MACOMB MONTESSORI ACADEMY School Annual Education Report (AER) Cover Letter - REVISED

MACOMB MONTESSORI ACADEMY School (AER) Cover Letter - REVISED February 22, 217 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 215-216 educational progress for. The AER addresses the complex reporting information required by federal and state laws. The school s report contains information about student assessment, Adequate Yearly Progress (AYP) and teacher quality. If you have any questions about the AER, please contact Head of School, Ashley Ogonowski for assistance. The AER is available for you to review electronically by visiting the following web site https://goo.gl/sdjxpi or you may review a copy in our main office. For the 216-17 year, no new Priority or Focus schools were named; some Priority or Focus schools did exit their status because they met the exit criteria. New Reward schools were identified using school rankings and Beating the Odds information. A Focus school is one that has a large achievement gap between the highest and lowest achieving 3% of schools. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. A Reward school is one that has achieved one or more of the following distinctions: top 5% of schools on the Top-to-Bottom School Rankings, top 5% of schools making the greatest gains in achievement (improvement metric), or Beating the Odds by outperforming the school s predicted ranking and/or similar schools. Some schools are not identified with any of these labels. In these cases no label is given. Our school has been labeled as a Priority School. At we continue to strive for academic excellence. As we begin a new school year, we will focus on reaching the goal of 1% achievement as stated in our SIP and maximum learning for all students. In order to assist in achieving these goals and closing the achievement gap implements additional instruction during the school day by a Title I specialist and will begin an after school tutoring program in January of 217. Normed test scores for the past three years for can be found below. State law requires that we also report additional information. 1. (MMA) is located in Warren, MI. MMA is a tuition-free Montessori school for students in grades K-8. Students may enroll at Macomb Montessori Academy using the enrollment process located on our school s website. All students who reside in Michigan are allowed to enroll in the academy in

accordance with limits established by the Board of Directors. Due to space being limited, each student must enroll each year. Preferences will be given to currently enrolled students and siblings of enrolled students. When maximum enrollment for each grade has been reached, applicants shall be placed on a waiting list and admitted on the basis of a lottery system. 2. is continuously striving for excellence and focuses on areas of improvement as outlined in our School Improvement Plan (SIP). The SIP was developed through the use of disaggregated data that focused on student achievement, facilities, and parent, staff and community concerns. The goal of the plan is for students to reach and exceed assessment sores on the M-STEP and national standardized assessments from the previous year. The School Improvement team continuously monitors progress to maintain alignment with academic goals. The SIP for 216-217 academic year is on file in the school office and accessible for viewing. It is also located on the school website. 3. (MMA) offers grades kindergarten through sixth grade. 4. utilizes the North Montessori Center (NAMC) curriculum for kindergarten through sixth grade. The NAMC curriculum has been aligned to the Common Core State Standards. It provides teachers with a clearly written Montessori theory and philosophy, detailed step-by-step instructions, and full-color images to teach English language arts and math. The NAMC curriculum also includes science and social studies materials that our school aligns to the Next Gen standards. Teachers undergo rigorous training in Montessori methodology when they begin at our school. This training spans the teacher s entire first year and beyond in order to ensure a proper implementation of the methods and standards. This curriculum is available at each school in a binder format and is available to view upon request. 5. used NWEA to monitor student achievement and growth throughout the school year. After each testing session a report of individual student growth is sent home to each family. Reports containing school wide performance on NWEA can be obtained in the main office. 6. We hold Parent-Teacher Conferences two times per year and average of 16 or 73% of students represented by parents in attendance. The students and staff of worked diligently to increase student achievement, and we are committed to doing so throughout this school year and beyond. We appreciate the support of the community as we continue to refine our craft and prepare students to be productive members of society. Sincerely, Ashely Ogonowski Head of School

213-214 Scantron Performance Series Data

213-214 MEAP Data

214-215 Scantron Performance Series Data

215-216 NWEA Data

M-STEP Grades 3-11 Subject Grade Testing Group School Year State Percent Students Proficient District Percent Students Proficient School Percent Students Proficient Percent Advanced Percent Proficient Percent Partially Proficient Percent Not Proficient All Students 214-15 5.% 2.% 2.% 13.3% 6.7% 13.3% 66.7% All Students 215-16 46.% 9.1% 9.1%.% 9.1% 9.1% 81.8% 214-15 23.2% <1 <1 <1 <1 <1 <1 215-16 2.% <1 <1 <1 <1 <1 <1 Hispanic of Any Race 214-15 37.2% <1 <1 <1 <1 <1 <1 White 214-15 58.2% <1 <1 <1 <1 <1 <1 White 215-16 53.9% <1 <1 <1 <1 <1 <1 Female 214-15 54.7% <1 <1 <1 <1 <1 <1 Female 215-16 49.5% <1 <1 <1 <1 <1 <1 Male 214-15 45.5% <1 <1 <1 <1 <1 <1 Male 215-16 42.6% <1 <1 <1 <1 <1 <1 214-15 35.3% 2.% 2.% 13.3% 6.7% 13.3% 66.7% A service of the Center for Educational Performance and Information (CEPI) Page 1 of 37

M-STEP Grades 3-11 215-16 31.1% <1 <1 <1 <1 <1 <1 214-15 23.3% <1 <1 <1 <1 <1 <1 All Students 214-15 46.6% 6.7% 6.7%.% 6.7% 4.% 53.3% All Students 215-16 46.3% 13.3% 13.3% 13.3%.%.% 86.7% 214-15 21.2% <1 <1 <1 <1 <1 <1 215-16 2.4% <1 <1 <1 <1 <1 <1 Hispanic of Any Race 215-16 34.4% <1 <1 <1 <1 <1 <1 White 214-15 53.9% <1 <1 <1 <1 <1 <1 White 215-16 53.9% <1 <1 <1 <1 <1 <1 Female 214-15 51.5% <1 <1 <1 <1 <1 <1 Female 215-16 5.9% <1 <1 <1 <1 <1 <1 Male 214-15 41.8% 1.% 1.%.% 1.% 2.% 7.% Male 215-16 41.8% <1 <1 <1 <1 <1 <1 214-15 3.9% 6.7% 6.7%.% 6.7% 4.% 53.3% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 37

M-STEP Grades 3-11 215-16 3.8% <1 <1 <1 <1 <1 <1 214-15 17.2% <1 <1 <1 <1 <1 <1 215-16 17.5% <1 <1 <1 <1 <1 <1 All Students 214-15 48.7% <1 <1 <1 <1 <1 <1 All Students 215-16 5.6% 6.7% 6.7%.% 6.7% 26.7% 66.7% 214-15 22.5% <1 <1 <1 <1 <1 <1 215-16 23.7%.%.%.%.% 4.% 6.% Hispanic of Any Race 215-16 38.4% <1 <1 <1 <1 <1 <1 Two or More Races 215-16 49.% <1 <1 <1 <1 <1 <1 White 214-15 55.7% <1 <1 <1 <1 <1 <1 White 215-16 58.1% <1 <1 <1 <1 <1 <1 Female 214-15 54.3% <1 <1 <1 <1 <1 <1 Female 215-16 55.8% <1 <1 <1 <1 <1 <1 Male 214-15 43.3% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 3 of 37

M-STEP Grades 3-11 Male 215-16 45.5% <1 <1 <1 <1 <1 <1 214-15 32.6% <1 <1 <1 <1 <1 <1 215-16 34.4% <1 <1 <1 <1 <1 <1 215-16 16.1% <1 <1 <1 <1 <1 <1 All Students 214-15 44.7% 16.7% 16.7%.% 16.7% 33.3% 5.% All Students 215-16 45.% 7.7% 7.7%.% 7.7% 46.2% 46.2% 214-15 2.% <1 <1 <1 <1 <1 <1 215-16 19.2% 8.3% 8.3%.% 8.3% 41.7% 5.% Hispanic of Any Race 214-15 32.% <1 <1 <1 <1 <1 <1 White 214-15 51.2% <1 <1 <1 <1 <1 <1 White 215-16 51.9% <1 <1 <1 <1 <1 <1 Female 214-15 51.1% <1 <1 <1 <1 <1 <1 Female 215-16 49.8% <1 <1 <1 <1 <1 <1 Male 214-15 38.6% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 4 of 37

M-STEP Grades 3-11 Male 215-16 4.4% <1 <1 <1 <1 <1 <1 214-15 29.1% 16.7% 16.7%.% 16.7% 33.3% 5.% 215-16 28.3% <1 <1 <1 <1 <1 <1 All Students 214-15 49.1%.%.%.%.% 16.7% 83.3% All Students 215-16 47.1% <1 <1 <1 <1 <1 <1 214-15 25.2% <1 <1 <1 <1 <1 <1 215-16 21.5% <1 <1 <1 <1 <1 <1 White 214-15 55.4% <1 <1 <1 <1 <1 <1 White 215-16 53.7% <1 <1 <1 <1 <1 <1 Female 214-15 56.3% <1 <1 <1 <1 <1 <1 Female 215-16 53.8% <1 <1 <1 <1 <1 <1 Male 214-15 42.2%.%.%.%.% 2.% 8.% Male 215-16 4.6% <1 <1 <1 <1 <1 <1 214-15 33.2%.%.%.%.% 16.7% 83.3% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 37

M-STEP Grades 3-11 215-16 3.7% <1 <1 <1 <1 <1 <1 214-15 1.9% <1 <1 <1 <1 <1 <1 215-16 11.1% <1 <1 <1 <1 <1 <1 All Students 214-15 47.6% <1 <1 <1 <1 <1 <1 All Students 215-16 48.9% <1 <1 <1 <1 <1 <1 214-15 23.7% <1 <1 <1 <1 <1 <1 215-16 24.4% <1 <1 <1 <1 <1 <1 Hispanic of Any Race 215-16 35.2% <1 <1 <1 <1 <1 <1 Two or More Races 215-16 47.8% <1 <1 <1 <1 <1 <1 White 214-15 53.8% <1 <1 <1 <1 <1 <1 White 215-16 55.2% <1 <1 <1 <1 <1 <1 Female 214-15 54.2% <1 <1 <1 <1 <1 <1 Female 215-16 54.9% <1 <1 <1 <1 <1 <1 Male 214-15 41.2% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 6 of 37

M-STEP Grades 3-11 Male 215-16 43.% <1 <1 <1 <1 <1 <1 214-15 31.8% <1 <1 <1 <1 <1 <1 215-16 32.5% <1 <1 <1 <1 <1 <1 214-15 9.8% <1 <1 <1 <1 <1 <1 215-16 1.6% <1 <1 <1 <1 <1 <1 All Students 214-15 48.8%.%.%.%.% 26.7% 73.3% All Students 215-16 45.2%.%.%.%.%.% 1.% 214-15 2.3% <1 <1 <1 <1 <1 <1 215-16 17.9% <1 <1 <1 <1 <1 <1 Hispanic of Any Race 214-15 35.7% <1 <1 <1 <1 <1 <1 White 214-15 57.3% <1 <1 <1 <1 <1 <1 White 215-16 53.2% <1 <1 <1 <1 <1 <1 Female 214-15 48.1% <1 <1 <1 <1 <1 <1 Female 215-16 43.7% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 7 of 37

M-STEP Grades 3-11 Male 214-15 49.5% <1 <1 <1 <1 <1 <1 Male 215-16 46.6% <1 <1 <1 <1 <1 <1 214-15 33.5%.%.%.%.% 26.7% 73.3% 215-16 3.1% <1 <1 <1 <1 <1 <1 214-15 24.5% <1 <1 <1 <1 <1 <1 All Students 214-15 41.4%.%.%.%.% 33.3% 66.7% All Students 215-16 44.%.%.%.%.% 2.% 8.% 214-15 13.2% <1 <1 <1 <1 <1 <1 215-16 15.1% <1 <1 <1 <1 <1 <1 Hispanic of Any Race 215-16 3.6% <1 <1 <1 <1 <1 <1 White 214-15 49.3% <1 <1 <1 <1 <1 <1 White 215-16 52.3% <1 <1 <1 <1 <1 <1 Female 214-15 4.3% <1 <1 <1 <1 <1 <1 Female 215-16 42.1% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 8 of 37

M-STEP Grades 3-11 Male 214-15 42.4%.%.%.%.% 3.% 7.% Male 215-16 45.8% <1 <1 <1 <1 <1 <1 214-15 25.4%.%.%.%.% 33.3% 66.7% 215-16 27.9% <1 <1 <1 <1 <1 <1 214-15 17.2% <1 <1 <1 <1 <1 <1 215-16 19.2% <1 <1 <1 <1 <1 <1 All Students 214-15 33.4% <1 <1 <1 <1 <1 <1 All Students 215-16 33.8%.%.%.%.% 6.7% 93.3% 214-15 9.1% <1 <1 <1 <1 <1 <1 215-16 8.2%.%.%.%.%.% 1.% Hispanic of Any Race 215-16 19.2% <1 <1 <1 <1 <1 <1 Two or More Races 215-16 3.% <1 <1 <1 <1 <1 <1 White 214-15 39.7% <1 <1 <1 <1 <1 <1 White 215-16 41.% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 9 of 37

M-STEP Grades 3-11 Female 214-15 32.6% <1 <1 <1 <1 <1 <1 Female 215-16 31.7% <1 <1 <1 <1 <1 <1 Male 214-15 34.1% <1 <1 <1 <1 <1 <1 Male 215-16 35.8% <1 <1 <1 <1 <1 <1 214-15 18.2% <1 <1 <1 <1 <1 <1 215-16 17.7% <1 <1 <1 <1 <1 <1 215-16 1.2% <1 <1 <1 <1 <1 <1 All Students 214-15 33.3%.%.%.%.% 16.7% 83.3% All Students 215-16 32.8%.%.%.%.%.% 1.% 214-15 9.4% <1 <1 <1 <1 <1 <1 215-16 8.2%.%.%.%.%.% 1.% Hispanic of Any Race 214-15 19.5% <1 <1 <1 <1 <1 <1 White 214-15 39.3% <1 <1 <1 <1 <1 <1 White 215-16 39.2% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 1 of 37

M-STEP Grades 3-11 Female 214-15 34.1% <1 <1 <1 <1 <1 <1 Female 215-16 31.4% <1 <1 <1 <1 <1 <1 Male 214-15 32.5% <1 <1 <1 <1 <1 <1 Male 215-16 34.1% <1 <1 <1 <1 <1 <1 214-15 17.6%.%.%.%.% 16.7% 83.3% 215-16 16.8% <1 <1 <1 <1 <1 <1 All Students 214-15 33.3%.%.%.%.%.% 1.% All Students 215-16 35.3% <1 <1 <1 <1 <1 <1 214-15 1.6% <1 <1 <1 <1 <1 <1 215-16 1.4% <1 <1 <1 <1 <1 <1 White 214-15 39.% <1 <1 <1 <1 <1 <1 White 215-16 41.6% <1 <1 <1 <1 <1 <1 Female 214-15 33.% <1 <1 <1 <1 <1 <1 Female 215-16 34.5% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 11 of 37

M-STEP Grades 3-11 Male 214-15 33.5%.%.%.%.%.% 1.% Male 215-16 36.1% <1 <1 <1 <1 <1 <1 214-15 17.8%.%.%.%.%.% 1.% 215-16 18.7% <1 <1 <1 <1 <1 <1 214-15 6.5% <1 <1 <1 <1 <1 <1 215-16 7.7% <1 <1 <1 <1 <1 <1 All Students 214-15 32.2% <1 <1 <1 <1 <1 <1 All Students 215-16 32.7% <1 <1 <1 <1 <1 <1 214-15 9.7% <1 <1 <1 <1 <1 <1 215-16 9.9% <1 <1 <1 <1 <1 <1 Hispanic of Any Race 215-16 18.6% <1 <1 <1 <1 <1 <1 Two or More Races 215-16 29.8% <1 <1 <1 <1 <1 <1 White 214-15 37.7% <1 <1 <1 <1 <1 <1 White 215-16 38.3% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 12 of 37

M-STEP Grades 3-11 Female 214-15 32.6% <1 <1 <1 <1 <1 <1 Female 215-16 34.1% <1 <1 <1 <1 <1 <1 Male 214-15 31.8% <1 <1 <1 <1 <1 <1 Male 215-16 31.4% <1 <1 <1 <1 <1 <1 214-15 17.% <1 <1 <1 <1 <1 <1 215-16 16.7% <1 <1 <1 <1 <1 <1 214-15 5.1% <1 <1 <1 <1 <1 <1 215-16 5.3% <1 <1 <1 <1 <1 <1 All Students 214-15 12.4%.%.%.%.% 6.7% 93.3% All Students 215-16 14.7% 6.7% 6.7%.% 6.7% 13.3% 8.% 214-15 2.% <1 <1 <1 <1 <1 <1 215-16 2.4% <1 <1 <1 <1 <1 <1 Hispanic of Any Race 215-16 6.6% <1 <1 <1 <1 <1 <1 White 214-15 15.4% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 13 of 37

M-STEP Grades 3-11 White 215-16 18.4% <1 <1 <1 <1 <1 <1 Female 214-15 1.4% <1 <1 <1 <1 <1 <1 Female 215-16 13.% <1 <1 <1 <1 <1 <1 Male 214-15 14.3%.%.%.%.%.% 1.% Male 215-16 16.4% <1 <1 <1 <1 <1 <1 214-15 5.5%.%.%.%.% 6.7% 93.3% 215-16 6.6% <1 <1 <1 <1 <1 <1 214-15 4.6% <1 <1 <1 <1 <1 <1 215-16 5.3% <1 <1 <1 <1 <1 <1 All Students 214-15 22.7%.%.%.%.%.% 1.% All Students 215-16 23.9% <1 <1 <1 <1 <1 <1 214-15 5.% <1 <1 <1 <1 <1 <1 215-16 5.4% <1 <1 <1 <1 <1 <1 White 214-15 27.4% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 14 of 37

M-STEP Grades 3-11 White 215-16 28.9% <1 <1 <1 <1 <1 <1 Female 214-15 2.8% <1 <1 <1 <1 <1 <1 Female 215-16 22.6% <1 <1 <1 <1 <1 <1 Male 214-15 24.6%.%.%.%.%.% 1.% Male 215-16 25.1% <1 <1 <1 <1 <1 <1 214-15 1.9%.%.%.%.%.% 1.% 215-16 11.7% <1 <1 <1 <1 <1 <1 214-15 4.7% <1 <1 <1 <1 <1 <1 215-16 5.6% <1 <1 <1 <1 <1 <1 All Students 214-15 22.2% <1 <1 <1 <1 <1 <1 All Students 215-16 18.9%.%.%.%.% 46.7% 53.3% 214-15 5.4% <1 <1 <1 <1 <1 <1 215-16 4.3%.%.%.%.% 6.% 4.% Hispanic of Any Race 215-16 1.3% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 15 of 37

M-STEP Grades 3-11 Two or More Races 215-16 17.6% <1 <1 <1 <1 <1 <1 White 214-15 26.9% <1 <1 <1 <1 <1 <1 White 215-16 23.% <1 <1 <1 <1 <1 <1 Female 214-15 2.6% <1 <1 <1 <1 <1 <1 Female 215-16 16.7% <1 <1 <1 <1 <1 <1 Male 214-15 23.8% <1 <1 <1 <1 <1 <1 Male 215-16 21.% <1 <1 <1 <1 <1 <1 214-15 1.9% <1 <1 <1 <1 <1 <1 215-16 8.5% <1 <1 <1 <1 <1 <1 215-16 5.6% <1 <1 <1 <1 <1 <1 All Students 214-15 29.7% <1 <1 <1 <1 <1 <1 All Students 215-16 29.3% <1 <1 <1 <1 <1 <1 214-15 9.1% <1 <1 <1 <1 <1 <1 215-16 9.3% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 16 of 37

M-STEP Grades 3-11 Hispanic of Any Race 215-16 18.% <1 <1 <1 <1 <1 <1 Two or More Races 215-16 28.7% <1 <1 <1 <1 <1 <1 White 214-15 35.2% <1 <1 <1 <1 <1 <1 White 215-16 34.3% <1 <1 <1 <1 <1 <1 Female 214-15 25.2% <1 <1 <1 <1 <1 <1 Female 215-16 26.% <1 <1 <1 <1 <1 <1 Male 214-15 34.% <1 <1 <1 <1 <1 <1 Male 215-16 32.6% <1 <1 <1 <1 <1 <1 214-15 15.9% <1 <1 <1 <1 <1 <1 215-16 15.8% <1 <1 <1 <1 <1 <1 214-15 7.3% <1 <1 <1 <1 <1 <1 215-16 7.6% <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 17 of 37

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 18 of 37

MI-Access Functional Independence Subject Grade Testing Group School Year State Percent Students Proficient District Percent Students Proficient School Percent Students Proficient Percent Surpassed Percent Attained Percent Emerging All Students 215-16 86.% <1 <1 <1 <1 <1 All Students 215-16 64.9% <1 <1 <1 <1 <1 215-16 82.2% <1 <1 <1 <1 <1 215-16 59.7% <1 <1 <1 <1 <1 Male 215-16 86.2% <1 <1 <1 <1 <1 Male 215-16 66.6% <1 <1 <1 <1 <1 215-16 85.6% <1 <1 <1 <1 <1 215-16 65.3% <1 <1 <1 <1 <1 All Students 215-16 8.4% <1 <1 <1 <1 <1 All Students 215-16 59.5% <1 <1 <1 <1 <1 All Students 215-16 37.3% <1 <1 <1 <1 <1 215-16 72.7% <1 <1 <1 <1 <1 215-16 48.8% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 19 of 37

MI-Access Functional Independence 215-16 28.2% <1 <1 <1 <1 <1 Male 215-16 8.1% <1 <1 <1 <1 <1 Male 215-16 62.9% <1 <1 <1 <1 <1 Male 215-16 39.1% <1 <1 <1 <1 <1 215-16 82.1% <1 <1 <1 <1 <1 215-16 6.3% <1 <1 <1 <1 <1 215-16 38.% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 2 of 37

MI-Access Supported Independence Subject Grade Testing Group School Year State Percent Students Proficient District Percent Students Proficient School Percent Students Proficient Percent Surpassed Percent Attained Percent Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 21 of 37

MI-Access Participation Subject Grade Testing Group School Year State Percent Students Proficient District Percent Students Proficient School Percent Students Proficient Percent Surpassed Percent Attained Percent Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 22 of 37

Accountability Details Subject Data Testing Group Subject State Tested Total State Percent Proficient District Tested Total District Percent Proficient* School Tested Total School Percent Proficient** All Students 98.7% 69.6% 1.% 24.6% 1.% 24.6% All Students 98.6% 62.1% 1.% 17.4% 1.% 17.4% All Students 98.1% 5.% <3 <3 <3 <3 All Students 98.1% 59.3% <3 <3 <3 <3 Bottom 3% N/A 25.1% N/A <3 N/A <3 Bottom 3% N/A 19.% N/A <3 N/A <3 Bottom 3% N/A 9.8% N/A <3 N/A <3 Bottom 3% N/A 13.3% N/A <3 N/A <3 Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native 98.4% 63.4% N/A N/A N/A N/A 98.4% 55.9% N/A N/A N/A N/A 98.% 46.3% N/A N/A N/A N/A 97.3% 54.5% N/A N/A N/A N/A Asian 99.3% 84.3% N/A N/A N/A N/A Asian 99.4% 83.7% N/A N/A N/A N/A Asian 99.3% 65.5% N/A N/A N/A N/A Asian 99.3% 76.% N/A N/A N/A N/A Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race 97.7% 46.9% 1.% 22.% 1.% 22.% 97.4% 37.3% 1.% 16.% 1.% 16.% 96.5% 23.9% <3 <3 <3 <3 96.6% 33.6% <3 <3 <3 <3 98.8% 6.8% <3 <3 <3 <3 98.8% 51.1% <3 <3 <3 <3 98.1% 36.7% <3 <3 <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 23 of 37

Accountability Details Subject Data 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 Two or More Races Two or More Races Two or More Races Two or More Races 98.% 47.7% <3 <3 <3 <3 99.5% 72.4% N/A N/A N/A N/A 99.7% 65.9% N/A N/A N/A N/A 99.7% 59.6% N/A N/A N/A N/A 99.6% 65.7% N/A N/A N/A N/A 98.9% 67.8% <3 <3 <3 <3 98.7% 59.2% <3 <3 <3 <3 98.5% 45.2% N/A N/A N/A N/A 98.5% 57.3% <3 <3 <3 <3 White 99.% 75.6% <3 <3 <3 <3 White 98.9% 68.4% <3 <3 <3 <3 White 98.6% 57.1% <3 <3 <3 <3 White 98.5% 65.8% <3 <3 <3 <3 English Language Learners English Language Learners 98.3% 56.8% 1.% 18.4% 1.% 18.4% 98.2% 48.5% 1.% 13.2% 1.% 13.2% 97.5% 35.% <3 <3 <3 <3 97.5% 43.9% <3 <3 <3 <3 98.8% 49.5% N/A N/A N/A N/A 99.% 48.4% N/A N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 24 of 37

Accountability Details Subject Data English Language Learners English Language Learners 98.5% 22.% N/A N/A N/A N/A 98.2% 3.9% N/A N/A N/A N/A 97.2% 4.1% <3 <3 <3 <3 97.1% 36.5% <3 <3 <3 <3 97.% 26.5% <3 <3 <3 <3 96.6% 3.8% <3 <3 <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 25 of 37

Accountability Details Graduation Data Student Group Statewide District School All Students 79.79% N/A N/A Indian or Alaska Native 7.88% N/A N/A Asian 9.77% N/A N/A 67.31% N/A N/A Hispanic of Any Race 72.7% N/A N/A Native Hawaiian or Other Pacific Islander 76.67% N/A N/A Two or More Races 74.74% N/A N/A White 83.48% N/A N/A Female 83.76% N/A N/A Male 76.% N/A N/A 67.48% N/A N/A English Language Learners 72.14% N/A N/A 57.12% N/A N/A Bottom 3% N/A N/A N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 26 of 37

Accountability Details Attendance Data Student Group Statewide District School All Students 94.32% 1.% 1.% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 27 of 37

Accountability Status District Data District Name Status Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 28 of 37

Accountability Status School Data School Name Status Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score Macomb Montessori Academy Green 2 Green 2 Red Red Orange 14 A service of the Center for Educational Performance and Information (CEPI) Page 29 of 37

Teacher Quality - Qualification Other B.A. M.A. P.H.D. Professional Qualifications of All Public Elementary and Secondary School Teachers in the School 8 2 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.% N/A N/A Teacher Quality - Provisional Certification Percent Percentage of Public Elementary and Secondary School Teachers in the School with Emergency Certification.% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 37

NAEP Grade 4 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 1 23 77 34 5 Male Female 51 49 22 23 78 77 36 32 6 4 National Lunch Program Eligibility Eligible Not Eligible Info not available 47 53 # 36 1 64 9 17 49 1 9 Race/Ethnicity White Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 72 15 6 4 1 # 3 15 53 38 11 85 47 62 89 39 1 21 58 5 &#35 3 19 &#8225 Student classified as having a disability SD Not SD 12 88 47 19 53 81 14 37 1 5 Student is an English Language Learner ELL Not ELL 5 95 42 22 Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement. 58 78 16 35 1 5 A service of the Center for Educational Performance and Information (CEPI) Page 31 of 37

NAEP Grade 8 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 1 32 39 22 7 Male Female 51 49 31 34 39 39 23 21 7 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 45 55 # 48 19 39 4 12 3 2 11 Race/Ethnicity White Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 69 2 4 3 1 # 2 23 66 38 11 43 29 44 18 26 5 15 39 7 # 4 32 Student classified as having a disability SD Not SD 11 89 77 27 19 41 3 24 # 7 Student is an English Language Learner ELL Not ELL 3 97 54 32 Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement. 33 39 11 22 2 7 A service of the Center for Educational Performance and Information (CEPI) Page 32 of 37

NAEP Grade 12 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 1 34 41 23 2 Male Female 51 49 32 35 41 42 26 22 1 1 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 54 22 37 44 9 32 2 Race/Ethnicity White Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 76 14 5 3 1 1 26 68 58 26 42 27 33 32 3 5 9 35 2 7 Student classified as having a disability SD Not SD 9 91 78 3 19 43 3 25 2 Student is an English Language Learner ELL Not ELL 2 98 33 Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement. 41 24 2 A service of the Center for Educational Performance and Information (CEPI) Page 33 of 37

NAEP Grade 4 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 1 37 63 29 5 Male Female 5 5 39 34 61 66 26 31 5 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 48 52 # 5 24 5 76 16 4 1 8 Race/Ethnicity White Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 72 14 6 4 1 # 3 32 66 49 16 3 68 34 51 84 7 32 9 17 49 37 6 1 1 15 8 Student classified as having a disability SD Not SD 12 88 76 32 24 68 7 31 # 6 Student is an English Language Learner ELL Not ELL 4 96 52 36 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment. 48 64 16 29 2 5 A service of the Center for Educational Performance and Information (CEPI) Page 34 of 37

NAEP Grade 8 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 1 24 44 29 3 Male Female 51 49 29 2 45 42 25 34 2 4 National Lunch Program Eligibility Eligible Not Eligible Info not available 45 55 # 37 14 45 43 17 39 1 4 Race/Ethnicity White Afican Hispanic Asian/Native Hawaiian or Pacific Islander Indian or Alaska Native Two or More Races 69 2 4 3 1 2 18 47 27 13 44 44 41 35 34 9 29 41 3 &#35 3 1 Student classified as having a disability SD Not SD 1 9 64 2 3 45 5 32 # 3 Student is an English Language Learner ELL Not ELL 3 97 57 23 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment. 37 44 6 3 # 3 A service of the Center for Educational Performance and Information (CEPI) Page 35 of 37

NAEP Grade 12 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 1 26 5 27 5 Male Female 5 5 31 2 37 37 28 37 4 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 1 37 19 39 36 22 38 2 7 Race/Ethnicity White Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races 76 14 5 3 1 2 52 34 21 38 36 44 26 36 12 21 41 6 1 12 Student classified as having a disability SD Not SD 7 93 66 23 25 38 8 34 1 5 Student is an English Language Learner ELL Not ELL 2 98 25 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment. 37 33 5 A service of the Center for Educational Performance and Information (CEPI) Page 36 of 37

NAEP Participation Data Grade Subject Participation Rate for Students with Standard Error Participation Rate Standard Error for Limited English Proficient Students 4 Math Reading 87 73 1.9 3.7 95 9 2. 2.5 8 Math Reading 84 76 3.6 3.3 84 83 5.2 4. A service of the Center for Educational Performance and Information (CEPI) Page 37 of 37