home of the salem coyotes an advanced/nca accredited school · michigan state council for nca casi...

The mission of Salem Elementary is to foster a safe and caring learning environment that celebrates individual

uniqueness and promotes high expectations and critical thinking. By doing so, our students will be empowered to

reach their full potential, becoming responsible members of society.

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER) which provides key information on

the 2013-2014 educational progress for the Salem 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 Ray Metcalf, building principal for assistance.

The AER is available for you to review electronically by visiting the South Lyon Community Schools website

(www.slcs.us) and following the link provided or you may review a copy available in the Salem Elementary

main office.

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.

Salem Elementary has not been given one of these labels.

The key challenge for Salem Elementary School remains closing the gaps between all students and

economically disadvantaged students and between all students and students with disabilities. To address this

challenge, our highly qualified teachers utilize a workshop model of instruction that allows for differentiation

and guided instruction. One-to-one tutoring and small group instruction is provided for identified students

using district criteria and cut scores based on assessments aligned to content standards. Classroom teachers

work closely with special education and Title 1 intervention staff to accommodate students with special needs

and those needing general education interventions to accelerate their learning.

Aggregate student achievement results on the MEAP (Michigan Educational Assessment Program) can be

accessed via the website link referenced above or in the hardcopy of the report available in the Salem

Elementary main office.

Home of the Salem Coyotes An AdvancED/NCA Accredited School

7806 Salem Road, Salem, Michigan 48175

Phone (248) 573-8450

Fax (248) 349-5744

Mr. Ray Metcalf, Principal

Mrs. Jean Hanka

Secretary Mrs. Anne Carrel

Clerk

http://www.slcs.us/

State law requires that we also report the following additional information:

Student Assignment

All students within the South Lyon Community Schools are assigned to schools based upon residency within

the geographic boundaries determined by the district. At the elementary school level, students whose academic

programming needs qualify them for special education services provided by our district’s Cognitively Impaired

program attend Hardy Elementary School regardless of geographic residency; students whose academic needs

qualify them for the academically talented program attend Brummer Elementary School regardless of

geographic residency. Salem Elementary School is an inter-district School of Choice (under section 105 and

105C) for students who live outside of South Lyon and want to receive an exceptional education in the South

Lyon Community Schools.

School Improvement Plan Status

The AdvancEd/NCA accreditation process is firmly embedded in the Salem Elementary School continuous

School Improvement Process. This process provides a solid framework for increasing student achievement at

Salem Elementary School. During the 2010-2011 school year, Salem Elementary participated in an external

review (QAR) and was fully accredited.

In April 2013, Salem Elementary submitted our Accreditation Progress Report (APR) to NCA CASI

(Commission on Accreditation and School Improvement) for review. This report detailed the steps that had

been taken to address required actions from our 2010-2011 External Review (QAR). The APR is a required

component of the five-year accreditation term granted to the school. On June 9, 2013, the directors of the

Michigan State Council for NCA CASI sent correspondence indicating that they had accepted the report and

granted continuation of the accreditation term with no findings or additional required actions.

We are expected to undergo an External Review during the 2015-16 school year. During 2014-2015, the Salem

staff will continue to monitor progress on our school improvement goals by gathering and analyzing student

achievement data. As appropriate, we will add or modify instructional strategies. In addition, we will be

engaged in professional development activities to prepare for the expectations of the Common Core state

Standards. We will also be continuing our learning and work in regard to developing a Culture of Thinking

through Oakland ISD. For a copy of our school improvement report or for more information, please contact

the office at Salem Elementary School.

Core Curriculum

South Lyon Community Schools is implementing the Common Core State Standards in Math and English-

Language Arts, and continuing our alignment with Grade Level Content Expectations, as determined by the

state of Michigan, in Science and Social Studies. This work is being facilitated by the district's curriculum

coordinators in collaboration with teachers serving on the Subject Area Curriculum Committees. For a copy of

our curriculum or for more information, you may contact me or review our curriculum guides on our school’s

website “curriculum” link.

Parent-Teacher Conference Attendance

In 2012-13, 276 out of 287 students were represented at conferences for an attendance rate of 96%. During the

2013-14 school year, we had representation for 328 students out of 340 for a 96% attendance rate for

conferences.

At Salem Elementary School we are very proud of the hard work and achievement of our students, the

dedication of our outstanding staff, and the continuing support of our parents and community.

Sincerely,

Ray Metcalf, Principal

08/11/2014

Annual Education ReportSalem Elementary School

Michigan Educational Assessment Program (MEAP)

Subject Grade Testing Group School Year State %StudentsProficient

District %StudentsProficient

School %StudentsProficient

% Advanced(Level 1)

% Proficient(Level 2)

% PartiallyProficient(Level 3)

% NotProficient(Level 4)

Mathematics 3rd Grade All Students 2011-12 36.3% 65.1% 56.8% 0% 56.8% 25% 18.2%

Mathematics 3rd Grade All Students 2012-13 40.9% 68.6% 71.1% 6.7% 64.4% 15.6% 13.3%

Mathematics 3rd Grade African American 2011-12 14.5% 38.5% <10 <10 <10 <10 <10

Mathematics 3rd Grade African American 2012-13 18% 33.3% <10 <10 <10 <10 <10

Mathematics 3rd Grade Asian 2012-13 65.6% 64.7% <10 <10 <10 <10 <10

Mathematics 3rd Grade Hispanic of AnyRace

2011-12 23% 40.9% <10 <10 <10 <10 <10

Mathematics 3rd Grade Hispanic of AnyRace

2012-13 25.7% 62.5% <10 <10 <10 <10 <10

Mathematics 3rd Grade Two or MoreRaces

2011-12 34.4% 52.9% <10 <10 <10 <10 <10

Mathematics 3rd Grade Two or MoreRaces

2012-13 40% 68.2% <10 <10 <10 <10 <10

Mathematics 3rd Grade White 2011-12 42.3% 67.2% 61.1% 0% 61.1% 22.2% 16.7%

Mathematics 3rd Grade White 2012-13 47.4% 69.9% 74.4% 7.7% 66.7% 12.8% 12.8%

Mathematics 3rd Grade Female 2011-12 34.9% 65.1% 50% 0% 50% 31.8% 18.2%

Mathematics 3rd Grade Female 2012-13 39.8% 69.4% 79.2% 12.5% 66.7% 8.3% 12.5%

Mathematics 3rd Grade Male 2011-12 37.6% 65% 63.6% 0% 63.6% 18.2% 18.2%

Mathematics 3rd Grade Male 2012-13 42% 67.8% 61.9% 0% 61.9% 23.8% 14.3%

Mathematics 3rd Grade EconomicallyDisadvantaged

2011-12 23% 39.7% 63.6% 0% 63.6% 9.1% 27.3%


2012-13 26.8% 45% 56.3% 0% 56.3% 25% 18.8%

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% Advanced(Level 1)




Mathematics 3rd Grade Students WithDisabilities

2011-12 18.5% 23.2% <10 <10 <10 <10 <10

Mathematics 3rd Grade Students WithDisabilities

2012-13 21.5% 42.6% <10 <10 <10 <10 <10

Mathematics 4th Grade All Students 2011-12 39.9% 67.3% 60% 8% 52% 14% 26%

Mathematics 4th Grade All Students 2012-13 46.1% 67.2% 61.7% 12.8% 48.9% 17% 21.3%

Mathematics 4th Grade African American 2012-13 20% 30.8% <10 <10 <10 <10 <10

Mathematics 4th Grade Hispanic of AnyRace

2011-12 26.1% 30% <10 <10 <10 <10 <10


2012-13 33.3% 41.7% <10 <10 <10 <10 <10

Mathematics 4th Grade Two or MoreRaces

2011-12 38.6% 80% <10 <10 <10 <10 <10


2012-13 44.3% 70.6% <10 <10 <10 <10 <10

Mathematics 4th Grade White 2011-12 46.4% 69.9% 63% 8.7% 54.3% 13% 23.9%

Mathematics 4th Grade White 2012-13 53% 69% 62.5% 15% 47.5% 17.5% 20%

Mathematics 4th Grade Female 2011-12 38.5% 64.9% 58.3% 8.3% 50% 12.5% 29.2%

Mathematics 4th Grade Female 2012-13 45.7% 68.6% 64% 20% 44% 24% 12%

Mathematics 4th Grade Male 2011-12 41.2% 69.7% 61.5% 7.7% 53.8% 15.4% 23.1%

Mathematics 4th Grade Male 2012-13 46.4% 66% 59.1% 4.5% 54.5% 9.1% 31.8%

Mathematics 4th Grade EconomicallyDisadvantaged

2011-12 25.3% 52.6% 33.3% 0% 33.3% 28.6% 38.1%


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% Advanced(Level 1)





2012-13 31.1% 38.3% 33.3% 8.3% 25% 25% 41.7%

Mathematics 4th Grade Students WithDisabilities

2011-12 18.3% 31.1% <10 <10 <10 <10 <10


2012-13 23% 33.9% <10 <10 <10 <10 <10

Mathematics 5th Grade All Students 2011-12 39.6% 69% 62.3% 15.1% 47.2% 24.5% 13.2%

Mathematics 5th Grade All Students 2012-13 45.7% 71.2% 62.5% 14.3% 48.2% 14.3% 23.2%

Mathematics 5th Grade African American 2011-12 17% <10 <10 <10 <10 <10 <10


2011-12 26.2% 58.3% <10 <10 <10 <10 <10


2012-13 31.7% 52.4% <10 <10 <10 <10 <10


2011-12 37.2% 72.7% <10 <10 <10 <10 <10


2012-13 42.7% 78.6% <10 <10 <10 <10 <10

Mathematics 5th Grade White 2011-12 45.7% 69.5% 61.7% 14.9% 46.8% 23.4% 14.9%

Mathematics 5th Grade White 2012-13 52.4% 73.1% 63.5% 15.4% 48.1% 11.5% 25%

Mathematics 5th Grade Female 2011-12 37.5% 68.1% 66.7% 20% 46.7% 23.3% 10%

Mathematics 5th Grade Female 2012-13 43.9% 67.9% 63% 7.4% 55.6% 18.5% 18.5%




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% Advanced(Level 1)





2011-12 24.9% 52.5% <10 <10 <10 <10 <10


2012-13 30.3% 45.6% 40% 10% 30% 20% 40%


2011-12 16% 29.7% <10 <10 <10 <10 <10


2012-13 19.9% 39.1% <10 <10 <10 <10 <10

Reading 3rd Grade All Students 2011-12 62.4% 76.8% 72.7% 13.6% 59.1% 22.7% 4.5%

Reading 3rd Grade All Students 2012-13 66.5% 80.6% 79.5% 22.7% 56.8% 20.5% 0%

Reading 3rd Grade African American 2011-12 38.4% 46.2% <10 <10 <10 <10 <10

Reading 3rd Grade African American 2012-13 44.8% 50% <10 <10 <10 <10 <10

Reading 3rd Grade Asian 2012-13 79% 80% <10 <10 <10 <10 <10

Reading 3rd Grade Hispanic of AnyRace

2011-12 47.6% 81% <10 <10 <10 <10 <10

Reading 3rd Grade Hispanic of AnyRace

2012-13 53.5% 68.8% <10 <10 <10 <10 <10

Reading 3rd Grade Two or MoreRaces

2011-12 63% 81.3% <10 <10 <10 <10 <10

Reading 3rd Grade Two or MoreRaces

2012-13 67.6% 86.4% <10 <10 <10 <10 <10

Reading 3rd Grade White 2011-12 69.8% 77% 69.4% 13.9% 55.6% 27.8% 2.8%

Reading 3rd Grade White 2012-13 73% 81.4% 81.6% 23.7% 57.9% 18.4% 0%

Reading 3rd Grade Female 2011-12 65.9% 84.1% 86.4% 22.7% 63.6% 9.1% 4.5%


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% Advanced(Level 1)




Reading 3rd Grade Female 2012-13 70.2% 85.8% 87% 30.4% 56.5% 13% 0%

Reading 3rd Grade Male 2011-12 59% 69.7% 59.1% 4.5% 54.5% 36.4% 4.5%

Reading 3rd Grade Male 2012-13 63% 75.4% 71.4% 14.3% 57.1% 28.6% 0%

Reading 3rd Grade EconomicallyDisadvantaged

2011-12 49.5% 56.6% 54.5% 0% 54.5% 36.4% 9.1%


2012-13 53.8% 54.8% 75% 12.5% 62.5% 25% 0%

Reading 3rd Grade Students WithDisabilities

2011-12 34.3% 29.4% <10 <10 <10 <10 <10

Reading 3rd Grade Students WithDisabilities

2012-13 37.9% 43.5% <10 <10 <10 <10 <10

Reading 4th Grade All Students 2011-12 67.7% 85.9% 78% 16% 62% 16% 6%

Reading 4th Grade All Students 2012-13 68.1% 83.7% 84.8% 8.7% 76.1% 13% 2.2%

Reading 4th Grade African American 2012-13 43% 61.5% <10 <10 <10 <10 <10

Reading 4th Grade Hispanic of AnyRace

2011-12 54.1% 75% <10 <10 <10 <10 <10


2012-13 57.5% 85.7% <10 <10 <10 <10 <10

Reading 4th Grade Two or MoreRaces

2011-12 66.6% 90% <10 <10 <10 <10 <10


2012-13 68.7% 93.8% <10 <10 <10 <10 <10

Reading 4th Grade White 2011-12 74.4% 87.2% 76.1% 15.2% 60.9% 17.4% 6.5%



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% Advanced(Level 1)




Reading 4th Grade Female 2011-12 71.7% 89.3% 79.2% 25% 54.2% 16.7% 4.2%

Reading 4th Grade Female 2012-13 71.1% 86.3% 92% 12% 80% 8% 0%

Reading 4th Grade Male 2011-12 63.7% 82.4% 76.9% 7.7% 69.2% 15.4% 7.7%

Reading 4th Grade Male 2012-13 65.1% 81.2% 76.2% 4.8% 71.4% 19% 4.8%

Reading 4th Grade EconomicallyDisadvantaged

2011-12 55% 71.1% 66.7% 9.5% 57.1% 19% 14.3%


2012-13 55.1% 67.9% 63.6% 9.1% 54.5% 27.3% 9.1%

Reading 4th Grade Students WithDisabilities

2011-12 35% 39% <10 <10 <10 <10 <10


2012-13 38.3% 45.8% <10 <10 <10 <10 <10

Reading 5th Grade All Students 2011-12 68.8% 85.3% 81.1% 26.4% 54.7% 15.1% 3.8%

Reading 5th Grade All Students 2012-13 70.4% 85.7% 81.8% 18.2% 63.6% 10.9% 7.3%

Reading 5th Grade African American 2011-12 48.3% <10 <10 <10 <10 <10 <10


2011-12 57% 75% <10 <10 <10 <10 <10


2012-13 58.1% 71.4% <10 <10 <10 <10 <10


2011-12 68.7% 83.3% <10 <10 <10 <10 <10


2012-13 70.4% 86.7% <10 <10 <10 <10 <10



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% Advanced(Level 1)





Reading 5th Grade Female 2011-12 71.7% 88.1% 86.7% 26.7% 60% 10% 3.3%

Reading 5th Grade Female 2012-13 74.1% 88.3% 88.5% 19.2% 69.2% 7.7% 3.8%




2011-12 56.1% 77.6% <10 <10 <10 <10 <10


2012-13 57.9% 73% 75% 10% 65% 15% 10%


2011-12 34.2% 55.7% <10 <10 <10 <10 <10


2012-13 36.6% 31.8% <10 <10 <10 <10 <10

Science 5th Grade All Students 2011-12 15.3% 34.9% 34% 15.1% 18.9% 41.5% 24.5%

Science 5th Grade All Students 2012-13 13.1% 30.5% 29.8% 10.5% 19.3% 42.1% 28.1%

Science 5th Grade African American 2011-12 3.2% <10 <10 <10 <10 <10 <10

Science 5th Grade Hispanic of AnyRace

2011-12 6.2% 25% <10 <10 <10 <10 <10

Science 5th Grade Hispanic of AnyRace

2012-13 5.4% 14.3% <10 <10 <10 <10 <10

Science 5th Grade Two or MoreRaces

2011-12 14.2% 33.3% <10 <10 <10 <10 <10

Science 5th Grade Two or MoreRaces

2012-13 12.2% 43.8% <10 <10 <10 <10 <10


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% Advanced(Level 1)




Science 5th Grade White 2011-12 18.9% 36% 36.2% 17% 19.1% 40.4% 23.4%

Science 5th Grade White 2012-13 16% 31.5% 30.8% 11.5% 19.2% 42.3% 26.9%

Science 5th Grade Female 2011-12 13.6% 34% 40% 16.7% 23.3% 30% 30%

Science 5th Grade Female 2012-13 11.6% 26.9% 29.6% 7.4% 22.2% 37% 33.3%

Science 5th Grade Male 2011-12 17% 36% 26.1% 13% 13% 56.5% 17.4%

Science 5th Grade Male 2012-13 14.5% 33.9% 30% 13.3% 16.7% 46.7% 23.3%

Science 5th Grade EconomicallyDisadvantaged

2011-12 7% 19% <10 <10 <10 <10 <10

Science 5th Grade EconomicallyDisadvantaged

2012-13 5.8% 10.9% 5% 5% 0% 55% 40%

Science 5th Grade Students WithDisabilities

2011-12 5.5% 9.7% <10 <10 <10 <10 <10

Science 5th Grade Students WithDisabilities

2012-13 4.1% 7.1% <10 <10 <10 <10 <10


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Michigan Merit Examination (MME)




% Advanced(Level 1)




No Data to Display


08/11/2014


Michigan Educational Assessment Program Access (MEAP - Access)




% Exceeded % Met % Progressing

Mathematics 3rd Grade All Students 2011-12 56.4% 42.9% 50% 50% 0% 50%

Mathematics 3rd Grade All Students 2012-13 63.7% 80% <10 <10 <10 <10

Mathematics 3rd Grade White 2011-12 65.2% 40% <10 <10 <10 <10

Mathematics 3rd Grade White 2012-13 68.3% 83.3% <10 <10 <10 <10

Mathematics 3rd Grade Female 2012-13 58.4% 71.4% <10 <10 <10 <10

Mathematics 3rd Grade Male 2011-12 62.6% 50% <10 <10 <10 <10


2011-12 57.7% 60% <10 <10 <10 <10


2012-13 62.4% 100% <10 <10 <10 <10

Mathematics 4th Grade All Students 2011-12 55.1% 93.8% 100% 66.7% 33.3% 0%

Mathematics 4th Grade All Students 2012-13 57.5% 57.1% <10 <10 <10 <10


2011-12 66.7% <10 <10 <10 <10 <10

Mathematics 4th Grade White 2011-12 61% 91.7% <10 <10 <10 <10

Mathematics 4th Grade White 2012-13 63.6% 60% <10 <10 <10 <10

Mathematics 4th Grade Male 2011-12 58.9% 88.9% 100% 66.7% 33.3% 0%

Mathematics 4th Grade Male 2012-13 57.9% 25% <10 <10 <10 <10


2011-12 54.6% 90% <10 <10 <10 <10

Mathematics 5th Grade All Students 2012-13 58.5% 80% <10 <10 <10 <10


2012-13 61.5% <10 <10 <10 <10 <10


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Mathematics 5th Grade Male 2012-13 60.4% 85.7% <10 <10 <10 <10

Reading 3rd Grade All Students 2011-12 42.1% 23.1% 50% 0% 50% 50%

Reading 3rd Grade All Students 2012-13 39.3% 20% <10 <10 <10 <10

Reading 3rd Grade White 2011-12 42.3% 22.2% <10 <10 <10 <10

Reading 3rd Grade White 2012-13 42.8% 25% <10 <10 <10 <10

Reading 3rd Grade Female 2012-13 41.5% 25% <10 <10 <10 <10

Reading 3rd Grade Male 2011-12 40.8% 25% <10 <10 <10 <10


2011-12 39.1% 33.3% <10 <10 <10 <10


2012-13 34.6% 18.2% <10 <10 <10 <10

Reading 4th Grade All Students 2011-12 45.8% 25% 0% 0% 0% 100%

Reading 4th Grade All Students 2012-13 46.3% 38.9% <10 <10 <10 <10


2011-12 52.1% <10 <10 <10 <10 <10

Reading 4th Grade White 2011-12 50.6% 12.5% <10 <10 <10 <10

Reading 4th Grade White 2012-13 51.4% 46.2% <10 <10 <10 <10

Reading 4th Grade Male 2011-12 47.6% 15.4% 0% 0% 0% 100%

Reading 4th Grade Male 2012-13 44% 33.3% <10 <10 <10 <10


2011-12 44.5% 18.2% <10 <10 <10 <10


2012-13 43.3% 38.5% <10 <10 <10 <10


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Reading 5th Grade All Students 2012-13 59.8% 64.3% <10 <10 <10 <10


2012-13 74.3% <10 <10 <10 <10 <10

Reading 5th Grade Male 2012-13 57.4% 54.5% <10 <10 <10 <10


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MI-Access Functional Independence




% Surpassed(Level 1)

% Attained(Level 2)

% Emerging(Level 3)

Mathematics 4th Grade All Students 2011-12 81.9% <10 <10 <10 <10 <10

Reading 4th Grade All Students 2011-12 72.5% <10 <10 <10 <10 <10


2011-12 66.7% <10 <10 <10 <10 <10


2011-12 70.2% <10 <10 <10 <10 <10

Mathematics 4th Grade Female 2011-12 81.6% <10 <10 <10 <10 <10

Reading 4th Grade Female 2011-12 72.9% <10 <10 <10 <10 <10


2011-12 83.5% <10 <10 <10 <10 <10


2011-12 72.4% <10 <10 <10 <10 <10


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MI-Access Supported Independence





% Attained(Level 2)

% Emerging(Level 3)

No Data to Display


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MI-Access Participation





% Attained(Level 2)

% Emerging(Level 3)

No Data to Display


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Accountability Details Subject Data

Testing Group Location Subject % Tested Total(Goal95%)

% Proficient forAccountability*

All Students District Mathematics 99.6% 85.2%

Bottom 30% District Mathematics 0% 50.9%

American Indian District Mathematics <30 <30

African American District Mathematics 98.1% 65.4%

Asian District Mathematics 97.1% 92.5%

Hispanic of Any Race District Mathematics 99.3% 80.5%

Native Hawaiian or OtherPacific Islander

District Mathematics

Two or More Races District Mathematics 99% 84.6%

White District Mathematics 99.7% 85.9%

Economically Disadvantaged District Mathematics 99.3% 70.4%

English Language Learners District Mathematics <30 <30

Students With Disabilities District Mathematics 98.6% 57.5%

All Students School Mathematics 100% 84.2%

Bottom 30% School Mathematics 0% 47.4%

African American School Mathematics <30 <30

Asian School Mathematics <30 <30

Hispanic of Any Race School Mathematics <30 <30

Two or More Races School Mathematics <30 <30

White School Mathematics 100% 84.9%

Economically Disadvantaged School Mathematics 100% 79.3%

Students With Disabilities School Mathematics 100% 53.3%

All Students District Reading 99.6% 93.5%

Bottom 30% District Reading 0% 78.6%

American Indian District Reading <30 <30

African American District Reading 99.1% 81.5%

Asian District Reading 97.1% 94.3%

Hispanic of Any Race District Reading 99.3% 89.1%


District Reading

Two or More Races District Reading 99% 91%

White District Reading 99.7% 94%


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Economically Disadvantaged District Reading 99.4% 83.1%

English Language Learners District Reading <30 <30

Students With Disabilities District Reading 98.6% 67.9%

All Students School Reading 100% 91.1%

Bottom 30% School Reading 0% 71.9%

African American School Reading <30 <30

Asian School Reading <30 <30

Hispanic of Any Race School Reading <30 <30

Two or More Races School Reading <30 <30

White School Reading 100% 90.9%

Economically Disadvantaged School Reading 100% 81.1%

Students With Disabilities School Reading 100% 53.3%

All Students District Science 99.3% 65.4%

Bottom 30% District Science 0% 2.6%

American Indian District Science <30 <30

African American District Science 98.3% 35.7%

Asian District Science <30 <30

Hispanic of Any Race District Science 98.2% 47.8%


District Science

Two or More Races District Science <30 <30

White District Science 99.4% 66.9%

Economically Disadvantaged District Science 98.8% 47.5%

English Language Learners District Science <30 <30

Students With Disabilities District Science 97.9% 33.1%

All Students School Science 100% 72.6%

Bottom 30% School Science <30 <30

Hispanic of Any Race School Science <30 <30

Two or More Races School Science <30 <30

White School Science 100% 76.1%

Economically Disadvantaged School Science <30 <30

Students With Disabilities School Science <30 <30Page 17 of A service of the Center for Educational Performance and Information31

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All Students District Social Studies 99.7% 81.9%

Bottom 30% District Social Studies 0% 39.4%

American Indian District Social Studies <30 <30

African American District Social Studies 97.9% 62.5%

Asian District Social Studies <30 <30

Hispanic of Any Race District Social Studies 100% 72.9%

Two or More Races District Social Studies <30 <30

White District Social Studies 99.7% 82.5%

Economically Disadvantaged District Social Studies 99.7% 64.4%

English Language Learners District Social Studies <30 <30

Students With Disabilities District Social Studies 100% 40.1%

All Students School Social Studies 0% 84.6%

Bottom 30% School Social Studies <30 <30

African American School Social Studies <30 <30

Hispanic of Any Race School Social Studies <30 <30

Two or More Races School Social Studies <30 <30

White School Social Studies 0% 84.8%

Economically Disadvantaged School Social Studies <30 <30

Students With Disabilities School Social Studies <30 <30

All Students District Writing 99.6% 85.5%

Bottom 30% District Writing 0% 52.4%

American Indian District Writing <30 <30

African American District Writing 97.9% 67.7%

Asian District Writing <30 <30

Hispanic of Any Race District Writing 100% 72.6%

Two or More Races District Writing <30 <30

White District Writing 99.7% 86.4%

Economically Disadvantaged District Writing 99.4% 68.6%

English Language Learners District Writing <30 <30

Students With Disabilities District Writing 98.9% 44.4%

All Students School Writing 100% 77.8%


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Bottom 30% School Writing <30 <30

African American School Writing <30 <30

Hispanic of Any Race School Writing <30 <30

Two or More Races School Writing <30 <30

White School Writing 100% 73%

Economically Disadvantaged School Writing <30 <30

Students With Disabilities School Writing <30 <30


* All data based on students enrolled for a full academic year.

08/11/2014


Accountability Details Graduation Data

Testing Group Location Accountability Scorecard Completion Rate(High Schools only) (Goal 80%)

All Students Statewide 76.2%

American Indian Statewide 66.4%

African American Statewide 59.9%

Asian Statewide 87.4%

Hispanic of Any Race Statewide 64.3%

Migrant Statewide 68.3%

Native Hawaiian or Other Pacific Islander Statewide 73.2%

Two or More Races Statewide 73.5%

White Statewide 81.5%

Female Statewide 80.8%

Male Statewide 72%

Economically Disadvantaged Statewide 64%

English Language Learners Statewide 63.1%

Students With Disabilities Statewide 53.5%

Homeless Statewide 53.8%

All Students District 87.5%

White District 88.7%

Economically Disadvantaged District 60%

Students With Disabilities District 62.1%


* All data based on students enrolled for a full academic year.

08/11/2014


Accountability Details Attendance Data

Testing Group Location Attendance Rate (Goal 90%)

All Students District 96%

All Students School 96%


08/11/2014


Accountability Status District Data

DistrictName

ReadingStatus

ReadingScore

WritingStatus

WritingScore

Math Status Math Score ScienceStatus

ScienceScore

SocialStudiesStatus

SocialStudiesScore

OverallStatus

OverallScore

No Data to Display


08/11/2014


Accountability Status School Data

DistrictName

SchoolName

Title 1Status

ReadingStatus

ReadingScore

WritingStatus

WritingScore

MathStatus

MathScore

ScienceStatus

ScienceScore

SocialStudiesStatus

SocialStudiesScore

OverallStatus

OverallScore

South LyonCommunitySchools

SalemElementarySchool

Green 2 Green 2 Green 2 Green 2 Green 2 Yellow 32


Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g., percentage ofteachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers

08/11/2014


Teacher Quality - Qualification

Other B.A. M.A. P.H.D.

Professional Qualifications ofAll Public Elementary andSecondary School Teachersin the School

0 8 15 0

Teacher Quality - Class

School Aggregate High-Poverty Schools Low-Poverty Schools

Percentage of Core AcademicSubject Elementary and SecondarySchool Classes not Taught by HighlyQualified Teachers

0.0% 0.0% 0.0%

Teacher Quality - Provisional

Certification Percent

Percentage of Public Elementary and Secondary School Teachers in theSchool with Emergency Certification

0%


‡ Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding.SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program(NAEP) 2013 Mathematics Achievement.

08/11/2014


NAEP Grade 4 Math

Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced

All Students 100 23 40 30 7

MaleFemale

5248

2423

3841

3130

76

National LunchProgram EligibilityEligibleNot EligibleInfo not available

5446‡

359‡

4534‡

1845‡

212‡

Race/EthnicityWhiteBlackHispanicAsianAmerican IndianNative Hawaiian/PacificIslanderTwo or More Races

6619911‡‡2

14533611‡‡16

41374235‡‡50

3891824‡‡24

71430‡‡10

Student classified ashaving a disabilitySDNot SD

1288

5020

3440

1533

17

Student is an EnglishLanguage LearnerELLNot ELL

892

2121

4040

3232

77


‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because ofrounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National AssessmentProgram (NAEP) 2013 Mathematics Achievement.

08/11/2014


NAEP Grade 8 Math



MaleFemale

5248

3128

3842

2324

86


46540

46160

38420

14320

2100


7216631

2

21645112000

43293528000

2961330000

71130000


1288

5020

3440

1433

27


397

7428

2441

224

07


‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because ofrounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National AssessmentProgram (NAEP) 2013 Mathematics Achievement.

08/11/2014


NAEP Grade 12 Math



MaleFemale

5149

3235

4142

2622

11


35640

54220

37440

9320

020


761453101

26685826000

42273332000

305935000

2007000


991

7830

1943

325

02


298

033

041

024

02


# Rounds to zero ‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because ofrounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment ofEducational Progress (NAEP), 2013 Reading Assessment.

08/11/2014


NAEP Grade 4 Reading



MaleFemale

5050

3120

3737

2837

46


35640

37190

39360

22380

270


661893100

28614723000

35273232000

29111832000

81313000


793

6623

2532

934

05


298

025

037

033

05



08/11/2014





MaleFemale

5248

2619

4742

2535

24


46540

34130

47420

18400

150


721563102

17463117000

46424730000

34112039000

31214000


1090

5919

3445

733

03


892

6134

3034

825

17



08/11/2014





MaleFemale

5050

3120

3737

2837

46


35641

37190

39360

22380

270


761453100

20523421000

38364426000

36122141000

60112000


793

6623

2538

834

15


298

025

037

033

05


08/11/2014


NAEP Participation Data

Grade Subject Participation Rate forStudents withDisabilities

Standard Error Participation Rate forLimited EnglishProficient Students

Standard Error

4 MathReading

8773

1.93.7

9590

2.02.5

8 MathReading

8476

3.63.3

8483

5.24.0


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