 21.1% % 21.1% 63.2% 15.8% Social Studies Two or More Races % 4.6% 28.6% 4.8% 23.8% 61.9% 9.5% Social Studies Social Studies Social Studies Social Studies White % 29.3% 21.9% 1.4% 2.5% 64.7% 13.5% White % 36.7% 36.9% 5.2% 31.8% 5.2% 12.9% Female % 23.2% 14.5% % 14.5% 67.5% 18.1% Female % 35.8% 34.2% 2.6% 31.6% 55.1% 1.7% A service of the Center for Educational Performance and Information (CEPI) Page 11 of 45
16 4/12/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Social Studies Social Studies Social Studies Social Studies Male % 25.9% 22.6% 3.5% 19.1% 6.3% 17.1% Male % 33% 28.9% 5.5% 23.4% 54.1% 17% % 8.6% 2.3% % 2.3% 67% 3.7% % 14% 8.2% % 8.2% 65.9% 25.9% Social Studies % 3% 2.3% % 2.3% 72.7% 25% Social Studies % 1.3% 9.7% % 9.7% 58.1% 32.3% Social Studies With Disabilities % 12.7% 8.3% % 8.3% 58.3% 33.3% Social Studies With Disabilities % 3.3% 2.9% % 2.9% 6% 37.1% A service of the Center for Educational Performance and Information (CEPI) Page 12 of 45
17 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 13 of 45
18 4/12/216 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing 5th All % 57.1% 57.1% % 57.1% 42.9% 5th 5th Two or More Races % 75% 66.7% % 66.7% 33.3% % 33.3% <1 <1 <1 <1 5th White % 57.1% 33.3% % 33.3% 66.7% 5th Female % 5% 5% % 5% 5% 5th Male % 6% 66.7% % 66.7% 33.3% 5th 5th % 66.7% 66.7% % 66.7% 33.3% % <1 <1 <1 <1 <1 6th All % 74.2% 62.5% 12.5% 5% 37.5% 6th 6th Two or More Races % 91.7% 1% 2% 8% % % <1 <1 <1 <1 <1 6th White % 64.7% 5% 1% 4% 5% 6th Female % 88.9% 83.3% 33.3% 5% 16.7% 6th Male % 68.2% 5% % 5% 5% 6th % 61.5% 57.1% % 57.1% 42.9% A service of the Center for Educational Performance and Information (CEPI) Page 14 of 45
19 4/12/216 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing 6th % 5% <1 <1 <1 <1 Reading 5th All % 57.1% 42.9% 42.9% % 57.1% Reading 5th Reading 5th Two or More Races % 66.7% <1 <1 <1 < % 66.7% <1 <1 <1 <1 Reading 5th White % 5% 25% 25% % 75% Reading 5th Female % 33.3% 33.3% 33.3% % 66.7% Reading 5th Male % 63.6% 5% 5% % 5% Reading 5th Reading 5th % 8% <1 <1 <1 < % <1 <1 <1 <1 <1 Reading 6th All % 58.1% 44.4% 27.8% 16.7% 55.6% Reading 6th Reading 6th Two or More Races % 69.2% 57.1% 42.9% 14.3% 42.9% % <1 <1 <1 <1 <1 Reading 6th White % 52.9% 4% 2% 2% 6% Reading 6th Female % 66.7% 57.1% 42.9% 14.3% 42.9% Reading 6th Male % 54.5% 36.4% 18.2% 18.2% 63.6% A service of the Center for Educational Performance and Information (CEPI) Page 15 of 45
20 4/12/216 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing Reading 6th Reading 6th % 46.2% 14.3% % 14.3% 85.7% % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 16 of 45
21 4/12/216 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging Reading All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 All % <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 Asian % <1 <1 <1 <1 <1 Asian % <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 A service of the Center for Educational Performance and Information (CEPI) Page 17 of 45
22 4/12/216 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging Reading Reading Female % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Reading % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Reading % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 18 of 45
23 4/12/216 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging 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 <1 <1 <1 < % <1 <1 <1 <1 <1 Reading % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Asian or Pacific Islander % <1 <1 <1 <1 <1 Asian or Pacific Islander % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 19 of 45
24 4/12/216 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging Reading Reading Female % <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 <1 <1 <1 < % <1 <1 <1 <1 <1 Reading % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 2 of 45
25 4/12/216 MI-Access Functional 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 or Pacific Islander % <1 <1 <1 <1 <1 Asian or Pacific Islander % <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 <1 <1 <1 < % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 21 of 45
26 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 A service of the Center for Educational Performance and Information (CEPI) Page 22 of 45
27 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 All % <1 <1 <1 <1 < % <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 Asian <1 <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 A service of the Center for Educational Performance and Information (CEPI) Page 23 of 45
28 4/12/216 MI-Access Supported Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging Female % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <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 24 of 45
29 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 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Hispanic of Any Race % <1 <1 <1 <1 <1 Hispanic of Any Race % <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 A service of the Center for Educational Performance and Information (CEPI) Page 25 of 45
30 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 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Asian or Pacific Islander % <1 <1 <1 <1 <1 Asian or Pacific Islander % <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 A service of the Center for Educational Performance and Information (CEPI) Page 26 of 45
31 4/12/216 MI-Access Supported Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging Male % <1 <1 <1 <1 <1 Male % <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 27 of 45
32 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 All % <1 <1 <1 <1 <1 All % <1 <1 <1 <1 <1 Asian % <1 <1 <1 <1 <1 Asian % <1 <1 <1 <1 <1 White % <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 Male % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 28 of 45
33 4/12/216 MI-Access Participation Subject Grade Testing Group School Year State School Surpassed Attained Emerging Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <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 29 of 45
34 4/12/216 MI-Access Participation Subject Grade Testing Group School Year State School Surpassed Attained Emerging % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Female % <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 3 of 45
35 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 99.6% N/A All 98.1% 48.5% 99.1% N/A 98.4% N/A All 97.5% 22.2% 98.9% N/A N/A N/A All Social Studies 97.4% 31.8% 99.4% N/A 99.7% N/A Indian Indian Indian Indian 98.2% 27.8% <3 N/A <3 N/A 98% 41.5% <3 N/A <3 N/A 97.8% 17.7% <3 N/A N/A N/A Social Studies 97.2% 25.2% <3 N/A <3 N/A 96.5% 13.5% 99.1% N/A 99.5% N/A 96.5% 24.5% 99.3% N/A 99.5% N/A 95.4% 6.1% 98.6% N/A N/A N/A Social Studies 95.2% 11% 99.5% N/A 1% N/A Asian 99.1% 66.3% 98.6% N/A 98.7% N/A Asian 98.7% 7.2% 97% N/A 92% N/A Asian 99% 38% 98.8% N/A N/A N/A Asian Social Studies 98.8% 49.6% 99.2% N/A 97.4% 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 N/A N/A Social Studies 97.5% 2.2% 98.1% N/A <3 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 31 of 45
36 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 1% N/A 98.5% 46.9% 99.2% N/A 1% N/A 98.5% 2.1% 98% N/A N/A N/A Social Studies 98.1% 28.3% 99% N/A <3 N/A White 98.5% 42.5% 99.4% N/A 99.8% N/A White 98.5% 55% 99.4% N/A 98.9% N/A White 98.1% 26.6% 99.2% N/A N/A N/A White Social Studies 98% 37.3% 99.4% N/A 1% N/A 97.6% 22.5% 98.9% N/A 1% N/A 97.6% 33.7% 99.1% N/A 98.9% N/A 96.8% 11.7% 98.5% N/A N/A N/A Social Studies 96.5% 17.8% 98.7% N/A 1% N/A 98.6% 2.3% 99% N/A 1% N/A 98.2% 24% 96.5% N/A 91.8% N/A 98.2% 3.9% 98.2% N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 32 of 45
37 4/12/216 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** With Disabilities With Disabilities With Disabilities With Disabilities Social Studies 97.9% 8.1% 97.5% N/A 1% N/A 97.2% 21.8% 98% N/A 1% N/A 96.6% 24.7% 98.6% N/A 1% N/A 96.5% 15.4% 97.6% N/A N/A N/A Social Studies 95% 13.9% 97.7% N/A 1% N/A A service of the Center for Educational Performance and Information (CEPI) Page 33 of 45
38 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 65.6% 8.6% N/A 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 34 of 45
39 4/12/216 Accountability Details Attendance Data Student Group Statewide School All 94.7% 96.2% 97.3% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 35 of 45
40 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 36 of 45
41 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 37 of 45
42 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 38 of 45
43 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 # &# ‡ Student classified as having a disability SD Not SD Student is an 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 39 of 45
44 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 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 4 of 45
45 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 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 41 of 45
46 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 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 42 of 45
47 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 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 43 of 45
48 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 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 44 of 45
49 4/12/216 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited Standard Error 4 Math Reading Math Reading A service of the Center for Educational Performance and Information (CEPI) Page 45 of 45
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