DISTRICT LETTERHEAD. REVISED TEMPLATE (Letter Sent on District s Letterhead) School Annual Education Report (AER) Cover Letter

Transcription

1 DISTRICT LETTERHEAD REVISED TEMPLATE (Letter Sent on s Letterhead) School (AER) Cover Letter May 20, 2018 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the educational progress for Mayfield Elementary School. The AER addresses the complex reporting information required by federal and state laws. The school s report contains information about student assessment, accountability, and teacher quality. If you have any questions about the AER, please contact Michael Goetz (mgoetz@lapeerschools.org) for assistance. The AER is available for you to review electronically by visiting the following web site for the most up-to-date data, or you may review a copy in the main office at your child s school. For the school year, schools were identified using new definitions and labels as required in the Every Student Succeeds Act (ESSA). A Targeted Support and Improvement (TSI) school is one that has at least one underperforming student subgroup. An Additional Targeted Support (ATS) school is one that has three or more underperforming student subgroups. A Comprehensive Support and Improvement (CSI) school is one whose performance is in the lowest 5% of all schools in the state. Some schools are not identified with any of these labels. In these cases, no label is given. Our school has not been given one of these labels. We continue to work on the goals set in our school improvement plan. Our Reading goal for this year was that all students would be proficient in reading or make a year and a half growth, as measured by the DRA2 district assessment. Our Math goal was that all of our students would demonstrate proficiency of 80% on district math assessments or make 40% growth from pre- to post-assessments. Our writing goal for this year was that all of our students would demonstrate at least 64% proficiency in writing or 23% growth from pre- to post-assessments. Our results are as follows: %

2 Kindergarten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade Reading DRA 80% 80% 94% Writing 62% 80% 79% Math Units 95% 97% 90% Reading DRA 90% 86% 84% Writing 58% 72% 85% Math Units 87% 92% 94% Reading DRA 70% 77% 83% Writing 20% 43% 45% Math Units 55% 73% 89% Reading DRA 63% 72% 61% Writing 29% 30% 31% M-STEP 45% 45% 44% Math Units 76% 82% 70% Math M-STEP 40% 32% 45% Reading DRA 80% 87% 80% Writing 39% 49% 60% M-STEP 46% 35% 44% Math Units 63% 80% 80% Math M-STEP 47% 32% 37% Reading DRA 87% 83% 81% Writing 37% 85% 35% M-STEP 55% 59% 67% Math Units 75% 77% 75% Math M-STEP 37% 41% 44% These results show our students improving at almost all grade levels and content areas including on the M-STEP. This is reversing a downward trend from the previous year, and in the case of 5 th grade, a continued upward trend. One area of challenge remains the performance of our students with disabilities, who continue to widen their performance gap with their peers. We will continue to address these results through our school improvement plan by developing a more continuous focus on formative and summative assessment data throughout the school year. In reading and writing, we will continue to intensify the workshop approach in order to address the needs of our struggling students. Reading Recovery, extended day opportunities, and our Multi-Tiered System of Support all combine to address the varied needs of our students. For special

3 education students, we will coordinate resource room services more closely with the regular classroom efforts. We are also using targeted learning coach support to help our teachers increase their capacity for guiding student learning. Process for Assigning Pupils to a School attending Lapeer Community Schools are assigned to school buildings based on their residence. Parents may request that their children attend a different building by completing an In- Schools of Choice Request and submitting it to any school building in the district. Details regarding the Schools-of-choice process can be obtained from the district website, Specialized Schools in the Specialized schools provide alternative educational opportunities for students on either a part-time or full-time basis. In addition to the regular K-12 program provided by Lapeer Community Schools, the district has students attending five specialized school programs: Special education for the most severely handicapped students, Community High School, Lapeer County Educational and Technical Center and two options utilizing the Year-Round calendar at both the K-5 and 6-8 grade levels. The Lapeer Intermediate School offers programs for the most severe mentally, physically and emotionally impaired students. Most of these programs are housed at the Lapeer County Educational and Technical Center. Lapeer Community High School serves at-risk youths ages in an alternative environment. The school provides a curriculum designed to develop employability and social skills as well as academic skills. A range of services address problems such as poor attendance, poor academic performance and behavioral issues. The Center for Innovation at the West Campus is a program that offers a series of project based learning classes, a Project Lead the Way science program for students in grades 6-12, college on campus courses, and other programs. Many students in grades 6-12 opt to spend a portion of their day at the CFI campus in order to take advantage of these many educational options. The Lapeer County Educational and Technical Center provides vocational education and related services to high school students from all of the county high schools. in the 15 programs learn job specific skills to help them prepare for employment upon graduation. They also learn academic skills in an applied setting. Rolland-Warner Year-Round Middle School is a program for students in grades 6-8 that operates on a balanced calendar. attend school the same number of days as traditional calendar students, but have a shorter summer break and more frequent week-long breaks during the school year. This program is housed at the Rolland-Warner 6/7 Campus. Over 100 students participated in the Year-Round Middle School program this past school year. Turrill Year-Round Elementary School is a program for students in grades E5-5 that operates on a balanced calendar. attend school the same number of days as traditional calendar students, but have a shorter

4 summer break and more frequent week-long breaks during the school year. During these week-long breaks, students can opt to attend intercession camps for a nominal fee. Turrill has over 450 students that take advantage of this option for their elementary school years. Accessing the Core Curriculum The core curriculum of Lapeer Community Schools is modeled after the Michigan Department of Education s (MDE) K-12 Curriculum and Standards. Our teachers have developed pacing guides, lesson plans and assessments to align with MDE grade or course level specific expectations. To access the core curriculum online, visit click on Curriculum & Instruction on the menu, and then select Grade Level or High School Expectations. Student Achievement Results on NWEA/MAP (nationally normed achievement test) NWEA/MAP scores for Spring Reading MAP at/above 50th %ile Spring Math MAP at/above 50th %ile 53% 62% 45% 43% 45% 47% 2nd Grade 48% 44% 1st Grade 59% 47% Kindergarten 67% 73% Parent Teacher Conference Participation Mayfield had 98% of all parents or guardians participating in parent-teacher conferences in the fall, which is the same as last year s participation. We currently have 504 students attending. We at Mayfield Elementary take great pride in our students accomplishments and in the support of the community. We will continue to strive for excellence, providing our students with a rich learning experience, to prepare them for a life of continued learning and achievement. Sincerely, Michael Goetz Principal, Mayfield Elementary Lapeer Community Schools

5 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not All % 50.2% 44.7% 19.7% 25.0% 19.7% 35.5% All % 50.0% 44.0% 16.0% 28.0% 33.3% 22.7% Black or African % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % <10 <10 <10 <10 <10 < % <10 <10 <10 <10 <10 < % 52.4% <10 <10 <10 <10 <10 White % 51.7% 45.8% 20.8% 25.0% 18.1% 36.1% White % 50.9% 46.4% 17.4% 29.0% 34.8% 18.8% Female % 56.1% 50.0% 22.2% 27.8% 22.2% 27.8% Female % 51.0% 47.2% 19.4% 27.8% 30.6% 22.2% Male % 44.4% 40.0% 17.5% 22.5% 17.5% 42.5% A service of the Center for Educational Performance and Information (CEPI) Page 1 of 32

6 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Male % 49.0% 41.0% 12.8% 28.2% 35.9% 23.1% % 43.2% 36.8% 13.2% 23.7% 13.2% 50.0% % 40.6% 32.4% 10.8% 21.6% 35.1% 32.4% With % 28.8% 25.0% 16.7% 8.3% 16.7% 58.3% With % 23.2% 14.3% 0.0% 14.3% 28.6% 57.1% All % 46.1% 35.3% 17.6% 17.6% 29.4% 35.3% All % 54.2% 44.3% 18.6% 25.7% 28.6% 27.1% Asian % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % 41.2% <10 <10 <10 <10 <10 Hispanic of Any Race % 63.6% <10 <10 <10 <10 < % 28.6% <10 <10 <10 <10 < % 27.3% <10 <10 <10 <10 <10 White % 46.6% 34.2% 16.5% 17.7% 30.4% 35.4% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 32

7 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not White % 54.5% 41.5% 16.9% 24.6% 30.8% 27.7% Female % 53.1% 40.0% 25.7% 14.3% 31.4% 28.6% Female % 57.5% 52.9% 20.6% 32.4% 32.4% 14.7% Male % 40.4% 32.0% 12.0% 20.0% 28.0% 40.0% Male % 50.9% 36.1% 16.7% 19.4% 25.0% 38.9% % 34.8% 17.1% 8.6% 8.6% 37.1% 45.7% % 49.1% 42.4% 15.2% 27.3% 27.3% 30.3% English Learners % <10 <10 <10 <10 <10 <10 English Learners % <10 <10 <10 <10 <10 <10 With % 18.8% <10 <10 <10 <10 <10 With % 38.7% 36.4% 9.1% 27.3% 0.0% 63.6% All % 53.9% 58.8% 22.4% 36.5% 18.8% 22.4% All % 58.5% 66.7% 25.3% 41.4% 14.9% 18.4% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 32

8 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Indian or Alaska Native % <10 <10 <10 <10 <10 <10 Asian % <10 <10 <10 <10 <10 <10 Asian % <10 <10 <10 <10 <10 <10 Black or African % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % 47.1% <10 <10 <10 <10 < % 40.0% <10 <10 <10 <10 < % 58.3% <10 <10 <10 <10 <10 White % 55.1% 62.0% 24.1% 38.0% 17.7% 20.3% White % 59.4% 68.8% 23.8% 45.0% 13.8% 17.5% Female % 59.2% 65.0% 22.5% 42.5% 20.0% 15.0% Female % 61.1% 71.4% 34.3% 37.1% 17.1% 11.4% A service of the Center for Educational Performance and Information (CEPI) Page 4 of 32

9 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Male % 49.2% 53.3% 22.2% 31.1% 17.8% 28.9% Male % 56.4% 63.5% 19.2% 44.2% 13.5% 23.1% % 43.9% 46.5% 11.6% 34.9% 20.9% 32.6% % 47.6% 56.4% 17.9% 38.5% 20.5% 23.1% English Learners % <10 <10 <10 <10 <10 <10 English Learners % <10 <10 <10 <10 <10 <10 With % 18.5% 10.0% 10.0% 0.0% 20.0% 70.0% With % 17.3% 8.3% 0.0% 8.3% 25.0% 66.7% All % 40.1% 32.0% 6.7% 25.3% 38.7% 29.3% All % 49.7% 45.3% 12.0% 33.3% 24.0% 30.7% Black or African % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % <10 <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 5 of 32

10 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Hispanic of Any Race % <10 <10 <10 <10 <10 < % <10 <10 <10 <10 <10 < % 47.6% <10 <10 <10 <10 <10 White % 40.9% 32.4% 7.0% 25.4% 39.4% 28.2% White % 50.9% 49.3% 13.0% 36.2% 23.2% 27.5% Female % 41.4% 36.1% 0.0% 36.1% 41.7% 22.2% Female % 49.7% 50.0% 13.9% 36.1% 22.2% 27.8% Male % 38.8% 28.2% 12.8% 15.4% 35.9% 35.9% Male % 49.7% 41.0% 10.3% 30.8% 25.6% 33.3% % 35.2% 26.3% 2.6% 23.7% 44.7% 28.9% % 44.0% 40.5% 10.8% 29.7% 16.2% 43.2% With % 22.4% 16.7% 0.0% 16.7% 33.3% 50.0% With % 25.9% 14.3% 0.0% 14.3% 14.3% 71.4% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 32

11 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not All % 40.3% 31.8% 7.1% 24.7% 42.4% 25.9% All % 44.2% 37.1% 11.4% 25.7% 37.1% 25.7% Asian % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % 47.1% <10 <10 <10 <10 <10 Hispanic of Any Race % 45.5% <10 <10 <10 <10 < % 35.7% <10 <10 <10 <10 < % 36.4% <10 <10 <10 <10 <10 White % 40.4% 31.6% 7.6% 24.1% 41.8% 26.6% White % 44.1% 35.4% 12.3% 23.1% 38.5% 26.2% Female % 37.5% 28.6% 8.6% 20.0% 54.3% 17.1% Female % 39.2% 29.4% 2.9% 26.5% 52.9% 17.6% Male % 42.5% 34.0% 6.0% 28.0% 34.0% 32.0% Male % 49.1% 44.4% 19.4% 25.0% 22.2% 33.3% A service of the Center for Educational Performance and Information (CEPI) Page 7 of 32

12 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not % 33.0% 22.9% 2.9% 20.0% 42.9% 34.3% % 37.7% 27.3% 12.1% 15.2% 42.4% 30.3% English Learners % <10 <10 <10 <10 <10 <10 English Learners % <10 <10 <10 <10 <10 <10 With % 6.0% <10 <10 <10 <10 <10 With % 31.1% 18.2% 0.0% 18.2% 18.2% 63.6% All % 39.8% 41.2% 20.0% 21.2% 35.3% 23.5% All % 44.8% 43.7% 17.2% 26.4% 25.3% 31.0% Indian or Alaska Native % <10 <10 <10 <10 <10 <10 Asian % <10 <10 <10 <10 <10 <10 Asian % <10 <10 <10 <10 <10 <10 Black or African % <10 <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 8 of 32

13 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Hispanic of Any Race % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % 41.2% <10 <10 <10 <10 < % 10.0% <10 <10 <10 <10 < % 33.3% <10 <10 <10 <10 <10 White % 40.9% 44.3% 21.5% 22.8% 32.9% 22.8% White % 45.2% 43.8% 18.8% 25.0% 26.3% 30.0% Female % 34.7% 30.0% 10.0% 20.0% 40.0% 30.0% Female % 42.0% 45.7% 14.3% 31.4% 25.7% 28.6% Male % 44.4% 51.1% 28.9% 22.2% 31.1% 17.8% Male % 47.0% 42.3% 19.2% 23.1% 25.0% 32.7% % 29.0% 27.9% 18.6% 9.3% 39.5% 32.6% % 37.1% 41.0% 12.8% 28.2% 20.5% 38.5% English Learners % <10 <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 9 of 32

14 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not English Learners % <10 <10 <10 <10 <10 <10 With % 18.8% 10.0% 10.0% 0.0% 20.0% 70.0% With % 9.1% 0.0% 0.0% 0.0% 16.7% 83.3% All % 11.7% 10.6% 3.5% 7.1% 30.6% 58.8% All % 18.6% 12.9% 7.1% 5.7% 38.6% 48.6% Asian % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % 11.8% <10 <10 <10 <10 <10 Hispanic of Any Race % 9.1% <10 <10 <10 <10 < % 14.3% <10 <10 <10 <10 < % 0.0% <10 <10 <10 <10 <10 White % 11.8% 10.1% 3.8% 6.3% 30.4% 59.5% White % 19.5% 13.8% 7.7% 6.2% 35.4% 50.8% Female % 12.5% 14.3% 5.7% 8.6% 31.4% 54.3% A service of the Center for Educational Performance and Information (CEPI) Page 10 of 32

15 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Female % 16.3% 2.9% 2.9% 0.0% 44.1% 52.9% Male % 11.0% 8.0% 2.0% 6.0% 30.0% 62.0% Male % 21.0% 22.2% 11.1% 11.1% 33.3% 44.4% % 5.4% 8.6% 0.0% 8.6% 22.9% 68.6% % 13.6% 9.1% 6.1% 3.0% 33.3% 57.6% English Learners % <10 <10 <10 <10 <10 <10 English Learners % <10 <10 <10 <10 <10 <10 With % 0.0% <10 <10 <10 <10 <10 With % 6.5% 0.0% 0.0% 0.0% 18.2% 81.8% All % 15.5% 15.3% 2.4% 12.9% 72.9% 11.8% All % 19.3% 13.5% 0.0% 13.5% 68.5% 18.0% Indian or Alaska Native % <10 <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 11 of 32

16 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Asian % <10 <10 <10 <10 <10 <10 Asian % <10 <10 <10 <10 <10 <10 Black or African % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % 16.7% <10 <10 <10 <10 < % 20.0% <10 <10 <10 <10 < % 0.0% <10 <10 <10 <10 <10 White % 15.4% 16.5% 2.5% 13.9% 72.2% 11.4% White % 20.5% 14.8% 0.0% 14.8% 71.6% 13.6% Female % 14.8% 12.5% 0.0% 12.5% 80.0% 7.5% Female % 22.2% 13.9% 0.0% 13.9% 63.9% 22.2% Male % 16.1% 17.8% 4.4% 13.3% 66.7% 15.6% A service of the Center for Educational Performance and Information (CEPI) Page 12 of 32

17 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Male % 17.1% 13.2% 0.0% 13.2% 71.7% 15.1% % 10.7% 9.3% 0.0% 9.3% 72.1% 18.6% % 10.5% 5.0% 0.0% 5.0% 67.5% 27.5% English Learners % <10 <10 <10 <10 <10 <10 English Learners % <10 <10 <10 <10 <10 <10 With % 9.1% 10.0% 10.0% 0.0% 40.0% 50.0% With % 5.5% 8.3% 0.0% 8.3% 66.7% 25.0% A service of the Center for Educational Performance and Information (CEPI) Page 13 of 32

18 SAT Location Name School Year Subject Student Group Mean SAT Score Benchmark Met or Exceeded % Met or Exceeded Did Not Meet % Did Not Meet Number Assessed No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 14 of 32

19 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging All % 80.0% <10 <10 <10 <10 All % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 White % 80.0% <10 <10 <10 <10 White % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 < % <10 <10 <10 <10 < % <10 <10 <10 <10 < % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 15 of 32

20 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging All % 90.0% <10 <10 <10 <10 All % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 White % 90.0% <10 <10 <10 <10 White % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 Female % <10 <10 <10 <10 <10 Female % <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 16 of 32

21 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging Female % <10 <10 <10 <10 <10 Female % <10 <10 <10 <10 <10 Female % <10 <10 <10 <10 <10 Female % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 < % <10 <10 <10 <10 < % <10 <10 <10 <10 < % <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 17 of 32

22 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging % <10 <10 <10 <10 < % <10 <10 <10 <10 < % <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 18 of 32

23 MI-Access Supported Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 19 of 32

24 MI-Access Participation Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 20 of 32

25 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** All 98.6% 49.5% 98.7% 52.7% 99.6% 53.7% All 98.7% 39.1% 98.6% 36.6% 99.6% 43.2% All 97.9% 24.9% 97.8% 25.8% 100.0% 12.9% All 97.8% 33.7% 97.6% 33.6% 100.0% 12.8% Bottom 30% N/A 3.8% N/A 1.2% N/A 0.0% Bottom 30% N/A 1.5% N/A 0.0% N/A 0.0% Bottom 30% N/A 0.4% N/A 0.6% N/A <30 Bottom 30% N/A 0.6% N/A 0.0% N/A <30 Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native 97.6% 40.5% <30 <30 N/A N/A 97.8% 28.8% <30 <30 N/A N/A 96.8% 19.1% <30 <30 N/A N/A 96.4% 28.9% <30 <30 N/A N/A Asian 99.1% 70.5% <30 <30 <30 <30 Asian 99.3% 68.9% <30 <30 <30 <30 Asian 99.1% 41.4% <30 <30 N/A N/A Asian 98.9% 51.9% <30 <30 <30 <30 Black or African Black or African Black or African Black or African Hispanic of Any Race Hispanic of Any Race 97.6% 25.0% <30 <30 <30 < % 14.2% <30 <30 <30 < % 7.0% <30 <30 N/A N/A 95.9% 11.2% <30 <30 N/A N/A 98.6% 36.9% 98.7% 42.7% <30 < % 25.1% 98.7% 29.4% <30 <30 A service of the Center for Educational Performance and Information (CEPI) Page 21 of 32

26 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** Hispanic of Any Race Hispanic of Any Race Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander 97.7% 13.5% <30 <30 <30 < % 21.1% 100.0% 25.6% <30 < % 54.8% <30 <30 N/A N/A 98.1% 43.4% <30 <30 N/A N/A 97.6% 28.3% <30 <30 N/A N/A 98.1% 38.8% N/A N/A N/A N/A 98.7% 46.6% 100.0% 41.7% <30 < % 35.1% 100.0% 28.6% <30 < % 21.9% 96.8% <30 <30 < % 29.7% <30 <30 <30 <30 White 98.9% 56.1% 98.7% 53.6% 99.5% 53.3% White 99.0% 45.6% 98.7% 37.0% 99.5% 43.0% White 98.4% 29.7% 98.0% 26.2% 100.0% 13.6% White 98.3% 39.7% 97.9% 34.7% 100.0% 13.6% 98.2% 33.5% 98.7% 42.8% 100.0% 44.4% 98.3% 23.3% 98.6% 28.7% 100.0% 37.0% 97.2% 13.0% 97.7% 18.5% 100.0% 8.8% 97.0% 18.3% 97.6% 23.6% 100.0% 2.6% A service of the Center for Educational Performance and Information (CEPI) Page 22 of 32

27 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** English Learners English Learners English Learners English Learners With With With With 98.6% 24.0% <30 <30 <30 < % 23.0% <30 <30 <30 < % 5.0% <30 <30 <30 < % 7.8% <30 <30 <30 < % 26.0% 98.6% 28.0% 100.0% 22.2% 97.9% 20.7% 99.1% 19.8% 100.0% 11.1% 96.9% 15.8% 98.3% 14.7% <30 < % 14.2% 94.9% 11.6% <30 <30 A service of the Center for Educational Performance and Information (CEPI) Page 23 of 32

28 Accountability Details Graduation Data Student Group Statewide School All 79.65% 81.84% N/A Indian or Alaska Native 66.57% 50.00% N/A Asian 90.20% % N/A Black or African 67.36% 66.67% N/A Hispanic of Any Race 72.60% 76.92% N/A Native Hawaiian or Other Pacific Islander 77.68% N/A N/A 73.67% 66.67% N/A White 83.38% 82.28% N/A Female 83.46% N/A N/A Male 76.04% N/A N/A 67.10% 69.94% N/A English Learners 72.11% 66.67% N/A With 55.35% 56.90% N/A Bottom 30% 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 24 of 32

29 Accountability Details Attendance Data Student Group Statewide School All 84.41% 88.24% 93.64% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 25 of 32

30 Accountability Index Data School Name Proficiency Index Value Growth Index Value Graduation Rate Index Value EL Progress Index Value School Quality/Student Success Index Value General Participation Index Value EL Participation Index Value Overall Index Value Mayfield Elementary School N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 26 of 32

31 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 0.0% N/A N/A Teacher Quality - Provisional Certification age of Public Elementary and Secondary School Teachers in the School with Emergency Certification 0.0% A service of the Center for Educational Performance and Information (CEPI) Page 27 of 32

32 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 or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander &# 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 s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 2017 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 28 of 32

33 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 or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # 9 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) 2017 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 29 of 32

34 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 or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # 9 # 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), 2017 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 30 of 32

35 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 or Afican Hispanic Asian/Native Hawaiian or Pacific Islander Indian or Alaska Native Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # 9 # 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), 2017 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 31 of 32

36 NAEP Participation Data Grade Subject Participation Rate for with 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 32 of 32