School Annual Education Report (AER) Cover Letter

Transcription

1 School (AER) Cover Letter May 11, 2018 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the educational progress for the Lynch 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 Ryan West, Principal at Lynch Elementary for assistance. The AER is available for you to review electronically by visiting the following or you may review a copy in our main 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. In reading, the goal was for our students to be reading at grade level or make one and a half years growth based on DRA2 district reading assessment. In math, the goal was for our students to demonstrate proficiency using pre and post data based on trimester math assessments, scoring at or above 80% or make 20% growth. In written expression, the goal was for our students to demonstrate proficiency using pre and post data based on district writing on demand prompts in narrative and informational writing or make 25% growth. K Grade 1 st Grade 2 nd Grade

2 Proficiency Proficiency Proficiency Math 95% Math 93% Math 81% Reading 84% Reading 92% Reading 72% Writing Combined Score 86% Writing Combined Score 84% Writing Combined Score 67% 3 rd Grade Proficiency 4 th Grade Proficiency 5 th Grade Proficiency Math 79% Math 96% Math 90% Reading 80% Reading 77% Reading 91% Writing Combined Score 61% Writing Combined Score 71% Writing Combined Score 44% M-Step Testing The students at Lynch Elementary school that the M-Step test in grades 3 rd -5 th each spring. Below indicated the percentage of students at each grade level who scored proficient on the M-Step test. 3 rd Grade 41% and 3 rd Grade Math 42% 4 th Grade 64% and 4 th Grade Math 39% 5 th Grade 51% and 5 th Grade Math 45% MAPS Testing The students at Lynch Elementary School took the MAPS assessment in reading and math during the fall, winter and spring of this school year. Below indicates the percentage of students at each grade level that met or exceeded the grade level norm and/or met their individual RIT growth goal. K Grade Met RIT Growth 1 st Grade Met RIT Growth 2 nd Grade Met RIT Growth Math 86% Math 87% Math 60% Reading 76% Reading 76% Reading 76% 3 rd Grade Met RIT Growth 4 th Grade Met RIT Growth 5 th Grade Met RIT Growth Math 74% Math 80% Math 76% Reading 78% Reading 76% Reading 63% Parent Teacher Conference Participation 2

3 Lynch had 98% of Elva Lynch parents participated in parent/teacher conferences in the fall. 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 parttime 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 will offer 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 will 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- 3

4 long breaks during the school year. This program is housed at Rolland-Warner Middle School which will be renamed as Rolland-Warner 6/7 Campus in the fall of in grades 6-8 will begin their year as this campus and then students in grade 8 will relocate to the Zemmer 8/9 Campus on September 2, 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 summer break and more frequent weeklong 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. Lynch Elementary School offers a program with a focus on STEM education for students in grades E5-5. As part of this concept, all students will experience Project Lead the Way (PLTW) integrated in the current curriculum. PLTW Launch enhances the, Math, Social Studies and curriculum by providing students with opportunities to develop the skills necessary to be successful in 21 st century bases careers. For more information about STEM education and enrollment opportunities into Lynch Elementary visit 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. Lynch Elementary is proud of the accomplishments of students, staff and families throughout the school year. Through teamwork and dedication our students made great gains academically and socially. Our staff prides ourselves on the collaborative and positive culture that has been sustained for many years. The following are just a few points of pride for the school year. All teaching staff collaborates weekly on best practice quality instruction for all and supplementary instruction. approval of STEM magnet concept for Lynch Elementary. This program will provide all students access to Project Lead the Way curriculum at the K-5 level. 4

5 Lynch staff review assessment data on an ongoing basis throughout the school year, targeting students strengths and weaknesses in order to plan for adjusted instruction. All classrooms provided interventions based on proficiency scores. In addition, a building-wide MTSS program was developed for 40 minutes every day where students received support based on individual academic needs. The development of yearly target goals and student outcome objectives is a collaborative process. The process involves the following: Parent input is gathered through P.T.C, Parent Advisory Council (PAC), surveys, and parent involvement activities. Staff Professional Development Activities focused on building and district goals in strategies to increase student engagement with a focus on questioning and discussion techniques. Various Family Nights were hosted by our Title I Interventionist, PTC, and volunteer staff. Outstanding Parent Teacher Committee that hosts annual family and staff events. Stakeholder perception surveys demonstrate high satisfaction with the educational program at Lynch Elementary School. Student Council members organized various activities to give back to the community. After school enrichment opportunities were offered to students at all grade levels. In closing, at Lynch Elementary we continue to take great pride in the achievement of our students and community. We will continue to strive for excellence, making sure our students have access to a world class education. Sincerely, Mr. Ryan West Elva Lynch Elementary Principal 5

6 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not All % 50.2% 50.0% 18.5% 31.5% 25.9% 24.1% All % 50.0% 40.6% 14.5% 26.1% 33.3% 26.1% Asian % <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% 53.1% 18.4% 34.7% 26.5% 20.4% White % 50.9% 41.0% 14.8% 26.2% 32.8% 26.2% Female % 56.1% 48.6% 20.0% 28.6% 28.6% 22.9% Female % 51.0% 40.0% 24.0% 16.0% 32.0% 28.0% Male % 44.4% 52.6% 15.8% 36.8% 21.1% 26.3% Male % 49.0% 40.9% 9.1% 31.8% 34.1% 25.0% A service of the Center for Educational Performance and Information (CEPI) Page 1 of 30

7 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not % 43.2% 29.6% 11.1% 18.5% 33.3% 37.0% % 40.6% 23.7% 10.5% 13.2% 47.4% 28.9% English Learners % <10 <10 <10 <10 <10 <10 With % 28.8% 30.8% 15.4% 15.4% 30.8% 38.5% With % 23.2% 26.7% 0.0% 26.7% 26.7% 46.7% All % 46.1% 48.1% 28.6% 19.5% 19.5% 32.5% All % 54.2% 64.9% 28.1% 36.8% 22.8% 12.3% 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% 49.3% 28.4% 20.9% 22.4% 28.4% White % 54.5% 65.4% 28.8% 36.5% 23.1% 11.5% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 30

8 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Female % 53.1% 50.0% 31.6% 18.4% 23.7% 26.3% Female % 57.5% 64.9% 27.0% 37.8% 21.6% 13.5% Male % 40.4% 46.2% 25.6% 20.5% 15.4% 38.5% Male % 50.9% 65.0% 30.0% 35.0% 25.0% 10.0% % 34.8% 32.5% 15.0% 17.5% 17.5% 50.0% % 49.1% 47.8% 17.4% 30.4% 34.8% 17.4% With % 18.8% 0.0% 0.0% 0.0% 30.0% 70.0% With % 38.7% 36.4% 9.1% 27.3% 45.5% 18.2% All % 53.9% 59.7% 19.4% 40.3% 14.9% 25.4% All % 58.5% 50.6% 26.0% 24.7% 22.1% 27.3% American Indian or Alaska Native % <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 3 of 30

9 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not 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% 57.4% 14.8% 42.6% 14.8% 27.9% White % 59.4% 50.7% 25.4% 25.4% 23.9% 25.4% Female % 59.2% 60.6% 21.2% 39.4% 18.2% 21.2% Female % 61.1% 50.0% 33.3% 16.7% 27.8% 22.2% Male % 49.2% 58.8% 17.6% 41.2% 11.8% 29.4% Male % 56.4% 51.2% 19.5% 31.7% 17.1% 31.7% % 43.9% 50.0% 20.6% 29.4% 20.6% 29.4% % 47.6% 27.8% 8.3% 19.4% 36.1% 36.1% With % 18.5% <10 <10 <10 <10 <10 With % 17.3% <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 4 of 30

10 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not All % 40.1% 37.7% 9.4% 28.3% 30.2% 32.1% All % 49.7% 42.0% 13.0% 29.0% 30.4% 27.5% Asian % <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 < % 47.6% <10 <10 <10 <10 <10 White % 40.9% 39.6% 10.4% 29.2% 33.3% 27.1% White % 50.9% 39.3% 13.1% 26.2% 32.8% 27.9% Female % 41.4% 31.4% 5.7% 25.7% 34.3% 34.3% Female % 49.7% 32.0% 8.0% 24.0% 40.0% 28.0% Male % 38.8% 50.0% 16.7% 33.3% 22.2% 27.8% Male % 49.7% 47.7% 15.9% 31.8% 25.0% 27.3% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 30

11 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not % 35.2% 29.6% 11.1% 18.5% 25.9% 44.4% % 44.0% 26.3% 5.3% 21.1% 47.4% 26.3% English Learners % <10 <10 <10 <10 <10 <10 With % 22.4% 23.1% 7.7% 15.4% 7.7% 69.2% With % 25.9% 33.3% 6.7% 26.7% 26.7% 40.0% All % 40.3% 40.3% 16.9% 23.4% 37.7% 22.1% All % 44.2% 39.3% 12.5% 26.8% 46.4% 14.3% 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% 40.3% 19.4% 20.9% 40.3% 19.4% White % 44.1% 39.2% 13.7% 25.5% 47.1% 13.7% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 30

12 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Female % 37.5% 39.5% 18.4% 21.1% 34.2% 26.3% Female % 39.2% 33.3% 5.6% 27.8% 47.2% 19.4% Male % 42.5% 41.0% 15.4% 25.6% 41.0% 17.9% Male % 49.1% 50.0% 25.0% 25.0% 45.0% 5.0% % 33.0% 30.0% 15.0% 15.0% 35.0% 35.0% % 37.7% 26.1% 8.7% 17.4% 52.2% 21.7% With % 6.0% 0.0% 0.0% 0.0% 30.0% 70.0% With % 31.1% 9.1% 0.0% 9.1% 36.4% 54.5% All % 39.8% 51.7% 23.3% 28.3% 23.3% 25.0% All % 44.8% 44.2% 24.7% 19.5% 24.7% 31.2% American Indian or Alaska Native % <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 7 of 30

13 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not 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% 51.9% 20.4% 31.5% 22.2% 25.9% White % 45.2% 46.3% 26.9% 19.4% 22.4% 31.3% Female % 34.7% 41.9% 9.7% 32.3% 29.0% 29.0% Female % 42.0% 44.4% 27.8% 16.7% 25.0% 30.6% Male % 44.4% 62.1% 37.9% 24.1% 17.2% 20.7% Male % 47.0% 43.9% 22.0% 22.0% 24.4% 31.7% % 29.0% 36.7% 20.0% 16.7% 26.7% 36.7% % 37.1% 33.3% 16.7% 16.7% 19.4% 47.2% With % 18.8% <10 <10 <10 <10 <10 With % 9.1% <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 8 of 30

14 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not All % 11.7% 15.6% 7.8% 7.8% 39.0% 45.5% All % 18.6% 28.1% 14.0% 14.0% 35.1% 36.8% 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% 16.4% 9.0% 7.5% 40.3% 43.3% White % 19.5% 28.8% 15.4% 13.5% 34.6% 36.5% Female % 12.5% 15.8% 7.9% 7.9% 34.2% 50.0% Female % 16.3% 21.6% 5.4% 16.2% 32.4% 45.9% Male % 11.0% 15.4% 7.7% 7.7% 43.6% 41.0% Male % 21.0% 40.0% 30.0% 10.0% 40.0% 20.0% % 5.4% 7.5% 2.5% 5.0% 32.5% 60.0% A service of the Center for Educational Performance and Information (CEPI) Page 9 of 30

15 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not % 13.6% 17.4% 8.7% 8.7% 30.4% 52.2% With % 0.0% 0.0% 0.0% 0.0% 10.0% 90.0% With % 6.5% 0.0% 0.0% 0.0% 36.4% 63.6% All % 15.5% 23.9% 0.0% 23.9% 65.7% 10.4% All % 19.3% 29.9% 0.0% 29.9% 59.7% 10.4% American Indian or Alaska Native % <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% 21.3% 0.0% 21.3% 67.2% 11.5% White % 20.5% 31.3% 0.0% 31.3% 59.7% 9.0% A service of the Center for Educational Performance and Information (CEPI) Page 10 of 30

16 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Female % 14.8% 21.2% 0.0% 21.2% 60.6% 18.2% Female % 22.2% 30.6% 0.0% 30.6% 55.6% 13.9% Male % 16.1% 26.5% 0.0% 26.5% 70.6% 2.9% Male % 17.1% 29.3% 0.0% 29.3% 63.4% 7.3% % 10.7% 17.6% 0.0% 17.6% 67.6% 14.7% % 10.5% 11.1% 0.0% 11.1% 75.0% 13.9% With % 9.1% <10 <10 <10 <10 <10 With % 5.5% <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 11 of 30

17 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 12 of 30

18 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging All % <10 <10 <10 <10 <10 All % <10 <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 All % 80.0% <10 <10 <10 <10 All % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 All % 70.0% <10 <10 <10 <10 All % <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 13 of 30

19 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging White % 80.0% <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 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 14 of 30

20 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging % <10 <10 <10 <10 < % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 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 A service of the Center for Educational Performance and Information (CEPI) Page 15 of 30

21 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging White % <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 <10 <10 <10 < % <10 <10 <10 <10 < % <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 16 of 30

22 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 17 of 30

23 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 18 of 30

24 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% 99.0% 50.3% All 98.7% 39.1% 98.6% 36.6% 99.5% 41.1% All 97.9% 24.9% 97.8% 25.8% 96.6% 25.9% All 97.8% 33.7% 97.6% 33.6% 100.0% 29.5% 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 American Indian or Alaska Native American Indian or Alaska Native American Indian or Alaska Native American 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 N/A N/A Black or African American Black or African American Black or African American Black or African American Hispanic of Any Race Hispanic of Any Race 97.6% 25.0% <30 <30 N/A N/A 97.5% 14.2% <30 <30 N/A N/A 96.0% 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 19 of 30

25 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% 98.9% 50.9% White 99.0% 45.6% 98.7% 37.0% 99.5% 41.0% White 98.4% 29.7% 98.0% 26.2% 98.1% 26.5% White 98.3% 39.7% 97.9% 34.7% 100.0% 30.9% 98.2% 33.5% 98.7% 42.8% 99.0% 29.6% 98.3% 23.3% 98.6% 28.7% 100.0% 29.3% 97.2% 13.0% 97.7% 18.5% <30 < % 18.3% 97.6% 23.6% 100.0% 10.8% A service of the Center for Educational Performance and Information (CEPI) Page 20 of 30

26 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 N/A N/A 98.2% 7.8% <30 <30 N/A N/A 97.5% 26.0% 98.6% 28.0% 94.7% 25.0% 97.9% 20.7% 99.1% 19.8% 100.0% 15.8% 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 21 of 30

27 Accountability Details Graduation Data Student Group Statewide School All 79.65% 81.84% N/A American Indian or Alaska Native 66.57% 50.00% N/A Asian 90.20% % N/A Black or African American 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 22 of 30

28 Accountability Details Attendance Data Student Group Statewide School All 84.41% 88.24% 89.76% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 23 of 30

29 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 Elva Lynch Elementary School N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 24 of 30

30 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 25 of 30

31 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 American Hispanic Asian American 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 26 of 30

32 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 American Hispanic Asian American 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 27 of 30

33 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 American Hispanic Asian American 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 28 of 30

34 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 American Hispanic Asian/Native Hawaiian or Pacific Islander American 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 29 of 30

35 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 30 of 30