Coloma Middle School
274 South West Street
Scott Pauley, Principal
Phone: (269) 468-2410
Rita Moore, Asst. Principal
Phone: (269) 468-2415
August 1, 2013
Dear Coloma Middle School parents and community members:
Coloma Middle School continues to strive to achieve its mission of fostering success
for each student by providing a support system that ensures high academic
standards, responsible behaviors, and educational growth, while promoting enriching
opportunities to develop as individuals.
We are pleased to present you with the Annual Education Report (AER) which
provides a snapshot of various measures of success and activities that are pursued at
our building level during the school year of 2012-2013. 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. We appreciate the support of parents and the community
in the important work of educating our children.
If you have any questions about the AER, please contact Scott Pauley,
(spauley@ccs.coloma.org), Principal at Coloma Middle School for assistance.
Sincerely,
Scott Pauley, Principal
We are pleased to present you with the Annual Education Report (AER) which provides
key information on the 2012-2013 educational progress for the Coloma Middle 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 Scott
Pauley, Principal for assistance.
The AER is available for you to review electronically by visiting the following web site
http://ccs.coloma.org/colms/index.htm 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.
State law requires that we also report additional information.
SCHOOL IMPROVEMENT PLAN
A committee of teachers and administrators involved in the school improvement process
meet on a regular basis to review curriculum and instruction. The committee:





reviews the statistical data to identify weak areas in instruction
identifies student needs not being addressed
prioritizes components needed in a new program or series
seeks input from all teachers working in the area under review
makes recommendations to the administration regarding curricular changes
Through the curriculum development process, Coloma has established assessments
designed to measure the content standards assigned to each grade level. These
assessments are linked to those skills necessary for success beyond school and are
shown through paper/pencil, projects, demonstrations, and teacher observations.
The assessments will be continually reviewed to:
 improve their alignment to content and instruction
 increase the use of assessments that measure standards across the
curriculum ensure better reliability in determining student success and areas of
need
PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL
Pre-kindergarten through first grade students are assigned to Washington Elementary
and students in second through fourth grade are in Coloma Elementary. Coloma Middle
School houses 5th through 7th graders and Coloma Jr. High have all 8th and 9th graders.
Coloma High School is comprised of 10th through 12th grade. Secondary students have
choices based on electives within the core curriculum provided. Career related classes
have been developed for 10th through 12th grades. Secondary students may select
career related courses sponsored by various schools in the county through a
countywide “shared time” arrangement. Special education students are provided
assistance within their age appropriate grade level unless the Individual Educational
Placement Committee (IEPC) determines the students would be best served in an
alternate location. The parent is involved in this decision. Alternative schools include the
following specialized schools.
SPECIALIZED SCHOOLS
Specialized schools provide educational alternatives and opportunities for handicapped students as well as
meeting their special needs. These programs are an integral part of the continuum of educational services
available to special students in Berrien County. Following is a brief description of the specialized schools that
serve Coloma Public School District students.
BLOSSOMLAND LEARNING CENTER
BERRIEN REGIONAL EDUCATION SERVICE AGENCY
BERRIEN SPRINGS, MICHIGAN
The purpose of Blossomland Learning Center is to provide services to students who have been diagnosed as
moderate to severe cognitive impairment up to age 26 who reside within the Berrien Regional Education
Service Agency. The school assists students in preparing for entry into their respective communities. Ten (10)
Coloma Community School District resident(s) attended this program during the 2012-13 school year.
Students are placed in the program through an Individual Educational Planning Committee composed of local
district and Berrien RESA diagnostic and educational staff.
LIGHTHOUSE EDUCATION CENTER
BERRIEN REGIONAL EDUCATION SERVICE AGENCY
ST. JOSEPH, MICHIGAN
The Lighthouse Education Center program is operated as a therapeutic and educational program for students
diagnosed as severe emotional impairment up to age 26 who reside within the Berrien Regional Education
Service Agency. These students exhibit a severity of emotional difficulties which prohibits them from regular
attendance within the resident district. During the 2012-13 school year, five (5) Coloma Community School
District resident(s) attended this program, with the goal of eventual re-integration into the resident district's
educational system.
HEARING IMPAIRED PROGRAM
BERRIEN SPRINGS PUBLIC SCHOOLS
BERRIEN SPRINGS, MICHIGAN
The Berrien County Hearing Impaired Program provides educational services for hearing impaired students
from Berrien, Cass, and Van Buren counties. During the 2012-13 school year, two (2) student(s) from Coloma
Community School District attended the program, which includes children from pre-school age through 26
years. This program is operated by the Berrien Springs Public Schools and is funded by the Berrien Regional
Education Service Agency. In addition to classroom and teacher consultant services, the program also serves
as a diagnostic center and employs an audiologist for the purpose of assessing severity and type of hearing
loss. Some students, when determined educationally appropriate by an Individualized Educational Planning
Committee, are educated in their resident district with the support of a teacher consultant provided by the
Hearing Impaired Program.
SOUTHSIDE PROGRAM
NILES COMMUNITY SCHOOLS
NILES, MI
Niles operates center based programs for low incidence special education students needing a full time
placement.
The program for the Severely Emotionally Impaired (SEI) includes students with severe emotional or
behavioral problems. These students receive a very strict, highly structured program designed to change
inappropriate behavior patterns and allow learning to take place. Expectations for performance are high with
the goal of successful readmission to their former school. Classroom programs serve students ages 10
through 25.
Students in the Pre-Vocational program have below average ability levels, making success in their local high
schools extremely difficult. Often their low ability is compounded by a weak self concept and inadequate social
skills. Once at Southside a few may pursue a Certificate of Completion, but most will follow a curriculum
designed to promote independent living. Classrooms are available to serve ages 16 through 25.
During the 2012-13 school year, zero (0) students from the Coloma Community School District attended this
program.
Core Curriculum
Coloma Community Schools follows a local core curriculum that defines educational outcomes
to be achieved by all students and is based on the district’s educational mission and locally
developed K-12 curriculum, it has also been aligned with the state recommended Frameworks
Curriculum (from which the MEAP test is written). Federal mandates (No Child Left Behind) now
require that language arts and math assessments be completed at each grade level, 3rd through
8th grades. To accomplish this, the Michigan Department of Education has assigned Grade
Level Content Expectations from their Frameworks Curriculum to specific grades levels. This
required Coloma to review their alignment to assure that the educational benchmarks are being
taught at the required level, resulting in quality performance on the MEAP tests. A copy of the
board-approved curriculum for all content areas is available for review at the Administration
Office, Coloma Middle School Office, and out the website, http://www.ccs.coloma.org.
Parent Teacher Conference
Spring conferences are by invitation based on student needs or by parent request.
# Attending
% Attending
Year
Fall
Spring
Fall
Spring
2010-11
292
37
77%
21.99%
2011-12
287
22
73%
6%
2012-13
281
78
72%
20%
Teacher Quality Reporting
Other
Professional Qualifications of All Public Elementary and
Secondary School Teachers in the School
BA
MA
9
PHD
13
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 Bachelor’s Degrees or Masters Degrees) or the percentage of fully
certified teachers
Certification Percent
Percentage of Public Elementary and Secondary School Teachers
in the School with Emergency Certification
0.00%
School Aggregate
Percentage of Core Academic Subject Elementary and Secondary
School Classes not Taught by Highly Qualified Teachers
0.00%
Pride Points 2012-2013
Unique Programs

Well attended after school Academic Assistance! program

Salmon in the Classroom

Girls on the Run and Girls on Track

American Heart Association “Red Out” Day

Turkey Trot

Archery program

Michigan Department of Transportation’s bridge building
program

Community involvement from Honor Credit Union, 5th/3rd
Bank
Giving back events
Parent(s)/Guardian(s) Involvement Policy

Toys for Tots

Raised $1800 for Saint Jude’s Cancer Research

North Berrien Food Pantry

Pop Tabs for Schools

Box Tops for Education
Academic competitions

Daughters of the American Revolution Essay Contest
7th grade 1st place

Michigan Mathematics League
top 50 places for both 6th & 7th grade
State of Michigan Parent/Guardian Involvement Initiative
The Board strongly encourages and welcomes the involvement of parent(s)/guardian(s) in all of
the District’s educational programs. It is recognized and appreciated that parents/guardians are
the “first teachers” of their children, and that their interest and involvement in the education of
their children should not diminish once their child enters the schools of the district. Accordingly,
the Board directs, by the adoption of this policy, that the administration shall design a
program/plan that will encourage parent(s)/guardian(s) participation that may include, but not be
limited to: the development and review of instructional materials: input on the ways that the
District may better provide parent(s)/guardian(s) with information concerning current laws,
regulations, and instructional programs; and District offerings of training programs to instruct
parent(s)/guardian(s) how to become more involved in their child's educational programs.
Pursuant to state law, the Superintendent shall provide a copy of the District’s Parental
Involvement plan to all parents.
Title I Programs
In accordance with the requirement of the No Child Left Behind Act, the Coloma Board of
Education encourages parent(s)/guardian(s) participation in Title I
programs.
Parent(s)/Guardian(s) shall be offered substantial and meaningful opportunities to participate in
the education of their children by this policy.
The Board directs that the following actions be implemented by the administration to insure
compliance with state and federal law and to invite parent(s)/guardian(s) to become involved
highly in the education of their children:
 The involvement of parent(s)/guardian(s) in the planning, implementation, evaluation, and
improvement of Title I programs/services through participation on building School Improvement
Teams;
 Invitations to parent(s)/guardian(s) to attend at least one annual meeting for Title I parents,
with additional meeting opportunities being available as needed, designed to provide
information about programs and services, and to solicit parent(s)/guardian(s) suggestions on
program development, planning, evaluation and operation;
 Assistance to parent(s)/guardian(s) in understanding Title I, including the providing of
information in a language understandable to the parent(s)/ guardian(s) if practicable;
 Parent(s)/Guardian(s) notification of Title I student selection and criteria for selection;
 Information regarding child's achievement and progress;
 A provision for input by staff at regularly scheduled parent/guardian-teacher conferences
and any additional communication as requested by the staff or parent(s)/guardian(s);
 Opportunities to enhance parent(s)/guardian(s) capacity to work with children in the home
on school learning;
 Professional development opportunities for teachers and staff to enhance their
understanding of effective parent(s)/guardian(s) involvement strategies;
 Ongoing communication between school and parent(s)/guardian(s); and
 Other appropriate activities (e.g. Family Math Nights, parent(s)/guardian(s) sessions,
science, theatre, etc.)
Written Plans/Policies
The Coloma Community School District, as a recipient of Title I funds, hereby adopts the
following policy statement regarding the development of a District-wide plan for
parent(s)/guardian(s) involvement in the development of a Title I plan. Individual buildings may
personalize the district plan to meet the particular needs of their school, subject to review by the
Superintendent. The Board directs the administration to:
 Involve parent(s)/guardian(s) in the development of the plan;
 Develop a plan that provides for the involvement of parent(s)/guardian(s) in the Title I
activities of the school;
 Provide the necessary technical, research, staff and administrative support to schools in the
planning and implementing of effective parent(s)/guardian(s) involvement activities to improve
student academic achievement and school performance;
 To integrate and coordinate the plans/policies for parent(s)/guardian(s) involvement in Title I
programs with parent(s)/guardian(s) involvement in other programs, including but not limited
to Head Start;
 To review and evaluate the District’s plan annually and to share the results of that review
and evaluation with the Board;
 To assure that the policy/plan contains a compact that outlines how parent(s)/guardian(s),
the school staff and students will share the responsibility of improved student achievement;
and
 To distribute the district plan to parent(s)/guardian(s) of participating children and to the local
community.
Migrant Education Program (MEP) Parent(s)/Guardian(s) Involvement
Parent(s)/Guardian(s) of students in the MEP will be involved in, and regularly consulted, about
the development, implementation, operation, and evaluation of the program.
Limited English Proficiency (LEP) Parent(s)/Guardian(s) Involvement
In accordance with federal law, parent(s)/guardian(s) of LEP students will be provided notice
regarding their child’s placement in and information about the District’s LEP program.
Parent(s)/Guardian(s) will be notified about their rights regarding program content and
participation including the right to choose among programs if alternatives are available. The
notice must also include an explanation of the value of the program in terms of academic
development, mastery of English, and the achievement of promotion and graduation standards.
The notice will also include an explanation of the right to remove the child from an LEP program
and to place the child in the regular program. The notice must be in a format that families can
comprehend and, if possible, in a language that is understood by the family.
School-Level Student Assessment Data- State Generated through
mischooldata.org
MEAP Trend Reading 5th Grade
%
%
%
%
% Not
Number
Students
Partially
Advanced Proficient
Proficient Assessed
Proficient
Proficient
62.50%
5.50%
57.00%
20.30%
17.20%
128
Student Group
School
Year
All Students
12-13
All Students
11-12
64.00%
6.00%
58.00%
17.00%
19.00%
142
All Students
10-11
54.20%
7.50%
46.70%
25.20%
20.60%
107
Black or African American
12-13
0%
33.30%
44.40%
22.20%
9
Black or African American
11-12
17.00%
0.00%
17.00%
17.00%
67.00%
6
Black or African American
10-11
27.30%
0.00%
27.30%
54.60%
18.20%
11
American Indian or
Alaska Native
12-13
100.00%
0%
100.00%
0%
0%
2
American Indian or
Alaska Native
09-10
33.30%
0.00%
33.30%
33.30%
33.30%
3
Asian or Pacific Islander
12-13
100.00%
0%
100.00%
0%
0%
1
Asian or Pacific Islander
09-10
100.00%
50.00%
50.00%
0.00%
0.00%
2
Hispanic or Latino
12-13
33.30%
0%
33.30%
44.40%
22.20%
9
Hispanic or Latino
11-12
58.00%
8.00%
50.00%
8.00%
33.00%
12
Hispanic or Latino
10-11
33.30%
11.10%
22.20%
22.20%
44.40%
9
Native Hawaiian or Other
Pacific Islander
11-12
50.00%
0.00%
50.00%
0.00%
50.00%
2
Two or More Races
12-13
0%
33.30%
33.30%
33.30%
6
Two or More Races
11-12
88.00%
0.00%
88.00%
0.00%
13.00%
8
Two or More Races
10-11
40.00%
20.00%
20.00%
20.00%
40.00%
5
White
12-13
68.30%
6.90%
61.40%
15.80%
15.80%
101
White
11-12
66.00%
6.00%
60.00%
19.00%
15.00%
114
White
10-11
61.00%
7.30%
53.70%
22.00%
17.10%
82
Female
12-13
8.80%
56.10%
21.10%
14.00%
57
Female
11-12
4.00%
68.00%
12.00%
16.00%
69
33.30%
33.30%
64.90%
72.00%
Female
10-11
58.20%
60.60%
7.30%
2.80%
50.90%
57.70%
25.50%
19.70%
16.40%
19.70%
55
71
Male
12-13
Male
11-12
56.00%
7.00%
49.00%
22.00%
22.00%
73
Male
10-11
50.00%
7.70%
42.30%
25.00%
25.00%
52
Economically Disadvantaged
12-13
4.10%
46.60%
27.40%
21.90%
73
Economically Disadvantaged
11-12
58.00%
3.00%
54.00%
18.00%
24.00%
92
Economically Disadvantaged
10-11
50.00%
5.00%
45.00%
30.00%
20.00%
60
Students with Disabilities
12-13
30.80%
0%
30.80%
7.70%
61.50%
13
Students with Disabilities
11-12
0.00%
0.00%
0.00%
20.00%
80.00%
15
Students with Disabilities
10-11
23.10%
0.00%
23.10%
15.40%
61.50%
13
50.70%
Some percentages may not equal 100% due to rounding
MEAP Trend Reading 6th Grade
%
%
%
%
% Not
Number
Students
Partially
Advanced Proficient
Proficient Assessed
Proficient
Proficient
65.70%
15.70%
50.00%
17.90%
16.40%
134
Student Group
School
Year
All Students
12-13
All Students
11-12
59.00%
16.00%
43.00%
28.00%
14.00%
109
All Students
10-11
59.90%
11.00%
48.90%
17.50%
22.60%
137
Black or African American
11-12
40.00%
0.00%
40.00%
30.00%
30.00%
10
Black or African American
10-11
66.70%
33.30%
33.30%
0.00%
33.30%
6
Black or African American
9-10
22.20%
0.00%
22.20%
33.30%
44.40%
9
10-11
100.00%
50.00%
50.00%
0.00%
0.00%
2
09-10
0.00%
0.00%
0.00%
100.00%
0.00%
2
07-08
0.00%
0.00%
0.00%
0.00%
100.00%
1
10-11
100.00%
0.00%
100.00%
0.00%
0.00%
1
08-09
0.00%
0.00%
0.00%
100.00%
0.00%
1
American Indian or Alaska
Native
American Indian or Alaska
Native
American Indian or Alaska
Native
Asian
Asian or Pacific Islander
Asian or Pacific Islander
07-08
0.00%
0.00%
0.00%
100.00%
0.00%
1
Hispanic or Latino
11-12
25.00%
13.00%
13.00%
63.00%
13.00%
8
Hispanic or Latino
10-11
28.60%
0.00%
28.60%
28.60%
42.90%
7
Hispanic or Latino
09-10
57.10%
0.00%
57.10%
28.60%
14.30%
7
Native Hawaiian or Other
Pacific Islander
10-11
100.00%
0.00%
100.00%
0.00%
0.00%
1
Two or More Races
11-12
33.00%
17.00%
17.00%
33.00%
33.00%
6
Two or More Races
10-11
62.50%
12.50%
50.00%
0.00%
37.50%
8
Two or More Races
09-10
0.00%
0.00%
0.00%
100.00%
0.00%
1
White
12-13
67.90%
15.60%
52.30%
White
11-12
66.00%
18.00%
48.00%
24.00%
11.00%
85
White
10-11
Female
12-13
59.80%
62.70%
9.80%
14.90%
50.00%
47.80%
19.60%
22.40%
20.50%
14.90%
112
67
Female
11-12
65.00%
13.00%
53.00%
22.00%
13.00%
55
Female
10-11
Male
12-13
55.40%
68.70%
12.30%
16.40%
43.10%
52.20%
20.00%
13.40%
24.60%
17.90%
65
67
Male
11-12
52.00%
19.00%
33.00%
33.00%
15.00%
54
Male
10-11
63.90%
9.70%
54.20%
15.30%
20.80%
72
Economically Disadvantaged
12-13
61.00%
12.20%
48.80%
22.00%
17.10%
82
Economically Disadvantaged
11-12
56.00%
11.00%
45.00%
30.00%
14.00%
73
Economically Disadvantaged
10-11
47.00%
7.60%
39.40%
19.70%
33.30%
66
English Language Learners
11-12
0.00%
0.00%
0.00%
100.00%
0.00%
1
Students with Disabilities
11-12
30.00%
0.00%
30.00%
20.00%
50.00%
10
Students with Disabilities
10-11
38.50%
0.00%
38.50%
7.70%
53.90%
13
Students with Disabilities
09-10
18.20%
0.00%
18.20%
45.50%
36.40%
11
Some percentages may not equal 100% due to rounding
18.30%
13.80%
109
MEAP Trend 5th Grade Mathematics
%
%
%
Students
Advanced Proficient
Proficient
School
Year
Report Category
% Partially
Proficient
% Not
Proficient
Number
Assessed
10-11
All Students
34.60%
3.70%
30.80%
23.40%
42.10%
107
11-12
All Students
32.00%
1.00%
31.00%
23.00%
44.00%
142
12-13
All Students
<5%
36.70%
21.90%
40.60%
128
07-08
American Indian or
Alaska Native
0.00%
0.00%
0.00%
0.00%
100.00%
1
08-09
American Indian or
Alaska Native
0.00%
0.00%
0.00%
0.00%
100.00%
1
09-10
American Indian or
Alaska Native
66.70%
33.30%
33.30%
0.00%
33.30%
3
09-10
Asian or Pacific
Islander
100.00%
0.00%
100.00%
0.00%
0.00%
2
09-10
Black or African
American
40.00%
0.00%
40.00%
20.00%
40.00%
5
10-11
Black or African
American
0.00%
0.00%
0.00%
27.30%
72.70%
11
11-12
Black or African
American
0.00%
0.00%
0.00%
17.00%
83.00%
6
10-11
Economically
Disadvantaged
26.70%
1.70%
25.00%
21.70%
51.70%
60
11-12
Economically
Disadvantaged
27.00%
2.00%
25.00%
23.00%
50.00%
92
12-13
Economically
Disadvantaged
10-11
Female
36.40%
1.80%
34.60%
30.90%
32.70%
55
11-12
Female
28.00%
1.00%
26.00%
25.00%
48.00%
69
12-13
Female
32.2%
1.7%
30.5%
23.7%
44.1%
59
09-10
Hispanic or Latino
40.00%
0.00%
40.00%
40.00%
20.00%
5
10-11
Hispanic or Latino
22.20%
0.00%
22.20%
0.00%
77.80%
9
11-12
Hispanic or Latino
42.00%
17.00%
25.00%
0.00%
58.00%
12
37.50%
30.10% <5%
30.10%
21.90%
47.90%
73
10-11
Male
32.70%
5.80%
26.90%
15.40%
51.90%
52
11-12
Male
12-13
Male
37.00%
32.20%
1.00%
<5%
36.00%
30.50%
22.00%
23.70%
41.00%
44.10%
73
59
11-12
Native Hawaiian or
Other Pacific
Islander
0.00%
0.00%
0.00%
50.00%
50.00%
2
10-11
Students with
Disabilities
15.40%
0.00%
15.40%
7.70%
76.90%
13
11-12
Students with
Disabilities
0.00%
0.00%
0.00%
7.00%
93.00%
15
12-13
Students with
Disabilities
<5%
<5%
<5%
14.30%
85.70%
14
09-10
Two or More Races
0.00%
0.00%
0.00%
0.00%
0.00%
0
10-11
Two or More Races
20.00%
20.00%
0.00%
0.00%
80.00%
5
11-12
Two or More Races
25.00%
0.00%
25.00%
25.00%
50.00%
8
10-11
White
41.50%
3.70%
37.80%
26.80%
31.70%
82
11-12
White
12-13
White
34.00%
41.20%
0.00%
<5%
34.00%
40.20%
25.00%
20.60%
40.00%
38.20%
114
102
Some percentages may not equal 100% due to rounding
MEAP Trend Reading 7th Grade
%
%
%
%
% Not
Number
Students
Partially
Advanced Proficient
Proficient Assessed
Proficient
Proficient
61.30%
14.20%
47.20%
27.40%
11.30%
106
Student Group
School
Year
All Students
12-13
All Students
11-12
62.00%
12.00%
50.00%
22.00%
16.00%
137
All Students
10-11
52.10%
13.70%
38.50%
29.90%
18.00%
117
Black or African American
12-13
20.00%
10.00%
10.00%
60.00%
20.00%
10
Black or African American
11-12
60.00%
20.00%
40.00%
20.00%
20.00%
5
Black or African American
10-11
40.00%
10.00%
30.00%
10.00%
50.00%
10
American Indian or Alaska
Native
11-12
100.00%
100.00%
0.00%
0.00%
0.00%
1
American Indian or Alaska
Native
11-Oct
100.00%
0.00%
100.00%
0.00%
0.00%
1
American Indian or Alaska
Native
09-10
66.70%
0.00%
66.70%
33.30%
0.00%
3
Asian
11-12
100.00%
0.00%
100.00%
0.00%
0.00%
1
Asian or Pacific Islander
09-10
100.00%
0.00%
100.00%
0.00%
0.00%
1
Asian or Pacific Islander
08-09
0.00%
0.00%
0.00%
100.00%
0.00%
1
Hispanic or Latino
11-12
25.00%
0.00%
25.00%
38.00%
38.00%
8
Hispanic or Latino
10-11
16.70%
0.00%
16.70%
16.70%
66.70%
6
Hispanic or Latino
09-10
20.00%
0.00%
20.00%
60.00%
20.00%
5
Native Hawaiian or Other
Pacific Islander
11-12
100.00%
0.00%
100.00%
0.00%
0.00%
1
Two or More Races
11-12
64.00%
9.00%
55.00%
9.00%
27.00%
11
Two or More Races
10-11
40.00%
0.00%
40.00%
40.00%
20.00%
5
White
12-13
69.40%
15.30%
54.10%
24.70%
5.90%
85
White
11-12
64.00%
12.00%
52.00%
23.00%
14.00%
110
White
10-11
55.80%
15.80%
40.00%
32.60%
11.60%
95
Female
12-13
72.50%
17.60%
54.90%
23.50%
<5%
51
Female
11-12
63.00%
8.00%
54.00%
25.00%
12.00%
59
Female
10-11
66.70%
16.70%
50.00%
22.20%
11.10%
54
50.90%
10.90%
40.00%
30.90%
18.20%
55
11-12
62.00%
14.00%
47.00%
19.00%
19.00%
78
Male
10-11
39.70%
11.10%
28.60%
36.50%
23.80%
63
Economically Disadvantaged
12-13
55.00%
8.30%
46.70%
28.30%
16.70%
60
Economically Disadvantaged
11-12
52.00%
7.00%
45.00%
26.00%
22.00%
82
Economically Disadvantaged
10-11
41.40%
10.30%
31.00%
29.30%
29.30%
58
English Language Learners
09-10
0.00%
0.00%
0.00%
0.00%
100.00%
1
Students with Disabilities
11-12
27.00%
0.00%
27.00%
13.00%
60.00%
15
Students with Disabilities
10-11
0.00%
0.00%
0.00%
40.00%
60.00%
10
Male
12-13
Male
Some percentages may not equal 100% due to rounding
MEAP Trend 6th Grade / Mathematics
School
Year
Report Category
10-11
All Students
11-12
All Students
12-13
All Students
%
Students
Proficient
38.70%
%
Advanced
%
Proficient
% Partially
Proficient
% Not
Proficient
2.20%
36.50%
22.60%
38.70%
Number
Assesse
d
137
34.00%
33.10%
3.00%
<5%
31.00%
32.40%
24.00%
25.00%
42.00%
41.90%
108
136
American Indian or
Alaska Native
American Indian or
Alaska Native
American Indian or
Alaska Native
0.00%
0.00%
0.00%
0.00%
100.00%
2
100.00%
0.00%
100.00%
0.00%
0.00%
2
0.00%
0.00%
0.00%
0.00%
0.00%
0
10-11
11-12
07-08
Asian
Asian
Asian or Pacific Islander
100.00%
0.00%
0.00%
0.00%
0.00%
0.00%
100.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
100.00%
1
0
1
08-09
Asian or Pacific Islander
100.00%
0.00%
100.00%
0.00%
0.00%
1
09-10
Black or African American
11.10%
0.00%
11.10%
0.00%
88.90%
9
10-11
Black or African American
50.00%
0.00%
50.00%
0.00%
50.00%
6
11-12
Black or African American
0.00%
0.00%
0.00%
30.00%
70.00%
10
28.80%
0.00%
28.80%
19.70%
51.50%
66
29.00%
3.00%
26.00%
21.00%
50.00%
72
<5%
23.50%
24.70%
50.60%
85
09-10
10-11
11-12
10-11
11-12
Economically
Disadvantaged
Economically
Disadvantaged
12-13
Economically
Disadvantaged
09-10
English Language Learners
0.00%
0.00%
0.00%
100.00%
0.00%
1
11-12
English Language Learners
0.00%
0.00%
0.00%
0.00%
100.00%
1
10-11
Female
38.50%
0.00%
38.50%
20.00%
41.50%
65
11-12
Female
12-13
Female
31.00%
34.30%
0.00%
<5%
31.00%
34.30%
31.00%
28.40%
37.00%
37.30%
54
67
09-10
Hispanic or Latino
0.00%
0.00%
0.00%
25.00%
75.00%
8
10-11
Hispanic or Latino
0.00%
0.00%
0.00%
28.60%
71.40%
7
11-12
Hispanic or Latino
14.00%
0.00%
14.00%
29.00%
57.00%
7
10-11
11-12
Male
Male
12-13
Male
38.90%
37.00%
31.90%
4.20%
6.00%
<5%
34.70%
31.00%
30.40%
25.00%
17.00%
21.70%
36.10%
46.00%
46.40%
72
54
69
24.70%
10-11
Native Hawaiian or Other
Pacific Islander
100.00%
0.00%
100.00%
0.00%
0.00%
1
09-10
Students with Disabilities
9.10%
0.00%
9.10%
27.30%
63.60%
11
10-11
Students with Disabilities
23.10%
0.00%
23.10%
7.70%
69.20%
13
11-12
Students with Disabilities
10.00%
0.00%
10.00%
10.00%
80.00%
10
09-10
Two or More Races
0.00%
0.00%
0.00%
0.00%
100.00%
1
10-11
Two or More Races
37.50%
0.00%
37.50%
25.00%
37.50%
8
11-12
Two or More Races
33.00%
0.00%
33.00%
0.00%
67.00%
6
10-11
11-12
White
White
12-13
White
38.40%
40.00%
33.90%
2.70%
4.00%
<5%
35.70%
36.00%
33.00%
24.10%
25.00%
27.50%
37.50%
35.00%
38.50%
112
85
109
Some percentages may not equal 100% due to rounding
MEAP Trend 7th Grade / Mathematics
Report Category
%
Students
Proficient
% Advanced
% Proficient
% Partially
Proficient
% Not
Proficient
Number
Assessed
10-11
All Students
38.50%
1.70%
36.80%
24.80%
36.80%
117
11-12
All Students
50.00%
5.00%
44.00%
21.00%
29.00%
135
12-13
All Students
40.00%
6.70%
33.30%
25.70%
34.30%
105
0.00%
0.00%
0.00%
66.70%
33.30%
3
0.00%
0.00%
0.00%
0.00%
100.00%
1
100.00%
100.00%
0.00%
0.00%
0.00%
1
School
Year
09-10
10-11
11-12
American Indian or
Alaska Native
American Indian or
Alaska Native
American Indian or
Alaska Native
11-12
Asian
100.00%
100.00%
0.00%
0.00%
0.00%
1
08-09
Asian or Pacific Islander
0.00%
0.00%
0.00%
100.00%
0.00%
1
09-10
Asian or Pacific Islander
100.00%
100.00%
0.00%
0.00%
0.00%
1
30.00%
0.00%
30.00%
20.00%
50.00%
10
40.00%
0.00%
40.00%
0.00%
60.00%
5
10-11
11-12
Black or African
American
Black or African
American
12-13
Black or African
American
20.00%
<5%
20.00%
10.00%
70.00%
10
10-11
Economically
Disadvantaged
31.00%
1.70%
29.30%
20.70%
48.30%
58
11-12
Economically
Disadvantaged
36.00%
5.00%
31.00%
28.00%
36.00%
80
12-13
Economically
Disadvantaged
32.20%
<5%
30.50%
28.80%
39.00%
59
0.00%
0.00%
0.00%
0.00%
100.00%
1
38.90%
49.00%
43.10%
1.90%
5.00%
<5%
37.00%
44.00%
39.20%
31.50%
20.00%
33.30%
29.60%
31.00%
23.50%
54
59
51
0.00%
16.70%
29.00%
38.10%
50.00%
37.00%
0.00%
0.00%
0.00%
1.60%
5.00%
9.30%
0.00%
16.70%
29.00%
36.50%
45.00%
27.80%
40.00%
16.70%
43.00%
19.10%
22.00%
18.50%
60.00%
66.70%
29.00%
42.90%
28.00%
44.40%
5
6
7
63
76
54
10-11
11-12
English Language
Learners
Female
Female
12-13
Female
09-10
10-11
11-12
10-11
11-12
Hispanic or Latino
Hispanic or Latino
Hispanic or Latino
Male
Male
12-13
Male
09-10
11-12
Native Hawaiian or
Other Pacific Islander
10-11
11-12
10-11
11-12
Students with
Disabilities
Students with
Disabilities
Students with
Disabilities
Two or More Races
Two or More Races
White
White
12-13
White
09-10
10-11
11-12
100.00%
0.00%
100.00%
0.00%
0.00%
1
0.00%
0.00%
0.00%
0.00%
100.00%
6
0.00%
0.00%
0.00%
10.00%
90.00%
10
8.00%
0.00%
8.00%
15.00%
77.00%
13
20.00%
45.00%
42.10%
50.00%
44.00%
0.00%
0.00%
2.10%
5.00%
7.10%
20.00%
45.00%
40.00%
46.00%
36.90%
40.00%
9.00%
25.30%
23.00%
31.00%
40.00%
45.00%
32.60%
27.00%
25.00%
5
11
95
109
84
Some percentages may not equal 100% due to rounding
MEAP Trend 5th Grade / Science
School
Year
Report Category
10-11
11-12
All Students
All Students
12-13
All Students
07-08
08-09
09-10
09-10
09-10
10-11
11-12
10-11
11-12
American Indian or Alaska
Native
American Indian or Alaska
Native
American Indian or Alaska
Native
Asian or Pacific Islander
Black or African American
Black or African American
Black or African American
Economically
Disadvantaged
Economically
%
%
%
%
% Not
Number
Students
Partially
Advanced Proficient
Proficient Assessed
Proficient
Proficient
13.10%
11.00%
6.80%
7.50%
4.00%
<5%
5.60%
7.00%
6.80%
35.50%
26.00%
39.10%
51.40%
63.00%
54.10%
107
141
133
0.00%
0.00%
0.00%
0.00%
100.00%
1
0.00%
0.00%
0.00%
0.00%
100.00%
1
33.30%
33.30%
0.00%
0.00%
66.70%
3
50.00%
0.00%
0.00%
0.00%
50.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
60.00%
9.10%
0.00%
50.00%
40.00%
90.90%
100.00%
2
5
11
6
3.30%
0.00%
3.30%
38.30%
58.30%
60
8.00%
2.00%
5.00%
21.00%
71.00%
91
10-11
11-12
Disadvantaged
Economically
Disadvantaged
Female
Female
12-13
Female
09-10
10-11
11-12
10-11
11-12
Hispanic or Latino
Hispanic or Latino
Hispanic or Latino
Male
Male
12-13
Male
12-13
10-11
11-12
Native Hawaiian or Other
Pacific Islander
Students with Disabilities
Students with Disabilities
12-13
Students with Disabilities
09-10
10-11
11-12
10-11
11-12
Two or More Races
Two or More Races
Two or More Races
White
White
12-13
White
11-12
<5%
<5%
<5%
32.90%
63.20%
76
9.10%
7.00%
<5%
1.80%
1.00%
<5%
7.30%
6.00%
<5%
40.00%
26.00%
34.40%
50.90%
67.00%
60.70%
55
69
61
0.00%
11.10%
8.00%
17.30%
14.00%
8.30%
0.00%
0.00%
0.00%
13.50%
6.00%
<5%
0.00%
11.10%
8.00%
3.90%
8.00%
8.30%
40.00%
11.10%
25.00%
30.80%
26.00%
43.10%
60.00%
77.80%
67.00%
51.90%
60.00%
48.60%
5
9
12
52
72
72
50.00%
0.00%
50.00%
0.00%
50.00%
2
0.00%
0.00%
<5%
0.00%
0.00%
<5%
0.00%
0.00%
<5%
30.80%
0.00%
5.30%
69.20%
100.00%
94.70%
13
15
19
0.00%
0.00%
50.00%
43.90%
27.00%
45.20%
0.00%
80.00%
38.00%
41.50%
63.00%
46.20%
0
5
8
82
113
104
0.00%
0.00%
20.00%
20.00%
13.00%
0.00%
14.60%
8.50%
11.00%
4.00%
8.70% <5%
Some percentages may not equal 100% due to rounding
0.00%
0.00%
13.00%
6.10%
6.00%
8.70%
MEAP Trend 6th Grade / Social Studies
%
%
%
%
% Not
Students
Partially
Advanced Proficient
Proficient
Proficient
Proficient
School
Year
Report Category
10-11
All Students
18.30%
1.50%
16.80%
63.50%
18.30%
137
11-12
All Students
15.00%
3.00%
12.00%
70.00%
15.00%
110
12-13
All Students
<5%
25.50%
52.50%
18.40%
141
0.00%
0.00%
0.00%
0.00%
0.00%
0
0.00%
0.00%
0.00%
100.00%
0.00%
2
50.00%
0.00%
50.00%
50.00%
0.00%
2
08-09
09-10
10-11
American Indian or Alaska
Native
American Indian or Alaska
Native
American Indian or Alaska
Native
29.10%
Number
Assessed
10-11
Asian
0.00%
0.00%
0.00%
100.00%
0.00%
1
07-08
Asian or Pacific Islander
0.00%
0.00%
0.00%
100.00%
0.00%
1
08-09
Asian or Pacific Islander
0.00%
0.00%
0.00%
100.00%
0.00%
1
09-10
Black or African American
11.10%
0.00%
11.10%
22.20%
66.70%
9
10-11
Black or African American
16.70%
0.00%
16.70%
50.00%
33.30%
6
11-12
Black or African American
0.00%
0.00%
0.00%
70.00%
30.00%
10
6.10%
0.00%
6.10%
66.70%
27.30%
66
7.00%
0.00%
7.00%
77.00%
16.00%
74
<5%
15.90%
58.00%
25.00%
88
10-11
11-12
12-13
Economically
Disadvantaged
Economically
Disadvantaged
Economically
Disadvantaged
17.00%
09-10
English Language Learners
0.00%
0.00%
0.00%
0.00%
100.00%
1
11-12
English Language Learners
0.00%
0.00%
0.00%
100.00%
0.00%
1
10-11
11-12
Female
Female
12-13
Female
13.90%
17.00%
23.20%
0.00%
0.00%
<5%
13.90%
17.00%
21.70%
66.20%
69.00%
55.10%
20.00%
15.00%
21.70%
65
54
69
09-10
Hispanic or Latino
0.00%
0.00%
0.00%
37.50%
62.50%
8
10-11
Hispanic or Latino
14.30%
0.00%
14.30%
14.30%
71.40%
7
11-12
Hispanic or Latino
0.00%
0.00%
0.00%
63.00%
38.00%
8
10-11
Male
22.20%
2.80%
19.40%
61.10%
16.70%
72
11-12
Male
12-13
Male
13.00%
34.70%
5.00%
5.60%
7.00%
29.20%
71.00%
50.00%
16.00%
15.30%
56
72
10-11
Native Hawaiian or Other
Pacific Islander
100.00%
0.00%
100.00%
0.00%
0.00%
1
10-11
Students with Disabilities
23.10%
0.00%
23.10%
46.20%
30.80%
13
11-12
Students with Disabilities
0.00%
0.00%
0.00%
58.00%
42.00%
12
12-13
Students with Disabilities
<5%
8.30%
41.70%
50.00%
12
09-10
Two or More Races
0.00%
0.00%
0.00%
0.00%
100.00%
1
10-11
11-12
Two or More Races
Two or More Races
0.00%
17.00%
0.00%
17.00%
0.00%
0.00%
62.50%
50.00%
37.50%
33.00%
8
6
10-11
White
18.80%
1.80%
17.00%
67.90%
13.40%
112
11-12
White
17.00%
2.00%
15.00%
72.00%
10.00%
86
12-13
White
<5%
27.20%
53.50%
14.90%
114
8.30%
31.60%
Some percentages may not equal 100% due to rounding
MI-Access Trend Functional Independence (FI) / 5th Grade /Reading
% Surpassed
%
Attained
%
Emerging
Towards
%
Partially
Proficient
50.00%
75.00%
66.7%
50.00%
50.00%
33.3%
0.00%
25.00%
0.00%
50.00%
25.00%
2
4
3
Economically Disadvantaged
100.00%
100.00%
0.00%
0.00%
3
10-11
Economically Disadvantaged
0.00%
0.00%
0.00%
100.00%
1
11-12
Economically Disadvantaged
75.00%
50.00%
25.00%
25.00%
4
10-11
11-12
Female
Female
Female
0.00%
50.00%
0.00%
0.00%
50.00%
0.00%
100.00%
0.00%
12-13
0.00%
100.00%
100%
1
2
1
10-11
11-12
Hispanic or Latino
Hispanic or Latino
Hispanic or Latino
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
12-13
0.00%
0.00%
100%
0
0
1
10-11
11-12
Male
Male
Male
100.00%
50.00%
50.00%
0.00%
0.00%
0.00%
0.00%
50.00%
12-13
100.00%
50.00%
50.00%
1
2
2
10-11
11-12
White
White
White
50.00%
50.00%
50.00%
0.00%
25.00%
0.00%
50.00%
25.00%
12-13
50.00%
75.00%
50.00%
2
4
2
School
Year
Report Category
10-11
11-12
All Students
All Students
12-13
All Students
09-10
Some percentages may not equal 100% due to rounding
Number
Assessed
MI-Access Trend Functional Independence (FI) / 6th Grade / Reading
School
Year
Report Category
10-11
11-12
All Students
All Students
12-13
All Students
10-11
%
%
Surpassed Attained
% Emerging
Towards
% Partially
Proficient
Number
Assessed
66.70%
66.70%
33.3%
50.00%
0.00%
0.00%
16.70%
66.70%
66.7%
33.30%
33.30%
6
3
3
Economically Disadvantaged
66.70%
50.00%
16.70%
33.30%
6
11-12
Economically Disadvantaged
66.70%
0.00%
66.70%
33.30%
3
12-13
Economically Disadvantaged
0.00%
0.00%
100.00%
10-11
11-12
09-10
10-11
11-12
10-11
11-12
Female
Female
Hispanic or Latino
Hispanic or Latino
Hispanic or Latino
Male
Male
Male
50.00%
0.00%
0.00%
50.00%
0.00%
50.00%
0.00%
0.00%
0.00%
50.00%
0.00%
0.00%
100.00%
25.00%
100.00%
66.7%
50.00%
50.00%
100.00%
50.00%
0.00%
25.00%
0.00%
12-13
50.00%
50.00%
0.00%
50.00%
100.00%
75.00%
100.00%
33.3%
2
2
1
2
1
4
1
3
10-11
11-12
White
White
White
50.00%
0.00%
0.0%
25.00%
50.00%
66.7%
25.00%
50.00%
12-13
75.00%
50.00%
33.3%
4
2
3
Some percentages may not equal 100% due to rounding
2
MI-Access Trend Functional Independence (FI) / 7th Grade / Reading
School
Year
Report Category
10-11
11-12
All Students
All Students
12-13
All Students
10-11
%
%
Surpassed Attained
% Emerging
Towards
% Partially
Proficient
Number
Assessed
80.00%
75.00%
0.00%
80.00%
25.00%
100.00%
0.00%
50.00%
0.00%
20.00%
25.00%
5
4
2
Economically Disadvantaged
66.70%
66.70%
0.00%
33.30%
3
11-12
Economically Disadvantaged
75.00%
25.00%
50.00%
25.00%
4
12-13
Economically Disadvantaged
0.00%
100.00%
0.00%
10-11
11-12
Female
Female
Female
100.00%
0.00%
100.0%
0.00%
0.00%
0.00%
0.00%
100.00%
12-13
100.00%
0.00%
0.00%
1
1
2
10-11
Hispanic or Latino
100.00%
100.00%
0.00%
0.00%
1
11-12
Hispanic or Latino
0.00%
0.00%
0.00%
0.00%
0
10-11
11-12
10-11
11-12
Male
Male
White
White
White
75.00%
33.30%
75.00%
25.00%
100.00%
0.00%
66.70%
0.00%
50.00%
0.00%
25.00%
0.00%
25.00%
25.00%
12-13
75.00%
100.00%
75.00%
75.00%
0.00%
4
3
4
4
2
Some percentages may not equal 100% due to rounding
2
MI-Access Trend Functional Independence (FI) / 5th Grade / Mathematics
School
Year
Report Category
%
%
Surpassed Attained
% Emerging
Towards
% Partially
Proficient
Number
Assessed
10-11
11-12
12-13
All Students
All Students
All Students
0.00%
66.70%
0.00%
0.00%
0.00%
100.00%
0.00%
66.70%
0.00%
100.00%
33.30%
2
3
2
10-11
Economically Disadvantaged
0.00%
0.00%
0.00%
100.00%
1
11-12
Economically Disadvantaged
66.70%
0.00%
66.70%
33.30%
3
12-13
10-11
11-12
12-13
07-08
09-10
12-13
10-11
11-12
12-13
10-11
11-12
Economically Disadvantaged
Female
Female
Female
Hispanic or Latino
Hispanic or Latino
Hispanic or Latino
Male
Male
Male
White
White
100.00%
0.00%
0.00%
100.0%
0.00%
0.00%
100.0%
0.00%
0.00%
100.00%
0.00%
0.00%
12-13
White
0.00%
0.00%
50.00%
0.00%
0.00%
0.00%
0.00%
0.00%
100.00%
0.00%
0.00%
66.70%
0.00
0.00%
0.00%
50.00%
0.00%
0.00%
0.00%
0.00%
0.00%
100.00%
0.00%
0.00%
66.70%
0.00
Some percentages may not equal 100% due to rounding
100.00%
100.00%
50.00%
0.00%
100.00%
100.00%
0.00%
100.00%
33.30%
1
1
2
1
0
1
1
1
1
1
2
3
1
MI-Access Trend Functional Independence (FI) / 6th Grade / Mathematics
School
Year
Report Category
10-11
11-12
All Students
All Students
12-13
All Students
07-08
10-11
11-12
Black or African American
Economically Disadvantaged
Economically Disadvantaged
12-13
Economically Disadvantaged
10-11
11-12
Female
Female
12-13
Female
09-10
10-11
11-12
10-11
11-12
Hispanic or Latino
Hispanic or Latino
Hispanic or Latino
Male
Male
12-13
Male
10-11
11-12
White
White
12-13
White
%
%
Surpassed Attained
% Emerging
Towards
% Partially
Proficient
Number
Assessed
28.60%
75.00%
7
4
71.40%
25.00%
0.00%
28.60%
0.00%
42.90%
25.00%
66.7%
33.3%
100.00%
71.40%
0.00%
0.00%
0.00%
28.60%
0.00%
50.0%
100.00%
42.90%
0.00%
50.0%
0.00%
28.60%
100.00%
1
7
3
2
50.00%
0.00%
0.00%
0.00%
0.00%
100.0%
50.00%
0.00%
0.00%
50.00%
100.00%
2
2
1
100.00%
66.70%
0.00%
80.00%
50.00%
0.00%
0.00%
33.30%
0.00%
40.00%
0.00%
50.0%
100.00%
33.30%
0.00%
40.00%
50.00%
50.0%
0.00%
33.30%
100.00%
20.00%
50.00%
1
3
1
5
2
2
75.00%
33.30%
0.00%
25.00%
0.00%
66.7%
50.00%
33.30%
33.3%
25.00%
66.70%
4
3
3
Some percentages may not equal 100% due to rounding
3
MI-Access Trend Functional Independence (FI) / 7th Grade / Mathematics
%
Surpassed
% Attained
60.00%
50.00%
0.00%
40.00%
0.00%
33.3%
%
Emerging
Towards
20.00%
50.00%
66.7%
Black or African American
0.00%
0.00%
08-09
Black or African American
100.00%
10-11
Economically Disadvantaged
11-12
School
Year
Report Category
% Partially
Proficient
Number
Assessed
10-11
11-12
All Students
All Students
40.00%
50.00%
5
4
3
12-13
All Students
07-08
0.00%
100.00%
1
0.00%
100.00%
0.00%
1
66.70%
66.70%
0.00%
33.30%
3
Economically Disadvantaged
50.00%
0.00%
50.00%
50.00%
4
12-13
Economically Disadvantaged
0.00%
0.00%
100.0%
10-11
11-12
Female
Female
Female
100.00%
0.00%
0.00%
0.00%
0.00%
100.0%
0.00%
100.00%
12-13
100.00%
0.00%
0.00%
1
1
2
10-11
11-12
10-11
11-12
Hispanic or Latino
Hispanic or Latino
Male
Male
Male
100.00%
0.00%
25.00%
0.00%
100.0%
0.00%
0.00%
25.00%
66.70%
0.00%
0.00%
0.00%
50.00%
33.30%
12-13
100.00%
0.00%
50.00%
66.70%
0.00%
1
0
4
3
1
10-11
11-12
White
White
White
25.00%
0.00%
33.3%
25.00%
50.00%
66.7%
50.00%
50.00%
12-13
50.00%
50.00%
0.00%
4
4
3
Some percentages may not equal 100% due to rounding
2
MI-Access Trend Functional Independence (FI) / 5th Grade /Science
School
Year
Report Category
%
Surpassed
% Attained
%
Emerging
Towards
Number
Assessed
12-13
11-12
10-11
12-13
09-10
All Students
All Students
All Students
Hispanic
Hispanic
0.00%
0.00%
0.00%
0.00%
0.00%
100.00%
0.00%
0.00%
100.00%
0.00%
0.00%
100.00%
100.00%
0.00%
100.00%
3
4
2
1
1
12-13
White
0.00%
100.00%
0.00%
2
0.00%
0.00%
100.00%
0.00%
0.00%
100.00%
0.00%
0.00%
100.00%
100.00%
0.00%
100.00%
100.00%
0.00%
100.00%
100.00%
4
2
1
2
1
2
2
1
11-12
White
0.00%
10-11
White
0.00%
12-13
Female
0.00%
11-12
Female
0.00%
10-11
Female
0.00%
12-13
Male
0.00%
11-12
Male
0.00%
10-11
Male
0.00%
Some percentages may not equal 100% due to rounding
Thank you to the board of education, the staff, students and community for the continued support as we work diligently
to improve our educational practices and our student outcomes. We have experienced great success and look forward to
continuing the long history of academic excellence.