2015-2016€¦ · 2015-2016 created: 06/17/2015 revised: 12/08/2015. ... career readiness increase...

District Strategic Improvement Plan

Humble, TX 77338

Dr. Guy Sconzo, Superintendent

101-913

Humble Independent School District20200 Eastway Village Drive

Humble Independent School District, Humble, Texas

2015-2016

Created: 06/17/2015

Revised: 12/08/2015

Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm

Our purpose, in partnership with families and community, is to develop each child intellectually, artistically, emotionally, physically, and socially so that all students

are life-long learners, complex thinkers, responsible global citizens and effective communicators.

MISSION

We envision schools where students and staff are enthusiastically engaged in learning within local and virtual environments. We see schools that encourage

collaboration and cultivate a sense of belonging. We see learning standards that are rigorous and relevant. We see learning standards that inspire creativity and

problem solving. Ultimately, we see schools that prepare students for many paths and that empower them with skills to successfully live in a rapidly changing

world.

VISION

NEEDS SUMMARY

The Comprehensive Needs Assessment (CNA) was conducted as part of the planning and decision-making process. Data were analyzed to address areas

including: demographics, student achievement, school culture and climate; staff quality, recruitment and retention; curriculum, instruction and assessment; family

and community involvement; school organization and technology. The following summary addresses the key findings and needs to be addressed.

Goal 1:

s Graduation/College/Career Readiness: Curriculum, Instruction, and Assessment aligned across grade levels and schools; that is engaging, rigorous, and

relevant; that uses balanced and varied assessments to inform instruction.

Goal 2:

s School Climate: Improve relationships between students, teachers, leaders, parents, and all district employees, and achieve service excellence in every school

and department.

Goal 3:

s School Climate: Create great places for students to learn, teachers to teach, employees to work, and parents to send their children for a quality education.

Goal 4:

s Efficiency & Effectiveness: Maximize student performance by aligning expenditures with priority goals and initiatives

District Strategic Improvement Plan (101-913)


SCORECARD

Student Achievement Service People Finance

Prepare students to be

college and career ready

Provide quality service to

internal and external

Provide a quality work

environment so every

employee can perform at the

highest levels

Create efficiencies at all

levels of the organization

Measurable Objectives

Increase the percentage of

students achieving college and

career readiness

Increase the percentage of

students making adequate or

above adequate progress as

measured by iStation

from 67% to 68%

Decrease achievement gap for all

economically disadvantaged

students as measured by state

assessments using the current

passing standard

from 60% to 61%

Increase mean for parent

satisfaction survey

from 4.11 to 4.16

Maintain participation in the

parent survey (return rate)

10,000 participants

Increase the mean on the

Employee Engagement Survey

from 3.93 to 4.00

Increase the retention rate for all

employees

from 91.9% to 92.4%

*

* *

*

*

*

*

* Increase the district mean on the

District Services Support Survey

From 4.23 to 4.27

Maintain a yearly unassigned

general fund balance between

17% (60 days) and 25% (90 days)

of total operating expenditures.

Maintain well defined debt

management practices for issuing

and managing outstanding debt to

sustain a strong debt

Establish a formula fund balance

assignment related to Capital

Outlay (Replacement Cycle)

*

*

*

Potential College Credits Earned

from 12603 to 13141

CTE Certifications

from 253 to 260



SCORECARD

Student Achievement Service People Finance

Progress Monitoring

Academic check points

Data focused on variables that

measure on track

graduation/college and career

readiness (enrollment, course

completion, AP and IB score

reports)

iStation reading data (BOY, MOY,

EOY) K-8

Individual school assessments

using specific items from survey)

based on highest need.

Administration of the Employee

Engagement Survey

semi-annually

Quarterly reports of employees

leaving by district count,

department, school

Provide a quality work

environment so every

employee can perform at the

highest levels

Provide quality service to

internal and external

Prepare students to be

college and career ready

Create efficiencies at all

levels of the organization

Strategic Actions

Results roll out process

completed by all departments and

school leaders

30-90 day conversations with new

employees

Round on employees at least

once a year

Conduct exit sessions with all

employees leaving the district

Results roll out process used for

parent survey with additional

communication as determined by

campuses

Standardized curriculum with PD

to support implementation

Classroom instructional rounds

for coaching and support and to

identify best practices

Effective and required use of RTI

Training for the use of data

focused on variables that

measure on track

graduation/college and career

readiness

*

*

*

*

*

*

*

*

*

*

*

* District services survey completed

three times

Review of department and

campus budgets quarterly

*

*

2014-15 Audit/ CAFR- November

board meeting

Results roll out process followed

by all department leaders for

District Services

*

2016-17 Budget Development

Process communicated to

stakeholders

*

*

Work with cabinet to develop

budget priorities aligned to annual

goals

Analysis & Evaluation of Debt

Capacity* District leaders round with

campus leaders about what is

working well and what could be

improved

*

*

*

*

*



Objective (SMART Goal):

* Decrease achievement gap for all economically disadvantaged students as measured by state assessments using the current passing standard

from 60% to 61%

* Increase the percentage of students achieving college and career readiness Potential College Credits Earned from 12603 to 13141

CTE Certifications from 253 to 260

* Increase the percentage of students making adequate or above adequate progress as measured by iStation from 67% to 68%

Goal 1: Prepare students to be college and career ready

# Strategies and Action StepsPerson(s)

ResponsibleEvidence of Implementation

Evidence of Impact

(Formative/Summative)

1 ASOS

ASCI

Dir. of ESS

(F) Increase Quad D lessons;

differentiate professional

development

(S) Student mastery through

multiple measures [standardized

test data (STAAR, SAT, ACT);

increase graduation rate and the

number of students pursuing

college/career]

-Minutes from collaborative team

meetings (horizontals)

- Collaborative Instructional Rounds

(CIR) data from classroom visitation tool

Ensure the application of the Rigor, Relevance,

and Learner Engagement rubric at each campus

and departments that support instruction.

Resources: LocalTimeline (Interval): Jul 2015 - Jun 2016 (Daily)

2 ASOS

ASCI

RtI/Dyslexia

Coord.

(F) Progress monitoring data for

Tier 2 and Tier 3 students

(S) Student growth between

Beginning and End of Year

Performance through multiple

measures (e.g., Istation, DRA,

Fluency, Comprehension)

- Professional Development records

- RtI meeting minutes

Ensure a system of reading interventions at all

elementary and middle schools

Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (9 weeks)






Evidence of Impact


3 ASOS

ASCI

Dir. Student

Support

Services

(F) Reduced discipline incidents,

improved grades, increased

attendance rates

(S) Year-over-year comparison

demonstrates reduced discipline

incidents, improved grades,

increased attendance rates, and

improved retention rates.

- Campus PBIS/Schoolwide Evaluation

Tool (SET)

- Making Connections Professional

Development sign-in sheets

- Skill Building Lesson Plans

Provide a system of behavioral interventions at all

schools

Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (9 weeks)

4 ASCI

ASOS

Pre-K Coord.

(F) Istation data, Frog Street data

(S) Improved student performance;

full-day/half-day Pre-K program

comparison/evaluation

-Class rostersPilot full-day Pre-K at selected low

socio-economic campuses.

Resources: LocalTimeline (Interval): Aug 2015 - Jun 2016 (Daily)

5 ASCI

ASOS

Director C & I

Curriculum

Coord.

Director of PD

(F) Teacher observations/lessons

reflect increased integration of

technology into instruction

(S) Increase in CIR rigor, relevance,

and learner engagement data in

summary reports

-Technology infused within curriculum

documents and aligned to K-8

Technology Application TEKS

Infuse appropriate technology within the

instructional program.

Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)

6 ASCI

Director of C& I

Curriculum

Coord.

Director of PD

(F) Increase in CIR rigor, relevance,

and learner engagement data in

summary reports

(S) Improved student performance

and teacher understanding

* Course entry in Eduphoria

* PD sign-in sheets and evaluations for

focused 9 week sessions

Build teacher awareness of and build capacity for

performance indicators and technology

integration.

Resources: LocalTimeline (Interval): Jun 2015 - May 2016 (Ongoing)






Evidence of Impact


7 ASCI

ASOS

Director of CTE

(F) Course enrollment

(S) Improved student performance

of students enrolled in CTE courses

* CTE courses offeredIntegration of vocational and technical education

programs


8 ASDQ

Dir State and

Federal

Programs

Coordinator of

Title Programs

DCSI-Cathy

Airola

(F) Funds spent on allowable

expenses; funds spent in a timely

manner

(S) No citations on ICR report,

Compliance Reports, or Audit

Reports

-Coord. of Title I programs (.8 FTE)

-Parent Involvement Training and

Communication

-Migrant Student Support

Provide Title I, private non-profit, and Focus

School guidance and oversight

- Title I PNP allocation

Resources: Title I, Part A $94,806Timeline (Interval): Jul 2015 - Sep 2016 (Ongoing)

9 Matt Smith (F) Increase number of homeless

students attending classes

(S) increase student academic

performance

Transportation for homeless students

point of origin

Address individual needs of homeless students

Resources: Title I, Part A $20,000Timeline (Interval): Aug 2015 - Jun 2016 (Daily)

10 ASOS (Title I

schools)

ASCI

Coord. Title

Programs

(F) Evaluations of training sessions

and instructional coaches

(S) Improved teacher performance

and student understanding

- Title I Science specialist 1 FTE

- Title I Math specialist 1 FTE

- Title I ELAR Instr Interv Facilitator .5

FTE

Provide supplemental professional development

to teachers and administrators at Title I

campuses focused on students of economically

diverse backgrounds, instructional effectiveness,

and developing leadership capacity.

- ICLE executive coaching for Title I campus

instructional teams

- Lead4ward STAAR Review (secondary Math)

- Greg Tang math training

- Pentecost writing training

- Leadership Academy

Resources: Title I, Part A $491,995Timeline (Interval): Aug 2015 - Jun 2016 (Daily)






Evidence of Impact


11 ASDQ

Dir State and

Federal

Programs

Coordinator of

Title Programs

(F) Evaluations of training sessions

(S) Improved teacher performance

and student understanding

Title II

- .1 FTE, Coord. of Title Programs

- .5 FTE, Coord. of Affective Education

- 2.0 FTEs, Math Specialists

- .5 FTE, Reading Specialist

Provide high quality and ongoing professional

development for teachers, principals and

paraprofessionals (as determined by the SBDM

committee).

- Provide Title II oversight and guidance, promote

professional growth opportunities, monitor

compliance with highly qualified teachers and

paraprofessional standards, monitor private

non-profit programs

- Title II PNP Allocations

Resources: Local ; Title II $258,775Timeline (Interval): Jul 2015 - Jun 2016 (Ongoing)

12 ASCI

ASOS

(F) Improved performance on

check-point assessments. DBAs,

and Mock STAAR Benchmarks

(S) Improved STAAR/EOC data

Team planningProvide targeted instruction and interventions to

address Federal System Safeguards (by subject

and subgroup).

Resources: LocalTimeline (Interval): Nov 2015 - May 2016 (Daily)



Goal 1 (Special Populations): Provide meaningful support for students of special populations to ensure they meet and exceed the

state student academic achievement standards.



Evidence of Impact


1 ASDQ

Director of

State and

Federal

Program

(F) Improved at-risk performance on

check-point assessments

(S) Gap between at-risk and

non-at-risk student performance and

drop-outs reduced

-Staff development to address the

needs of at-risk students (Sheltered

Instruction)

- PRS services to address the needs of

pregnant/parenting teens

- SCE program evaluation

- 2.5 CEHI instructors

- DAEP/PACE staff

Provide supplemental instruction/support and

timely interventions for students who are at-risk

of dropping out of school.

Resources: Local ; SCE $652,641Timeline (Interval): Aug 2015 - May 2016 (Daily)

2 ASOS

ASCI

RtI/Dyslexia

Coord.

(F) Progress Monitoring mastery

checks; improved Istation trends

(S) Student growth between

Beginning and End of Year

Performance through multiple

measures (e.g., Istation, DRA,

Barton, Fluency, Comprehension,

spelling)

- Conduct needs assessment

- Dyslexia program evaluation

- Teacher and Advisory Committee

surveys

Implement a new district-wide instructional

framework for dyslexia instruction and timely

interventions for dyslexic students.


3 ASOS

ASCI

GT Coord.

PD Director

(F) Improved performance of G/T

identified students on district

assessments

(S) Improved performance of G/T

identified students on state

assessments

- Implementation of G/T 3 yr plan

- PD records

- Meeting minutes

- Student work samples

Provide challenging learning experiences using

differentiated instruction and incorporating

pacing, depth and complexity to enable gifted

and talented students to demonstrate

self-directed learning, thinking, research, and

communication.








Evidence of Impact


4 ASOS

ASCI

Dir of ESL/BE

*: Dir

BE/ESL/LOTE,

Lead ESL

teachers

**: ELTs at

elem.

campuses

(F) Increase in student attendance;

success in core academics; meeting

expectations on check-point and

benchmark assessments

*: End of unit tests/quizzes, progress

reports

**: Progress reports

(S) Improved PBMAS data;

Standardized test data (STAAR,

SAT, ACT, TELPAS); increase

graduation rate and the number of

students pursuing college

* and **: Report card grades, District

Reading Benchmarks, STAAR

Reading/Writing

- Professional development records

- FTEs assigned (if applicable)

- 9 FTEs (in-class support)

*: Usage reports

**: Sign-in sheets


timely interventions for students who are Limited

English Proficient.

- Sheltered Instruction training for teachers of all

content areas

- differentiated professional development

regarding best practices or English language

acquisition education

System Safeguard *: ESL Read Smart for ESL

Middle School students at high LEP populated

campuses (weekly use by students)

System Safeguard **: Sheltered Instruction

trainings for elementary teachers provided by

ELTs on PLC dates

- coaching feedback sessions provided for

bilingual teachers (Three 3 hr sessions 9/30, 12/2

and 2/3)

Resources: Local ; Title III $16,300Timeline (Interval): Aug 2015 - May 2016 (Daily)

5 Dir ESS (F) Increase in student attendance;

success in core academics; meeting

expectations on check-point and

benchmark assessments

*Benchmark assessment scores

(S) Improved PBMAS data;

Standardized test data (STAAR,

SAT, ACT, TELPAS); increase

graduation rate and the number of

students pursuing college

* Improved PBMAS data,

standardized test data

- Training for SB1196 (Behavior

Support) and SB1727 (support for

general education teachers who instruct

special education students) completed

* Training records, sign-in sheets,

surveys


timely interventions for Special Education

students.

System Safeguard *: Provide Special Education

staff training on supplemental instruction/support

and interventions utilizing the Lead4ward

strategies and tools to increase access to the

curriculum (Sept. 9, 10, 23, 24 and Oct. 13, 14,

29.

Resources: Local ; SpecEd $67,000Timeline (Interval): Aug 2015 - May 2016 (Daily)







Evidence of Impact


6 ASOS

*Director

ESS/CTE

(F) Monitor all students at-risk of

dropping out

* Enrollment numbers,

Accommodations/Modification data

sheets when an ARD'd support,

student grades

(S) Annual dropout rate

* Reduction of drop out rate for

students in Sp. Ed.

Monitor attendance and potential

dropouts

*Attendance rates in CTE classes

Implement strategies for dropout prevention

System Safeguard*: Increase access to CTE

courses for Special Education students




Goal 1 (Health): Provide a Coordinated Health Program



Evidence of Impact


1 Health Coord.

PE Teacher

(F) Check-point fitness

assessments

(S) Increasing percentage of

students meeting all six standards

on the FitnessGram Assessment

FitnessGram data analysis used to

design PE lessons

Ensure students participate in moderate to

vigorous physical activity


2 Health Coord.

Teachers

PE Teachers

(F) Increased awareness of healthy

and safe environments.

(S) Coordinated school health

programming supporting healthy

and safe environments implemented

Health and PE lessons aligned with

SHAC recommendations

Implement recommendations made by the local

School Health Advisory Council (SHAC).




Goal 2: Provide quality service to internal and external customers


* Increase mean for parent satisfaction survey from 4.11 to 4.16

* Maintain participation in the parent survey (return rate) from 10,000 participants

* Increase the district mean on the District Services Support Survey from 4.23 to 4.27



Evidence of Impact


1 Cabinet - District Services Survey instrument

and results reported

- Action plan for improvement

(F) Interval results


demonstrates improvement

Conduct a District Services Support survey and

communicate the results

Timeline (Interval): Aug 2015 - Jun 2016 (As needed) Resources: Local

2 ASOS - Parent Survey instrument and results

reported


(F) Annual Results



Conduct a parent satisfaction survey and

communicate the results

Resources: LocalTimeline (Interval): Spring 2016 (Annually)

3 ASOS

ASCI

Dir Student

Support

Services

- Social skill instructional plans

- Conflict Resolution professional

development records

(F) Reduced discipline referrals,


attendance rates



referrals, improved grades,

increased attendance rates and

improved retention rates

Implement strategies for conflict resolution.

Timeline (Interval): Aug 2015 - Spring 2016 (Daily) Resources: Local






Evidence of Impact


4 ASOS

ASCI

Dir Student

Support

Services

- Making Connections professional

development records



attendance rates






Implement discipline management strategies.

Timeline (Interval): Aug 2015 - May 2016 (Daily) Resources: Local

5 ASOS

ASCI

Dir. Student

Support

Services

- Red Ribbon Week activities

- Individual and group counseling logs



attendance rates






Implement strategies for drug awareness and

prevention.


6 ASOS

ASCI

Dir. Student

Support

Services

- Provide annual professional

development for all staff




attendance rates






Implement strategies for suicide prevention







Evidence of Impact


7 ASOS

ASCI

Dir. Student

Support

Services

- No Place for Hate activities/curriculum




attendance rates






Implement strategies for violence prevention and

intervention


8 ASOS

ASCI

Dr. Student

Support

Services

- No Place for Hate activities/curriculum




attendance rates






Implement strategies for harassment and dating

violence prevention




Goal 3: Provide a quality work environment so every employee can perform at the highest levels


* Increase the mean on the Employee Engagement Survey from 3.93 to 4.00

* Increase the return rate for all employees from 91.9% to 92.4%



Evidence of Impact


1 District and

Campus

Leaders

- Employee Engagement Survey

instrument and results reported


(F) Interval results



Conduct employee engagement survey and

communicate results

Timeline (Interval): Aug 2015 - May 2016 (Biannually) Resources: Local

2 ASHR

ASDQ

Dir State and

Federal

Programs

Coord Title

Programs

- Records of stipends provided and

recruiting expenses

- HQ Teacher Compliance Report

(F) - Reduced vacancies

- HQ staffing reports

(S) - Reduced vacancies

- HQ staffing reports

Recruit, attract and ensure instruction is provided

by Highly Qualified teachers.

- Provide stipends to secure staff for "high needs"

positions, and provide supplemental recruiting

expenses

Timeline (Interval): Aug 2015 - Jun 2016 (Daily) Resources: Local ; Title II $152,796

3 Dir Technology

Services

Dir PD

- Professional development records (F) Evaluations of training sessions

(S) Improved administrator

performance

Staff are knowledgeable of how to integrate the

use of technology in administrative programs

Timeline (Interval): Aug 2015 - Jun 2016 (Daily) Resources: Local



Goal 4: Create efficiencies at all levels of the organization


* Maintain a yearly unassigned general fund balance between 17% (60 days) and 25% (90 days) of total operating expenditures.

* Maintain well defined debt management practices for issuing and managing outstanding debt to sustain a strong debt .

* Establish a formula fund balance assignment related to Capital Outlay (Replacement Cycle).



Evidence of Impact


1 CFO

Cabinet

Budget Development Process

communicated with stakeholders

(F) Stakeholders aware of Budget

Development Process; Priorities

identified

(S) Budget Developed based on

priorities

Budget Development Process

* Work with cabinet to develop budget priorities

aligned to annual goals

Timeline (Interval): Jul 2015 - Jun 2016 (Ongoing) Resources: Local

2 CFO Debt Capacity Report (F) Well defined debt management

practices utilized

(S) Audit/CAFR

Analysis & Evaluation of Debt Capacity

Timeline (Interval): Jul 2015 - Jun 2016 (Ongoing) Resources: Local



SYSTEM SAFEGUARDS

Graduation Rate - Special Ed (Federal Graduation Status) is being addressed through Goal 1.4 Line #6

Implement strategies for dropout prevention

System Safeguard*: Increase access to CTE courses for Special Education students

Math - All Students (Performance Status - Federal) is being addressed through Goal 1.1 Line #12

Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).

Math - African American (Performance Status - Federal) is being addressed through Goal 1.1 Line #12


Math - Hispanic (Performance Status - Federal) is being addressed through Goal 1.1 Line #12


Math - Economically Disadvantaged (Performance Status - Federal) is being addressed through Goal 1.1 Line #12


Math - Special Ed (Performance Status - Federal) is being addressed through Goal 1.1 Line #12


Math - Current & Monitored ELL (Performance Status - Federal) is being addressed through Goal 1.1 Line #12


Reading - All Students (Performance Status - Federal) is being addressed through Goal 1.1 Line #12


Reading - African American (Performance Status - Federal) is being addressed through Goal 1.1 Line #12


Reading - Hispanic (Performance Status - Federal) is being addressed through Goal 1.1 Line #12


Reading - Economically Disadvantaged (Performance Status - Federal) is being addressed through Goal 1.1 Line #12


Reading - Special Ed (Performance Status - Federal) is being addressed through Goal 1.1 Line #12


Reading - Current & Monitored ELL (Performance Status - Federal) is being addressed through Goal 1.1 Line #12




Math - Special Ed (Performance Status - State) is being addressed through Goal 1.4 Line #5

Provide supplemental instruction/support and timely interventions for Special Education students.

System Safeguard *: Provide Special Education staff training on supplemental instruction/support and interventions utilizing the Lead4ward strategies and tools

to increase access to the curriculum (Sept. 9, 10, 23, 24 and Oct. 13, 14, 29.

Reading - Special Ed (Performance Status - State) is being addressed through Goal 1.4 Line #5




Science - ELL (Performance Status - State) is being addressed through Goal 1.4 Line #4

Provide supplemental instruction/support and timely interventions for students who are Limited English Proficient.

- Sheltered Instruction training for teachers of all content areas

- differentiated professional development regarding best practices or English language acquisition education

System Safeguard *: ESL Read Smart for ESL Middle School students at high LEP populated campuses (weekly use by students)

System Safeguard **: Sheltered Instruction trainings for elementary teachers provided by ELTs on PLC dates

- coaching feedback sessions provided for bilingual teachers (Three 3 hr sessions 9/30, 12/2 and 2/3)

Science - Special Ed (Performance Status - State) is being addressed through Goal 1.4 Line #5




Social Studies - Special Ed (Performance Status - State) is being addressed through Goal 1.4 Line #5




Social Studies - ELL (Performance Status - State) is being addressed through Goal 1.4 Line #4

Provide supplemental instruction/support and timely interventions for students who are Limited English Proficient.

- Sheltered Instruction training for teachers of all content areas

- differentiated professional development regarding best practices or English language acquisition education

System Safeguard *: ESL Read Smart for ESL Middle School students at high LEP populated campuses (weekly use by students)

System Safeguard **: Sheltered Instruction trainings for elementary teachers provided by ELTs on PLC dates

- coaching feedback sessions provided for bilingual teachers (Three 3 hr sessions 9/30, 12/2 and 2/3)

Writing - Special Ed (Performance Status - State) is being addressed through Goal 1.4 Line #5






% of

Students

# of

Students

% of

Students

% of

Students

# of

Students

%of

Students

# of

Students

# of

Students

Demographics

Students and Programs

Other

White

Hispanic

African-American

Total

Title I

Special Education

Gifted & Talented

Bilingual & ESL

At-Risk

Limited English Proficiency

Economically Disadvantaged

# of

Students

% of

Students

Humble Independent School District

39529 100

7393 18.70

13031 32.96

16786 42.46

2319 5.86

13187 33.36

3416 8.64

16174 40.91

3380 8.55

2538 6.42

3082 7.77

7951 20.11

38235 100.00

7101

12280

16607

1455

18.57

32.12

43.43

3.8

13130

3292

14096

3245

2499

3136

7782 20.35

34.34

8.61

36.87

8.48

6.54

8.2

37095 100.00

17.99

31.30

44.65

6.06

11611

6673

16562

2249

33.72

8.56

32.09

8.44

6.73

8.35

19.947397

3098

2496

3130

11905

3174

12508

35913 100.00

17.50

28.90

47.70

5.90

34.00

8.80

30.20

4.10

7.20

8.60

17.00

6296

10634

17133

2120

12225

3151

10842

1467

2592

3071

6116

36016

6350

10849

16629

2188

12544

3095

11208

1457

2548

3146

6693

100.00

17.60

30.10

46.20

6.10

34.80

8.60

31.10

4.00

7.10

8.70

18.60

2014-20152013-20142012-20132011-20122010-2011

DEMOGRAPHICS



Elementary School

Data



STAAR Math (Elementary)

% Achieving Phase-In 1, Level II or Above Passing Standard

Student Achievement 2011-12 2012-13 2013-14 2014-15

ALL

Black/African American

Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

83.69%

70.40%

78.14%

91.30%

78.26%

95.71%

76.47%

81.94%

70.89%

56.49%

59.61%

72.47%

61.63%

90.65%

83.20%

68.20%

79.60%

90.29%

86.36%

93.78%

88.24%

84.66%

71.41%

62.50%

67.79%

77.42%

64.41%

88.51%

81.20%

68.23%

76.27%

88.67%

85.19%

94.85%

76.47%

85.57%

69.06%

61.87%

64.42%

72.56%

62.33%

91.21%

81.66%

81.32%

82.01%

66.20%

77.34%

90.20%

81.25%

96.83%

83.87%

81.16%

67.58%

68.17%

75.04%

56.22%

62.01%

92.68%

82.72%

83.60%

82.86%

83.55%

81.29%

81.11%

% Achieving Phase-In 3, Advanced Passing Standard


ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

25.54%

12.32%

17.32%

34.60%

13.04%

42.38%

11.76%

27.78%

11.78%

5.95%

4.27%

12.04%

5.93%

31.73%

25.42%

11.22%

18.52%

34.10%

13.64%

46.41%

11.76%

25.00%

11.78%

8.81%

7.61%

16.59%

6.34%

30.81%

23.96%

12.30%

19.13%

30.50%

22.22%

44.21%

20.59%

27.84%

13.60%

9.05%

14.85%

20.99%

8.36%

32.23%

22.80%

24.40%

21.15%

9.01%

16.40%

31.65%

9.38%

45.25%

19.35%

27.54%

11.08%

15.02%

19.18%

10.30%

7.79%

31.20%

24.95%

24.98%

25.80%

25.03%

24.30%

23.62%

% Met Progress Standard


ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

40.60%

36.63%

36.17%

44.87%

31.82%

43.06%

47.06%

39.20%

35.11%

24.72%

5.66%

23.16%

24.23%

45.23%

45.93%

44.07%

47.98%

44.32%

48.15%

57.51%

38.24%

47.94%

46.63%

39.78%

53.95%

55.11%

52.15%

42.64%

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

39.59%

41.64%

45.20%

46.69%

% Exceeded Progress Standard


ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

17.61%

12.47%

15.81%

20.19%

9.09%

23.92%

29.41%

18.18%

12.89%

9.38%

2.48%

9.22%

8.52%

20.17%

20.60%

17.44%

21.38%

20.26%

18.52%

34.33%

17.65%

23.20%

19.60%

14.40%

27.03%

27.91%

23.92%

18.84%

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

17.40%

17.82%

21.12%

20.07%




Student Achievement 2011-12 2012-13 2013-14

ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

2014-15

83.52%

80.76%

85.56%

75.05%

76.21%

91.28%

65.22%

88.68%

64.71%

86.71%

70.33%

62.20%

49.51%

65.44%

58.37%

91.68%

84.68%

74.66%

86.61%

73.36%

78.45%

92.13%

81.82%

94.71%

94.12%

86.93%

72.27%

63.17%

55.38%

69.89%

61.64%

91.20%

83.88%

82.17%

85.64%

73.91%

77.45%

91.56%

81.48%

94.85%

82.35%

87.11%

71.12%

67.31%

61.75%

71.46%

64.16%

94.35%

82.31%

80.22%

84.45%

71.74%

75.58%

91.16%

64.52%

92.04%

87.10%

83.09%

67.53%

59.67%

69.01%

54.31%

61.64%

93.95%



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

23.59%

20.67%

25.83%

12.25%

14.71%

32.67%

13.04%

40.09%

11.76%

23.78%

10.21%

4.57%

3.93%

9.58%

4.73%

29.71%

26.35%

21.40%

29.03%

12.46%

16.93%

36.92%

13.64%

40.38%

26.47%

25.00%

11.56%

7.93%

3.17%

10.80%

5.31%

32.30%

23.35%

20.94%

25.83%

10.58%

15.84%

32.58%

14.81%

36.48%

20.59%

30.93%

10.17%

9.62%

6.09%

12.11%

5.70%

32.72%

28.67%

26.53%

30.87%

15.01%

19.58%

39.82%

16.13%

42.04%

22.58%

39.13%

13.66%

13.24%

17.14%

12.07%

7.93%

40.35%

STAAR Reading (Elementary)



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

38.19%

33.02%

39.78%

34.11%

32.90%

42.71%

36.36%

43.27%

52.94%

38.07%

31.20%

24.22%

8.11%

20.69%

26.54%

41.48%

40.78%

38.96%

42.13%

38.48%

42.96%

39.16%

37.04%

52.36%

38.24%

44.33%

40.94%

38.05%

48.93%

49.29%

45.63%

38.20%

41.72%

39.99%

43.50%

35.31%

39.60%

45.45%

29.03%

47.79%

45.16%

44.44%

35.85%

34.85%

37.87%

33.62%

38.09%

43.77%



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

12.43%

10.39%

8.96%

10.56%

14.47%

9.09%

16.35%

20.59%

15.91%

9.23%

8.07%

2.12%

6.21%

8.93%

13.42%

13.36%

12.55%

11.66%

13.47%

10.29%

14.15%

11.69%

11.11%

19.74%

11.76%

14.43%

12.54%

11.40%

21.05%

18.47%

16.12%

10.66%

15.05%

13.80%

16.34%

9.87%

13.09%

18.45%

6.45%

17.70%

22.58%

15.46%

10.81%

12.00%

13.38%

9.91%

12.47%

16.50%



STAAR Science (Elementary)



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

84.13%

85.32%

82.15%

72.24%

75.34%

93.07%

90.00%

93.06%

63.64%

90.91%

70.87%

49.47%

36.89%

62.45%

58.86%

92.77%

22.25%

23.27%

20.13%

9.77%

13.76%

31.11%

20.00%

34.72%

9.09%

25.00%

7.31%

4.26%

1.64%

5.93%

6.18%

27.74%

81.47%

81.62%

81.31%

65.10%

75.33%

91.48%

66.67%

91.89%

80.00%

88.68%

68.71%

55.60%

54.96%

65.58%

58.68%

87.76%

16.47%

17.63%

15.30%

5.59%

9.82%

25.64%

366.67%

0.00%

0.00%

3.77%

6.34%

4.63%

2.07%

4.34%

2.43%

20.35%

80.52%

81.79%

65.44%

79.24%

74.03%

90.35%

77.78%

90.11%

75.00%

84.75%

66.83%

52.50%

49.42%

64.75%

59.26%

94.24%

16.86%

18.80%

5.18%

14.89%

9.61%

25.46%

0.00%

30.77%

8.33%

27.12%

5.91%

6.25%

1.95%

5.75%

2.88%

25.87%

78.56%

77.00%

61.34%

72.20%

89.79%

62.50%

90.36%

88.89%

76.12%

62.17%

46.90%

56.38%

67.72%

54.69%

92.39%

15.52%

16.94%

14.09%

4.41%

7.62%

25.06%

25.00%

25.30%

44.44%

16.42%

4.02%

8.97%

2.06%

4.76%

2.42%

23.11%

80.10%

STAAR Writing (Elementary)



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

74.22%

66.27%

80.44%

62.36%

66.71%

83.68%

50.00%

87.10%

44.44%

71.43%

57.93%

45.22%

34.70%

51.62%

40.53%

83.93%

6.66%

4.29%

8.81%

3.02%

3.62%

9.94%

0.00%

9.68%

0.00%

10.20%

1.72%

3.91%

0.46%

0.59%

0.57%

8.42%

69.51%

64.10%

74.94%

58.71%

58.33%

80.48%

44.44%

84.71%

73.33%

73.21%

51.93%

41.77%

38.91%

54.65%

40.31%

79.07%

7.94%

5.92%

9.98%

3.10%

3.99%

11.83%

11.11%

21.18%

20.00%

28.57%

0.75%

0.00%

4.44%

0.72%

31.72%

0.00%

76.28%

69.71%

82.06%

67.46%

70.26%

82.80%

62.50%

97.37%

77.78%

80.60%

61.29%

46.64%

60.13%

70.73%

50.11%

89.92%

7.92%

5.11%

10.81%

1.51%

6.17%

10.96%

0.00%

19.74%

11.11%

8.96%

3.59%

3.16%

8.31%

8.20%

3.35%

10.30%

73.47%

67.57%

79.40%

65.19%

64.22%

82.04%

50.00%

89.04%

90.91%

80.82%

58.30%

47.13%

50.45%

61.59%

48.64%

85.56%

8.35%

5.35%

11.37%

3.55%

5.28%

11.89%

0.00%

21.92%

0.00%

5.48%

3.13%

3.18%

5.74%

8.18%

2.62%

11.15%



Middle School

Data



STAAR Math (Middle School)



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male 15.59%

15.43%

4.80%

10.51%

24.06%

3.33%

37.50%

11.11%

15.86%

6.43%

4.40%

1.90%

2.55%

1.99%

23.57%

83.09%

81.73%

82.96%

70.28%

79.73%

89.95%

80.00%

95.83%

72.22%

89.66%

71.99%

52.29%

54.76%

62.89%

63.20%

93.40%

16.20% 10.12%

10.21%

10.03%

3.98%

6.63%

14.35%

10.00%

28.40%

0.00%

11.76%

3.69%

4.16%

1.62%

4.19%

2.04%

13.46%

82.66%

81.96%

83.39%

72.16%

77.76%

90.10%

80.00%

94.08%

80.00%

85.29%

71.88%

55.84%

53.57%

65.76%

64.97%

89.97%

13.98%

14.06%

13.89%

5.08%

9.49%

20.16%

15.15%

35.94%

3.57%

16.54%

5.63%

3.01%

3.49%

1.73%

5.70%

21.16%

83.19%

82.09%

84.36%

73.35%

78.92%

90.56%

69.70%

93.75%

78.57%

82.71%

72.14%

63.76%

62.75%

69.42%

66.00%

93.28%

14.06%

14.68%

13.43%

4.61%

8.91%

21.36%

13.33%

36.63%

3.33%

13.57%

5.63%

2.80%

5.25%

3.44%

1.33%

22.61%

82.12%

81.07%

83.18%

69.11%

78.00%

91.08%

73.33%

91.58%

90.00%

80.71%

70.42%

51.64%

63.58%

49.24%

63.10%

94.90%



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

4.22%

3.90%

4.56%

3.35%

2.98%

5.01%

66.67%

0.59%

0.00%

6.62%

2.78%

1.60%

0.00%

1.64%

2.80%

4.81%

38.42%

38.08%

38.77%

43.61%

36.04%

37.45%

50.00%

44.97%

40.00%

34.56%

37.94%

21.92%

0.00%

18.03%

41.10%

37.31%

5.94%

6.46%

5.39%

4.21%

4.91%

7.08%

3.03%

14.58%

0.00%

6.02%

4.32%

5.11%

4.79%

5.10%

4.24%

6.94%

52.59%

52.24%

52.97%

50.37%

49.75%

55.23%

57.58%

61.98%

53.57%

50.38%

49.40%

48.57%

47.06%

46.78%

54.49%

51.48%

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA



STAAR End-of-Course Algebra I (Middle School)



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

49.10%

50.50%

45.91%

27.78%

35.78%

58.10%

33.33%

65.38%

33.33%

52.94%

37.30%

25.00%

0.00%

44.44%

23.53%

51.09%

99.68%

99.60%

99.79%

100.00%

99.57%

99.60%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

99.66%

46.33%

47.76%

44.90%

24.82%

34.66%

57.85%

40.00%

55.00%

0.00%

32.00%

24.23%

0.00%

0.00%

14.29%

24.42%

48.44%

99.90%

99.80%

100.00%

99.27%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

99.56%

100.00%

100.00%

100.00%

100.00%

99.89%

51.76%

47.17%

55.98%

66.67%

66.67%

30.60%

40.92%

50.00%

48.00%

60.92%

0.00%

32.61%

13.33%

50.00%

25.74%

54.37%

99.82%

99.81%

99.83%

100.00%

100.00%

100.00%

99.34%

100.00%

100.00%

100.00%

99.13%

100.00%

100.00%

100.00%

98.02%

100.00%

55.70%

55.63%

55.76%

41.67%

43.92%

63.15%

66.67%

69.64%

50.00%

60.00%

34.96%

11.11%

20.83%

50.00%

31.15%

58.54%

99.66%

99.65%

99.67%

100.00%

99.66%

99.69%

100.00%

98.21%

100.00%

100.00%

99.59%

100.00%

95.83%

100.00%

98.36%

99.81%



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

34.22%

35.77%

32.65%

20.44%

25.50%

42.34%

40.00%

40.00%

0.00%

20.00%

19.82%

0.00%

0.00%

14.29%

22.09%

35.38%

68.53%

69.51%

67.55%

60.58%

62.95%

73.95%

80.00%

70.00%

50.00%

52.00%

56.39%

20.00%

0.00%

21.43%

59.30%

69.42%

43.90%

40.00%

47.49%

33.33%

53.70%

25.37%

35.31%

50.00%

44.00%

51.71%

28.26%

0.00%

20.00%

50.00%

28.71%

45.43%

82.48%

81.32%

83.54%

66.67%

81.48%

76.12%

76.24%

100.00%

92.00%

86.86%

71.30%

25.00%

73.33%

75.00%

83.90%

68.32%

44.56%

43.84%

45.23%

28.21%

36.82%

50.55%

50.00%

66.07%

0.00%

40.00%

28.46%

0.00%

16.67%

50.00%

25.41%

46.77%

80.53%

79.23%

81.74%

78.21%

74.66%

84.09%

83.33%

85.71%

100.00%

60.00%

74.80%

22.22%

41.67%

62.50%

69.67%

81.78%



STAAR Reading (Middle School)



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

22.87%

19.31%

25.28%

12.02%

15.79%

31.12%

12.12%

36.22%

16.00%

24.16%

9.57%

3.15%

0.45%

1.08%

4.21%

31.16%

84.79%

81.86%

86.53%

76.03%

78.88%

91.45%

81.82%

97.45%

68.00%

87.08%

73.53%

63.05%

38.18%

50.54%

62.97%

94.50%

24.21%

23.73%

27.16%

12.36%

16.11%

33.26%

20.00%

46.51%

17.24%

26.54%

10.12%

4.77%

0.63%

2.83%

5.01%

31.19%

86.54%

93.42%

88.95%

79.55%

81.23%

92.71%

82.86%

94.42%

79.31%

84.57%

76.75%

63.43%

46.69%

62.12%

69.52%

92.73%

23.38%

19.46%

27.46%

11.11%

16.10%

32.69%

19.44%

44.31%

10.00%

22.15%

9.77%

4.49%

1.74%

3.24%

4.00%

33.07%

87.34%

84.09%

90.71%

79.01%

83.68%

93.17%

77.78%

95.53%

73.33%

87.97%

77.80%

65.87%

57.39%

68.34%

71.00%

95.50%

26.14%

23.98%

28.32%

14.06%

17.06%

37.19%

17.14%

44.19%

15.63%

25.90%

11.40%

1.74%

4.74%

7.69%

4.40%

38.56%

84.80%

82.47%

87.14%

76.06%

78.04%

93.09%

82.86%

94.57%

75.00%

86.14%

72.39%

36.30%

52.44%

47.16%

63.62%

96.90%



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

15.22%

28.15%

15.46%

12.80%

13.52%

17.07%

17.14%

19.07%

10.34%

17.28%

12.22%

7.95%

-

4.25%

12.26%

16.30%

56.15%

59.96%

58.33%

53.38%

52.24%

59.26%

65.71%

66.98%

55.17%

54.94%

48.83%

24.80%

-

22.30%

46.38%

59.70%

13.87%

12.46%

15.34%

11.36%

12.80%

15.19%

8.33%

19.92%

20.00%

17.09%

12.42%

8.38%

10.22%

10.75%

14.08%

13.76%

58.68%

55.22%

53.45%

52.61%

58.40%

61.25%

63.89%

67.48%

56.67%

50.00%

55.64%

50.15%

56.74%

55.23%

57.27%

59.39%

15.25%

15.32%

15.17%

14.32%

11.66%

17.95%

17.14%

20.16%

12.50%

17.47%

11.22%

8.48%

8.76%

10.03%

13.10%

16.47%

56.67%

56.27%

57.07%

51.67%

52.21%

61.88%

51.43%

64.34%

59.38%

53.01%

49.84%

42.17%

43.53%

39.80%

49.50%

60.76%



STAAR Science (Middle School)



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

19.15%

20.75%

16.30%

5.16%

11.55%

28.34%

20.00%

30.43%

9.09%

25.00%

7.68%

1.69%

0.00%

3.30%

3.13%

27.40%

84.86%

84.25%

83.31%

70.89%

80.61%

92.03%

80.00%

95.65%

81.82%

88.89%

72.98%

60.45%

28.57%

45.05%

61.61%

96.84%

21.95%

24.98%

18.73%

7.45%

11.80%

34.39%

31.25%

44.44%

18.18%

20.63%

8.48%

6.67%

1.33%

0.82%

4.59%

29.81%

83.96%

85.20%

82.64%

71.64%

79.32%

92.15%

93.75%

93.65%

90.91%

84.13%

74.97%

55.90%

52.00%

56.56%

64.55%

92.75%

28.42%

30.08%

26.74%

9.57%

19.43%

41.23%

20.00%

50.57%

20.00%

29.79%

10.99%

4.98%

3.60%

6.00%

5.16%

41.89%

82.29%

82.84%

81.74%

70.92%

76.36%

90.96%

60.00%

91.95%

60.00%

80.85%

68.95%

57.01%

44.14%

52.00%

61.60%

94.29%

24.58%

26.29%

22.75%

12.11%

15.11%

34.43%

15.38%

48.84%

9.09%

33.33%

10.19%

12.79%

0.00%

1.42%

3.15%

37.61%

85.02%

84.59%

85.48%

75.59%

77.28%

93.02%

84.62%

96.51%

90.91%

93.75%

72.51%

58.14%

53.40%

60.99%

66.09%

96.52%

STAAR Social Studies (Middle School)



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

74.38%

76.48%

70.44%

59.67%

66.16%

84.06%

60.00%

88.41%

72.73%

81.69%

57.39%

47.13%

19.05%

35.16%

46.35%

88.70%

75.24%

76.41%

74.00%

63.50%

66.18%

85.59%

81.25%

93.65%

81.82%

79.37%

61.08%

52.28%

28.95%

34.96%

50.12%

86.63%

19.83%

23.09%

16.38%

7.48%

10.46%

31.24%

25.00%

36.51%

9.09%

17.46%

7.00%

5.58%

1.32%

2.44%

4.13%

26.95%

73.73%

75.65%

71.78%

58.05%

66.55%

84.47%

70.00%

88.51%

40.00%

78.72%

55.73%

53.85%

27.03%

34.67%

47.57%

88.91%

19.84%

22.37%

17.27%

7.61%

12.13%

29.38%

20.00%

33.33%

10.00%

23.40%

5.63%

4.52%

2.70%

2.00%

4.87%

28.53%

76.79%

78.03%

75.45%

64.19%

67.17%

87.57%

69.23%

88.51%

72.73%

83.33%

59.22%

50.59%

26.92%

35.21%

52.15%

91.76%

19.64%

21.62%

17.51%

7.63%

10.79%

29.11%

23.08%

43.68%

0.00%

18.75%

7.33%

5.88%

0.96%

2.11%

3.44%

29.48%



STAAR Writing (Middle School)



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

81.00%

75.02%

85.47%

71.04%

76.29%

87.52%

80.00%

96.49%

100.00%

83.61%

70.17%

49.71%

38.36%

48.74%

57.55%

92.26%

9.72%

6.38%

12.75%

3.59%

4.50%

14.75%

0.00%

31.58%

0.00%

14.75%

2.63%

2.86%

0.00%

0.00%

1.12%

13.86%

4.37%

2.99%

5.80%

2.26%

1.93%

6.08%

137.50%

1.37%

66.67%

26.00%

0.92%

0.44%

0.92%

2.92%

16.79%

0.00%

76.15%

69.35%

83.17%

64.66%

71.48%

83.11%

62.50%

98.63%

50.00%

72.00%

62.93%

49.34%

45.87%

52.63%

48.91%

85.21%

8.91%

4.88%

13.22%

4.86%

6.09%

10.86%

6.25%

27.59%

0.00%

21.15%

2.76%

3.00%

2.11%

3.65%

1.70%

12.40%

77.68%

71.04%

84.77%

68.22%

70.77%

85.31%

75.00%

90.80%

81.82%

78.85%

66.26%

54.00%

50.70%

55.73%

50.96%

90.57%

11.55%

6.37%

16.67%

5.22%

7.99%

16.22%

10.00%

30.77%

10.00%

10.53%

5.70%

1.67%

1.31%

1.20%

0.94%

17.01%

78.36%

70.17%

86.44%

68.84%

71.37%

87.14%

70.00%

94.87%

80.00%

85.96%

61.92%

23.33%

26.14%

46.22%

50.52%

92.68%



High School

Data





ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP4.79%

At-Risk

Non At-Risk52.02%

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

86.58%

84.44%

87.10%

78.71%

83.27%

92.55%

87.50%

95.24%

100.00%

81.82%

78.21%

56.29%

46.43%

55.00%

78.34%

97.57%

9.43%

9.66%

8.60%

4.58%

6.02%

13.14%

0.00%

28.57%

0.00%

15.15%

5.20%

1.32%

3.57%

7.50%

2.63%

18.49%

77.21%

73.40%

81.40%

66.46%

73.93%

86.31%

66.67%

87.10%

50.00%

83.72%

67.25%

52.02%

49.15%

58.72%

62.94%

91.83%

5.46%

4.79%

6.20%

1.64%

3.83%

8.67%

11.11%

12.90%

8.33%

6.98%

2.37%

1.35%

0.00%

1.83%

0.68%

10.36%

100.00%

72.71%

80.94%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

4.57%

3.99%

5.24%

13.33%

10.81%

0.96%

2.98%

0.00%

2.33%

8.72%

1.46%

2.04%

1.57%

1.95%

1.08%

9.47%

78.67%

76.07%

81.54%

73.99%

74.97%

85.91%

81.82%

95.00%

40.00%

84.85%

72.01%

55.12%

61.40%

41.41%

71.54%

93.31%

7.49%

6.01%

9.13%

3.72%

4.69%

12.18%

18.18%

35.00%

6.67%

0.00%

3.23%

5.51%

4.68%

0.78%

2.38%

17.99%

STAAR End-of-Course Algebra I (High School)



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

22.05%

20.58%

23.66%

11.86%

17.48%

31.53%

33.33%

29.03%

8.33%

27.91%

12.45%

3.59%

0.00%

7.34%

7.88%

36.55%

3.25%

2.35%

4.24%

1.23%

1.99%

5.40%

11.11%

3.23%

8.33%

2.33%

1.49%

0.90%

0.00%

0.00%

0.58%

5.98%

20.91%

19.23%

22.85%

33.33%

21.62%

12.34%

16.71%

6.67%

11.63%

32.31%

14.51%

2.04%

4.19%

10.12%

9.26%

37.26%

2.39%

2.03%

2.80%

6.67%

5.41%

0.64%

1.43%

0.00%

2.33%

4.55%

0.68%

0.00%

0.00%

0.39%

0.36%

5.24%

24.30%

22.63%

26.15%

16.72%

20.73%

34.61%

18.18%

32.50%

20.00%

9.09%

17.01%

19.69%

19.88%

8.59%

14.20%

45.05%

3.93%

2.79%

5.19%

2.53%

3.26%

5.20%

0.00%

17.50%

6.67%

0.00%

2.48%

5.51%

4.68%

0.78%

1.77%

8.37%



STAAR End-of-Course English (High School)



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

83.49%

79.62%

87.71%

78.79%

92.82%

74.59%

79.04%

62.07%

88.51%

90.80%

72.53%

37.66%

41.55%

65.19%

67.31%

95.35%

10.66%

6.70%

14.98%

3.03%

19.34%

3.44%

7.02%

6.90%

14.19%

16.47%

4.00%

2.60%

2.36%

6.43%

1.62%

17.29%

80.13%

76.23%

84.38%

70.29%

75.47%

88.23%

76.47%

95.65%

70.97%

81.90%

67.52%

35.25%

42.51%

32.79%

65.31%

93.85%

9.71%

6.10%

13.64%

2.94%

5.97%

15.17%

5.88%

24.46%

9.68%

15.52%

2.61%

4.51%

3.36%

2.85%

1.32%

17.46%

STAAR End-of-Course Biology (High School)



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male



ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

91.64%

86.03%

89.57%

94.97%

75.00%

98.85%

87.50%

97.47%

84.82%

60.85%

67.24%

76.32%

81.09%

97.36%

20.10%

6.72%

12.08%

29.26%

25.00%

47.13%

12.50%

26.58%

6.55%

2.13%

0.00%

7.02%

2.73%

29.51%

92.99%

94.74%

92.00%

88.97%

91.46%

73.33%

93.75%

96.55%

87.79%

71.63%

76.06%

66.94%

84.50%

99.07%

15.59%

15.79%

30.67%

4.85%

9.65%

6.67%

14.06%

25.24%

5.61%

0.71%

1.60%

0.82%

2.30%

25.10%

95.54%

93.96%

97.08%

91.60%

95.33%

97.68%

88.89%

101.12%

75.00%

97.96%

91.87%

67.78%

91.21%

91.43%

90.77%

99.28%

28.61%

27.89%

29.32%

11.79%

20.30%

43.64%

33.33%

44.94%

0.00%

32.65%

11.70%

7.78%

5.49%

5.00%

7.13%

45.46%

91.48%

94.62%

17.36%

13.69%

90.70%

92.63%

21.61%

18.53%

93.95%

88.86%

91.95%

96.95%

90.00%

97.78%

100.00%

91.67%

87.05%

64.38%

68.97%

73.91%

87.21%

99.21%

14.44%

4.37%

93.09%

93.91%

16.61%

11.43%

7.91%

10.00%

21.49%

23.33%

0.00%

16.67%

3.58%

1.25%

0.00%

2.17%

2.39%

23.85%



STAAR End-of-Course U. S. History


Student Achievement 2011-12 2012-13 2013-14 Focus

ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male


Student Achievement 2011-12 2012-13 2013-14 Focus

ALL


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More

Econ. Disadvantaged

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Female

Male

-

60.47%

63.59%

-

-

-

-

-

-

-

-

-

-

-

-

-

-

7.44%

4.89%

-

-

-

-

-

-

-

-

-

-

-

-

-

81.90%

82.49%

81.31%

72.92%

77.78%

87.06%

70.00%

95.65%

71.43%

86.79%

70.73%

41.73%

32.14%

51.16%

66.76%

93.11%

12.99%

17.74%

8.23%

4.74%

6.05%

19.66%

10.00%

23.91%

114.29%

0.00%

4.11%

2.36%

0.00%

2.33%

3.79%

19.80%

96.70%

97.12%

96.29%

88.89%

97.41%

95.29%

95.35%

87.50%

98.11%

98.09%

93.57%

64.15%

66.67%

85.71%

93.30%

99.51%

24.72%

31.26%

18.49%

11.11%

33.62%

11.18%

16.55%

12.50%

22.64%

34.83%

10.63%

0.00%

1.75%

9.89%

12.48%

34.89%

95.24%

96.04%

94.44%

91.26%

93.81%

97.75%

100.00%

97.94%

87.50%

98.55%

90.52%

61.90%

71.21%

76.54%

89.99%

99.36%

39.66%

46.91%

32.48%

20.58%

30.84%

53.01%

66.67%

57.73%

18.75%

44.93%

20.32%

8.33%

12.12%

14.81%

21.64%

53.80%



DISTRICT DECISION-MAKING COMMITTEE

Principals

Donnie Bodron Principal Riverwood Middle School

Karl Koehler Principal Atascocita Middle School

April Maldonado Principal Eagle Springs Elementary School

Lisa Drabing Principal Kingwood Park High School

Assistant Principals

Janette Horton Assistant Principal Quest Early College High School

Sergio Lopez Assistant Principal Ross Sterling Middle School

Erica Gruber Assistant Principal Lakeland Elementary School

Nancy Cozad Assistant Principal Kingwood High School

Denise Rodriguez Assistant Principal Greentree Elementary School

Kimberly Felts Assistant Principal Oaks Elementary School

Shannon Lalmansingh Assistant Principal Pine Forest Elementary School

Kristin Bryan Assistant Principal Summerwood Elementary School

Teachers

John O'Brien Teacher Humble High School

Delena Medina Teacher Humble Middle School

Miguel Moreno Teacher River Pines Elementary School

Michael Knesek Teacher Whispering Pines Elementary School

Darlene Noble Teacher Humble Elementary School

Kellianne Olson Teacher Creekwood Middle School

Elizabeth Grantham Teacher Bear Branch Elementary School

Jean Ann West Teacher Deerwood Elementary School

Will Slamp Teacher Timberwood Middle School

Kelly Curtis Teacher Oak Forest Elementary School

Jessica Cannon Teacher Maplebrook Elementary School

Jennifer King Teacher Atascocita Springs Elementary School

John Baron Teacher Kingwood Middle School

Amy Bearden Teacher Elm Grove Elementary School

Linda Harris Teacher Woodcreek Middle School

David Srubar Teacher CATE Center

Kelly Atkins Teacher Jack M. Fields, Sr. Elementary School

Brittney Howard Teacher North Belt Elementary School

Travis Setterbo Teacher Park Lakes Elementary School



DISTRICT DECISION-MAKING COMMITTEE

Teachers

Julie Trzecki Teacher Hidden Hollow Elementary School

Karen McClurg Teacher Shadow Forest Elementary School

Paul Touchstone Teacher Willow Creek Elementary School

Marcus Jackson Teacher Atascocita High School

Kasandra Elvir Teacher Timbers Elementary School

Christina Doiron Teacher Foster Elementary School

Kristina Monks Teacher Woodland Hills Elementary School

Crystal Livingston Teacher Summer Creek High School

Ora Felder Teacher Lakeshore Elementary School

Joe Callaghan Teacher Cambridge School

Chelsey Joseph Teacher Ridge Creek Elementary School

Non-Teaching Staff

Andrea Jean Non-Teaching Staff Fall Creek Elementary School

District-Level Staff

Carol Atwood District-Level Staff Accountability & Research

Dr. Thomas Price District-Level Staff Learning Division

Parents

Noreen McCarthy Parent Kingwood Park High School Vertical Team

Jennifer Wooden Parent Atascocita High School Vertical Team

Clista Graff Parent Kingwood high School Vertical Team

Shantell Phillips Parent Humble High School Vertical Team

Mike Acosta Parent Summer Creek High School Vertical Team

Community Members

Shannon McIntire Community Member

Diana VanHorn Community Member

Business Representatives

Noah LaBauve Business Representative

Adam McAlpine Business Representative



NO CHILD LEFT BEHIND ACT (NCLB) PERFORMANCE GOALS

Performance Goal 1: All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency

or better in reading/language arts and mathematics.

Performance Goal 3: All students will be taught by highly qualified teachers.

Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Performance Goal 5: All students will graduate from high school.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their

potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the

conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further

grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement

in the school is essential for the maximum educational achievement of a child.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

#1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.

#2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.

#3: The students in the public education system will demonstrate exemplary performance in the understanding of science.

#4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children.

Objective #2: Students will be encouraged and challenged to meet their full educational potential.

Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

Objective #4: A well-balanced and appropriate curriculum will be provided to all students.

Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained.

Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.

Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning.

Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and

administration


2015-2016€¦ · 2015-2016 created: 06/17/2015 revised: 12/08/2015. ... career readiness increase...

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