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LIVONIA PUBLIC SCHOOIro Japanese Immersion Elementary School


Education Report36611 Curtis RoadLivonia MI 48152Lawrence DeLuca Principal Mark Johnson PresidentColleen Burton Vice PresidentTammy Bonifield SecretaryBradford TrusteeDan Centers Trustee TrusteeLiz J

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Document on Subject : "LIVONIA PUBLIC SCHOOIro Japanese Immersion Elementary School"— Transcript:

1 LIVONIA PUBLIC SCHOO-Iro Japanese Immers
LIVONIA PUBLIC SCHOO-Iro Japanese Immersion Elementary School Education Report36611 Curtis RoadLivonia, MI 48152Lawrence DeLuca, Principal Mark Johnson, PresidentColleen Burton, Vice PresidentTammy Bonifield, SecretaryBradford, TrusteeDan Centers, Trustee, TrusteeLiz Jarvis, TrusteeAndrea L. Oquist, Superintendent 1D12D Farmington Road • Iivonia • MI • 481D4 Phone (734) 744-2500 with the Annual Education Report which provides keyplease contact Lawrence DeLuca, of Niji-Iro Japanese Immersion Elementary School, for assistance. AEavailable foto revielectronicallvisitifollowing wsite http://niji-iro.livoniapublicschools.orgreviecontacting tNiji-IrJapanese AEtwo majoto itinformatiocontained in tfirsectiwas compildistristaffpresentrelevaninformation abodistrictacademiprogramschool improveffortresultdistricschoodevelopassessmentand nationallnorm referenassessmentsincludes tdistrict’pareninvolvpoliand specialized programs. the reporcontaiinformatiprovided by tMichigDepartmenof Educatioand is required tpresein MDformat. studentin tbottohavidentifiedhave lookareaof Readiwhere studentunderperformingare activelworkiaddresthese issueby: English teachers servicing students in need of additional support in the area of math andreading through targeted interventions.Differentiated instruction in both Reading and Math designed to meet the needs of allstudents.Targeted small group Guided Reading instruction.Curriculum review and mapping to the state standards in the area of Math.Daily interventions with our Dual Language Interventionist. 3 State law requires that we also report additional information as found on the following pages. Our collaborative efforts positively impact our school’s success and student achievement. Sincerely, Lawrence DeLuca Niji - Iro Principal Livonia Public Schools prohibits unlawful discrimination on the basis of race, color, religion, sex, national origin, age, height, weight, marital status, handicap or disability in any of its educational programs or activities. The following person has be en designated to handle inquiries and grievances regarding discrimination based on race, color, religion, sex, national origin, age, height, weight, and marital status - Director of Human Resources, 15125 Farmington Road, Livonia, MI 48154 at (734) 744 - 2501 . The following person has been designated to handle inquiries and grievances regarding discrimination based on handicap or disability - Director of Student Services, 15125 Farmington Road, Livonia, MI 48154 at (734) 744 - 2524 . MISSIONSTATEMENT We as bilingual community will persevto empoweach individual tfind an identity in a multi-cultural environment and be reflectivthoughtful, bilingual citizenin a global community. Niji-Iro is designed to educate students in a high-qality, bilingual, comprehensive and meaningful We strive to be culturally cooperative, communicating and receiving information with an empathetic attitude. This will encourage flexible thinking and an adaptable attitude. education will enhance critical thinking and develop an identity to take risks and problem Our high standards and expectations will build lifelong, confident learners. BELIEFSLearning We believe… 獴畤敮ts l敡rn 慴 摩ffer敮t 灡捥s t桲潵gh 愠v慲楥 ty of m潤慬iti敳. 獴畤敮ts 捡n 獵捣e敤 w桥渠w攠捯湳i摥r th敩r i湤i癩摵慬 湥敤献 獴畤敮ts tak攠m潲e 潷湥r獨i瀠for l敡r湩湧 w桥渠t桥y 慲攠敮gag敤 慮d kn潷 t桥 灵r灯獥. 獴畤敮ts 捡n 扥 獵捣敳sf畬 l敡r湩ng a 獥捯湤 l慮g畡ge w桥渠t桥re 慲e 捬敡r, 捯n獩獴敮t, 慮d 桩g栠數灥捴ati潮献 Ev敲y潮攠汥慲湳 w桥r攠t桥r攠楳 f畮, 灯獩tiv攬 獵p灯rtiv攬 敮vir潮m敮t w敲攠i摥慳⁡湤 捵lt畲es 慲攠v慬略搮 Parents & School We believe… 捯浭畮i捡 ti潮 i猠e獳敮ti慬 扥tw敥渠桯m攠慮d 獣桯潬. 灡r敮ts 慮搠t敡捨er猠are 灡rt湥rs i渠st畤敮t l敡rni湧. 4 Climate We believe that we are all responsible for creating a school community that is Kind Responsible Safe Behavior We believe that everyone in our school community models and practices our new Niji - Iro Pledge: N ever give up I try my best to learn J apanese and English I include every culture I will do the R ight thing O ur ideas make a difference Niji-Iro Japanese Immersion Elementary School currently serves 20 students (our enrollment fluctuate

2 s slightly over the course of the year a
s slightly over the course of the year as students move to and from Japan) in grades K-6. Principal of Niji-Iro is Lawrence DeLuca. English teaching staff and 7.5 Japanese teaching staff. Livonia Public Schools shared time program provides an art and physical education In addition, we have the following professional support staff: school psychologist, school social worker, speech and language teacher, special education teacher, occupational therapist, and physical Assisting all of us in keeping the building operating in an organized manner, keeping the building clean, and helping teachers and students are one secretary and one building supervisor. law quires at we eport following additional information.ASSIGNING PUPITHE CHOOL Students assigneto Niji-Iro Japanese Immersion Elementary School are based upon Schools of ChoiNiji-Iro ia tuition-free magnet school, part of the Livonia PubliSchool District and enrolls chilthroughout southeastern Michigan. Studentwho enroll in Niji-Iro are considered part of the Livonia PubliSchoolDistrict, regardless of where they currently reside. 5 SCHOOL IMPROVEMENT School improvement is a process in which stakeholders in a school work cooperatively to improve student achievement. The process relies on staff, parents, and students participating in collaborative decision making in formulating and implementing achievem ent goals. The goals are determined through analysis of student achievement data and survey information. Action plans using proven interventions are developed for each improvement goal and progress toward achievement of the goals is documented annually. Our school improvement goals for 2019 - 2020: 1. All students will be proficient readers of grade level content in English Language Arts. 2. All students will be proficient readers of grade level content in Japanese Language Arts. 3. All students will be proficient in mathematics. 4. All Students will be proficient writers in all content areas. 5. All students will be proficient in science. 6. All students will experience a positive, safe, and welcoming environment, where both students and adults respect and value one another . Our school improvement goals for 20-20: 7. All students will be proficient readers of grade level content. 8. All students will be proficient in mathematics. 9. All Students will be proficient writers in all content areas. 10. All students will be proficient in science. 11. All students will experience a positive, safe, and welcoming environment, where both students and adults respect and value one another. The Livonia Public Schools School District has had its District Level accreditation through AdvancED. Through the district accreditation process, Niji - Iro Japanese Immersion Elementary School also rece ived AdvancED accreditation. The AdvancED accreditation process supports and validates district and school level improvement efforts. SPECIALIZED SCHOOLS OR PROGRAMS At the elementary level, students may be enrolled in Alternative Classrooms for the Academically Talented (ACAT) at Webster Elementary School, Niji - Iro Japanese Immersion Elementary School and special education centers at Coolidge, Grant, Johnson, Kennedy, Randolph and Webster. A preschool is operated at the Jackson Center, a Great Start Readiness Program (GSRP) is located at Garfield Community School, and preschool special education programs are located at Roosevelt Elementary and Jackson Center. Other spe cial education programs are available in western Wayne County for our students with disabilities, based upon their individual needs. Specific information about these programs is available on the district Web site at www.livoniapublicschools.org . 6 CORE CURRICULUM The core curriculum at Niji - Iro Japanese Immersion Elementary School provides learning experiences in reading, writing, speaking, listening, spelling, handwriting, mathematics, social studies, science, technology, physical education, art, vocal music, and enrichment activities in both English and Japanese. The core curriculum is based on the grade level content expectations (GLCEs) from the Michigan Department of Education and the Common Core State Standards for Mathematics and English Language Arts. The school also incorporates the Japanese Educational standards. The goal of education is to provide all learners with a solid foundation of skills, knowledge, and understanding

3 s that are necessary for their continual
s that are necessary for their continual growth and success as students within the school setting and as adults in society. As a result of sound K - 12 education based on well - defined educational outcomes, a Livonia Public School graduate will: Respect self, others, and the environment. Communicate effectively. Know how to learn an d work productively. Acquire and process information. Use critical and creative thinking to make decisions and solve problems. Work and participate independently and cooperatively. Acquire a core of understanding and competencies within the content areas. A copy of the core curriculum may be obtained from the district’s Academic Services Department. STUDENT ACHIEVEMENT ON DISTRICT DEVELOPED AND NATIONAL ASSESSMENTS DISTRICT LITERACY ASSESSMENTS Students in kindergarten are assessed on a one - on - one basis four times during the school year to measure progress toward grade - level literacy skills. The following table, Literacy Benchmark: Early Literacy Assessment shows the results of this testing by s chool and district. Niji - Iro Japanese Immersion Elementary School uses the REACH curriculum by National Geographic for reading and writing and utilizes the district’s professional development for best practices. EARLY LITERACY BENCHMARK ASSESSMENT - KI NDERGARTEN Spring 2019 Letter ID Sound ID Rhyme Niji - Iro 91.1% 80.0% 88.9% District 95.9% 93.0% 96.2% Spring 20 Letter ID Sound ID Rhyme Niji - Iro bo assessment due to /oVID-19 District Students in grades 1 - 6 are assessed using the Fountas and Pinnell Benchmark Assessment System. Teachers administer running records with comprehension to students one - on - one. Kindergarten teachers administer reading records with comprehension at the end of the school year. 7 Students in grades 1 - 2 are assessed three times each year. Students in grades 3 - 6 are assessed at the beginning of the year and additionally based on need. The following table shows the percent of students at each grade level that pe rformed at or above grade level on this assessment. FOUNTAS AND PINNELL BENCHMARK ASSESSMENTS GRADES K - 5 Percent of Students that Performed At or Above Grade Level Spring 2019 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Niji - Iro 42.2% 42.6% 69.4% 69.0% 64.0% 100.0% 100% District 71.7% 67.6% 81.8% 76.4% 72.2% 46.0% 38.6% Spring 20 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Niji - Iro bo assesment District due to /oVID-19 Beginning in 2016 - 17 all students in grades 1 - 5 were assessed on their attainment of grade - level reading standards three times during the school year using the i - Ready Reading Diagnostic Assessment. Kindergarten students were assessed using i - Ready twice during the school year. i - READY READING Percent of Students At or Above Grade Level Spring 2019 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Niji - Iro 65.0% 43.0% 44.0% 36.0% 38.0% 23.0% 57.0% District 59.0% 56.0% 53.0% 47.0% 39.0% 34.0% 38.0% Spring 20 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Niji - Iro No assessment District due to CoVID-19 NIJI - IRO MATHEMATICS ASSESSMENTS Students in grades 1 - 6 were assessed on their attainment of grade level mathematics standards three times during the 2018 - 2019 school year using i - Ready Math Diagnostic Assessment. Kindergarten students were assessed using i - Ready twice during the school y ear. The following chart shows the percentage of students who were at or above grade level on the spring i - Ready Diagnostic Assessment. i - READY MATHEMATICS Percent of Students At or Above Grade Level Spring 2019 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Niji - Iro 82.0% 56.0% 69.0% 45.0% 52.0% 55.0% 43.0% District 63.0% 55.0% 49.0% 47.0% 52.0% 37.0% 28.0% Spring 20 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Niji - Iro No assessment due to CoVID-19 8 District Students were assessed in mathematics knowledge during the 2018 - 2019 school year. In June, students in Kindergarten were tested on Common Core State Standards for Mathematics (CCSS) strands taught within the Singapore Math program. Students in

4 grades 1 - 5 were tested on Common Cor
grades 1 - 5 were tested on Common Core State Standards for Mathematics (CCSS) and reported using Grade Level Content Expectations (GLCEs) strands taught within the Japanese Sansu Math curriculum. Students in 6th grade use the Big Ideas Math curriculum. Kindergarten students were assessed with a paper and pencil assessment created by Singapore Math and students in grades 1 - 5 were assessed using a paper and pencil assessment created by the school using Sansu Math end of year assessments, and 6th grade used assessments from Big Ideas Math . NORM REFERENCED ASSESSMENT The Cognitive Ability Test (CogAT) from Riverside Publishing is administered to sixth grade students. CogAT GRADE 6 Age Percentiles 2018 - 2019 Verbal Quantitative Nonverbal Composite Niji - Iro 61 63 58 61 District 59 60 59 60 One of the most important factors of a child’s success in school is the involvement of parents or guardians in the educational process. Niji-Iro Elementary has high degree of parental involvement attend parent-teacher conferences.percent of parents (representing of 2 students) attended our fall Open House PARENTINVOLVEMENT district’ParenInvolvPlavailabldistrict’websitwhich is linkto each school’website. BOARD POLICY IDD INSTRUCTIONAL PROGRAM JUNE 20, 2011 PARENT INVOLVEMENT Reviewed 5/2014 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 a 湤 i湶潬v敭敮t i渠t桥 e摵捡瑩o渠of t桥ir 捨il摲敮 獨o畬搠湯t 摩mi湩獨湣e t桥ir 捨il搠敮ter猠t桥 獣h潯l猠of t桥 Di獴ri捴. A捣潲摩湧ly, t桥 B潡rd 摩r散t猬 9 by the adoption of this policy, that the administration shall design a program/plan that will encoura ge 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, re gulations, 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 D istrict’s Parental Involvement plan to all parents. DATA FROM THE MICHIGAN DEPARTMENT OF EDUCATION These reports contain the following information: Student Assessment Data Includes the following four assessments: M - STEP (Michigan Student Test of Educational Progress), College Board PSAT, MI - Access (Alternate Assessment), and College Board SAT. This section of the report presents assessment information for English language arts and mathematics for grades 3 to 8 and 11, and MI - Access science for grades 4, 7 and 11, compared to state averages for all students as well as subgroups of students. Accountability Detail Data and Status The accountability portion of the AER includes assessment proficiency and participation rates, graduation or attendance rates, as well as accountability index values showing school performance on a 0 - 100 scale. Teacher Qualification Data Identifies the n umber and percentage of inexperienced teachers, principals, and other school leaders. Reports teachers who are teaching with emergency or provisional credentials. Includes teachers who are not teaching in the subject or field for which they are certified. NAEP Data (National Assessment of Educational Progress) Provides state results of the national assessment in mathematics and reading every other year in grades 4 and 8. Civil Rights Data Provides information on school quality, climate and safety. The link http://bit.ly/2HjV1Y6 will take you to the reports provided by the Michigan Department of Education for Niji - Iro Japanese Immersion Elementary School. 8 District Students were assessed in mathematics knowledge during the 2018 - 2019 school year. In June, students in Kindergarten were tested on Common Core State Standards for Mathematics (CCSS) strands taught within the Singapore Math program. Students in grades 1 - 5 were tested on Common Core State Standards for Mathematics (CCSS) and reported using Grade Leve

5 l Content Expectations (GLCEs) strands
l Content Expectations (GLCEs) strands taught within the Japanese Sansu Math curriculum. Students in 6th grade use the Big Ideas Math curriculum. Kindergarten students were assessed with a paper and pencil assessment created by Singapore Math and students in grades 1 - 5 were assessed using a paper and pencil assessment created by the school using Sansu Math end of year assessments, and 6th grade used assessments from Big Ideas Math . NORM REFERENCED ASSESSMENT The Cognitive Ability Test (CogAT) from Riverside Publishing is administered to sixth grade students. CogAT GRADE 6 Age Percentiles 2018 - 2019 Verbal Quantitative Nonverbal Composite Niji - Iro 61 63 58 61 District 59 60 59 60 a child’s success in attend parent-teacher conferences. of 2PARENTINVOLVEMENT district’ParenInvolvPlavailabldistrict’websitwhich is linkto each school’website. BOARD POLICY IDD INSTRUCTIONAL PROGRAM JUNE 20, 2011 PARENT INVOLVEMENT Reviewed 5/2014 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 a 湤 i湶潬v敭敮t i渠t桥 e摵捡瑩o渠of t桥ir 捨il摲敮 獨o畬搠湯t 摩mi湩獨湣e t桥ir 捨il搠敮ter猠t桥 獣h潯l猠of t桥 Di獴ri捴. A捣潲摩湧ly, t桥 B潡rd 摩r散t猬 4 Climate We believe that we are all responsible for creating a school community that is Kind Responsible Safe Behavior We believe that everyone in our school community models and practices our new Niji - Iro Pledge: N ever give up I try my best to learn J apanese and English I include every culture I will do the R ight thing O ur ideas make a difference Niji-Iro Japanese Immersion Elementary School currently serves 20 students (our enrollmentfluctuates slightly over the course of the year as students move to and from Japan) in grades K-6. Principal of Niji-Iro is Lawrence DeLuca. English teaching staff and 7.5 Japaneseteaching staff. Livonia Public Schools shared time program provides an art and physical education In addition, we have the following professional support staff: school psychologist, school social worker, speech and language teacher, special education teacher, occupational therapist, and physical Assisting all of us in keeping the building operating in an organized manner, keeping the building clean, and helping teachers and students are one secretary and one building supervisor. law quires at we eport following additional information.ASSIGNING PUPITHE CHOOL Students assigneto Niji-Iro Japanese Immersion Elementary School are based upon Schools of ChoiNiji-Iro ia tuition-free magnet school, part of the Livonia PubliSchool District and enrolls chilthroughout southeastern Michigan. Studentwho enroll in Niji-Iro are considered part of the Livonia PubliSchoolDistrict, regardless of where they currently reside. LIVONIA PUBLIC SCHOO-Iro Japanese Immersion Elementary School Education Report36611 Curtis RoadLivonia, MI 48152Lawrence DeLuca, Principal Karen BradfordLiz Jarvis, Trustee by the adoption of this policy, that the administration shall design a program/plan that will encoura ge 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, re gulations, and instructional programs; and District offerings oftrainingprograms to instructparent(s)/guardian(s)howto become more involvedin theirchild’s educational programs. Pursuant to state law, the Superintendent shall provide a copy of the D istrict’s ParentalInvolvement plan to all parents. DATA FROM THE MICHIGAN DEPARTMENT OF EDUCATION These reports contain the following information: Student Assessment Data Includes the following four assessments: M - STEP (Michigan Student Test of Educational Progress), College Board PSAT, MI - Access (Alternate Assessment), and College Board SAT

6 . This section of the report presents
. This section of the report presents assessment information for English language arts and mathematics for grades 3 to 8 and 11, and MI - Access science for grades 4, 7 and 11, compared to state averages for all students as well as subgroups of students. Accountability Detail Data and Status The accountability portion of the AER includes assessment proficiency and participation rates, graduation or attendance rates, as well as accountability index values showing school performance on a 0 - 100 scale. Teacher Qualification Data Identifies the n umber and percentage of inexperienced teachers, principals, and other school leaders. Reports teachers who are teaching with emergency or provisional credentials. Includes teachers who are not teaching in the subject or field for which they are certified. NAEP Data (National Assessment of Educational Progress) Provides state results of the national assessment in mathematics and reading every other year in grades 4 and 8. Civil Rights Data Provides information on school quality, climate and safety. The link http://bit.ly/2HjV1Y6 will take you to the reports provided by the Michigan Department of Education for Niji - Iro Japanese Immersion Elementary School. 9 ____________ LIVONIA PUBLIC SCHOOLS -Iro Japanese Immersion Elementary School Education Report Karen BradfordLiz Jarvis, Trustee 36611 Curtis Road Livonia, MI 48152 Lawrence DeLuca, Principal Di獴ri捴 St畤敮t猠w敲攠慳獥獳敤 i渠mat桥m慴楣猠k湯wl敤g攠摵rin朠t桥 ㈰ㄸ ㈰ㄹ 獣桯潬 y敡r⸠I渠䩵n攬 獴畤敮t猠i渠䭩湤敲gart敮 w敲攠t敳瑥搠潮 Comm潮 C潲攠St慴攠St慮摡r摳 fo爠M慴桥m慴楣猠(CCSS⤠ 獴r慮摳 t慵gh琠wit桩渠t桥 Singapore Math program. Students in grades 1 - 5 were tested on Common Core State Standards for Mathematics (CCSS) and reported using Grade Level Content Expectations (GLCEs) strands taught within the Japanese Sansu Math curriculum. Students in 6th grade use the Big Ideas Math curriculum. Kindergarten students were assessed with a paper and pencil assessment created by Singapore Math and students in grades 1 - 5 were assessed using a paper and pencil assessment created by the school using Sansu Math end of year assessments, and 6th grade used assessments from Big Ideas Math . NORM REFERENCED ASSESSMENT The Cognitive Ability Test (CogAT) from Riverside Publishing is administered to sixth grade students. CogAT GRADE 6 Age Percentiles 2018 - 2019 Verbal Quantitative Nonverbal Composite Niji - Iro 61 63 58 61 District 59 60 59 60 PARENT TEACHER CONFERENCES One of the most important factors of a child’s success in of parents or attend parent-teacher conferences. of 2House in August. PARENT INVOLVEMENT district’ParenInvolvPlavailablon tdistrict’websitwhich is linkto each school’website. BOARD POLICY IDD INSTRUCTIONAL PROGRAM JUNE 20, 2011 PARENT INVOLVEMENT Reviewed 5/2014 The Board strongly encourages and welcomes the involvement of parent(s)/guardian(s) in all of the District’s educationalprograms.Itis recognizedand appreciatedthatparents/guardians are the“first teachers”oftheirchildren, andthattheirinterest nd involvement in the education of their children should not diminish once their child enters the schools of the District. Accordingly, the Board directs, 8 Students in grades 1 - 2 are assessed three times each year. Students in grades 3 - 6 are assessed at the beginning of the year and additionally based on need. The following table shows the percent of students at each grade level that pe rformed at or above grade level on this assessment. FOUNTAS AND PINNELL BENCHMARK ASSESSMENTS GRADES K - 5 Percent of Students that Performed At or Above Grade Level Spring 2019 Kindergar

7 ten Grade 1 Grade 2 Grade 3 Grade 4
ten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Niji - Iro 42.2% 42.6% 69.4% 69.0% 64.0% 100.0% 100% District 71.7% 67.6% 81.8% 76.4% 72.2% 46.0% 38.6% Spring 20 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Niji - Iro bo assesment District µ�š}��}�s�/�ríõ Beginning in 2016 - 17 all students in grades 1 - 5 were assessed on their attainment of grade - level reading standards three times during the school year using the i - Ready Reading Diagnostic Assessment. Kindergarten students were assessed using i - Ready twice during the school year. i - READY READING Percent of Students At or Above Grade Level Spring 2019 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Niji - Iro 65.0% 43.0% 44.0% 36.0% 38.0% 23.0% 57.0% District 59.0% 56.0% 53.0% 47.0% 39.0% 34.0% 38.0% Spring 20 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Niji - Iro No assessment District due to CoVID-19 NIJI - IRO MATHEMATICS ASSESSMENTS Students in grades 1 - 6 were assessed on their attainment of grade level mathematics standards three times during the 2018 - 2019 school year using i - Ready Math Diagnostic Assessment. Kindergarten students were assessed using i - Ready twice during the school y ear. The following chart shows the percentage of students who were at or above grade level on the spring i - Ready Diagnostic Assessment. i - READY MATHEMATICS Percent of Students At or Above Grade Level Spring 2019 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Niji - Iro 82.0% 56.0% 69.0% 45.0% 52.0% 55.0% 43.0% District 63.0% 55.0% 49.0% 47.0% 52.0% 37.0% 28.0% Spring 20 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Niji - Iro No assessmentdue to CoVID 7 CORE CURRICULUM The core curriculum at Niji - Iro Japanese Immersion Elementary School provides learning experiences in reading, writing, speaking, listening, spelling, handwriting, mathematics, social studies, science, technology, physical education, art, vocal music, and enrichment activities in both English and Japanese. The core curriculum is based on the grade level content expectations (GLCEs) from the Michigan Department of Education and the Common Core State Standards for Mathematics and English Language Arts. The school also incorporates the Japanese Educational standards. The goal of education is to provide all learners with a solid foundation of skills, knowledge, and understandings that are necessary for their continual growth and success as students within the school setting and as adults in society. As a result of sound K - 12 education based on well - defined educational outcomes, a Livonia Public School graduate will: Respect self, others, and the environment. Communicate effectively. Know how to learn an d work productively. Acquire and process information. Use critical and creative thinking to make decisions and solve problems. Work and participate independently and cooperatively. Acquire a core of understanding and competencies within the content areas. copyofthecurriculum mayobtainedfrom thedistrict’sAcademic Services Department. STUDENT ACHIEVEMENT ON DISTRICT DEVELOPED AND NATIONAL ASSESSMENTS DISTRICT LITERACY ASSESSMENTS Students in kindergarten are assessed on a one - on - one basis four times during the school year to measure progress toward grade - level literacy skills. The following table, Literacy Benchmark: Early Literacy Assessment shows the results of this testing by s chool and district. Niji - Iro Japanese Immersion Elementary School uses the REACH curriculum by National Geographic forreadingandwritingandutilizes thedistrict’s professionaldevelopmentforbestpractices. EARLY LITERACY BENCHMARK ASSESSMENT - KI NDERGARTEN Spring 2019 Letter ID Sound ID Rhyme Niji - Iro 91.1% 80.0% 88.9% District 95.9% 93.0% 96.2% Spring 20 Letter ID Sound ID Rhyme Niji - Iro bo assessment due to /oVID-19 District Students in grades 1 - 6 are

8 assessed using the Fountas and Pinnell
assessed using the Fountas and Pinnell Benchmark Assessment System. Teachers administer running records with comprehension to students one - on - one. Kindergarten teachers administer reading records with comprehension at the end of the school year. 6 SCHOOL IMPROVEMENT School improvement is a process in which stakeholders in a school work cooperatively to improve student achievement. The process relies on staff, parents, and students participating in collaborative decision making in formulating and implementing achievem ent goals. The goals are determined through analysis of student achievement data and survey information. Action plans using proven interventions are developed for each improvement goal and progress toward achievement of the goals is documented annually. Our school improvement goals for 2019 - 2020: 1. All students will be proficient readers of grade level content in English Language Arts. 2. All students will be proficient readers of grade level content in Japanese Language Arts. 3. All students will be proficient in mathematics. 4. All Students will be proficient writers in all content areas. 5. All students will be proficient in science. 6. All students will experience a positive, safe, and welcoming environment, where both students and adults respect and value one another . Our school improvement goals for 20-20: 7. All students will be proficient readers of grade level content. 8. All students will be proficient in mathematics. 9. All Students will be proficient writers in all content areas. 10. All students will be proficient in science. 11. All students will experience a positive, safe, and welcoming environment, where both students and adults respect and value one another. The Livonia Public Schools School District has had its District Level accreditation through AdvancED. Through the district accreditation process, Niji - Iro Japanese Immersion Elementary School also rece ived AdvancED accreditation. The AdvancED accreditation process supports and validates district and school level improvement efforts. SPECIALIZED SCHOOLS OR PROGRAMS At the elementary level, students may be enrolled in Alternative Classrooms for the Academically Talented (ACAT) at Webster Elementary School, Niji - Iro Japanese Immersion Elementary School and special education centers at Coolidge, Grant, Johnson, Kennedy, Randolph and Webster. A preschool is operated at the Jackson Center, a Great Start Readiness Program (GSRP) is located at Garfield Community School, and preschool special education programs are located at Roosevelt Elementary and Jackson Center. Other spe cial education programs are available in western Wayne County for our students with disabilities, based upon their individual needs. Specific information about these programs is available on the district Web site at www.livoniapublicschools.org . 5 Climate We believe that we are all responsible for creating a school community that is Kind Responsible Safe Behavior We believe that everyone in our school community models and practices our new Niji - Iro Pledge: N ever give up I try my best to learn J apanese and English I include every culture I will do the R ight thing O ur ideas make a difference Niji-Iro Japanese Immersion Elementary School currently serves 20 students (our enrollment fluctuates slightly over the course of the year as students move to and from Japan) in grades K-6. The Principal of Niji-Iro is Lawrence DeLuca. There English teaching staff and 7.5 Japanese teaching staff. Livonia Public Schools shared time program provides an art and physical education In addition, we have the following professional support staff: school psychologist, school social worker, speech and language teacher, special education teacher, occupational therapist, and physical Assisting all of us in keeping the building operating in an organized manner, keeping the building clean, and helping teachers and students are one secretary and one building supervisor. law quires at we eport following additional inform

9 ation. ASSIGNING PUPITHE CHOOL Students
ation. ASSIGNING PUPITHE CHOOL Students assigneto Niji-Iro Japanese Immersion Elementary School are based upon Schools of ChoiNiji-Iro ia tuition-free magnet school, part of the Livonia PubliSchool District and enrolls chilthroughout southeastern Michigan. Studentwho enroll in Niji-Iro are considered part of the Livonia PubliSchoolDistrict, regardless of where they currently reside. 4 St慴攠l慷 req畩r敳 t桡琠w攠慬獯⁲数or琠慤摩ti潮慬 inf潲m慴楯渠a猠f潵湤 潮 t桥 f潬l潷i湧 灡ge献 Ourcollaborative efforts positivelyimpactourschool’s 獵捣e獳 慮搠st畤e湴 慣hi敶敭敮t⸠ Si湣er敬yⰠ 䱡wr敮捥⁄e䱵捡 Niji Ir漠Pri湣i灡氠 䱩v潮i愠Pu扬ic⁓c桯潬s⁰牯桩bi瑳⁵nlawf畬⁤iscrimi湡瑩o渠o渠瑨攠扡sisf⁲慣攬 colorⰠ牥li杩o測 s數Ⱐn慴i潮a氠潲楧i測 慧攬 桥i杨tⰠwei杨琬慲楴慬 s瑡t畳Ⱐha湤ic慰爠摩sa扩lit礠i渠an礠潦⁩瑳⁥d畣慴i潮al⁰r潧r慭s爠慣瑩viti敳⸠ T桥 f潬lo睩湧 灥rs潮 桡s⁢e 敮 摥sig湡瑥搠to⁨a湤l攠i湱畩ri敳⁡n搠杲楥va湣敳⁲敧慲din朠discrimi湡瑩潮⁢慳敤 潮⁲慣攬 c潬潲Ⱐreligio測 s數Ⱐn慴i潮al物gi測 慧攬⁨eig桴Ⱐ睥ig桴Ⱐ慮搠m慲楴慬⁳t慴us 䑩r散瑯爠潦⁈畭慮⁒敳潵rc敳Ⱐ1㔱2㔠 F慲mi湧瑯渠副慤Ⱐ䱩v潮i愬 䵉 㐸ㄵ4⁡琠 (7㌴)‷㐴 2㔰ㄠ T桥⁦潬lowi湧 灥rs潮⁨慳⁢ee渠d敳i杮慴e搠t漠桡n摬攠 i湱畩ri敳⁡n搠gri敶慮c敳⁲e条r摩湧 摩scrimi湡瑩o渠b慳e搠o渠桡n摩ca瀠or⁤is慢ility 䑩r散瑯爠潦⁓t畤e湴 S敲vicesⰠ ㄵㄲ㔠䙡rmi湧瑯n⁒潡搬 Liv潮i愬⁍䤠㐸1㔴 慴 (㜳㐩‷44 ㈵24 MISSION STATEMENT We as bilingual community will persevto empoweach individual tfind an identity in a multicultural environment and be reflectivthoughtful, bilingual citizenin a global community. Niji-Iro is designed to educate students in a high-qality, bilingual, comprehensive and meaningful education. We strive to be culturally cooperative, communicating and receiving information with an empathetic attitude. This will encourage flexible thinking and an adaptable attitude. Students’ education will enhance critical thinking and develop an identity to take risks and problem solve. Our high standards and expectations will build lifelong, confident learners. BELIEFS Learning We believe… students learn at different paces through a varie ty of modalities. students can succeed when we consider their individual needs. students take more ownership for learning when they are engaged and know the purpose. students can be successful learning a second language when there are clear, consistent, and high expectations. Everyone learns where there is fun, positive, supportive, environment were ideas and cultures are valued. Parents & School Webelieve… communica tion is essential between home and school. parents and teachers are partners in student learning. 3 1D12D Farmington RoadIivonia •MI •481D4 Phone (734) 744-2500 with the Annual Education Report which provides key laws. The school’s report contains information about student assessment, accountability and please contact Lawrence DeLuca, of Niji-Iro Japanese Immersion Elementary School, for assistance. AEavailable foto revielectronicallvisitifollowing wsite http://niji-iro.livoniapublicschools.org reviecontacting tNiji-IrJapanese AEtwo majoto itinformatiocontained in tfirsectiwas compildistristaffpresentrelevaninformation abodistrictacademiprogramschool improveffortresultdistricschoodevelopassessmentand nationallnorm referenassessmentsincludes tdistrict’pareninvolvpoliand specialized programs. the reporcontaiinformatiprovided by tMichigDepartmenof Educatioand is required tpresein MDformat. studentin tbottohavidentifiedhave lookareaof Readiwhere studentunderperformingare activelworkiaddresthese issueby: English teachers servicing students in need of additional support in the area of math and reading through targeted interventions. Differentiated instruction in both Reading and Math designed to meet the needs of all students. Targeted small group Guided Reading instruction. Curriculum review and mapping to the state standards in the area of Math. Daily interventions with our Dual Language Interventio