School Annual Education Report (AER) Cover Letter

Transcription

1 School (AER) Cover Letter August 14, 2013 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the educational progress for (MICA). 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 Bryan Klochack, MICA Principal, for assistance. The AER is available for you to review electronically by visiting the website, or you may review a copy in the principal s office at your child s school. The state has identified some schools with the status of Reward, Focus, or Priority. A Reward school is one that is outperforming other schools in achievement, growth, or is performing better than other schools with a similar student population. A Focus school is one that has a large achievement gap in 30% of its student achievement scores. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. Our school has not been given one of these labels. At MICA, we believe all students can learn and must learn at relatively high levels of achievement and it is our job to create an environment in our classrooms that result in this high level of performance. While we are pleased with our most current results, we continuously are working to improve student growth and achievement as well as the skills and pedagogy of our teaching and school staff. We have identified specific goals and strategies which will provide us the needed skillsets to address growth and development this year. State law requires that we also report additional information. continues to provide an educational opportunity and alternative to the students in the State of Michigan. Our mission is to help each student maximize his or her potential and meet the highest performance standards. We are a high-quality, high-tech, high-touch school without walls that brings out the best in every student. We appreciate the continued support of our parents, staff, and greater school community in this effort. Sincerely, Bryan Klochack Bryan Klochack Principal, Address: 3950 Heritage Avenue, Okemos, MI Phone: (517) Fax: (517) Web:

2 For 1. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL Enrollment Cap and Lottery The MICA district was authorized to expand to 1,000 students in , but in order to do so must enroll students in its specialized program for high school drop outs, FAM Academy of Detroit in addition to enrolling students in MICA. MICA was allowed to increase its enrollment beyond 400 students by enrolling one student in MICA for each student enrolled in FAM therefore, in order to increase total enrollment to 1,000, MICA district had to enroll 300 students in FAM. Open enrollment begins in April. If, after accounting for returning students and siblings of returning students, the number of new student applications exceeds the number of open enrollment slots, a lottery will be held each year in the first week of May. The lottery will be held at the school office and will be open to the public. If a lottery is necessary, selected students must provide MICA with their academic documentation for course placement by June 30 or forfeit their space to another student on the waitlist. not selected in the lottery or who miss the open enrollment period will be placed on a wait list on a first-come, first-serve basis based on the date on which they complete the enrollment paperwork and return it to MICA. Siblings of enrolled students will have waitlist priority and will be released first if space becomes available in their grade. These criteria have been approved by MICA s authorizer, Ferris State University, and are reflected in the current MICA policies. 2. THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN A copy of the school improvement plan is available at. The Michigan Connections Academy School Improvement Plan is on track, meeting all requirements for establishing goals and monitoring progress. 3. A BRIEF DESCRIPTION OF EACH SPECIALIZED SCHOOL (MICA) is a free online public school, also known as a cyber charter school, serving students in grades K 12 throughout Michigan. The school, which opened for the school year, is authorized by Ferris State University Charter Schools Office. MICA gives students the flexibility to learn at home with a curriculum that meets rigorous state education standards. At MICA, students, teachers, and Learning Coaches are all partners in the Personalized Performance Learning (PPL) approach. Together, they develop an instructional plan tailored to each student s academic abilities. The program and goals are adjusted as needed to ensure the student is learning and growing at MICA. Teachers, students, and Learning Coaches monitor the plan and the student s progress throughout the year, aided by MICA s powerful Education Management System (EMS) known as Connexus. The school s mission is to help each student maximize his or her potential and meet the highest performance standards through a uniquely individualized learning program featuring: A challenging, K 12 curriculum developed by leading education experts. Address: 3950 Heritage Avenue, Okemos, MI Phone: (517) Fax: (517) Web:

3 Instruction from state-certified teachers recognized as highly qualified under the No Child Left Behind Act. Support from trained counselors, principals, and administrative staff. Dozens of clubs and activities that foster social development and academic growth. An involved community of students and their families. MICA also offers Dual Enrollment, a program that allows junior and seniors to take a class at a local college or university as part of their regular school day. will receive credit from the college as well as. Admission to the program requires meeting additional criteria. 4. IDENTIFY HOW TO ACCESS A COPY OF THE CORE CURRICULUM, A DESCRIPTION OF ITS IMPLEMENTATION AND AN EXPLANATION OF THE VARIANCES FROM THE STATE S MODEL MICA s curriculum and program information can be found in the Connections Academy Program Guide. The most current version of the Program Guide is also accessible from the school s website. MICA is a virtual school, so rather than working in a traditional brick and mortar classroom setting, students, parents/learning Coaches, and teachers all access curriculum and communicate with one another via Connections Academy s secure education management system known as Connexus. Connexus is one of the most comprehensive, reliable, and user-friendly online learning systems available. This proprietary system, designed from the ground up to meet the exact requirements of the Connections instructional model and the needs of our students and families, brings the school right to students 24 hours a day from any Internet connection. Connexus is powerful, yet very intuitive and user-friendly. It is also comprehensive, allowing students, parents, and educators to access everything they need from one place. Tools for Parents and Learning Coaches From their personalized home page, parents can: View all students schedules, assignments, and lessons. Adjust the learning schedule for students in grades K 8. Monitor students progress using the online grade book. Record attendance. Communicate with teachers and other families via our secure WebMail and message boards. Rate the Connections Academy learning experience, at any time. Address: 3950 Heritage Avenue, Okemos, MI Phone: (517) Fax: (517) Web:

4 Tools for The student s individualized home page helps students communicate, organize, and complete and submit assignments. From the home page, they can: View daily and monthly schedules and access lessons. Monitor progress through the online grade book (for students in grade 6 and above). Communicate with teachers and students through WebMail and message boards. Access many online learning resources. Participate in clubs and activities. View a directory of students. Tools for Teachers and Administrators Connexus is used extensively by teachers and administrators. Some of the many tools for teachers allow them to: Conduct lessons live over the Internet with LiveLesson sessions. Track student progress. Review and grade online assignments and assessments. Communicate quickly and effectively with students, parents, and Learning Coaches. Keep track of student and family interactions. Modify learning to meet students needs. Because much of the learning and record-keeping is done online through Connexus, school administrators can monitor the effectiveness of instruction and assure students are making progress, every day. 5. THE AGGREGATE STUDENT ACHIEVEMENT RESULTS FOR ANY LOCAL COMPETENCY TESTS OR NATIONALLY NORMED ACHIEVEMENT TESTS During the school year, first grade students at MICA took the Longitudinal Evaluation of Academic Progress (LEAP ) test in Reading. Kindergarten and first graders took LEAP Math. in grades 2 12 took the Scantron test in Reading, Language Arts, and Math. Results are below. Address: 3950 Heritage Avenue, Okemos, MI Phone: (517) Fax: (517) Web:

5 LEAP Reading The table below provides a breakdown of the number of students taking the pretest, posttest, and the pretests and posttests by grade for this current school year Grade Reading Pretest Takers Reading Posttest Takers Reading Pretest AND Posttest Takers The table below gives the average LEAP Reading pretest and posttest score. Only students that took both the pretest and posttest LEAP Reading assessments were included in the calculations. Grade Average Reading Pretest Score Average Reading Posttest Score % 92.7% Reading Satisfactory Progress receive a score of percent correct on the pretest and posttest LEAP reading assessment. have made satisfactory gains if they score a minimum of 75% on the posttest assessment and/or if they increase their score from the pretest to the posttest by 10 percent. The percentage of students making reading satisfactory progress in each grade as well as overall is presented in the table below. Only students that took both the reading pretest and posttest assessments were included in the analysis. Reading Satisfactory Grade Progress % 1 100% Overall 100% LEAP Math The table below provides a breakdown of the number of students taking the pretest, posttest, and the pretests and posttests by grade for this current school year ( ). Grade Math Pretest Takers Math Posttest Takers Math Pretest AND Posttest Takers K Address: 3950 Heritage Avenue, Okemos, MI Phone: (517) Fax: (517) Web:

6 The table below gives the average LEAP Math pretest and posttest score. Only students that took both the pretest and posttest LEAP Math assessments were included in the calculations. Math Satisfactory Progress Average Math Grade Average Math Pretest Score Posttest Score K 85.8% 96.0% % 90.3% receive a score of percent correct on the pretest and posttest LEAP math assessment. have made satisfactory gains if they score a minimum of 75% on the posttest assessment and/or if they increase their score from the pretest to the posttest by 10 percent. The percentage of students making math satisfactory progress in each grade as well as overall is presented in the table below. Only students that took both the math pretest and posttest assessments were included in the analysis. Math Satisfactory Grade Progress % K 100% 1 100% Overall 100% Scantron Performance Series Results below are for students who completed both a Scantron Performance Series Pretest and a Posttest for a given subject. SIP = Standard Item Pool. SIP percentages are an estimate of the probability of a student correctly answering each item within the item pool for his/her enrolled grade for that test subject. Maintaining or Improving = the percentage of students who improved at least one Scantron performance band from pretest to posttest or maintained a performance band value of High Average or Above Average from pretest to posttest. Performance band values were calculated by Connections Academy based on a student s scale score value compared to Scantron normative data for Fall and Spring Scale Score Inter-Quartile Ranges. Possible performance band values are: Below Average, Low Average, High Average, and Above Average. Address: 3950 Heritage Avenue, Okemos, MI Phone: (517) Fax: (517) Web:

7 Scantron Performance Series: Math ( ) Grade Median Scale Score: Pretest Median Scale Score: Posttest Median SIP: Pretest Median SIP: Posttest Maintaining or Improving Number % 89% 89% % 78% 72% % 76% 88% % 64% 69% % 58% 59% % 55% 60% % 52% 63% Scantron Performance Series: Reading ( ) Grade Median Scale Score: Pretest Median Scale Score: Posttest Median SIP: Pretest Median SIP: Posttest Maintaining or Improving Number % 95% 89% % 91% 63% % 91% 80% % 88% 70% % 88% 73% % 87% 86% % 85% 80% Scantron Performance Series: Language Arts ( ) Grade Median Scale Score: Pretest Median Scale Score: Posttest Median SIP: Pretest Median SIP: Posttest Maintaining or Improving Number % 81% 87% % 77% 71% % 73% 82% % 66% 68% % 62% 57% % 57% 67% % 60% 64% Address: 3950 Heritage Avenue, Okemos, MI Phone: (517) Fax: (517) Web:

8 6. IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY PARENTS AT PARENT-TEACHER CONFERENCES School Year: NA (school not yet opened) School Year: 312 (99.6%) School Year: 422 (97%) School Year: 604 (100%) Note: The definition of Parent/Teacher conference in MICA, where teachers have ongoing (usually at least weekly) academically-focused contact with parents via phone, WebMail, LiveLesson, and other synchronous and asynchronous contact, is one of two formal parent/teacher meetings: either a Personalize Learning Plan (PLP) meeting or an IEP/504 Team meeting. The number provided here is based on students who were present for both fall and spring count days. 7. FOR HIGH SCHOOLS ONLY ALSO REPORT ON THE FOLLOWING: a. THE NUMBER AND PERCENT OF POSTSECONDARY ENROLLMENTS (DUAL ENROLLMENT) School Year: NA (school not yet opened) School Year: School Year: School Year: 2 b. THE NUMBER OF COLLEGE EQUIVALENT COURSES OFFERED (AP/IB) School Year: NA (school not yet opened) School Year: School Year: School Year: 17 c. THE NUMBER AND PERCENTAGE OF STUDENTS ENROLLED IN COLLEGE EQUIVALENT COURSES (AP/IB) School Year: NA (school not yet opened) School Year: School Year: School Year: 3 Address: 3950 Heritage Avenue, Okemos, MI Phone: (517) Fax: (517) Web:

9 d. THE NUMBER AND PERCENTAGE OF STUDENTS RECEIVING A SCORE LEADING TO COLLEGE CREDIT School Year: NA (school not yet opened) School Year: School Year: School Year: scores have not been received yet Address: 3950 Heritage Avenue, Okemos, MI Phone: (517) Fax: (517) Web:

10 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Mathematics 3rd Grade All Mathematics 3rd Grade All Mathematics 3rd Grade African Mathematics 3rd Grade African Mathematics 3rd Grade Indian Mathematics 3rd Grade Asian Mathematics 3rd Grade Asian Mathematics 3rd Grade Hispanic of Any Mathematics 3rd Grade Hispanic of Any Mathematics 3rd Grade Two or More Mathematics 3rd Grade Two or More Mathematics 3rd Grade White Mathematics 3rd Grade White Mathematics 3rd Grade Female Mathematics 3rd Grade Female Mathematics 3rd Grade Male Mathematics 3rd Grade Male Page 1 of 44

11 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Mathematics 3rd Grade Economically Mathematics 3rd Grade Economically Mathematics 3rd Grade With Mathematics 3rd Grade With Mathematics 4th Grade All Mathematics 4th Grade All Mathematics 4th Grade African Mathematics 4th Grade African Mathematics 4th Grade Asian Mathematics 4th Grade Asian Mathematics 4th Grade Hispanic of Any Mathematics 4th Grade Native Hawaiian or Other Pacific Islander Mathematics 4th Grade Two or More Mathematics 4th Grade Two or More Page 2 of

12 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Mathematics 4th Grade White Mathematics 4th Grade White Mathematics 4th Grade Female Mathematics 4th Grade Female Mathematics 4th Grade Male Mathematics 4th Grade Male Mathematics 4th Grade Economically Mathematics 4th Grade Economically Mathematics 4th Grade English Language Learners Mathematics 4th Grade With Mathematics 4th Grade With Mathematics 5th Grade All Mathematics 5th Grade All Mathematics 5th Grade African Mathematics 5th Grade African Mathematics 5th Grade Indian Page 3 of

13 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Mathematics 5th Grade Asian Mathematics 5th Grade Asian Mathematics 5th Grade Hispanic of Any Mathematics 5th Grade Hispanic of Any Mathematics 5th Grade Two or More Mathematics 5th Grade Two or More Mathematics 5th Grade White Mathematics 5th Grade White Mathematics 5th Grade Female Mathematics 5th Grade Female Mathematics 5th Grade Male Mathematics 5th Grade Male Mathematics 5th Grade Economically Mathematics 5th Grade Economically Mathematics 5th Grade English Language Learners Mathematics 5th Grade With Page 4 of

14 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Mathematics 5th Grade With Mathematics 6th Grade All Mathematics 6th Grade All Mathematics 6th Grade African Mathematics 6th Grade African Mathematics 6th Grade Indian Mathematics 6th Grade Asian Mathematics 6th Grade Asian Mathematics 6th Grade Hispanic of Any Mathematics 6th Grade Two or More Mathematics 6th Grade Two or More Mathematics 6th Grade White Mathematics 6th Grade White Mathematics 6th Grade Female Mathematics 6th Grade Female Mathematics 6th Grade Male Mathematics 6th Grade Male Page 5 of 44

15 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Mathematics 6th Grade Economically Mathematics 6th Grade Economically Mathematics 6th Grade English Language Learners Mathematics 6th Grade With Mathematics 6th Grade With Mathematics 7th Grade All Mathematics 7th Grade All Mathematics 7th Grade African Mathematics 7th Grade African Mathematics 7th Grade Asian Mathematics 7th Grade Asian Mathematics 7th Grade Hispanic of Any Mathematics 7th Grade Hispanic of Any Page 6 of 44

16 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Mathematics 7th Grade Native Hawaiian or Other Pacific Islander Mathematics 7th Grade Two or More Mathematics 7th Grade Two or More Mathematics 7th Grade White Mathematics 7th Grade White Mathematics 7th Grade Female Mathematics 7th Grade Female Mathematics 7th Grade Male Mathematics 7th Grade Male Mathematics 7th Grade Economically Mathematics 7th Grade Economically Mathematics 7th Grade With Mathematics 7th Grade With Mathematics 8th Grade All Mathematics 8th Grade All Page 7 of 44

17 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Mathematics 8th Grade African Mathematics 8th Grade African Mathematics 8th Grade Indian Mathematics 8th Grade Asian Mathematics 8th Grade Asian Mathematics 8th Grade Hispanic of Any Mathematics 8th Grade Hispanic of Any Mathematics 8th Grade Native Hawaiian or Other Pacific Islander Mathematics 8th Grade Two or More Mathematics 8th Grade Two or More Mathematics 8th Grade White Mathematics 8th Grade White Mathematics 8th Grade Female Mathematics 8th Grade Female Mathematics 8th Grade Male Page 8 of 44

18 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Mathematics 8th Grade Male Mathematics 8th Grade Economically Mathematics 8th Grade Economically Mathematics 8th Grade English Language Learners Mathematics 8th Grade With Mathematics 8th Grade With Reading 3rd Grade All Reading 3rd Grade All Reading 3rd Grade African Reading 3rd Grade African Reading 3rd Grade Indian Reading 3rd Grade Asian Reading 3rd Grade Asian Reading 3rd Grade Hispanic of Any Reading 3rd Grade Hispanic of Any Page 9 of

19 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Reading 3rd Grade Two or More Reading 3rd Grade Two or More Reading 3rd Grade White Reading 3rd Grade White Reading 3rd Grade Female Reading 3rd Grade Female Reading 3rd Grade Male Reading 3rd Grade Male Reading 3rd Grade Economically Reading 3rd Grade Economically Reading 3rd Grade With Reading 3rd Grade With Reading 4th Grade All Reading 4th Grade All Reading 4th Grade African Reading 4th Grade African Page 10 of 44

20 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Reading 4th Grade Asian Reading 4th Grade Asian Reading 4th Grade Hispanic of Any Reading 4th Grade Native Hawaiian or Other Pacific Islander Reading 4th Grade Two or More Reading 4th Grade Two or More Reading 4th Grade White Reading 4th Grade White Reading 4th Grade Female Reading 4th Grade Female Reading 4th Grade Male Reading 4th Grade Male Reading 4th Grade Economically Reading 4th Grade Economically Reading 4th Grade English Language Learners Page 11 of 44

21 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Reading 4th Grade With Reading 4th Grade With Reading 5th Grade All Reading 5th Grade All Reading 5th Grade African Reading 5th Grade African Reading 5th Grade Indian Reading 5th Grade Asian Reading 5th Grade Asian Reading 5th Grade Hispanic of Any Reading 5th Grade Hispanic of Any Reading 5th Grade Two or More Reading 5th Grade Two or More Reading 5th Grade White Reading 5th Grade White Reading 5th Grade Female Page 12 of 44

22 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Reading 5th Grade Female Reading 5th Grade Male Reading 5th Grade Male Reading 5th Grade Economically Reading 5th Grade Economically Reading 5th Grade English Language Learners Reading 5th Grade With Reading 5th Grade With Reading 6th Grade All Reading 6th Grade All Reading 6th Grade African Reading 6th Grade African Reading 6th Grade Indian Reading 6th Grade Asian Reading 6th Grade Asian Page 13 of 44

23 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Reading 6th Grade Hispanic of Any Reading 6th Grade Two or More Reading 6th Grade Two or More Reading 6th Grade White Reading 6th Grade White Reading 6th Grade Female Reading 6th Grade Female Reading 6th Grade Male Reading 6th Grade Male Reading 6th Grade Economically Reading 6th Grade Economically Reading 6th Grade English Language Learners Reading 6th Grade With Reading 6th Grade With Reading 7th Grade All Reading 7th Grade All Page 14 of 44

24 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Reading 7th Grade African Reading 7th Grade African Reading 7th Grade Asian Reading 7th Grade Asian Reading 7th Grade Hispanic of Any Reading 7th Grade Hispanic of Any Reading 7th Grade Native Hawaiian or Other Pacific Islander Reading 7th Grade Two or More Reading 7th Grade Two or More Reading 7th Grade White Reading 7th Grade White Reading 7th Grade Female Reading 7th Grade Female Reading 7th Grade Male Reading 7th Grade Male Page 15 of 44

25 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Reading 7th Grade Economically Reading 7th Grade Economically Reading 7th Grade With Reading 7th Grade With Reading 8th Grade All Reading 8th Grade All Reading 8th Grade African Reading 8th Grade African Reading 8th Grade Indian Reading 8th Grade Asian Reading 8th Grade Asian Reading 8th Grade Hispanic of Any Reading 8th Grade Hispanic of Any Reading 8th Grade Native Hawaiian or Other Pacific Islander Page 16 of

26 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Reading 8th Grade Two or More Reading 8th Grade Two or More Reading 8th Grade White Reading 8th Grade White Reading 8th Grade Female Reading 8th Grade Female Reading 8th Grade Male Reading 8th Grade Male Reading 8th Grade Economically Reading 8th Grade Economically Reading 8th Grade English Language Learners Reading 8th Grade With Reading 8th Grade With Science 5th Grade All Science 5th Grade All Science 5th Grade African Page 17 of

27 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Science 5th Grade African Science 5th Grade Indian Science 5th Grade Asian Science 5th Grade Asian Science 5th Grade Hispanic of Any Science 5th Grade Hispanic of Any Science 5th Grade Two or More Science 5th Grade Two or More Science 5th Grade White Science 5th Grade White Science 5th Grade Female Science 5th Grade Female Science 5th Grade Male Science 5th Grade Male Science 5th Grade Economically Science 5th Grade Economically Page 18 of 44

28 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Science 5th Grade English Language Learners Science 5th Grade With Science 5th Grade With Science 8th Grade All Science 8th Grade All Science 8th Grade African Science 8th Grade African Science 8th Grade Indian Science 8th Grade Asian Science 8th Grade Asian Science 8th Grade Hispanic of Any Science 8th Grade Hispanic of Any Science 8th Grade Native Hawaiian or Other Pacific Islander Page 19 of 44

29 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Science 8th Grade Two or More Science 8th Grade Two or More Science 8th Grade White Science 8th Grade White Science 8th Grade Female Science 8th Grade Female Science 8th Grade Male Science 8th Grade Male Science 8th Grade Economically Science 8th Grade Economically Science 8th Grade English Language Learners Science 8th Grade With Science 8th Grade With Page 20 of 44

30 Michigan Merit Examination (MME) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Mathematics 11th Grade All Mathematics 11th Grade All Mathematics 11th Grade African Mathematics 11th Grade African Mathematics 11th Grade Asian Mathematics 11th Grade Asian Mathematics 11th Grade Hispanic of Any Mathematics 11th Grade White Mathematics 11th Grade White Mathematics 11th Grade Female Mathematics 11th Grade Female Mathematics 11th Grade Male Mathematics 11th Grade Male Mathematics 11th Grade Economically Mathematics 11th Grade Economically Mathematics 11th Grade With Mathematics 11th Grade With Page 21 of

31 Michigan Merit Examination (MME) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Reading 11th Grade All Reading 11th Grade All Reading 11th Grade African Reading 11th Grade African Reading 11th Grade Asian Reading 11th Grade Asian Reading 11th Grade Hispanic of Any Reading 11th Grade White Reading 11th Grade White Reading 11th Grade Female Reading 11th Grade Female Reading 11th Grade Male Reading 11th Grade Male Reading 11th Grade Economically Reading 11th Grade Economically Reading 11th Grade With Reading 11th Grade With Page 22 of

32 Michigan Merit Examination (MME) Subject Grade Testing Group School Year % % Advanced % % Partially % Not (Level 4) Science 11th Grade All Science 11th Grade All Science 11th Grade African Science 11th Grade African Science 11th Grade Asian Science 11th Grade Asian Science 11th Grade Hispanic of Any Science 11th Grade White Science 11th Grade White Science 11th Grade Female Science 11th Grade Female Science 11th Grade Male Science 11th Grade Male Science 11th Grade Economically Science 11th Grade Economically Science 11th Grade With Science 11th Grade With Page 23 of

33 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year % % Exceeded % Met % wprogressing Mathematics 6th Grade All Mathematics 6th Grade African Mathematics 6th Grade Male Mathematics 6th Grade Economically Reading 6th Grade All Reading 6th Grade African Reading 6th Grade Male Reading 6th Grade Economically Page 24 of 44

34 MI-Access Functional Independence Subject Grade Testing Group School Year % % Surpassed % Attained % Emerging Mathematics 4th Grade All Reading 4th Grade All Mathematics 4th Grade White Reading 4th Grade White Mathematics 4th Grade Male Reading 4th Grade Male Mathematics 8th Grade All Reading 8th Grade All Science 8th Grade All Mathematics 8th Grade White Reading 8th Grade White Science 8th Grade White Mathematics 8th Grade Male Reading 8th Grade Male Science 8th Grade Male Mathematics 8th Grade Economically Reading 8th Grade Economically Science 8th Grade Economically Mathematics 11th Grade All Page 25 of 44

35 MI-Access Functional Independence Subject Grade Testing Group School Year % % Surpassed % Attained % Emerging Reading 11th Grade All Science 11th Grade All Mathematics 11th Grade White Reading 11th Grade White Science 11th Grade White Mathematics 11th Grade Male Reading 11th Grade Male Science 11th Grade Male Page 26 of 44

36 MI-Access Supported Independence Subject Grade Testing Group School Year % % Surpassed % Attained % Emerging No Data to Display Page 27 of 44

37 MI-Access Participation Subject Grade Testing Group School Year % % Surpassed % Attained % Emerging No Data to Display Page 28 of 44

38 Accountability Details Subject Data Testing Group Location Subject % Total(Goal 95%) % for Accountability* All Statewide Mathematics 98.7% 58.2% Bottom 30% Statewide Mathematics 11.2% African Statewide Mathematics 96.9% 32.7% Indian Statewide Mathematics 98.5% 48.4% Asian Statewide Mathematics 99.4% 81.5% Hispanic of Any Statewide Mathematics 98.6% 45.9% Native Hawaiian or Other Pacific Islander Statewide Mathematics 97.4% 64.9% Two or More Statewide Mathematics 99.2% 55.9% White Statewide Mathematics 99.2% 64.4% Economically Statewide Mathematics 98.2% 43.7% English Language Learners Statewide Mathematics 98.9% 36.9% With Statewide Mathematics 97.8% 32.5% All District Mathematics 99.6% 62.3% Bottom 30% District Mathematics 9.1% African District Mathematics 97.8% 44.2% Indian District Mathematics 100.0% 0% Asian District Mathematics 100.0% 77.8% Hispanic of Any District Mathematics 100.0% 66.7% Native Hawaiian or Other Pacific Islander District Mathematics 100.0% Two or More District Mathematics 100.0% 86.7% White District Mathematics 100.0% 64.4% Economically District Mathematics 99.2% 59.7% English Language Learners District Mathematics 100.0% 33.3% With District Mathematics 100.0% 48.0% All School Mathematics 99.8% 63.4% Bottom 30% School Mathematics 10.8% African School Mathematics 98.8% 48.7% Indian School Mathematics 100.0% 0% Asian School Mathematics 100.0% 77.8% Hispanic of Any School Mathematics 100.0% 66.7% Page 29 of 44

39 Accountability Details Subject Data Testing Group Location Subject % Total(Goal 95%) % for Accountability* Native Hawaiian or Other Pacific Islander School Mathematics 100.0% Two or More School Mathematics 100.0% 86.7% White School Mathematics 100.0% 64.4% Economically School Mathematics 99.6% 61.7% English Language Learners School Mathematics 100.0% 33.3% With School Mathematics 100.0% 50.0% All Statewide Reading 99.0% 83.1% Bottom 30% Statewide Reading 51.3% African Statewide Reading 97.3% 67.9% Indian Statewide Reading 98.8% 79.7% Asian Statewide Reading 100.3% 90.1% Hispanic of Any Statewide Reading 99.2% 77.0% Native Hawaiian or Other Pacific Islander Statewide Reading 97.4% 85.7% Two or More Statewide Reading 99.4% 83.6% White Statewide Reading 99.4% 86.9% Economically Statewide Reading 98.6% 74.8% English Language Learners Statewide Reading 100.5% 62.4% With Statewide Reading 98.1% 51.8% All District Reading 99.8% 89.1% Bottom 30% District Reading 63.6% African District Reading 98.9% 76.7% Indian District Reading 100.0% 100.0% Asian District Reading 100.0% 100.0% Hispanic of Any District Reading 100.0% 83.3% Native Hawaiian or Other Pacific Islander District Reading 100.0% Two or More District Reading 100.0% 93.3% White District Reading 100.0% 91.8% Economically District Reading 99.6% 84.0% English Language Learners District Reading 100.0% 100.0% With District Reading 100.0% 72.0% Page 30 of 44

40 Accountability Details Subject Data Testing Group Location Subject % Total(Goal 95%) % for Accountability* All School Reading 99.8% 90.3% Bottom 30% School Reading 67.7% African School Reading 98.8% 82.1% Indian School Reading 100.0% 100.0% Asian School Reading 100.0% 100.0% Hispanic of Any School Reading 100.0% 83.3% Native Hawaiian or Other Pacific Islander School Reading 100.0% Two or More School Reading 100.0% 93.3% White School Reading 100.0% 91.8% Economically School Reading 99.6% 86.1% English Language Learners School Reading 100.0% 100.0% With School Reading 100.0% 75.0% All Statewide Science 97.9% 38.6% Bottom 30% Statewide Science 1.0% African Statewide Science 94.8% 12.8% Indian Statewide Science 97.5% 29.4% Asian Statewide Science 99.1% 57.4% Hispanic of Any Statewide Science 97.9% 22.9% Native Hawaiian or Other Pacific Islander Statewide Science 93.7% 49.2% Two or More Statewide Science 98.7% 35.7% White Statewide Science 98.7% 45.0% Economically Statewide Science 97.0% 22.9% English Language Learners Statewide Science 98.0% 7.6% With Statewide Science 96.5% 15.1% All District Science 99.5% 53.3% Bottom 30% District Science 0% African District Science 97.3% 23.8% Indian District Science Asian District Science 100.0% 75.0% Hispanic of Any District Science 100.0% Page 31 of 44

41 Accountability Details Subject Data Testing Group Location Subject % Total(Goal 95%) % for Accountability* Native Hawaiian or Other Pacific Islander District Science 100.0% Two or More District Science 100.0% 75.0% White District Science 100.0% 60.3% Economically District Science 99.0% 44.7% English Language Learners District Science 100.0% 50.0% With District Science 100.0% 72.7% All School Science 100.0% 55.7% Bottom 30% School Science 0% African School Science 100.0% 29.4% Asian School Science 100.0% 75.0% Hispanic of Any School Science 100.0% Native Hawaiian or Other Pacific Islander School Science 100.0% Two or More School Science 100.0% 75.0% White School Science 100.0% 60.3% Economically School Science 100.0% 48.8% English Language Learners School Science 100.0% 50.0% With School Science 100.0% 80.0% All Statewide Social Studies 96.7% 57.5% Bottom 30% Statewide Social Studies 8.8% African Statewide Social Studies 92.4% 27.9% Indian Statewide Social Studies 95.9% 52.3% Asian Statewide Social Studies 99.0% 73.6% Hispanic of Any Statewide Social Studies 96.1% 43.0% Native Hawaiian or Other Pacific Islander Statewide Social Studies 93.2% 59.7% Two or More Statewide Social Studies 97.6% 53.5% White Statewide Social Studies 98.0% 64.7% Economically Statewide Social Studies 95.1% 40.3% English Language Learners Statewide Social Studies 96.4% 19.6% With Statewide Social Studies 91.9% 22.3% All District Social Studies 99.4% 62.1% Page 32 of 44

42 Accountability Details Subject Data Testing Group Location Subject % Total(Goal 95%) % for Accountability* Bottom 30% District Social Studies 3.5% African District Social Studies 97.5% 31.6% Indian District Social Studies 100.0% 50.0% Asian District Social Studies 100.0% 100.0% Hispanic of Any District Social Studies 100.0% 50.0% Native Hawaiian or Other Pacific Islander District Social Studies Two or More District Social Studies 100.0% 60.0% White District Social Studies 100.0% 70.5% Economically District Social Studies 99.0% 55.2% English Language Learners District Social Studies 100.0% With District Social Studies 100.0% 45.5% All School Social Studies 100.0% 64.8% Bottom 30% School Social Studies 7.4% African School Social Studies 100.0% 40.0% Indian School Social Studies 100.0% 50.0% Asian School Social Studies 100.0% 100.0% Hispanic of Any School Social Studies 100.0% 50.0% Two or More School Social Studies 100.0% 60.0% White School Social Studies 100.0% 70.5% Economically School Social Studies 100.0% 59.3% English Language Learners School Social Studies 100.0% With School Social Studies 100.0% 50.0% All Statewide Writing 98.2% 69.4% Bottom 30% Statewide Writing 21.9% African Statewide Writing 95.6% 48.8% Indian Statewide Writing 97.7% 61.6% Asian Statewide Writing 98.9% 82.9% Hispanic of Any Statewide Writing 98.0% 59.7% Native Hawaiian or Other Pacific Islander Statewide Writing 94.5% 74.4% Two or More Statewide Writing 98.9% 68.5% Page 33 of 44

43 Accountability Details Subject Data Testing Group Location Subject % Total(Goal 95%) % for Accountability* White Statewide Writing 98.9% 74.3% Economically Statewide Writing 97.3% 55.7% English Language Learners Statewide Writing 97.3% 42.1% With Statewide Writing 96.6% 27.9% All District Writing 98.1% 65.4% Bottom 30% District Writing 4.4% African District Writing 94.6% 35.3% Indian District Writing Asian District Writing 100.0% 100.0% Hispanic of Any District Writing 100.0% 100.0% Native Hawaiian or Other Pacific Islander District Writing 100.0% Two or More District Writing 100.0% 83.3% White District Writing 99.0% 71.2% Economically District Writing 97.9% 61.0% English Language Learners District Writing With District Writing 83.3% 100.0% All School Writing 98.7% 68.0% Bottom 30% School Writing 8.7% African School Writing 96.3% 42.9% Asian School Writing 100.0% 100.0% Hispanic of Any School Writing 100.0% 100.0% Native Hawaiian or Other Pacific Islander School Writing 100.0% Two or More School Writing 100.0% 83.3% White School Writing 99.0% 71.2% Economically School Writing 98.8% 65.8% With School Writing 90.9% 100.0% Page 34 of 44

44 Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 80%) All Statewide 76.2% African Statewide 59.9% Indian Statewide 66.4% Asian Statewide 87.4% Hispanic of Any Statewide 64.3% Migrant Statewide 68.3% Native Hawaiian or Other Pacific Islander Statewide 73.2% Two or More Statewide 73.5% White Statewide 81.5% Female Statewide 80.8% Male Statewide 72.0% Economically Statewide 64.0% English Language Learners Statewide 63.1% With Statewide 53.5% Homeless Statewide 53.8% All District 5.9% African District 2.3% Economically District 3.6% * All data based on students enrolled for a full academic year. Page 35 of 44

45 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 90%) All Statewide 94.0% All District 96.0% All School 99.0% * All data based on students enrolled for a full academic year. Page 36 of 44

46 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 37 of 44

47 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 Michigan Connection s Academy Michigan Connection s Academy Green 2 Green 2 Green 2 Green 2 Green 2 Yellow 40 Page 38 of 44

48 Teacher Quality - Qualification Other B.A. M.A. P.H.D. Professional Qualifications of All Public Elementary and Secondary School Teachers in the School 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 0.0% 0.0% 0.0% Teacher Quality - Provisional Certification Percent Percentage of Public Elementary and Secondary School Teachers in the School with Emergency Certification 0% Page 39 of 44

49 NAEP Grade 4 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available /Ethnicity White Black Hispanic Asian Indian Native Hawaiian/Pacific Islander Two or More Student classified as having a disability SD Not SD Student is an English Language 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 Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 2011 Mathematics Achievement. Page 40 of 44

50 NAEP Grade 8 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available /Ethnicity White Black Hispanic Asian Indian Native Hawaiian/Pacific Islander Two or More Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 2011 Mathematics Achievement. Page 41 of 44

51 NAEP Grade 4 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available /Ethnicity White Black Hispanic Asian Indian Native Hawaiian/Pacific Islander Two or More Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Reading Assessment. Page 42 of 44

52 NAEP Grade 8 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available /Ethnicity White Black Hispanic Asian Indian Native Hawaiian/Pacific Islander Two or More Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Reading Assessment. Page 43 of 44

53 NAEP Participation Data Grade Subject Participation Rate for with Standard Error Participation Rate for Limited English Standard Error 4 Math Reading Math Reading Page 44 of 44