Rusk Primary School Campus Plan Campus 103 2014-2015€¦ · Primary School . Campus Plan . Campus...
Transcript of Rusk Primary School Campus Plan Campus 103 2014-2015€¦ · Primary School . Campus Plan . Campus...
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Rusk
Primary School
Campus Plan Campus 103
2014-2015
Rusk Primary School Title I, Part A, Schoolwide Campus Total Number of Children: 432 Total Number At Risk: 182 Percentage of At Risk: 42.1%
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Table of Contents Committee Members …….. ……………………………………………………….…3 Mission Statement ……………………………………………………………………4 Student Performance on Star Early Literacy…………………………………...…...5 Needs Assessment………………………………………………………....………….6 Average Daily Attendance and Parental Involvement ...……………………….……10 Evaluation of 2012-2014 Campus Plan Goals and Objectives………………………11 Campus Goals and Strategies: Reading………………………………………………………………………14 Math………………………………………………………...………………..18 Writing/Language Arts………………………………………………………20 Special Programs: At Risk……………………………………………………………….22 English as a Second Language………………………………………23 Accelerated Reading Instruction/Dyslexia…………………………..25 Gifted and Talented…………………………………………… ……26 Special Education ………………………………………………...…27 School Climate: Social, Emotional, and Academic Development……………………28 Attendance…………………………………………………………..32 Parental Involvement………………………………………….…….33 Technology………………………………………………………….35 State Compensatory Education Fund…………………………..……………37
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Rusk Primary School Grade Level Teams
2014-2015
Kindergarten Team Pre-K Team Katie Covington Denise Goff Amanda Beard Kandy Loden Lindsey Ragsdale Elissa Berryman Katie Homann Shonda Williams Kasi Williams Elizabeth Beard CJ Simpson Jenni Cudd Mary Thompson Jenny Peters
Jennifer Eckel First Grade Team Niki Acker Ancilliary Team Kathy Blackmon Janie Cromer Anthony Garner Shirley Goldsberry Kathy Maxwell Judy Marks Dana Tinsley Lauren Dyess Tonya Tropp Melody Ross Kassidy Crews Jamie Sanders Christi Starkey Elizabeth Palmer Krista McNew
Paraprofessional Team Lori Bayless Shelly Ford Office Team Jessica Gates Susan Rinehart Tanya Helm Brittany Robbins Johnny Avant, Custodian Shauna Goff Amanda Berry Angie Berry, Counselor Crystal Post Angela Smith Brian Joyner, Assistant Principal Tana Rawlinson Melissa Robinson Sandra Lenard, Principal Crystal Ward Sandy Wood Rosa Lowe, PEIMS Clerk Becky Morris Jeana Kimbrell Sue Nation, Secretary , Nurse
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Campus Improvement Team 2014-2015
Lindsey Ragsdale, Teacher Crystal Ward, Paraprofessional Mary Thompson, Teacher Elissa Berryman, Teacher Christi Starkey, Teacher Judy Marks, Teacher Anthony Garner, Teacher Tonya Tropp, Teacher Rotisha Dunn, Parent Alexis Jinkins, Parent Bob Nation, Community Member Thomas Parsons, Community Member Stephen Berry, Business Member Stoney Thompson, Business Member Sandra Lenard, Principal Brian Joyner, Assistant Principal Nurse, Non-Teaching Professional Betty Collins, District Level Rep
Campus Plan Team 2014-2015
School Culture, Climate and Staff Development Student Achievement Lindsey Ragsdale Amanda Beard Shonda Williams CJ Simpson Shirley Goldsberry Christi Starkey Krista McNew
Jennifer Eckel
Curriculum, Instruction and Assessment Demographics Elizabeth Beard Anthony Garner Elizabeth Palmer Kandy Loden Niki Acker Janie Cromer Melody Ross
Family and Community Involvement School Organization and Budget Elissa Berryman Kasi Williams Lauren Dyess Denise Goff Jenni Cudd Kathy Blackmon
Staff Quality, Recruitment, and Retention Technology Tonya Tropp Katie Covington Jenny Peters Mary Thompson Judy Marks Jamie Sanders
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Rusk Primary School Mission
The Mission of Rusk Primary School is to provide a positive and safe learning environment where all students will succeed.
Vision
We Are E engaged A actively Learning G goal Oriented L loving E enthusiastic S safe
Values
We will be respectful of each other. We will stay committed To each other and our children while ensuring excellence in education for all.
Goals
Through our mission, vision, and values, we will collaborate to ensure the success of each student.
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Comprehensive Needs Assessment Summary Area Reviewed Data Sources Strengths Weaknesses Objectives/funding Demographics
Enrollment Numbers Attendance Records Skyward Reports of Ethnicity, At risk, and special populations PEIMS/AEIS data Class sizes Transfer reports
Increasing enrollment Number of transfer students is up. Class size remains below 1:22 Targeted Instruction in place to assist with struggling first graders. Some progress toward closing gaps. Retention number decreased with addition of mixed age classes.
Attendance is below state average At risk are mostly low scores on readiness test. Large low socio economic population Sub pops continue to score below expectations in some areas.
Raise attendance rate to match state goal of 97%. Implement targeted instruction program for the entire campus population. Continue free breakfast program. Monitor and focus on sub pops more in Targeted Instruction.
Needs Assessment – Attendance Data
Attendance 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14
K 95.63 95.65 95.57 94.77 95.33 95.44 95.31 94.81 1 95.91 95.91 96.17 95.81 95.98 96.07 95.98 96.16
PK 93.95
EE 78.86 Totals 95.03
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Comprehensive Needs Assessment Summary
Area Reviewed Data Sources Strengths Weaknesses Objectives/funding Student Achievement
Star Early Literacy IStation TELPAS Benchmarks Report Cards Teacher input/observations Promotion/retention
rates
Progress monitoring system Intervention strategies in place Collaboration on benchmark results Lab for struggling students TELPAS showed gains Targeted Instruction based on data PLCs Fast review of data for intervention
Fluency and vocabulary are still weaker areas Additional resources for struggling students on specific skills at a variety of levels.
90 % of all students will meet the End of Year I Station goal set by I Station research.
90% of all students will meet the End of Year Star Early Literacy goal of at least the 50th%tile set by Star Early Lit research.
85% of all K students will read a 1.0 and 90% of all 1st students will read a 2.0 by end of year.
Work toward increasing TELPAS at least one proficiency level.
Decrease the gap between at risk and All students.
90% of all students, all subpops and special programs will score 70 or better on quick checks for math.
90% of all students will score 70 or more on quick checks for writing/language arts.
90% of all sub populations and special programs students will meet the End of Year Star Early Literacy goal of at least the 50th%tile set by Star Early Lit research and EOY I station score set by I station research.
100% of GT students will score 70 or better on quick checks for all subjects.
Sp Ed and PPCD students will show progress on their IEPs.
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Needs Assessment Student Performance on Star Early Literacy
The following chart indicates average scores of PreKindergarten 4 students in each area of the Star Early Literacy Test in the beginning, middle and end of year testing periods for 2013-2014.
Rusk Primary School Kindergarten Star Early Literacy Results
%age of change 13-14 Beg- End
Pre Kindergarten 4 Tasks 13-14
Beg-year
Mid- Year
End of Year
Scaled Score 419 492 552 +133 Alphabetic Principle 36 52 63 +27 Concept of Word 41 57 68 +27 Visual Discrimination 44 62 71 +27 Phonemic Awareness 18 30 39 +23 Phonics 19 32 42 +23 Structural Analysis 13 24 33 +20 Vocabulary 22 34 44 +22 Sentence Comprehension 15 27 37 +22 Paragraph Comprehension 12 21 30 +18 Early Numeracy 31 47 58 +27
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Needs Assessment Student Performance on Star Early Literacy
The following chart indicates average scores of students in each area of the Star Early Literacy Test in the beginning, middle and end of year testing periods for 2013-2014.
Rusk Primary School Kindergarten Star Early Literacy Results
%age of change 13-14 Beg- End
Kindergarten Tasks 13-14
Beg-year
Mid- Year
End of Year
Scaled Score 534 647 706 +172 Alphabetic Principle 60 77 84 +24 Concept of Word 65 81 87 +22 Visual Discrimination 69 84 89 +20 Phonemic Awareness 36 55 65 +29 Phonics 39 58 68 +29 Structural Analysis 30 49 60 +30 Vocabulary 41 59 68 +27 Sentence Comprehension 33 53 64 +31 Paragraph Comprehension 27 45 56 +29 Early Numeracy 55 73 81 +26
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Needs Assessment Student Performance on Star Early Literacy
The following chart indicates average scores of students in each area of the Star Early Literacy Test in the beginning, middle and end of year testing periods for 2013-2014.
The following chart indicates the number of students meeting or exceeding the 50th percentile on Star Early Literacy at the end of the 2013-2014 school year. ARI Program Students K 27/36 1st 34/71 The following chart indicates the number of Accelerated Reading Instruction students scoring a reading level of 1.8 or mor on Star Reading at the end of the 2013-2014 school year . ARI Program Students 1st 21/71
Rusk Primary School First Grade Star Early Literacy Results
%age of change 13-14 Beg- End
First Grade Tasks 13-14
Beg-year
Mid- Year
End of Year
Scaled Score 630 738 768 +138 Alphabetic Principle 75 88 91 +16 Concept of Word 79 90 92 +13 Visual Discrimination 82 92 94 +12 Phonemic Awareness 52 71 76 +24 Phonics 55 73 78 +23 Structural Analysis 46 66 72 +26 Vocabulary 56 73 78 +22 Sentence Comprehension 50 70 76 +26 Paragraph Comprehension 42 62 69 +27 Early Numeracy 70 85 88 +18
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Needs Assessment Student Performance on Star Early Literacy. The following charts indicate the average scores of Special Programs students in each area of the Star Early
Literacy Test for the 2014-2014 school year at the beginning and end of year testing periods. PreKindergarten 4 Tasks Beg-year
End Year
Beg-Year
End Year
Beg-Year
End Year
Beg-Year
End Year
Special Program Students At-Risk ESL Sp.Ed GT Reading Scaled Score 377 503 392 500 432 634 Alphabetic Score 25 55 29 54 41 77 Concept of Word 29 59 33 59 46 81 Visual Discrimination 32 63 37 63 50 84
Phonemic Awareness 11 31 14 31 20 53
Phonics 12 33 15 33 21 55 Structural Analysis 8 25 10 25 15 45 Vocabulary 15 36 17 36 25 57 Sentence Comprehension 9 28 12 28 17 50
Paragraph Comprehenion 7 22 9 22 13 41
Early Numeracy 21 49 25 48 35 72
Kindergarten Tasks Beg-year
End Year
Beg-Year
End Year
Beg-Year
End Year
Beg-Year
End Year
Special Program Students At-Risk ESL Sp.Ed GT Reading Scaled Score 482 662 507 681 533 677 Alphabetic Score 50 79 56 82 60 81 Concept of Word 54 83 61 85 65 84 Visual Discrimination 58 86 65 87 69 86
Phonemic Awareness 28 58 32 61 36 60
Phonics 30 60 34 63 38 63 Structural Analysis 22 51 26 55 30 54 Vocabulary 33 61 37 64 41 64 Sentence Comprehension 25 56 29 59 33 59
Paragraph Comprehenion 20 47 23 51 27 51
Early Numeracy 44 76 50 78 55 77
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First Grade Tasks Beg.-year
End Year
Beg.-year
End Year
Beg.-year
End Year
Beg.-year
End Year
Special Programs At-Risk ESL Sp.Ed
GT
Reading Scaled Score 571 738 594 744 588 726
691 820
Alphabetic Score 67 88 70 88 68 87 83 95 Concept of Word 71 90 75 91 72 89 86 96 Visual Discrimination 75 92 78 92 76 91
88 96
Phonemic Awareness 42 71 46 72 45 69
63 86
Phonics 45 73 49 74 48 71 65 87 Structural Analysis 36 66 39 67 39 64 57 83 Vocabulary 47 74 51 74 50 72 66 87 Sentence Comprehension 40 70 43 71 43 68 61 86 Paragraph Comprehenion 32 62 36 63 36 60
53 81
Early Numeracy 61 85 65 86 64 84 79 94
Needs Assessment Student Performance on Star Early Literacy.
PreKindergarten 4 Tasks Beg-year End Year Beg-Year End Year Beg-Year End Year
Beg-Year
End Year
Special Population Students Afro-Am. Hispanic White
Eco.Dis
Reading Scaled Score 423 566 402 524 425 562 419 552 Alphabetic Principle 37 65 32 58 38 65 36 63 Concept of Word 42 69 36 63 42 69 41 68 Visual Discrimination 46 73 40 67 46 73 44 71 Phonemic Awareness 19 42 15 35 19 41 18 39
Phonics 20 44 16 37 20 43 19 42 Structural Analysis 14 35 11 28 14 34 13 33 Vocabulary 23 46 19 39 23 46 22 44 Sentence Comprehension 16 39 13 32 16 38
15 37
Paragraph Comprehension 12 32 10 25 12 31
12 30
Early Numeracy 32 60 27 53 33 60 31 58
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Needs Assessment
Student Performance on Star Early Literacy.
Kindergarten Tasks Beg-year
End Year
Beg-Year
End Year
Beg-Year
End Year
Beg-Year
End Year
Special Population Students
Afro-Am. Hispanic White
Eco.Dis
Reading Scaled Score 514 691 507 697 546 711 529 688 Alphabetic Principle 57 83 55 83 62 85 59 82 Concept of Word 62 86 60 86 67 88 64 85 Visual Discrimination 66 88 64 89 71 90 68 88 Phonemic Awareness 33 62 32 63 38 66 36 62
Phonics 35 65 34 66 41 69 38 65
Structural Analysis 27 56 26 58 32 61 29 56 Vocabulary 38 66 37 67 43 69 40 66 Sentence Comprehension 30 61 29 62 35 65
33 61
Paragraph Comprehension 24 53 23 54 28 57
26 52
Early Numeracy 51 80 50 80 57 82 54 79
First Grade Tasks
Beg.-year
End Year
Beg.-year
End Year
Beg.-year
End Year
Beg.-year
End Year
Special Populations
Afro-Am. Hispanic White
Eco.Dis
Reading Scaled Score 580 748 610 750 651 778 615 762
Alphabetic Principle 68 89 73 89 78 91 73 90
Concept of Word 72 91 77 91 81 93 77 92 Visual Discrimination 76 93 80 93 84 94 80 94 Phonemic Awareness 44 73 49 73 56 78 50 75 Phonics 46 75 51 75 58 80 52 77 Structural Analysis 37 68 42 68 49 74 43 71 Vocabulary 49 75 53 75 60 80 54 77 Sentence Comprehension 41 72 46 73 54 78
48 75
Paragraph Comprehension 34 64 38 65 46 71
40 68
Early Numeracy 63 87 68 87 73 89 68 88
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PreKindergarten 4 Tasks Beg-year End Year Beg-Year End Year Beg-Year End Year Beg-Year
End Year
Special Population Students Male Female 504 Dyslexic Reading Scaled Score 410 553 +123 430 551 +121 Alphabetic Principle 34 63 +29 39 63 +24 Concept of Word 39 68 +29 43 67 +24 SMALL NUMBER Visual Discrimination 42 72 +30 47 71 +24 OF STUDENTS Phonemic Awareness 16 40 +24 20 39 +19
Phonics 18 42 +24 21 41 +20 Structural Analysis 12 33 +21 15 33 +18 Vocabulary 20 44 +24 24 44 +20 Sentence Comprehension 14 37 +23 17 36 +19 Paragraph Comprehension 10 30 +20 13 29 +16 Early Numeracy 29 58 +29 34 57 +23
Kindergarten Tasks Beg-year End Year +/- Beg-Year End Year +/- Beg-Year End Year Beg-Year
End Year
Special Population Students Male Female 504 Dyslexic Reading Scaled Score 536 705 +169 530 706 +176 Alphabetic Principle 60 84 +24 60 84 +24 Concept of Word 65 87 +22 65 87 +22 Visual Discrimination 69 89 +20 69 89 +20 SMALL NUMBER Phonemic Awareness 37 65 +28 36 65 +29 OF STUDENTS
Phonics 39 67 +28 38 68 +30 Structural Analysis 30 59 +29 29 60 +31 Vocabulary 42 68 +26 41 68 +27 Sentence Comprehension 34 64 +30 33 64 +31 Paragraph Comprehension 27 56 +29 26 53 +27 Early Numeracy 55 81 +26 55 81 +26
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First Grade Tasks Beg-year End Year Beg-Year End Year Beg-Year End Year Beg-Year
End Year
Special Population Students Male Female 504 Dyslexic Reading Scaled Score 633 767 +134 626 769 +143 Alphabetic Principle 75 90 +15 74 91 +17 Concept of Word 79 92 +13 78 92 +14 Visual Discrimination 82 94 +12 81 94 +13 SMALL NUMBER Phonemic Awareness 53 76 +23 52 76 +24 OF STUDENTS
Phonics 55 78 +23 51 78 +27 Structural Analysis 46 72 +26 45 72 +27 Vocabulary 57 78 +21 56 79 +23 Sentence Comprehension 51 76 +25 49 76 +27 Paragraph Comprehension 43 69 +26 42 69 +27 Early Numeracy 71 88 +17 70 89 +19
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Comprehensive Needs Assessment Summary
Area Reviewed Data Sources Strengths Weaknesses Objectives/funding School Culture and Climate
Prior Campus Plan Staff participation rate in social events Discipline Referral logs/PEIMS Accident log Lockdown Log Teacher contacts Walkthrough class observation data Parent/community participation in events Required trainings Transition events for school entry and grade to grade
Rapport between staff members and staff to students Low rate of major discipline problems Accidents minimal Good parents participation Trainings and procedures in place Parent/community events are well attended Transition events
Build more participation of parents in academics Continue and refine trainings Update and enhance safety procedures
Promote social and emotional development by modeling and teaching good citizenship qualities as described in the Character Education Resource Guide, a state approved curriculum for character development. A Crisis Intervention and Violence Prevention plan will be in place and enhanced to manage and or prevent a crisis situation Provide a safe and drug free environment that supports academic achievement Implement strategies that will build a positive school climate for students, teacher, parents and community that is conducive to successful learning. Shaq will be utilized to ensure the health of the students
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Comprehensive Needs Assessment Summary
Area Reviewed Data Sources Strengths Weaknesses Objectives/funding High Staff Quality, Recruitment and Retention, Professional Development.
Teacher certification /qualification data Paraprofessional qualifications PDAS Staff mobility/stability Recruitment and retention strategies Class/student ratios Grades/assessment data
100% of staff are highly qualified Incentive pay/attendance pay Number of field experience students from universities on campus. Class size below 1:22 Staff participation rate in offered staff development Web site
Teacher training in all 5 areas of reading ESL certifications Dyslexia training program Time for mentoring and collaboration Class procedures and management for inexperienced teachers
Attract and retain highly qualified teachers Increase the number of ESL certified teachers Provide dyslexia training for a reading intervention teacher Management Training will be provided to maximize teacher effectiveness.
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Comprehensive Needs Assessment Summary
Area Reviewed Data Sources Strengths Weaknesses Objectives/funding Curriculum, Instruction, and Assessment
Scope and Sequence Curriculum bundles TEKS Kilgo Toolkit Alignment meetings Schedules Class, special programs, etc Grading Lessons written from toolkits Technology Curriculum resources Lesson delivery strategies Quick Check results I Station tests Star Early Lit
Kilgo training and campus work Daggett training Toolkits Scope and Sequence Higher order thinking strategies High level questioning Eagle camp Progress monitoring Exit questions Quick checks
Need more Grade level and cross grade level meeting time Grading Access to more age appropriate technology on appropriate skills for our level
Campus will have a complete scope and sequence for reading, math and science. Provide time for all teachers to use the toolkit in planning lessons with targeted student objectives, PLC decisions, data analysis/planning. All teachers will require that students show proof of learning through quick checks and exit questions. Provide training for all teachers on questioning. Teachers will write lessons with Rigor and Relevance and post on website.
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Comprehensive Needs Assessment Summary
Area Reviewed Data Sources Strengths Weaknesses Objectives/funding Family and Community Involvement
Parent involvement sign in logs Student attendance and discipline records Number of parent conferences and parent contacts PTO sign in sheets Red Ribbon week participation
Number and variety of parent activities offered. Number of parent conferences attended Parental support of discipline and attendance issues
Language barriers Lower participation from lower socio economic groups
90% of all parents will attend parent conferences in the fall and spring. Provide opportunities for parents to come to school and feel comfortable in learning about their child’s academic instruction.
The following chart indicates the percentage of parent conferences completed during the last eight school years.
Parent Logs 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14
Fall 94% 89% 94% 95% 95% 96% 95%
94%
Spring 96% 93% 95% 96% 96% 96% 96%
95%
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Comprehensive Needs Assessment Summary
Area Reviewed Data Sources Strengths Weaknesses Objectives/funding School Context and Organization
CIC, DEIC and TEAM meeting notes Grade level meeting minutes Faculty meetings Master Schedule Support Structures/Mentors Student Support Services Campus Map/Physical Environment Communication logs/emails/memos Schedules Handbooks Duty Rosters Campus Plan
Active CIC, DEIC, TEAM and grade level teams Safe school environment Student support Schedules changed to include Targeted Instruction Handbooks in place with important info. Patsy Ramirez with Figure 19 training and facilitating. K/1 and 1 /2 class
Decrease bus referrals More staff leadership roles Way to assist more struggling students Rotation time management
Add time in schedule for PLC and Targeted Instruction for students. Add a K/1 and a 1 / 2 class for struggling students. Add aides to mixed age classes to assist with struggling students. Continue bus discipline procedures Encourage leadership among teachers and time management responsibility.
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Comprehensive Needs Assessment Summary
Area Reviewed Data Sources Strengths Weaknesses Objectives/funding Technology
STAR Chart results Technology coaching Technology notes Class technology needs Technology policies and procedures Assessment of technology skills of students and staff Technology infrastructure and networks Technology Hardware and software available Technology Staff development
Campus desktop lab Grade Level laptop labs Smartboards, data projectors, data cameras in every classroom Interactive lessons through technology Technology coach for training and assistance weekly Technology used by all teachers and students Wireless connectivity I pads added
Connectivity issues at times. Network goes down at times Access to software that is age appropriate for reading/math at our level. Direct instruction of Technology TEKS in classrooms.
Increase use of technology in classrooms to enhance student achievement Regular updates to web page for campus and grade levels Increase access for students and parents. Provide more age appropriate software or apps for beginning reading and math for young students. Students will learn foundations, information acquisition, work in solving problems and communications. An awareness of the SES of the internet will begin at Rusk Primary.
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Demographic and Student Achievement Goals and Strategies
Goal: (1) All students in the community will have families that are full partners with educators in the education of their children. Areas(s) from Needs Assessment: Demographics/Attendance and Retention Objectives from Needs Assessment:
• Raise attendance rate to match state goal of 97%. • Design and implement a targeted instruction program for the entire campus. • Continue free breakfast program.
Strategies/Actions Person
Responsible Funding Resources
Time lines
Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Students will receive a perfect attendance certificate at the end of the year awards ceremony for perfect attendance. Parents will be contacted on the third consecutive day of absence by the office Attendance letters will be sent out on the fourth absence and on the seventh undocumented absence a meeting will be required.
Sandra Lenard Brian Joyner Sandra Lenard Brian Joyner Rosa Lowe Sandra Lenard Brian Joyner Rosa Lowe
General Fund PTO funds General Fund General Fund
May 2015 May 2015 May 2015
Certificates given Attendance Log Attendance Log Letters sent Meetings held
Attendance Rate increased. Attendance Log Attendance meeting log
__Met Strategy __Continue Strategy __Met Strategy __Continue Strategy __Met Strategy __Continue Strategy
Excessive absences will be referred to attendance court.
Sandra Lenard Rosa Lowe
General Fund
May 2015
Court Referrals
Attendance Rate
__Met Strategy __Continue Strategy
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Goal: (2) All students within all demographic areas will reach high standards. At a minimum, all student achievement will be at the level of proficiency or better on assessments in:
• Reading/language arts • Mathematics • Science • Social Studies
All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: Reading Objectives from Needs Assessment:
• 90 % of all students, all subgroups and all special program groups will meet the End of Year I Station goal set by I Station research.
• 90% of all students, all subgroups and all special program groups will meet the End of Year Star Early Literacy goal of at least the 50th percentile set by Star Early Lit research.
• 85% of all K students will read a 1.0 and 90% of all 1st students will read a 2.0 by end of year.
All students will demonstrate exemplary performance in comparison to state performance standards Strategies/Actions Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Assessment data will be disaggregated and presented to the faculty. STAAR Benchmark Assessments I Station Star Early Literacy
Sandra Lenard Brian Joyner
General Funds
Spring 2015
Response from disaggregated data and conclusions/plans made by faculty based on the data.
Test scores reflect growth.
__Met Strategy __Continue Strategy
Teachers will analyze class STAR Early Lit summary sheets based on their individual student's scores in order to assess and plan effective instructional strategies for the classroom based on student needs. STAR Early Lit Summary sheets will be discussed and shared in grade level teams.
Classroom teachers
General Funds
Spring 2015
Lesson plans reflect instruction based on the individual needs of students.
Improvement of individual student skill development on the STAR Early Lit and classroom objectives.
__Met Strategy __Continue Strategy
Conduct staff development on integrating TEKS/STAAR objectives in all classes and subjects.
Sandra Lenard Brian Joyner Theresa Gates
Title I, Part A
Fall 2014- Spring 2015
Improvement on TEKS/TAKS related classroom objectives.
Show an increase of STAR Early Lit and TEKS/STAARrelated objectives reflected in lesson plans for all classes
__Met Strategy __Continue Strategy
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Use previous year's STAAR materials to pattern STAAR format activities for Instructional purposes. Quick checks will reflect STAAR format.
Classroom and ancillary teachers
General Funds
Fall 2014- Spring 2015
Activities will reflect TAKS format.
Improved performance on STAAR patterned activities in the classroom.
__Met Strategy __Continue Strategy
Analyze previous year's STAAR test by question to design instructional strategies leading to prerequisite skill acquisition.
Theresa Gates Grade level Teachers
General Funds
Fall 2014 Analysis completed
Improved performance on STAAR patterned activities in the classroom.
__Met Strategy __Continue Strategy
Parents will receive Star Early Literacy Assessment results in report cards and parent conferences will be held to explain results.
Grade level teachers
General Funds
May 2015 Results sent. Conferences held.
Improvement of individual student skill development on the STAR Early Lit and classroom objectives.
__Met Strategy __Continue Strategy
Update scope and sequence/ timeline of TEKS skills to be taught each grading period as needed.
Beard Williams Blackmon Cromer
General Funds
May 2015.
Scope and sequence/timeline updated and in use.
Increase in academic scores
__Met Strategy __Continue Strategy
Give and update Quick Check assessments of TEKS objectives each grading period.
Beard Williams Blackmon Cromer
General Funds
May 2015.
Quick Check test updated and in use.
TEKS objectives mastered.
__Met Strategy __Continue Strategy
Continue curriculum development and align skills across grade levels in district and provide supplies needed.
Beard Williams Blackmon Cromer
General Funds
May 2015.
Curriculum development continued and alignment across grade levels completed.
Increase in academic scores.
__Met Strategy __Continue Strategy
Provide intensified instruction using the Accelerated Reader Program.
Simpson Cromer
General Funds
May 2015 Monitor the number of books circulated through the library.
Increase in individual student's reading and comprehension level.
__Met Strategy __Continue Strategy
New teachers will be trained on the use of the new AR program and tests.
Williams Loden Acker
General Funds
Fall 2014.
Training on different parts throughout the year done.
Increase in academic scores
__Met Strategy __Continue Strategy
Teachers will continue scientifically research Based strategies of AR STAR, STAR Early Lit., I Station and Quick Check assessments.
Sandra Lenard classroom teachers Brian Joyner
General Funds
May 2015.
Tests given. Monitor growth.
Improvement of individual student skill development on the STAR Early Lit and classroom objectives.
__Met Strategy __Continue Strategy
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STAR Early Literacy, I Station will be used as a diagnostic tool for PK, K and 1st for assessment of growth.
All teachers General Funds
May 2015.
Software installed and used. Increase in diagnostic use.
Improvement of individual student skill development on the STAR Early Lit and classroom objectives.
__Met Strategy __Continue Strategy
Teachers will use the STAR Early Literacy and I station data to plan.
Sandra Lenard Brian Joyner
General Funds
Spring 2015
Training on different parts throughout the year done.
Increase in scores
__Met Strategy __Continue Strategy
Fluency activities will be used in K and 1.
All teachers General Funds
May 2015 Increase in fluency rates.
Increase in scores
__Met Strategy __Continue Strategy
Pre- Kindergarten, Kindergarten, and first grade will implement strategies specific to Literacy Development. K and 1st will implement writing traits as presented Patsy Ramirez.
K. Teachers First Grade Teachers Sandra Lenard Brian Joyner
General Funds
May 2015 Increase in activities from the training in lesson plans and classroom instruction.
Increase in STAR Early Lit developed skills.
__Met Strategy __Continue Strategy
Phonics will be continued as part of the Reading Components.
K. Teachers First Grade Teachers Sandra Lenard Brian Joyner
General Funds
May 2015 Increase in STAR Early Lit developed skills.
Increase in scores
__Met Strategy __Continue Strategy
Teachers will continue grade level/campus PLC meetings for planning and coordination of instructional strategies.
Beard Williams Cromer
General Funds
May 2015 Meetings held and instructional strategies implemented.
Increased mastery of objectives
__Met Strategy __Continue Strategy
A Targeted Instruction Program will be utilized for all students during and after school
Sandra Lenard Brian Joyner
State Comp Ed And General
May 2015 Program implemented
Increase in scores
__Met Strategy __Continue Strategy
Teachers will visit other schools, other classrooms on campus and workshops to increase their teaching skills.
Sandra Lenard Brian Joyner
General Funds
May 2015 Teachers visit and share what they learn.
Increase in scores
__Met Strategy __Continue Strategy
Continue leveling the books in the resource room to include more reading levels.
Ross McNew Angie Berry
General Funds, Activity funds
May 2015 Number of books added. Inventory done.
Increase in reading scores
__Met Strategy __Continue Strategy
Students will participate in reduced class size classrooms.
Sandra Lenard Brian Joyner
Title II, Part A TPTR
May 2015 Growth in reading development.
Increase in scores
__Met Strategy __Continue Strategy
Continue programs to assist in meeting the needs of all students. - GT - Literacy Lab - Resource - ESL - Headstart - RTI - Send in/pull out aides - Accelerated Reading
Sandra Lenard Brian Joyner Nikki Acker Gates/Rinehart Maxwell McNew Pre-K teachers Ross/McNew Aides All classroom Teachers
SCE including SFSF SCE see attached including SFSF General Fund ESL
Aug 2014 Acceptable performance on instructional goals set by the campus committee.
Increase in scores
__Met Strategy __Continue Strategy
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Instruction Program - Targeted Instruction - Extended Day/Year Program - Counseling - Tutoring - Half day Pre-K 3
Niki Acker Angie Berry All Teachers Angie Berry Cudd
funds
Staff Development will be provided on the characteristics of dyslexia, RTI and classroom intervention.
Sandra Lenard Angie Berry
SCE, General Funds
May 2015
Staff development provided. Increase in awareness of dyslexia characteristics.
Increase in scores
__Met Strategy __Continue Strategy
Recruit and retain fully certified professional staff.
Brian Joyner Sandra Lenard
General funds
August 2014
Professional staff is fully certified and remain in RISD
Increase in scores
__Met Strategy __Continue Strategy
Kindergarten and first will continue to teach Phonics in direct instruction.
All teachers General Funds
May 2015 Increase in phonics skills on STAR Early Lit.
Increase in scores
__Met Strategy __Continue Strategy
Computer software and other instructional materials will be implemented for reading reinforcement of skills.
All teachers General Funds
May 2015
Software used.
Increase in reading skills.
__Met Strategy __Continue Strategy
Teachers will continue to implement Social Studies TEKS timelines for each grading period and will update as needed.
All teachers General Funds
May 2015 Timelines developed.
Increase in scores
__Met Strategy __Continue Strategy
First grade teachers will Implement Comprehensive Literacy Training strategies.
All teachers General Fund
May 2015 Increase in STAR Early Lit scores.
Increase in scores
__Met Strategy __Continue Strategy
Maintain highly qualified in all Core subjects.
Sandra Lenard Brian Joyner
General Fund
May 2015 Teachers are highly qualified.
Increase in scores
RTI plan will be implemented and students monitored.
Angie Berry Ross McNew
SCE funds
May 2015 Students will receive Early implementation of Intervention strategies in the RTI plan.
Increase in scores
__Met Strategy __Continue Strategy
Student monitoring of progress will be bi-weekly for struggling students.
Lab Assistants Ross McNew
General Funds
May 2015 Students will show progress On monitored objectives.
Increase in scores
__Met Strategy __Continue Strategy
Provide snacks to PK/HS Sandra Lenard Brian Joyner
General Funds
May 2015
Snacks provided
Increase in scores
__Met Strategy __Continue Strategy
Teachers will analyze class Star Early Literacy and I Station summary sheets based on their individual student's scores in order to assess and plan effective instructional strategies for the classroom based on student needs. Summary sheets will be
Classroom Teachers Sandra Lenard
General Funds
Spring 2015
Lesson plans reflect instruction based on the individual needs of students.
Improvement of individual student skill development on the assessments and classroom
__Met Strategy __Continue Strategy
27
discussed and shared in grade level teams.
objectives.
Parents will receive Star Early Literacy Assessment results in report Cards and parent conferences will be held to explain results
All Teachers Sandra Lenard Brian Joyner
General Funds
May 2015
Reports sent Conferences held
Increase in scores
__Met Strategy __Continue Strategy
Provide small group tailored instruction in 5 areas of reading for students scoring below goals in areas of reading.
All Teachers Sandra Lenard Brian Joyner
SCE May 2015
Targeted Instruction groups done during school day.
I station and Star Early Lit results increase.
__Met Strategy __Continue Strategy
Goal: (2) All students within all demographic areas will reach high standards. At a minimum, all student achievement will be at the level of proficiency or better on assessments in:
• Reading/language arts • Mathematics • Science • Social Studies
All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: Writing/Language Arts/Social Studies Objectives from Needs Assessment:
• 90 % of all students, all subgroups and all special program groups will meet the End of Year I Station goal set by I Station research.
• 90% of all students, all subgroups and all special program groups will meet the End of Year Star Early Literacy goal of at least the 50th%tile set by Star Early Lit research.
• 85% of all K students will read a 1.0 and 90% of all 1st students will read a 2.0 by end of year.
• 90% of all students, will score 70 or better on quick checks for writing and language arts. Strategies/Actions Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Assessment data will be disaggregated and presented to the faculty. - STAAR - Quick Checks - Star Early Lit - I Station
Sandra Lenard Brian Joyner Angie Berry
General Funds
Spring 2015
Response from disaggregated data and conclusions/plans made by faculty based on the data.
Test scores reflect growth.
__Met Strategy __Continue Strategy
Conduct staff development on Instructional strategies, and computer programs..
Sandra Lenard Brian Joyner Theresa Gates
General Funds
Spring 2015
Show an increase of TEKS related objectives reflected in lesson plans for non-STAAR related classes.
Improvement of TEKS related classroom objs.
__Met Strategy __Continue Strategy
28
29
Use previous year's STAAR materials to revise and to fine tune STAAR format activities for instructional purposes.
Theresa Gates All Teachers
General Funds
Spring 2015
Activities will reflect TAKS format.
Improved performance on TAKS patterned activities in the classroom.
__Met Strategy __Continue Strategy
Update scope and sequence/timeline of TEKS skills to be taught each grading period as needed.
Theresa Gates All Teachers
Gerenal Funds
May 2015 Scope and sequence/timeline updated and in use. TEKS objectives taught each six weeks.
Increase in scores
__Met Strategy __Continue Strategy
Give and update Quick Check assessments of TEKS objectives each grading period.
All Teachers General Fund
May 2015 Quick Check test updated and in use.
TEKS objectives mastered.
__Met Strategy __Continue Strategy
Teacher representatives from each grade level will attend the CAMT conference.
All Teachers Title II, A July 2015 Activities reflected in plans.
Quick Check math scores increase.
__Met Strategy __Continue Strategy
Disaggregate grading period Quick Check assessment results and turn in to office.
All regular classroom teachers
General Funds
May 2015 Completed and turned in to office.
TEKS objectives mastered.
__Met Strategy __Continue Strategy
Provide reteaching opportunities based on disaggregated assessment results.
All regular classroom teachers
General Funds
May 2015 Reteaching activities in plans.
End of year Quick Check assessment results improve.
__Met Strategy __Continue Strategy
Teachers will continue grade level/PLC campus meetings for planning and coordination of instructional strategies.
Beard Loden Marks
General Funds
May 2015 Meetings held and instructional strategies implemented.
Increased mastery of objectives
__Met Strategy __Continue Strategy
30
Goal: (2) All students within all demographic areas will reach high standards. At a minimum, all student achievement will be at the level of proficiency or better on assessments in:
• Reading/language arts • Mathematics • Science • Social Studies
All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: Math/Science Strategies/Actions Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Assessment data will be disaggregated and presented to the faculty. - STAAR - Quick Checks - Star Early Literacy - I Station
Sandra Lenard Brian Joyner Angie Berry
General Funds
Spring 2015
Response from disaggregated data and conclusions/plans made by faculty based on the data.
Test scores reflect growth.
__Met Strategy __Continue Strategy
Conduct staff development on Instructional strategies, and computer programs..
Sandra Lenard Brian Joyner Theresa Gates
General Funds
Spring 2015
Show an increase of TEKS related objectives reflected in lesson plans for non-TAKS related classes.
Improvement of TEKS related classroom objs.
__Met Strategy __Continue Strategy
Use previous year's STAAR materials to revise and to fine tune STAAR format activities for instructional purposes.
Theresa Gates All Teachers
General Funds
Spring 2015
Activities will reflect TAKS format.
Improved performance on TAKS patterned activities in the classroom.
__Met Strategy __Continue Strategy
Update scope and sequence/ timeline of TEKS skills to be taught each grading period as needed.
Theresa Gates All Teachers
General Funds
May 2015 Scope and sequence/timeline updated and in use.
Increased scores
__Met Strategy __Continue Strategy
Give and update Quick Check assessments of TEKS objectives each grading period.
All Teachers General Funds
May 2015 Quick Check test updated and in use.
TEKS objectives mastered.
__Met Strategy __Continue Strategy
Teacher representatives from each grade level will attend the CAMT conference.
All Teachers Title II, Part A
July 2015 Activities reflected in plans.
Quick Check math scores increase.
__Met Strategy __Continue Strategy
31
Disaggregate grading period Quick Check assessment results and turn in to office.
All regular classroom teachers
General Funds
May 2015 Completed and turned in to office. TEKS objectives mastered.
Increased scores
__Met Strategy __Continue Strategy
Provide reteaching opportunities based on disaggregated assessment results.
All regular classroom teachers
General Funds
May 2015 Reteaching activities in plans.
End of year Quick Check assessment results improve.
__Met Strategy __Continue Strategy
Teachers will continue grade level/campus PLC meetings for planning and coordination of instructional strategies.
Beard Loden Marks
General funds
May 2015 Meetings held and instructional strategies implemented.
Increased mastery of objectives
__Met Strategy __Continue Strategy
Continue curriculum development and align skills across grade levels in district
Theresa Gates General Funds
May 2015 Curriculum development continued and alignment across grade levels completed.
Increase in scores
__Met Strategy __Continue Strategy
Teachers will visit other schools, other classrooms on campus and workshops to increase their teaching skills.
Sandra Lenard Brian Joyner
General Funds
May 2015 Teachers visit and share what they learn.
Increase in scores
__Met Strategy __Continue Strategy
Provide instruction in the targeted math TEKS
All teachers General Funds
Each grading Period
Quick Check assessments increase in scores.
Increase in scores
__Met Strategy __Continue Strategy
Students will participate in reduced class size classrooms.
Sandra Lenard Brian Joyner
General Funds
May 2015 Growth in reading development.
Increase in scores
__Met Strategy __Continue Strategy
Recruit and maintain fully certified professional staff.
Sandra Lenard Brian Joyner
General Funds
May 2015 Professional staff is fully certified and remain in RISD.
Increase in scores
__Met Strategy __Continue Strategy
Teachers will provide tutoring. All teachers General Funds
May 2015 Increase in Quick Check scores
Increase in scores
__Met Strategy __Continue Strategy
I Station software will be implemented to support math skills taught in the classroom.
All teachers General Funds
May 2015 Software utilized.
Increase in Quick Check scores.
__Met Strategy __Continue Strategy
Teachers will begin to align Science TEKS to create timelines for each six weeks.
All teachers General Funds
May 2015 Timelines developed.
Increase in scores
__Met Strategy __Continue Strategy
32
Goal: (2) All students within all demographic areas will reach high standards. At a minimum, all student achievement will be at the level of proficiency or better on assessments in:
• Reading/language arts • Mathematics • Science • Social Studies
All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: At Risk Objectives from Needs Assessment:
• 90 % of all students, all subgroups and all special program groups will meet the End of Year I Station goal set by I Station research.
• 90% of all students, all subgroups and all special program groups will meet the End of Year Star Early Literacy goal of at least the 50th%tile set by Star Early Lit research.
• 85% of all K students will read a 1.0 and 90% of all 1st students will read a 2.0 by end of year. • Decrease the gap between at risk and All students.
Strategies/Actions Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Counseling services will be provided.
Angie Berry SCE General Funds
May 2015
Schedule Counseling Services provided
__Met Strategy __Continue Strategy
The IStation Lab will be continued to assist students at risk for reading difficulties with reading and writing skills.
Susan Rinehart Jessica Gates Sandra Lenard Brian Joyner
SCE General Funds
May 2015
Lab schedule Growth as indicated on the STAR EARLY LIT scores.
__Met Strategy __Continue Strategy
Continue pre-referral screenings of at-risk students to be utilized before Special Education referrals and Dyslexia Program referrals.
Sandra Lenard Brian Joyner Angie Berry
SCE General Funds
May 2015
Testing completed
Pre-referrals completed and evaluated on case by case basis. Class strategies implemented.
__Met Strategy __Continue Strategy
Students will participate in reduced class size classrooms.
Sandra Lenard Brian Joyner
General Funds
May 2015
Class size numbers
Growth as indicated on the STAR EARLY LIT scores.
__Met Strategy __Continue Strategy
33
Character Education lessons and Conscious Discipline provided for all students weekly.
Angie Berry General Funds
May 2015
Decrease in discipline referrals.
Decrease in behavioral referrals
__Met Strategy __Continue Strategy
RTI services will be provided for struggling students.
McNew SCE
May 2015
RTI groups. Increase in scores
__Met Strategy __Continue Strategy
Goal: (2) All students within all demographic areas will reach high standards. At a minimum, all student achievement will be at the level of proficiency or better on assessments in:
• Reading/language arts • Mathematics • Science • Social Studies
All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: ESL Objectives from Needs Assessment:
• 90 % of all students, all subgroups and all special program groups will meet the End of Year I Station goal set by I Station research.
• 90% of all students, all subgroups and all special program groups will meet the End of Year Star Early Literacy goal of at least the 50th%tile set by Star Early Lit research.
• 85% of all K students will read a 1.0 and 90% of all 1st students will read a 2.0 by end of year.
• Work toward increasing TELPAS at least one proficiency level.
Strategies/Actions Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Small group instruction in ESL class will be done daily in a pullout ESL class.
McNew General Funds ESL Funds
May 2015
Schedules for ESL classes along with lesson plans.
Test results increase.
__Met Strategy __Continue Strategy
ESL students that are at risk of reading difficulties as demonstrated on the STAR EARLY LIT will be served by the Literacy Lab.
McNew Lab teachers
General Fund
May 2015
Schedules for ESL classes
Increase in developed skills on STAR EARLY LIT
__Met Strategy __Continue Strategy
ESL students will receive regular instruction in the class in addition to the ESL class where modifications will be made for academic success as outlined by the LPAC.
McNew Classroom Teachers.
ESL Funds
May 2015
Modifications implemented.
Increase in academic achievement.
__Met Strategy __Continue Strategy
34
Teachers will receive guidance in how to meet the needs of the ESL students in their classrooms through grade level information, handouts, and other training.
McNew Sandra Lenard Brian Joyner
ESL funds
May 2015
Information given.
Increase in academic achievement.
__Met Strategy __Continue Strategy
ESL students will be recruited for participation in the Pre-K program at age 4.
McNew Julie Russell
ESL funds
May 2015
List done Increase in number of ESL students in Pre-K programs.
__Met Strategy __Continue Strategy
Rosetta Stone English computer program will be available to ESL students.
McNew ESL funds
May 2015
Program provided
Increase in academic achievement. Software networked and available.
__Met Strategy __Continue Strategy
Regular classroom teachers will be ESL certified and students will be served in their regular classroom in addition to the pull out program.
Sandra Lenard Brian Joyner McNew
ESL funds
May 2015
Teachers certified. Students enrolled in classes. Plans indicate ESL strategies.
Increase in academic achievement.
__Met Strategy __Continue Strategy
Invitations will be sent to ESL parents to attend ESL activities at the school.
McNew General Funds ESL fund
May 2015
Invitations sent.
Increase in parental involvement
__Met Strategy __Continue Strategy
Newsletters will be sent to ESL parents to keep them informed of events and concerns.
McNew General and ESL funds
May 2015
Newsletters sent.
Increase in parental involvement
__Met Strategy __Continue Strategy
Report cards will be computer generated and translated.
Sandra Lenard McNew
General Funds
May 2015
Translations completed
Increase in parental involvement
__Met Strategy __Continue Strategy
TEKS for the grading period will be sent home in Spanish.
Sandra Lenard McNew
General Funds
May 2015
Translations completed and sent home
Increase in parental involvement
__Met Strategy __Continue Strategy
The student handbook and code of conduct will be available upon request in Spanish.
Sandra Lenard McNew
General Funds
May 2015
Translations completed
Increase in parental involvement
__Met Strategy __Continue Strategy
Voice quizzes for AR will be provided for ESL students.
Sandra Lenard Brian Joyner
General Funds ESL fund
May 2015
Quizz list Increase in test scores.
__Met Strategy __Continue Strategy
Newsletters and other important information will be translated into Spanish.
Sandra Lenard McNew Rosa Lowe
General funds
May 2015
Translations completed
Increase in parental involvement
__Met Strategy __Continue Strategy
35
Goal: (2) All students within all demographic areas will reach high standards. At a minimum, all student achievement will be at the level of proficiency or better on assessments in:
• Reading/language arts • Mathematics • Science • Social Studies
All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: Dyslexia Objectives from Needs Assessment:
• 90 % of all students, all subgroups and all special program groups will meet the End of Year I Station goal set by I Station research.
• 90% of all students, all subgroups and all special program groups will meet the End of Year Star Early Literacy goal of at least the 50th%tile set by Star Early Lit research.
• 85% of all K students will read a 1.0 and 90% of all 1st students will read a 2.0 by end of year.
• 90% of all students, all subpops and special programs will score 70 or better on quick checks for math , writing and language arts.
Strategies/Actions Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Dyslexia students will receive an additional reading block of instruction in the literacy lab.
Lab assistants General Funds SCE
May 2015
Schedules
Increase in reading achievement.
__Met Strategy __Continue Strategy
Dyslexia students will receive focused instruction based on the dyslexia strategies and the STAR EARLY LIT results.
Classroom teachers Lab assistants
General Funds SCE
May 2015
Lesson plans.
Increase in reading achievement.
__Met Strategy __Continue Strategy
ARI/Dyslexia students will receive small group reading instruction tailored to their weaknesses based on their STAR EARLY LIT results and classroom performance.
Lab assistants General Funds SCE
May 2015
Lesson plans.
Increase in reading achievement.
__Met Strategy __Continue Strategy
Dyslexia students will have an IEP that both the regular classroom teacher and the Lab teacher will use to tailor instruction.
Classroom teachers Lab assistants
General Funds SCE
May 2015
IEP's developed.
Increase in reading achievement.
__Met Strategy __Continue Strategy
Communication between assistants in the lab and the regular classroom will occur regularly to ensure success.
Classroom teachers Lab assistants
General Funds
May 2015
IEP reviews held. .
Increase in reading achievement
__Met Strategy __Continue Strategy
36
Teachers will provide tutoring.
Classroom teachers
General Funds
May 2015
IEP reviews held.
Increase in reading achievement
__Met Strategy __Continue Strategy
Students with severe dyslexic tendencies will begin receiving instruction from a dyslexia curriculum or referred to special education for a complete evaluation, if needed.
Sandra Lenard Brian Joyner
General Funds SCE
May 2015
Lesson plans.
Increase in academic achievement.
__Met Strategy __Continue Strategy
Grading Period Quick Check assessments in math and reading will be disaggregated and data used for specific interventions.
Sandra Lenard Brian Joyner All teachers Theresa Gates
General Funds SCE
May 2015
Disaggregation completed.
Increase in academic achievements.
__Met Strategy __Continue Strategy
Goal: (2) All students within all demographic areas will reach high standards. At a minimum, all student achievement will be at the level of proficiency or better on assessments in:
• Reading/language arts • Mathematics • Science • Social Studies
All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: GT Objectives from Needs Assessment:
• 90 % of all students, all subgroups and all special program groups will meet the End of Year I Station goal set by I Station research.
• 90% of all students, all subgroups and all special program groups will meet the End of Year Star Early Literacy goal of at least the 50th%tile set by Star Early Lit research.
• 85% of all K students will read a 1.0 and 90% of all 1st students will read a 2.0 by end of year.
• 90% of all students, all subpops and special programs will score 70 or better on quick checks for math , writing and language arts.
Strategies/Actions Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Information will be provided to parents through the Student Handbook, monthly newsletters and invitations to programs or class visits.
Sandra Lenard Brian Joyner
General Funds
May 2015
Letters and information sent.
Parent response
__Met Strategy __Continue Strategy
37
A Kindergarten informational newsletter will be given at mid year to answer any questions before testing begins.
Angie Berry
General GT funds
January 2014
Meeting held. __Met Strategy __Continue Strategy
Parents will be provided information on activities provided through Region VII through the CODE VII newsletter.
Sandra Lenard Brian Joyner
General GT funds
May 2015
Newsletter sent. Participation numbers
__Met Strategy __Continue Strategy
GT students will receive a block of targeted instruction through the GT Inclusion classes which will allow students to apply skills tested on the STAR EARLY LIT at advanced levels as well as applying other higher level thinking skills.
Angie Berry General Funds SCE
May 2015
Lesson plans.
STAR EARLY LIT Scores
__Met Strategy __Continue Strategy
A differentiated curriculum will be provided in their regular class integrating reading, writing, social studies, math, science and technology through individual and group activities.
Sandra Lenard General Funds
May 2015
Lesson plans STAR EARLY LIT and Quick Checks scores.
__Met Strategy __Continue Strategy
A GT survey will be given to assess Parent, Teacher, and student needs for the GT program.
Sandra Lenard Brian Joyner Angie Berry
General Funds
May 2015
Survey given.
Results tallied.
__Met Strategy __Continue Strategy
Parents and teachers will be informed of the nomination process and testing.
Angie Berry
General Funds
May 2015
Information given.
Nominations made.
__Met Strategy __Continue Strategy
Teachers will be given information on giftedness across cultures.
Angie Berry General Funds
May 2015
Information given
Parent responses
__Met Strategy __Continue Strategy
Student screenings and GT testing will be performed.
Angie Berry General Funds SCE
May 2015
Testing completed.
GT identification
__Met Strategy __Continue Strategy
38
Goal: (2) All students within all demographic areas will reach high standards. At a minimum, all student achievement will be at the level of proficiency or better on assessments in:
• Reading/language arts • Mathematics • Science • Social Studies
All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: Special Education Objectives from Needs Assessment:
• 90 % of all students, all subgroups and all special program groups will meet the End of Year I Station goal set by I Station research.
• 90% of all students, all subgroups and all special program groups will meet the End of Year Star Early Literacy goal of at least the 50th%tile set by Star Early Lit research.
• 85% of all K students will read a 1.0 and 90% of all 1st students will read a 2.0 by end of year.
• 90% of all students, all subpops and special programs will score 70 or better on quick checks for math , writing and language arts.
• Sp Ed and PPCD students will show progress on their IEPs. Strategies/Activities Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Information on the Special Education referral process will be included in the teacher handbook.
Sandra Lenard Brian Joyner
General Funds
May 2015
Information in handbook
Surveys indicate process is clear.
__Met Strategy __Continue Strategy
Teachers will be train teachers on the referral and pre-referral process.
Sandra Lenard General Funds
May 2015
Training/explanations done.
Surveys indicate process is clear.
__Met Strategy __Continue Strategy
Special Education students will receive small group instruction on their individualized education plans.
Dana Tinsley Kathy Maxwell
General Fund
May 2015
Goals taught Goals Met __Met Strategy __Continue Strategy
Special education teachers and regular education teachers will work collaboratively when a student is mainstreamed or in an inclusion setting.
All teachers General Fund
May 2015
Teachers meet regularly
Goals met. __Met Strategy __Continue Strategy
Special Education students that are determined to benefit from Literacy Lab instruction will receive small group instruction in the reading lab.
Kathy Maxwell Lab assistants
General Fund
May 2015
Students served in lab as indicated on schedules.
Goals met. __Met Strategy __Continue Strategy
39
The 3 Tier Model will be utilized for monitoring instructional techniques.
Sandra Lenard Brian Joyner
General Fund
May 2015
Interventions implemented.
Performance monitored weekly for increases.
__Met Strategy __Continue Strategy
Grading Period Quick Check assessments in reading and math will be disaggregated and the data used to tailor instruction.
All teachers General Fund
May 2015
Disaggregation complete.
Goals met. __Met Strategy __Continue Strategy
Equipment for standing, walking, and accessing technology will be purchased and implemented to meet the needs of the PPCD children.
Dana Tinsley General fund
May 2015
IEP goals. Lesson plans.
Goals met. __Met Strategy __Continue Strategy
Touch monitors will be added for visually impaired and students with limited eye hand coordination.
Dana Tinsley General Fund
May 2015
IEP Goals Lesson plans.
Goals met. __Met Strategy __Continue Strategy
Handwriting without tears will be implemented for manipulative based handwriting for PPCD students.
Dana Tinsley General Fund
May 2015
IEP Goals Lesson plans.
Goals met. __Met Strategy __Continue Strategy
40
Curriculum/Instruction/Assessment Goals and Strategies
Goal: (3) All students will be provided a well-balanced and appropriate curriculum, keeping abreast of development of creative and innovative instructional techniques, to improve learning. Areas(s) from Needs Assessment: Curriculum, Instruction and Assessment - Curriculum Objectives from Needs Assessment:
• Campus will have 100% of grade levels with a complete scope and sequence for reading, math and science. • Teachers will continue two week curriculum bundles and use them in instruction for equity between classrooms. • Curriculum will include Rigor and Relevance and will focus on knowing and understanding the TEKS.
Strategies/Actions Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Conduct staff development on integrating TEKS/STAAR objectives in all classes and subjects. taught each grading period as needed.
Sandra Lenard Brian Joyner
General fund
Fall 2014-Spring 2015
Show an increase of Assessment and TEKS/STAAR related objectives reflected in lesson plans for all classes
Improvement on TEKS/STAAR related classroom objectives
__Met Strategy __Continue Strategy
Update scope and sequence/ timeline of TEKS skills to be taught each grading period as needed.
Beard Williams Cromer
General Fund
May 2015 Scope and Sequence updated and taught.
__Met Strategy __Continue Strategy
Integrate Higher Order Thinking Skills into curriculum
All Teachers General Fund
May 2015 Show increase of Higher Order Thinking skills
Results of STAR, ISIP, quick checks
__Met Strategy __Continue Strategy
Complete scope and sequence with rigor and relevance for reading, math and science
All teachers General Fund
May 2015 Scope and sequence complete
__Met Strategy __Continue Strategy
Provide training for all teachers on using the toolkit in planning lessons with targeted student objectives.
Sandra Lenard Brian Joyner
General fund
May 2015 Teacher lesson plans
Increase in rigor and relevance of lessons
__Met Strategy __Continue Strategy
Provide training for all teachers on questioning
Sandra Lenard Brian Joyner
General Fund
August 2014
Training sign in sheets
__Met Strategy __Continue Strategy
Teachers will write lessons with Rigor and Relevance and post on website.
All teachers General fund
May 2015 Lesson plans website
__Met Strategy __Continue Strategy
41
Goal: (3) All students will be provided a well-balanced and appropriate curriculum, keeping abreast of development of creative and innovative instructional techniques, to improve learning. Areas(s) from Needs Assessment: Curriculum, Instruction and Assessment - Instruction Objectives from Needs Assessment:
• Teachers will be provided training on the Toolkit with Daggett and Kilgo strategies and use it to plan lessons. • Teachers will write and teach lessons with Rigor and relevance and post these on the website • Teachers will choose quality research based instructional strategies and materials to teach standards as they are defined.
Strategies/Actions Person Responsible
Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Teachers will analyze class Star Early Literacy and I Station summary sheets based on their individual student's scores in order to assess and plan effective instructional strategies for the classroom based on student needs. Summary sheets will be discussed and shared in grade level teams.
All teachers Sandra Lenard Brian Joyner
General fund
May 2015 Lesson plans reflect instruction based on the individual needs of students.
Improvement of individual student skill development on the assessments and classroom objectives.
__Met Strategy __Continue Strategy
Use previous year's Quick Check materials to pattern TEKS format activities for instructional purposes.
All teachers Sandra Lenard Brian Joyner
General fund
May 2015 TEKS activities increase in lesson plans
__Met Strategy __Continue Strategy
Provide small group tailored instruction in 5 areas of reading for students scoring below goals in areas of reading.
All teachers General fund
May 2015 Targeted Instruction groups done during school day.
I station and Star Early Lit results increase.
__Met Strategy __Continue Strategy
42
Goal: (3) All students will be provided a well-balanced and appropriate curriculum, keeping abreast of development of creative and innovative instructional techniques, to improve learning. Areas(s) from Needs Assessment: Curriculum, Instruction and Assessment - Assessment Objectives from Needs Assessment:
• All teachers will require that students show proof of learning through quick checks and exit questions. • Teachers will be provided training and use it to ask quality questions.
Strategies/Actions Person Responsible
Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Assessment data will be disaggregated and presented to the faculty. STAAR Quick Checks Star Early Literacy I Station
Sandra Lenard Brian Joyner Angie Berry
General Fund
Fall 2014 and Spring 2015
Response from disaggregated data and conclusions/plans made by faculty
Test scores reflect growth
__Met Strategy __Continue Strategy
All teachers will require that students show proof of learning through quick checks and exit questions.
All Teachers General Fund
May 2015 Lesson plans Increase in STAR and ISIP scores
__Met Strategy __Continue Strategy
Parents will receive Star Early Literacy Assessment results in report Cards and parent conferences will be held to explain results
Sandra Lenard Brian Joyner
General fund
Each of grading period 1 and 4
Results given Conference notes
__Met Strategy __Continue Strategy
43
Goal: (4) All students will be taught by highly qualified staff current in professional development. Areas(s) from Needs Assessment: Staff Quality, Recruitment and Retention Objectives from Needs Assessment:
• We will work toward attracting and retaining highly qualified teachers. • Management training will be provided to maximize teacher effectiveness. • We will increase the percentage of teachers receiving high quality professional development.
Strategies/Actions Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
An orientation will provide needed information about the campus management procedures to all teachers.
Sandra Lenard Brian Joyner
General fund
August 2014
Training done Procedures documented
Teacher response
__Met Strategy __Continue Strategy
Aides will be trained and provided guidelines for effectively supporting instruction for students that need the extra assistance.
Sandra Lenard STAT committee Brian Joyner
General fund SCE
May 2015 Training done.
Increase in classroom objective mastery.
__Met Strategy __Continue Strategy
A teacher support system to assist teachers with implementing effective academic strategies and instructional practices will be implemented.
Sandra Lenard Brian Joyner STAT team Mentor teachers Angie Berry
General fund
May 2015 Increase in effective classroom strategies being used throughout the campus.
Increase in scores
__Met Strategy __Continue Strategy
A Rusk ISD representative will attend the SFA job fair.
Sandra Lenard Brian Joyner
General fund
July 2015 Increase in quality and number of applications.
Increase in applications
__Met Strategy __Continue Strategy
The Region VII Regional Employment website will be used to broaden the base of highly qualified and trained applicants to screen.
Sandra Lenard Brian Joyner
General fund
July 2015 Increase in quality and number of applications
Increase in applications
__Met Strategy __Continue Strategy
Rusk Primary will use mentors and new teacher assistance meetings in order to retain staff.
Sandra Lenard Lab Assistants Brian Joyner
General fund
May 2015 Increase in retention rate of new teachers.
Staff retention rate increase
__Met Strategy __Continue Strategy
New teachers will receive assistance through visits to other classrooms, peer observations, lessons taught in the classroom by another teacher, grade level planning, etc.
Sandra Lenard Lab Assistants Brian Joyner
General fund
May 2015 Increase in retention rate of new teachers.
Staff retention rate increase
__Met Strategy __Continue Strategy
Rusk Primary will work with UT Tyler and SFA in field experiences, internships and student teaching.
Sandra Lenard Brian Joyner
General fund
May 2015 Increase in number of highly qualified applications.
Increase in applications
__Met Strategy __Continue Strategy
Successful aides will be encouraged to work toward getting a teaching degree.
Sandra Lenard Brian Joyner
General fund
May 2015 Increase in number of highly qualified applications.
Increase in applications
__Met Strategy __Continue Strategy
44
Teachers will receive monetary awards for meeting student goals if they are still in the district the following Sept.
Sandra Lenard Brian Joyner
General fund
Fall 2014 Increase in retention rate of teachers.
Increase in morale
__Met Strategy __Continue Strategy
Teachers will receive incentive pay for attendance during the school year if they are still with the district the following Nov.
Sandra Lenard Brian Joyner
General fund
May 2015 Increase in retention rate of teachers.
Increase in morale
__Met Strategy __Continue Strategy
45
Family and Community Involvement Goals and Strategies
Goal: (5) All students in the community will have families that are full partners with educators in the education of their children. Areas(s) from Needs Assessment: Family and Community Involvement Objectives from Needs Assessment:
• 90% of all parents will attend parent conferences in the fall and spring. • Rusk Primary will provide opportunities for parents to come to school and feel
comfortable in learning about their child’s academic instruction.
Strategies/Actions Person Responsible
Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Fall and Spring goal setting parent/teacher conferences will be conducted for each student.
Sandra Lenard All teachers Brian Joyner
General Fund
May 2015 Conference sheets done with goals set and evaluation of progress recorded.
Increase in conference Percentages
__Met Strategy __Continue Strategy
"Meet the Teacher" night will be held for parents and students to meet the teacher and bring in their supplies.
Sandra Lenard Brian Joyner All teachers
General Fund
August 2014
Sign in sheets. Increase in parent involvement
__Met Strategy __Continue Strategy
Head Start will hold monthly parent meetings.
Julie Russell Head Start Funds
May 2015 Monthly meeting agenda and sign in sheet.
Increase in parental involvement
__Met Strategy __Continue Strategy
PTO will conduct meetings involving programs for parents and students.
Angie Berry Tanya Tropp
PTO Funds
May 2015 Increase in the number of participants.
Increase in parental involvement
__Met Strategy __Continue Strategy
PK Students will use Take Home Bags to involve their parents in sharing literacy activities.
Beard General Funds
May 2015 Take Home Bags taken home.
Increase in parental involvement
__Met Strategy __Continue Strategy
Parent and community volunteers will be utilized for academic support for students.
School Climate
General Funds
May 2015 Volunteer sign in sheet reflects an increase in volunteers.
Increase in parental involvement
__Met Strategy __Continue Strategy
Parents will be involved in class parties at Christmas, and Easter, and a 3rd campus event.
All teachers General Funds
April 2015
Parent attendance.
Increase in parental involvement
__Met Strategy __Continue Strategy
Members will participate in the Site Based Decision Making team.
Sandra Lenard Brian Joyner
General Funds
May 2015 Log of parental Involvement.
Increase in parental involvement
__Met Strategy __Continue Strategy
A grandparent ice cream treat will be provided for interaction.
Sandra Lenard Brian Joyner
General Fund
Fall 2014 Ice cream provided
Increase in parental involvement
__Met Strategy __Continue Strategy
Parents will be invited to an awards assembly at the end of the school year to recognize student achievement
Sandra Lenard Brian Joyner All teachers
General Fund
May 2015 Awards assembly held.
Increase in parental involvement
__Met Strategy __Continue Strategy
Parents will be provided an informational brochure on DEIC and CEIC members and their roles.
School Climate
General Fund
May 2015 Brochure provided.
Increase in parental involvement
__Met Strategy __Continue Strategy
46
School Culture and Climate Goals and Strategies
Goal: (6) All students will be educated in a school culture and climate that is safe, drug free and conducive to learning. Areas(s) from Needs Assessment: School Culture and Climate Objectives from Needs Assessment:
• Promote social and emotional development by modeling and teaching good citizenship qualities as described in the Character Education Resource Guide, a state approved curriculum for character development.
• A Crisis Intervention and Violence Prevention plan will be in place and enhanced to manage and or prevent a crisis situation.
• Provide a safe and drug free environment that supports academic achievement • Implement strategies that will build a positive school climate for students, teachers,
parents and community that is conducive to successful learning. • Shaq will be utilized to ensure the health of the students.
Strategies/Actions Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Character development/ social skills activities will be taught during JumpStart.
Angie Berry Teachers
General Fund
May 2015 Lessons taught Decrease in discipline referrals.
__Met Strategy __Continue Strategy
Small group and individual social skills guidance will be provided as appropriate in the areas of Character development.
Angie Berry General Fund
May 2015 Lessons plans .
Decrease in discipline referrals
__Met Strategy __Continue Strategy
Comprehensive guidance program will be delivered.
Angie Berry General Fund SCE
May 2015 Schedule for Character Ed
Student and teacher response
__Met Strategy __Continue Strategy
Students will be recognized for character traits practiced at school and will be the Jump Start leaders.
Angie Berry Teachers
General Fund
May 2015 Announcements made. .
Awards given __Met Strategy __Continue Strategy
Pre-K will involve families and community members in reading books to students.
Angie Berry Teachers
General Fund
May 2015 Lesson plans Increase in number of visits
__Met Strategy __Continue Strategy
Provide training for crisis management plan for the campus and district.
Sandra Lenard Brian Joyner Angie Berry
General Fund
May 2015 Training Log Student and teacher response
__Met Strategy __Continue Strategy
Rusk High School football Players, band and/or cheerleaders will do mini presentations to students on importance of academic and social behaviors.
Sandra Lenard Brian Joyner
General Fund
May 2015 Presentations done with students.
Decrease in discipline referrals
__Met Strategy __Continue Strategy
47
The Second Step Program for violence prevention, conflict resolution and suicide prevention will be used in guidance lessons for empathy training, impulse control and anger management
Angie Berry General Fund
May 2015 Curriculum taught.
Decrease in discipline referrals.
__Met Strategy __Continue Strategy
Red Ribbon Week will include Different activities each day to promote awareness of the fight against drugs.
Angie Berry General fund
October 2014
Activities completed.
Decrease in discipline referrals
__Met Strategy __Continue Strategy
The DAVE curriculum will be provided as a resource for guidance and classroom lessons at dave.esc4.net
Sandra Lenard Brian Joyner Angie Berry
General fund
May 2015 Resource provided.
Decrease in discipline referrals.
__Met Strategy __Continue Strategy
RTI team will consult and make intervention plans to provide behavioral and academic interventions as needed and to identify early warning signs of drug abuse or other violence that may be occurring in relation to the child.
Sandra Lenard Brian Joyner STAT team
SCE General Fund
May 2015 SWAT team logs and summaries.
Increase in academics and decrease in discipline referrals.
__Met Strategy __Continue Strategy
The RTI team will include parents in the decision making process for planning for the social and academic success of their child.
Sandra Lenard Brian Joyner STAT team
SCE General fund
May 2015 Parents attend.
Increase in academics and decrease in discipline referrals.
__Met Strategy __Continue Strategy
Parents will be notified by phone or in writing of behavioral or academic concerns in a timely manner.
All teachers Sandra Lenard Brian Joyner
General Fund
May 2015 Contacts made. .
Increase in academic scores and decrease in behavioral referrals
__Met Strategy __Continue Strategy
Review/revise discipline management techniques for the campus and set campus rules and expectations.
Sandra Lenard Brian Joyner School Climate Committee
General Fund
Fall 2014 Teacher response.
School wide cohesiveness of disciplinary actions.
__Met Strategy __Continue Strategy
Monthly Conscious Discipline training in techniques will be provided. Conscious Discipline techniques will be implemented on the campus and in the classrooms.
Sandra Lenard Brian Joyner Angie Berry
General Fund
May 2015 Trainings held.
Techniques evident in classrooms. Reduction in discipline referrals.
__Met Strategy __Continue Strategy
Teaming will be done on students that have continued academic, social, or emotional development problems.
Sandra Lenard Brian Joyner STAT team
General Fund
May 2015 Number of teamings done.
Services obtained.
__Met Strategy __Continue Strategy
Students and teachers birthdays will be recognized during Jump Start every morning.
School Climate Committee Angie Berry
General Fund
May 2015 Announcements made. Incentives given.
Reactions of teachers observed.
__Met Strategy __Continue Strategy
48
Theme for the year will be “camping” to increase the feel of community and to build a team in our school.
Sandra Lenard Brian Joyner Angie Berry
General Fund
May 2015 Activities done relating to theme.
Teacher responses to increased morale
__Met Strategy __Continue Strategy
Teachers will be provided a t-shirt with the campus theme to increase morale and team spirit.
Sandra Lenard Brian Joyner Angie Berry
General Fund
May 2015 Shirts given and worn.
Teacher responses to increased morale
__Met Strategy __Continue Strategy
Teacher morale boosters, monthly luncheons
School Climate Committee
General Fund
May 2015 Events held. Teacher responses to increased morale
__Met Strategy __Continue Strategy
Conscious Discipline activities and staff Christmas party will be provided to encourage staff interactions and bonding.
Angie Berry General Fund
May 2015 Reactions of teachers.
Teacher responses to increased morale
__Met Strategy __Continue Strategy
Students will lead the pledge to the American Flag, the Texas flag during Jump Start.
Sandra Lenard Angie Berry
General Fund
May 2015 Announcements made.
Teacher responses to increased morale
__Met Strategy __Continue Strategy
Continue schedule changes that allow grade levels to be off together to allow for teaming.
Sandra Lenard Brian Joyner
General Fund
May 2015 Changes made.
Teacher responses to increased morale
__Met Strategy __Continue Strategy
Expanded counseling services will be provided.
Angie Berry General Fund
May 2015 Counseling services provided.
Decrease in behavior referrals
__Met Strategy __Continue Strategy
An in-school suspension and time out program will be conducted on campus
Sandra Lenard Brian Joyner
General Fund
May 2015 ISS Log Time out log
Decrease in behavior referrals
__Met Strategy __Continue Strategy
Pre-referral testing will be used before referring for special education to pinpoint other strategies that may be implemented in the classroom
Sandra Lenard Brian Joyner Angie Berry
General Fund
May 2015 Pre-referral testing and strategies completed.
Increase in academic scores
__Met Strategy __Continue Strategy
Rusk Primary will reduce class size in Kindergarten and first grade.
Sandra Lenard Brian Joyner
General Fund
May 2015 Class size reduced Intensified instruction provided.
Increase in academic scores
__Met Strategy __Continue Strategy
Pre Kindergarten 3 will be ½ day to give children early experiences in literature, math, science and social studies.
Sandra Lenard Head Start Pre-K
SCE General Fund
May 2015 Early literacy experiences engaged in by students.
Increase in academic scores
__Met Strategy __Continue Strategy
Pre K 4 Year Old Program will continue to be a full day program
Sandra Lenard Pre-K
SCE General Fund
May 2015 Early literacy experiences engaged in by students
Increase in academic scores
__Met Strategy __Continue Strategy
Pre Kindergarten and Headstart students will visit Kindergarten classes in order to assist with the transition to Kindergarten the next year.
Pre-K and K teachers
SCE General Fund
May 2015 Visits made.
Student and teacher response
__Met Strategy __Continue Strategy
Pre-K Headstart will enhance the transition from PK to K by sharing materials/teaching strategies for first few weeks.
Sandra Lenard Head Start
SCE General Fund
May 2015 Materials shared and activities coordinated.
Student and teacher response
__Met Strategy __Continue Strategy
49
Students in PK-1st will have 30 minutes of PE daily.
Sandra Lenard Brian Joyner
General Fund
May 2015 Schedules Student and teacher response
__Met Strategy __Continue Strategy
A Pre-K/K visit day will be hosted for area childcare providers to bring students to aide in the transition to school.
Sandra Lenard Pre-K and K teachers Brian Joyner
General Fund
May 2015 Visit day hosted Student and teacher response
__Met Strategy __Continue Strategy
Grab and Go Breakfast will be implemented on the campus to provide breakfast for all students.
Sandra Lenard Brian Joyner
General fund
May 2015 70% of children eat breakfast at school.
Increase in participation for breakfast
__Met Strategy __Continue Strategy
50
School Context and Organization Goals and Strategies
Goal: (7) All students in the community will have families that are full partners with educators in the education of their children. Areas(s) from Needs Assessment: School Context and Organization Objectives from Needs Assessment:
• Update facility for safety. • Add time in schedule for PLC and Targeted Instruction for students.
Strategies/Actions Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Fall and Spring goal setting parent/teacher conferences will be conducted for each student each semester.
Sandra Lenard Brian Joyner All Teachers
General Funds Title I Funds
May 2015
Conference Sheets done with goals set
Evaluation of progress recorded
__Met Strategy __Continue Strategy
"Meet the Teacher" night will be held for parents and students to meet the teacher and bring in their supplies before the first day of school.
Sandra Lenard Brian Joyner All Teachers
General Funds
August 2014
Sign in sheets Increase in participation of parents
__Met Strategy __Continue Strategy
A K/1 and a 1 / 2 class will be added to assist struggling students and includes an aide and a small class size.
Sandra Lenard
General Fund
May 2015 Classes provided
Increase in academic scores.
__Met Strategy __Continue Strategy
Head Start will hold monthly parent meetings.
Julie Russell School Climate
Headstart Funds
May 2015
Monthly meeting agenda and sign in sheets
Minutes of meeting.
__Met Strategy __Continue Strategy
An active Parent Teacher Organization will be established.
Angie Berry PTO funds
May 2015
PTO established
Parent Participation increased
__Met Strategy __Continue Strategy
PTO will conduct meetings involving programs for parents and students.
Angie Berry Tanya Tropp
PTO Funds
May 2015
Meetings held Increase in the number of participants
__Met Strategy __Continue Strategy
PK Students will use Take Home Bags to involve their parents in sharing literacy activities.
Beard SCE General fund
May 2015
Take home bags taken home
Parent participation increase
__Met Strategy __Continue Strategy
Parent and community volunteers will be utilized for academic support for students.
School Climate Committee
General funds
May 2015
Volunteer sign in sheet
Increase in volunteers
__Met Strategy __Continue Strategy
Figure 19 and Literacy Training will provided through Patsy Ramirez.
Sandra Lenard
General Funds
May 2015
Training provided/sign in sheets
Increase in Academic scores
__Met Strategy __Continue Strategy
51
Technology Goals and Strategies
Goal: (8) All students in the community will have families that are full partners with educators in the education of their children. Areas(s) from Needs Assessment: Technology Objectives from Needs Assessment:
• Increase the use of technology in classrooms to enhance student achievement • Regular updates to web page for campus and classrooms • Increase access for students and parents. • Provide more age appropriate software or apps for beginning reading and math for young
students. • Students will learn foundations, information acquisition, work in solving problems and
communications. Strategies/Actions Person
Responsible Funding Resources
Timelines Evidence of Implementation
Formative/ Summative Evaluation Data
__Met Strategy __Continue Strategy
Students will learn beginning computer skills.
Tana Rawlinson General Funds Title I
May 2015 Beginning computer instruction given
Increased skills by students
__Met Strategy __Continue Strategy
Students will learn basic terminology of computer parts.
Tana Rawlinson
General Funds Title 1
May 2015 Terminology used by students
Increase in computer awareness by students
__Met Strategy __Continue Strategy
Students will take Accelerated Reader tests on the computer.
Classroom teachers
General Funds Title I
May 2015 AR reports Increase in AR points
__Met Strategy __Continue Strategy
A Rusk Primary webpage will be maintained.
Sandra Lenard Brian Joyner
General Funds Title I
May 2015 Web page done Responses by teachers and parents
__Met Strategy __Continue Strategy
The Internet will be used to find information appropriate for classroom topics.
Classroom teachers
General Funds Title I
May 2015 Reflected in lesson plans
Increase in the use of internet in classrooms
__Met Strategy __Continue Strategy
Students will learn basic internet terminology.
Tana Rawlinson General Funds Title 1
May 2015 Terminology used by students
Increased skills by students
__Met Strategy __Continue Strategy
Students will use Typing Tutor, and I Station to supplement learning of skills.
Tana Rawlinson Classroom teachers
General Funds Title I
May 2015 Log in reports Increase in skills by students
__Met Strategy __Continue Strategy
A digital projector, and/or document camera will be used in the computer lab and classrooms.
All teachers General Funds Title 1
May 2015 Lessons reflected on lesson plans
Increase in skills by students
__Met Strategy __Continue Strategy
52
Lap top labs will be provided for student access to technology.
Sandra Lenard BrianJoyner Classroom teachers
General Funds Title I
May 2015 Lap top schedule
Increase in skills by students
__Met Strategy __Continue Strategy
Provide 50 Ipads for student use
Sandra Lenard General Funds
May 2015 Ipads in classrooms
Increase in academics
__Met Strategy __Continue Strategy
53
2014-2015 BUDGET ATTACHMENTS
54
Activities/Strategies Partially or Wholly Budgeted with SCE: ACTIVITIES/ STRATEGIES
HIGH SCHOOL JR. HIGH INTERMEDIATE ELEMENTARY PRIMARY
Individualized Instruction/ Small Group
X S. Nimitz
(EOC) Payroll Costs $19,478
FTE’s-.40
X CM- C. Gault
$2,735 FTE’s-.07
Targeted Instruction- Besson, G. Blackmon,
Boyett, Burkhalter, Christopher, Cook,
Day, Eckel, Friederich, Garner, Gates, C. Guidry, Harris,
Henderson, Kellis, Moore, Peloquin, Robbins, Russell,
Thompson, Wallace, Watkins, B Williams,
C Williams $69,448
FTE’s-1.68 Math-Day, Jones,
Gates, Russell $47,572
FTE’s-1.21
X Reading Lab/Small
Group-Turner $54,558
FTE’s-1.0 Math Lab/Small Group-
Franklin, Priest $64,403
FTE’s-1.23 Targeted Instruction-
Bixler, Bottoms, Boudreaux, Bowman, Carroll, Cox, Dominy,
Frazer, Fredericks, Lucas, Oliver, Pepin, C Ruiz
$77,132 FTE’s-1.70
X Lab/Small Group- Gordon, Kearney,
Nichols $97,581
FTE’s-1.92 Targeted Instruction-
Beck, Brogdon, Clayton, Cook,
Hickman, Hoffman, Howell, Jinkins,
Kadlecek, Mabry, Moore, Peters, Sunday,
Tucker $44,675
FTE’s-1.02
X Targeted Instruction- Berryman, Blackmon, Cahalane, Covington, Dyess, Eckel, Garner, Goff, Peters, Sanders,
Simpson, Starkey, Thompson, Williams,
Y’Barbo $42,465
FTE’s-1.06
Specialized Reading Program
X Reading Lab-
Christopher, C Guidry, C Williams
$50,228 FTE’s-1.28
Pre-Kindergarten-4 Year Old Program-Extended to Full-day
X Teachers and Aides-
Payroll Costs-$198,119 FTE’s-7.8
Pre-Kindergarten-3 Year Old Program
X Teachers and Aides-
Payroll Costs-$64,858 FTE’s-2.0
Pre-Kindergarten X Supplies-$2,000
Misc Oper Costs-$8,150 TOTAL:$10,150
Targeted Interventionist Program
X McCown $50,293
FTE’s-.93
X M. Black $49,401
FTE’s-1.0
X Morgan $37,161
FTE’s-1.0
X Gunn, McNew
$57,642 FTE’s-1.47
Teacher Aides/Assistants X $31,587
FTE’s-1.77
X $30,387
FTE’s-1.68
X $32,931
FTE’s-1.62
X $102,733
FTE’s-5.20 Extended Day X
Payroll Costs-$1,041 (EOC)
X Payroll Costs-$17,435
Misc Oper Costs-$2,000
TOTAL:$19,435
X Payroll Costs-$20,037
Supplies-$500 Misc Oper Costs-$2,000
TOTAL:$22,537
X Payroll Costs-$20,036
Misc Oper Costs-$2,000 TOTAL:$22,036
X Payroll Costs-$14,832
Misc Oper Costs-$1,000 TOTAL:$15,832
Extended Year (Summer School)
X Payroll Costs-$5,204
(EOC)
X Payroll Costs-$8,326
Supplies-$500 TOTAL:$8,826
X Payroll Costs-$9,887
Supplies-$500 Misc Oper Costs-$500
TOTAL:$10,887
X Payroll Costs-$5,203
X Payroll Costs-$3,644
Disciplinary Alternative Education Program (DAEP)-Basic Services
X Payroll Costs-Teacher and Assistant-$44,332 Contracted Svc-$5,848
Supplies-$500 Janitorial-$1,785
Utilities-$984
X Payroll Costs-Teacher and Assistant-$6,331 Contracted Svc-$866
Supplies-$250 Janitorial-$1,785
Utilities-$984
55
Activities/Strategies from prior years that are not budgeted with SCE:
ACTIVITIES/ STRATEGIES
HIGH SCHOOL
JR. HIGH INTERMEDIATE
ELEMENTARY PRIMARY
DOR-Dropout Recovery (Nondisciplinary Alternative Education Program-NAEP)
X
General Fund
Head Start X General Fund
Class-size Reduction
Saturday School X General Fund
Pregnancy Services X General Fund
X General Fund
PRIM (ECO DISADV>=40%)
Teachers: BEARD, AMANDA 50% 0.50 PRE-KINDERGARTEN 4 B
BERRYMAN, ELISSA 8% 0.08 TARGETED INSTRUCTION B BLACKMON, KATHY 8% 0.08 TARGETED INSTRUCTION B CAHALANE, ELIZABETH 8% 0.08 TARGETED INSTRUCTION B COVINGTON, KATIE 8% 0.08 TARGETED INSTRUCTION B CUDD, JENNI 100% 1.00 PRE-KINDERGARTEN 3 B DYESS, LAUREN 8% 0.08 TARGETED INSTRUCTION B ECKEL, JENNIFER 8% 0.08 TARGETED INSTRUCTION B GARNER, ANTHONY 2% 0.02 TARGETED INSTRUCTION B GOFF, DENISE 8% 0.08 TARGETED INSTRUCTION B
GUNN, TAYLOR 20% 0.20 PRE-KINDERGARTEN 4 INTERVENTION B
GUNN, TAYLOR 80% 0.80 TARGETED INTERVENTIONIST B HOMANN, KIMBERLY 50% 0.50 PRE-KINDERGARTEN 4 B MCNEW, KRISTA 67% 0.67 TARGETED INTERVENTIONIST B PETERS, JENNY 8% 0.08 TARGETED INSTRUCTION B RAGSDALE, LINDSEY 50% 0.50 PRE-KINDERGARTEN 4 B SANDERS, JAMIE 8% 0.08 TARGETED INSTRUCTION B SIMPSON, CHRISTY 5% 0.05 TARGETED INSTRUCTION B STARKEY, CHRISTI 8% 0.08 TARGETED INSTRUCTION B
TOTAL-$53,449 FTE’s-1.33
TOTAL-$10,216 FTE’s-.19
Dyslexia Program X Supplies-$175 Travel-$100
TOTAL-$275
X Dyslexia-Collins
$18,562 Supplies-$2,250
Travel-$300 TOTAL-$21,112
FTE’s-.50
X Dyslexia-Collins
$18,562 Supplies-$400
Testing Materials-$500 Travel-$300
TOTAL-$19,762 FTE’s-.50
X Supplies-$955
Testing Materials-$250 Travel-$100
TOTAL-$1,305
Contracted Services-Instructional
X $1,050
X $1,050
Supplies-Instructional X $650
X Supplies-$1,000
Reading Material-$500
X Supplies $1,250
Reading Materials $250
X $600
Guidance & Counseling X Testing Materials-
$250
X Testing Materials-$300
X Testing Materials-$100
X Testing Materials-$250
56
TARRANT, BETTY 50% 0.50 PRE-KINDERGARTEN 4 B THOMPSON, MARY 8% 0.08 TARGETED INSTRUCTION B WILLIAMS, KASI 50% 0.50 PRE-KINDERGARTEN 4 B WILLIAMS, SHONDA 8% 0.08 TARGETED INSTRUCTION B Y'BARBO, KANDY 3% 0.03 TARGETED INSTRUCTION B Aides:
BAYLESS, LORI 27% 0.27 TEACHER ASSISTANT-PK BALLARD, CRYSTAL 100% 1.00 TEACHER ASSISTANT-PK 4 BERRY, AMANDA 100% 1.00 TEACHER ASSISTANT-PK 4 FORD, SHELLEY 100% 1.00 TEACHER ASSISTANT-PK 4 GATES, JESSICA 100% 1.00 TEACHER ASSISTANT-INTERVENTION GOFF, SHAUNA 80% 0.80 TEACHER ASSISTANT-PE GOFF, SHAUNA 10% 0.10 TEACHER ASSISTANT-PK HELM, TANYA 100% 1.00 TEACHER ASSISTANT-PK 4 KIMBRELL, JEANA 100% 1.00 TEACHER ASSISTANT-PK 3 MORRIS, BECKY 90% 0.90 TEACHER ASSISTANT-1-2 POST, CRYSTAL 83% 0.83 TEACHER ASSISTANT-INTERVENTION RAWLINSON, TANA 40% 0.40 TEACHER ASSISTANT-COMPUTER RINEHART, SUSAN 100% 1.00 TEACHER ASSISTANT-K-1 ROBBINS, BRITTANY 100% 1.00 TEACHER ASSISTANT-PK 4
TOTAL PRIMARY FTEs
17.53
TOTAL RUSK ISD FTEs
39.56
57
RUSK PRIMARY STATE COMPENSATORY BUDGET 2014-2015
2014-15
ACCOUNT NUMBER ACCOUNT DESCRIPTION BUDGET 199 E 11 6119 00 103 0 30 000 PROF PERSONNEL PRIM SCE SW 89,168.00 199 E 11 6119 00 103 0 30 870 PROF PERSONNEL LONGEVITY PRIM SCE SW 393.00 199 E 11 6119 00 103 0 30 875 PROF PERSONNEL PERFORMANCE PAY PRIM SCE SW 745.00 199 E 11 6119 00 103 0 30 896 PROF PERSONNEL INCENTIVE PAY PRIM SCE SW 90.00 199 E 11 6119 00 103 0 30 897 PROF PERSONNEL EXT DAY PRIM SCE SW 10,000.00 199 E 11 6119 00 103 0 34 000 PROF PERSONNEL PRIM PRE-K CE 130,818.00 199 E 11 6119 00 103 0 34 870 PROF PERSONNEL LONGEVITY PRIM PRE-K CE 1,625.00 199 E 11 6119 00 103 0 34 875 PROF PERSONNEL PERFORMANCE PAY PRIM PRE-K CE 1,250.00 199 E 11 6119 00 103 0 34 896 PROF PERSONNEL INCENTIVE PAY PRIM PRE-K CE 225.00 199 E 11 6129 00 103 0 30 000 SUPPORT PERSONNEL PRIM SCE SW 86,868.00 199 E 11 6129 00 103 0 30 875 SUPPORT PERSONNEL PERFORMANCE PAY PRIM SCE SW 1,505.00 199 E 11 6129 00 103 0 30 897 SUPPORT PERSONNEL EXT DAY PRIM SCE SW 500.00 199 E 11 6129 00 103 0 34 000 SUPPORT PERSONNEL PRIM PRE-K CE 93,188.00 199 E 11 6129 00 103 0 34 875 SUPPORT PERSONNEL PERFORMANCE PAY PRIM PRE-K CE 1,435.00 199 E 11 6141 00 103 0 30 000 SOCIAL SECURITY/MEDICARE PRIM SCE SW 2,119.00 199 E 11 6141 00 103 0 30 870 SOCIAL SECURITY/MEDICARE LONGEVITY PRIM SCE SW 6.00 199 E 11 6141 00 103 0 30 875 SOCIAL SECURITY/MEDICARE PERFORMANCE PAY PRIM SCE SW 33.00 199 E 11 6141 00 103 0 30 896 SOCIAL SECURITY/MEDICARE INCENTIVE PAY PRIM SCE SW 1.00 199 E 11 6141 00 103 0 30 897 SOCIAL SECURITY/MEDICARE EXT DAY PRIM SCE SW 152.00 199 E 11 6141 00 103 0 34 000 SOCIAL SECURITY/MEDICARE PRIM PRE-K CE 2,990.00 199 E 11 6141 00 103 0 34 870 SOCIAL SECURITY/MEDICARE LONGEVITY PRIM PRE-K CE 24.00 199 E 11 6141 00 103 0 34 875 SOCIAL SECURITY/MEDICARE PERFORMANCE PAY PRIM PRE-K CE 39.00 199 E 11 6141 00 103 0 34 896 SOCIAL SECURITY/MEDICARE INCENTIVE PAY PRIM PRE-K CE 3.00 199 E 11 6142 00 103 0 30 000 GROUP HEALTH & LIFE INSURANCE PRIM SCE SW 17,037.00 199 E 11 6142 00 103 0 34 000 GROUP HEALTH & LIFE INSURANCE PRIM PRE-K CE 25,110.00 199 E 11 6143 00 103 0 30 000 WORKER'S COMPENSATION PRIM SCE SW 880.00 199 E 11 6143 00 103 0 30 870 WORKER'S COMPENSATION LONGEVITY PRIM SCE SW 2.00 199 E 11 6143 00 103 0 30 875 WORKER'S COMPENSATION PERFORMANCE PAY PRIM SCE SW 11.00 199 E 11 6143 00 103 0 30 897 WORKER'S COMPENSATION EXT DAY PRIM SCE SW 53.00 199 E 11 6143 00 103 0 34 000 WORKER'S COMPENSATION PRIM PRE-K CE 1,120.00 199 E 11 6143 00 103 0 34 870 WORKER'S COMPENSATION LONGEVITY PRIM PRE-K CE 8.00 199 E 11 6143 00 103 0 34 875 WORKER'S COMPENSATION PERFORMANCE PAY PRIM PRE-K CE 13.00 199 E 11 6143 00 103 0 34 896 WORKER'S COMPENSATION INCENTIVE PAY PRIM PRE-K CE 1.00 199 E 11 6145 00 103 0 30 000 UNEMPLOYMENT COMPENSATION PRIM SCE SW 116.00 199 E 11 6145 00 103 0 30 875 UNEMPLOYMENT COMPENSATION PERFORMANCE PAY PRIM SCE SW 2.00 199 E 11 6145 00 103 0 30 897 UNEMPLOYMENT COMPENSATION EXT DAY PRIM SCE SW 7.00 199 E 11 6145 00 103 0 34 000 UNEMPLOYMENT COMPENSATION PRIM PRE-K CE 148.00 199 E 11 6145 00 103 0 34 870 UNEMPLOYMENT COMPENSATION LONGEVITY PRIM PRE-K CE 1.00 199 E 11 6145 00 103 0 34 875 UNEMPLOYMENT COMPENSATION PERFORMANCE PAY PRIM PRE-K CE 2.00 199 E 11 6146 00 103 0 30 000 TEACHER RETIREMENT/TRS CARE PRIM SCE SW 3,807.00 199 E 11 6146 00 103 0 30 870 TEACHER RETIREMENT/TRS CARE LONGEVITY PRIM SCE SW 9.00 199 E 11 6146 00 103 0 30 875 TEACHER RETIREMENT/TRS CARE PERFORMANCE PAY PRIM SCE SW 48.00 199 E 11 6146 00 103 0 30 897 TEACHER RETIREMENT/TRS CARE EXT DAY PRIM SCE SW 215.00 199 E 11 6146 00 103 0 34 000 TEACHER RETIREMENT/TRS CARE PRIM PRE-K CE 4,882.00 199 E 11 6146 00 103 0 34 870 TEACHER RETIREMENT/TRS CARE LONGEVITY PRIM PRE-K CE 37.00 199 E 11 6146 00 103 0 34 875 TEACHER RETIREMENT/TRS CARE PERFORMANCE PAY PRIM PRE-K CE 58.00 199 E 11 61-- -- --- - -- --- *PAYROLL COSTS 476,744.00 199 E 11 6399 00 103 0 30 000 GENERAL SUPPLIES PRIM SCE SW 600.00
58
199 E 11 6399 00 103 0 30 912 GENERAL SUPPLIES DYSLEXIA PRIM SCE SW 955.00 199 E 11 6399 00 103 0 34 000 GENERAL SUPPLIES PRIM PRE-K CE 2,000.00 199 E 11 63-- -- --- - -- --- *SUPPLIES & MATERIALS 3,555.00 199 E 11 6412 00 103 0 34 000 TRAVEL-STUDENTS PRIM PRE-K CE 150.00 199 E 11 6499 00 103 0 30 897 MISC OPERATING COSTS EXT DAY PRIM SCE SW 1,000.00 199 E 11 6499 00 103 0 34 000 MISC OPERATING COSTS PRIM PRE-K CE 8,000.00 199 E 11 64-- -- --- - -- --- *OTHER OPERATING COSTS 9,150.00 199 E 11 ---- -- --- - -- --- *INSTRUCTION 489,449.00 199 E 13 6411 00 103 0 30 912 TRAVEL-EMPLOYEE ONLY DYSLEXIA PRIM SCE SW 100.00 199 E 13 64-- -- --- - -- --- *OTHER OPERATING COSTS 100.00 199 E 13 ---- -- --- - -- --- *CURRICULUM DEV.& INST.STF DEV 100.00 199 E 21 6119 00 103 0 30 897 PROF PERSONNEL EXT DAY PRIM SCE SW 1,000.00 199 E 21 6141 00 103 0 30 897 SOCIAL SECURITY/MEDICARE EXT DAY PRIM SCE SW 15.00 199 E 21 6143 00 103 0 30 897 WORKER'S COMPENSATION EXT DAY PRIM SCE SW 5.00 199 E 21 6145 00 103 0 30 897 UNEMPLOYMENT COMPENSATION EXT DAY PRIM SCE SW 1.00 199 E 21 6146 00 103 0 30 897 TEACHER RETIREMENT/TRS CARE EXT DAY PRIM SCE SW 21.00 199 E 21 61-- -- --- - -- --- *PAYROLL COSTS 1,042.00 199 E 21 ---- -- --- - -- --- *INSTRUCTIONAL LEADERSHIP 1,042.00 199 E 23 6129 00 103 0 30 897 SUPPORT PERSONNEL EXT DAY PRIM SCE SW 1,000.00 199 E 23 6141 00 103 0 30 897 SOCIAL SECURITY/MEDICARE EXT DAY PRIM SCE SW 15.00 199 E 23 6143 00 103 0 30 897 WORKER'S COMPENSATION EXT DAY PRIM SCE SW 5.00 199 E 23 6145 00 103 0 30 897 UNEMPLOYMENT COMPENSATION EXT DAY PRIM SCE SW 1.00 199 E 23 6146 00 103 0 30 897 TEACHER RETIREMENT/TRS CARE EXT DAY PRIM SCE SW 21.00 199 E 23 61-- -- --- - -- --- *PAYROLL COSTS 1,042.00 199 E 23 ---- -- --- - -- --- *SCHOOL LEADERSHIP 1,042.00 199 E 31 6339 00 103 0 30 000 TESTING MATERIALS PRIM SCE SW 250.00 199 E 31 6339 00 103 0 30 912 TESTING MATERIALS DYSLEXIA PRIM SCE SW 250.00 199 E 31 63-- -- --- - -- --- *SUPPLIES & MATERIALS 500.00 199 E 31 ---- -- --- - -- --- *GUIDANCE & COUNSELING 500.00 199 E -- ---- -- --- - -- --- *Expense 492,133.00 199 - -- ---- -- --- - -- --- *GENERAL FUND 492,133.00
TRANSPORTATION-EXTENDED DAY 1,821.00 SCE BUDGET EXCLUDING SUMMER SCHOOL 493,954.00 SUMMER SCHOOL
199 E 11 6119 00 699 0 30 103 PROF PERSONNEL PRIM SUMM SCE SW 2,000.00
199 E 11 6129 00 699 0 30 103 SUPPORT PERSONNEL PRIM SUMM SCE SW 1,000.00
199 E 11 6141 00 699 0 30 103 SOCIAL SECURITY/MEDICARE PRIM SUMM SCE SW 44.00
199 E 11 6143 00 699 0 30 103 WORKER'S COMPENSATION PRIM SUMM SCE SW 15.00
199 E 11 6145 00 699 0 30 103 UNEMPLOYMENT COMPENSATION PRIM SUMM SCE SW 2.00
199 E 11 6146 00 699 0 30 103 TEACHER RETIREMENT/TRS CARE PRIM SUMM SCE SW 62.00
199 E 11 61-- -- --- - -- --- *PAYROLL COSTS 3,123.00
199 E 11 ---- -- --- - -- --- *INSTRUCTION 3,123.00
199 E -- ---- -- --- - -- --- *Expense 3,123.00
199 - -- ---- -- --- - -- --- *GENERAL FUND 3,123.00
TRANSPORTATION-SUMMER SCHOOL 521.00 SCE SUMMER SCHOOL BUDGET 3,644.00 TOTAL STATE COMPENSATORY BUDGET 497,598.00
59
Rusk Primary School State Compensatory Education Funds
Additional Information as Required By Section 42.152, Texas Education Code 2014-2015
Supplemental direct costs and personnel attributed to compensatory education and accelerated instruction budgeted and addressed in the campus improvement plan are as follows: Expenditure Amount Full Time Equivalents (FTEs)
(Does not include extended day, week, or year FTEs)
Payroll Costs $484,293 17.53 Professional and Contracted Services 0 Supplies and Materials 4,055 Other Operating Costs 9,250 Debt Service 0 Capital Outlay 0 TOTAL $497,598
RISD Level II
# of SubPops
at or above
State Ave Total SubPops %age Yellow Orange PinkReading 2011-2012 27 67 40% 19 8 12
2012-2013 39 76 51% 11 10 152013-2014 55 75 73% 7 8 5
Math 2011-2012 21 66 32% 9 10 242012-2013 32 67 48% 7 9 172013-2014 44 65 68% 11 6 4
Writing 2011-2012 4 20 20% 6 1 92012-2013 7 20 35% 1 2 102013-2014 7 18 39% 4 3 4
Science 2011-2012 15 29 52% 3 4 72012-2013 21 27 78% 5 0 12013-2014 26 30 87% 1 2 1
Social Studies 2011-2012 0 9 0% 0 2 12012-2013 1 9 11% 1 2 52013-2014 8 19 42% 1 2 8
District Summary All Tests 2011-2012 67 191 35% 37 25 532012-2013 100 199 50% 25 23 482013-2014 140 207 68% 24 21 22
Elementary Level II %age Yellow Orange PinkReading 2011-2012 4 10 40% 2 2 2
2012-2013 9 11 82% 0 1 12013-2014 9 11 82% 1 1 0
Math 2011-2012 1 10 10% 2 5 22012-2013 5 11 45% 3 0 32013-2014 8 11 73% 2 1 0
Campus Summary All Tests 2011-2012 5 20 25% 4 7 42012-2013 14 22 64% 3 1 42013-2014 17 22 77% 3 2 0
Intermediate Level II %age Yellow Orange PinkReading 2011-2012 4 21 19% 5 3 9
2012-2013 9 19 47% 3 3 42013-2014 10 20 50% 1 5 4
Writing 2011-2012 1 10 10% 1 1 72012-2013 1 10 10% 0 2 72013-2014 0 10 0% 4 3 3
Math 2011-2012 9 21 43% 4 3 52012-2013 9 19 47% 1 4 52013-2014 11 20 55% 5 3 1
Science 2011-2012 7 11 64% 1 0 32012-2013 9 9 100% 0 0 02013-2014 8 10 80% 0 1 1
Campus Summary All Tests 2011-2012 21 63 33% 11 7 242012-2013 28 57 49% 4 9 162013-2014 29 60 48% 10 12 9
Summary Of Level II Performance of Campus SubPops compared to State Average
Jr. High Level II %age Yellow Orange PinkReading 2011-2012 14 28 50% 10 3 1
2012-2013 13 28 46% 6 2 72013-2014 20 25 80% 4 1 0
Writing 2011-2012 3 10 30% 5 0 22012-2013 6 10 60% 1 0 32013-2014 7 8 88% 0 0 1
Math 2011-2012 10 27 37% 3 2 122012-2013 17 28 61% 2 3 62013-2014 17 25 68% 3 2 3
Science 2011-2012 3 9 33% 1 1 42012-2013 9 9 100% 0 0 02013-2014 9 10 90% 0 1 0
Social Studies 2011-2012 0 9 0% 0 2 72012-2013 1 9 11% 1 2 52013-2014 0 10 0% 0 2 8
Campus Summary All Tests 2011-2012 30 83 36% 19 8 262012-2013 46 84 55% 10 7 212013-2014 53 78 68% 7 6 12
High School Level II %age Yellow Orange PinkEnglish I/II 2011-2012 5 8 63% 2 0 0
2012-2013 8 18 44% 2 4 32013-2014 16 19 84% 1 1 1
Algebra I 2011-2012 1 8 13% 0 0 52012-2013 1 9 11% 1 2 32013-2014 8 9 89% 1 0 0
Biology 2011-2012 5 9 56% 1 3 02012-2013 3 9 33% 5 0 12013-2014 9 10 90% 1 0 0
US History 2011-2012 NA NA NA NA NA NA2012-2013 NA NA NA NA NA NA2013-2014 8 9 89% 1 0 0
Campus Summary All Tests 2011-2012 11 25 44% 3 3 62012-2013 12 36 33% 8 6 72013-2014 41 47 87% 4 1 1
RISD Level III
# of SubPops
at or above
State Ave Total SubPops %age Yellow Orange PinkReading 2011-2012 18 67 27% 20 17 12
2012-2013 21 76 28% 26 16 132013-2014 21 75 28% 25 19 10
Math 2011-2012 12 66 18% 18 13 232012-2013 12 65 18% 13 27 132013-2014 16 66 24% 20 14 12
Writing 2011-2012 1 20 5% 15 1 32012-2013 4 19 21% 11 4 02013-2014 1 18 6% 12 4 1
Science 2011-2012 7 29 24% 13 7 22012-2013 15 27 56% 9 1 22013-2014 9 30 30% 9 7 5
Social Studies 2011-2012 0 9 0% 5 2 22012-2013 0 9 0% 3 2 42013-2014 7 19 37% 6 1 5
District Summary All Tests 2011-2012 38 191 20% 71 40 422012-2013 52 116 45% 62 50 322013-2014 54 208 26% 72 49 33
Elementary Level III %age Yellow Orange PinkReading 2011-2012 1 10 10% 1 3 5
2012-2013 9 11 82% 1 0 12013-2014 2 11 18% 2 5 2
Math 2011-2012 2 10 20% 6 1 12012-2013 10 11 91% 1 0 02013-2014 4 11 36% 3 4 0
Campus Summary All Tests 2011-2012 3 20 15% 7 4 62012-2013 19 22 86% 2 0 12013-2014 6 22 27% 5 9 2
Intermediate Level III %age Yellow Orange PinkReading 2011-2012 7 21 33% 4 6 4
2012-2013 5 19 26% 5 6 32013-2014 7 20 35% 4 7 2
Writing 2011-2012 0 10 0% 9 1 02012-2013 1 9 11% 6 2 02013-2014 0 10 0% 8 2 0
Math 2011-2012 2 20 10% 5 7 62012-2013 1 19 5% 2 12 42013-2014 4 20 20% 7 4 5
Science 2011-2012 3 11 27% 4 4 02012-2013 7 9 78% 2 0 02013-2014 3 10 30% 4 3 0
Campus Summary All Tests 2011-2012 12 62 19% 22 18 102012-2013 14 56 25% 15 20 72013-2014 14 60 23% 23 16 7
Summary Of Level III Performance of Campus SubPops compared to State Average
Jr. High Level III %age Yellow Orange PinkReading 2011-2012 7 27 26% 10 7 3
2012-2013 3 28 11% 11 7 72013-2014 4 25 16% 10 6 5
Writing 2011-2012 1 10 10% 6 0 32012-2013 3 10 30% 5 2 02013-2014 1 8 13% 4 2 1
Math 2011-2012 8 27 30% 5 4 102012-2013 1 27 4% 9 13 42013-2014 7 26 27% 9 8 2
Science 2011-2012 2 9 22% 3 2 22012-2013 3 9 33% 5 0 12013-2014 2 10 20% 1 3 4
Social Studies 2011-2012 0 9 0% 5 2 22012-2013 0 9 0% 3 2 42013-2014 2 10 20% 3 1 4
Campus Summary All Tests 2011-2012 18 82 22% 29 15 202012-2013 10 83 12% 33 24 162013-2014 16 79 20% 27 20 16
High School Level III %age Yellow Orange PinkEnglish I/II 2011-2012 3 9 33% 5 1 0
2012-2013 4 18 22% 9 3 22013-2014 8 19 42% 9 1 1
Algebra I 2011-2012 0 9 0% 2 1 62012-2013 0 8 0% 1 2 52013-2014 1 9 11% 1 2 5
Biology 2011-2012 2 9 22% 6 1 02012-2013 5 9 56% 2 1 12013-2014 4 10 40% 4 1 1
US History 2011-2012 NA NA NA NA NA NA2012-2013 NA NA NA NA NA NA2013-2014 5 9 56% 3 0 1
Campus Summary All Tests 2011-2012 5 27 19% 13 3 62012-2013 9 35 26% 12 6 82013-2014 18 47 38% 17 4 8
STAAR Scores - Reading Level II
Green – At or above state averageYellow – 1 to 4 points below state averageOrange – 5 to 8 points below state average
Pink - More than 8 points below state average
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 76 75 76 66 60 72 71 68 62 86 83 80 83 76 * 74 72 70 79 78 81 66 63 55 53 51 60 69 66 65 63 61 552013 Phase-In I Lev II 79 79 87 69 65 64 74 70 77 89 87 91 86 76 67 77 77 86 81 82 85 68 64 75 59 61 91 71 73 82 66 66 712014 Phase-In I Lev II 76 76 81 63 58 55 71 68 77 87 85 85 83 77 86 74 74 81 78 77 81 65 62 72 56 56 83 67 68 76 62 62 63
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 77 76 77 66 59 57 72 70 68 88 84 84 85 76 * 75 74 69 79 78 82 61 58 40 51 49 45 70 67 71 58 55 442013 Phase-In I Lev II 72 71 70 60 55 30 65 60 52 85 80 80 81 76 * 70 68 64 74 73 73 53 45 33 46 47 75 62 62 62 54 51 492014 Phase-In I Lev II 74 72 75 62 57 79 69 65 62 84 80 76 81 74 * 71 70 72 77 74 78 58 56 43 49 49 40 65 64 70 55 53 50
His.St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Phase-In I Lev II 77 76 75 68 60 54 72 68 46 87 84 83 85 83 50 75 74 71 79 78 80 51 45 0 46 48 40 70 66 61 55 53 442013 Phase-In I Lev II 77 85 83 68 74 69 74 78 74 89 92 90 85 78 * 75 73 75 79 77 78 53 47 * 49 69 75 69 80 75 73 67 572014 Phase-In I Lev II 76 75 76 66 60 56 71 67 70 88 84 81 85 82 * 74 73 74 78 78 79 52 48 43 50 50 100 68 67 63 59 58 60
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 75 75 71 68 62 63 67 65 63 86 84 74 84 75 80 72 71 69 77 79 74 38 36 * 36 39 80 67 65 67 49 50 442013 Phase-In I Lev II 71 72 66 63 55 38 63 61 50 85 82 75 82 80 * 69 70 64 73 74 73 32 29 * 34 42 * 61 63 51 67 45 352014 Phase-In I Lev II 77 77 83 68 62 77 71 72 77 88 84 86 85 80 * 74 74 83 80 80 83 48 48 * 41 45 * 69 70 80 56 56 70
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 76 75 81 70 62 70 70 70 77 86 82 83 85 75 * 72 71 74 80 80 86 37 37 * 34 32 71 69 66 75 52 52 502013 Phase-In I Lev II 77 78 78 71 63 87 71 69 73 88 86 73 86 79 83 75 75 73 80 81 79 38 35 * 38 42 88 69 70 83 52 54 522014 Phase-In I Lev II 75 75 81 66 57 62 68 67 71 87 84 86 84 80 * 72 70 75 78 78 88 34 31 * 37 38 * 65 66 71 51 52 67
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 80 80 85 73 65 76 74 75 76 90 87 87 88 85 87 78 79 84 82 82 86 34 33 * 40 39 * 73 72 80 58 59 652013 Phase-In I Lev II 84 90 92 78 82 100 79 86 97 92 95 91 91 89 80 80 81 76 87 87 85 46 48 * 46 63 86 77 86 87 75 78 822014 Phase-In I Lev II 83 82 86 76 70 83 77 75 83 92 89 88 90 83 83 80 78 84 85 86 89 43 41 * 47 47 * 75 75 84 66 65 75
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 68 69 73 59 54 43 59 57 57 82 78 80 79 73 * 62 63 64 74 75 81 18 16 * 24 23 * 57 57 61 42 43 532013 Phase-In I Lev II 65 65 67 55 47 33 56 55 53 81 76 76 78 70 * 60 59 59 70 72 76 18 14 * 22 21 59 54 55 59 40 40 422014 Phase-In I Lev II 62 63 77 53 47 59 55 53 79 78 75 81 76 70 80 56 56 67 69 71 87 21 16 * 23 26 55 52 54 72 44 44 56
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
All AA His. White
At-Risk
His. White 2+ ELL SPED
All AA
All AA His. White 2+
At-Risk
ELL SPED ECODISMale Female
At-Risk
At-Risk
At-Risk
ELL SPED ECODIS At-Risk
2+
2+ ELL SPED ECODIS
ELL SPED ECODISMale Female
All AA ECODIS
All AA His. White 2+ ELL SPED ECODIS
His. White 2+
Male Female
At-RiskAll AA ECODIS
All AA White
ELL SPEDHis. White 2+ Male Female
Male Female
ECODIS At-RiskAll AA His. White 2+ ELLMale Female
Male Female
Male Female
SPED
8 Reading
Eng. I
Eng. II
3 Reading
4 Reading
5 Reading
6 Reading
7 Reading
STAAR Scores - Reading Level II
Green – At or above state averageYellow – 1 to 4 points below state averageOrange – 5 to 8 points below state average
Pink - More than 8 points below state average
R 2012 Phase-In I Lev II 61 46 NA 54 27 NA 60 42 NA 64 51 NA 65 59 NA 55 36 NA 68 57 NA 21 12 NA 20 17 NA 53 36 NA 38 23 NA R 2013 Phase-In I Lev II 78 78 72 71 67 54 71 68 79 88 84 73 87 80 * 75 74 60 81 81 83 31 25 * 36 32 39 69 69 61 61 61 61
R/W 2014 Phase-In I Lev II 66 66 72 55 48 36 58 56 68 81 77 80 79 78 * 61 60 66 71 73 78 20 16 * 22 19 14 55 56 70 46 46 50
STAAR Scores - Reading Level III
Green – At or above state averageYellow – 1 to 4 points below state averageOrange – 5 to 8 points below state average
Pink - More than 8 points below state average
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Level III 21 17 13 12 7 3 14 12 5 30 23 17 28 17 * 19 16 6 23 19 19 10 7 0 9 10 20 11 10 6 8 6 12013 Level III 20 18 25 11 8 14 14 10 23 30 24 28 27 20 17 18 16 24 22 20 26 9 7 25 9 9 22 11 11 16 7 6 92014 Level III 17 14 12 9 5 18 10 7 13 27 20 12 23 10 0 15 13 10 18 15 13 7 4 0 7 6 0 9 8 7 6 5 3
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Level III 19 16 20 10 5 3 12 9 14 29 22 27 27 18 * 18 16 22 19 16 19 5 4 0 7 8 27 9 9 10 5 5 72013 Level III 20 17 18 11 7 0 14 11 10 31 24 24 28 17 * 19 17 12 22 18 23 6 5 0 8 8 0 12 11 15 7 6 32014 Level III 18 15 18 10 6 5 12 8 14 27 21 22 25 14 * 16 13 11 20 17 24 6 4 0 7 7 20 10 9 11 5 4 6
His.St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Level III 17 15 8 10 7 4 11 8 0 26 20 9 24 18 17 15 14 8 18 16 7 3 2 0 5 6 0 8 8 4 4 3 22013 Level III 20 17 14 12 6 4 13 9 9 31 24 18 29 19 * 19 15 15 22 18 12 4 2 * 6 7 13 11 10 12 5 4 62014 Level III 20 18 14 10 7 6 13 10 5 32 25 18 28 22 * 19 16 6 21 19 21 4 2 0 7 8 0 11 11 7 5 5 1
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Level III 17 15 10 10 6 6 10 7 6 28 22 11 25 13 20 16 14 9 19 17 12 2 0 * 3 2 0 8 7 11 3 2 02013 Level III 20 19 16 12 7 5 13 10 0 32 26 20 29 23 * 19 18 14 21 20 18 2 1 * 5 7 * 11 11 6 4 4 22014 Level III 15 12 12 8 4 0 9 7 3 24 17 17 22 14 * 13 10 11 17 14 13 2 1 * 3 3 * 7 7 7 2 2 0
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Level III 18 15 14 11 7 10 11 9 6 28 21 17 27 18 * 15 13 14 21 18 14 1 1 * 3 1 0 9 8 9 3 3 42013 Level III 16 15 10 9 6 0 10 8 13 26 21 11 24 14 17 14 13 13 18 17 7 1 1 * 3 3 17 8 8 9 3 2 02014 Level III 19 18 17 11 6 5 12 9 7 31 24 20 28 21 * 18 16 15 21 19 19 1 1 * 4 4 * 10 10 8 3 3 3
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Level III 19 17 17 11 7 24 12 9 14 30 23 17 28 21 * 17 15 9 21 19 25 1 0 * 3 2 * 9 9 11 3 3 42013 Level III 24 22 20 15 10 11 17 14 10 36 29 24 34 23 0 21 19 20 28 85 20 2 1 * 4 4 0 14 13 11 5 6 32014 Level III 23 21 13 14 9 6 15 12 11 35 28 13 32 20 33 20 18 10 26 23 16 1 0 * 4 4 * 13 12 13 5 4 3
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Level III 8 7 7 4 3 0 4 3 0 13 10 9 12 10 * 6 5 1 10 10 12 0 0 * 1 0 0 3 3 3 1 1 32013 Level III 11 9 7 6 3 5 6 4 0 18 13 8 18 10 * 7 6 5 14 12 10 0 0 * 1 1 0 4 4 1 1 1 22014 Level III 6 5 4 2 1 0 3 2 3 12 7 6 11 7 0 4 3 3 9 7 5 0 0 * 0 0 0 2 2 4 1 0 1
MaleAll AA His. White 2+
All AA His. White 2+ At-Risk
Female ELL SPED ECODIS At-Risk
Male Female ELL SPED ECODIS
ELL SPED ECODIS At-Risk
All AA His. White 2+ Male
All AA White 2+ Male Female
All AA His. White 2+ ECODIS At-Risk
Female ELL SPED ECODIS At-Risk
Male
Male Female ELL SPED
All AA His. White 2+
All AA His. White 2+ ECODIS At-Risk
Female ELL SPED ECODIS At-Risk
Male Female ELL SPED
3 Reading
4 Reading
5 Reading
6 Reading
7 Reading
8 Reading
Eng. I
STAAR Scores - Reading Level III
Green – At or above state averageYellow – 1 to 4 points below state averageOrange – 5 to 8 points below state average
Pink - More than 8 points below state average
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD R 2012 Level III 9 4 NA 5 1 NA 6 1 NA 11 6 NA 11 9 NA 7 3 NA 10 6 NA 0 0 NA 0 1 NA 5 2 NA 1 1 NA R 2013 Level III 21 18 20 11 7 15 13 11 0 31 23 24 30 21 * 18 14 12 24 22 26 1 0 * 2 2 0 11 10 10 5 4 6
R/W 2014 Level III 6 4 5 2 1 0 3 2 0 10 6 7 10 6 * 4 3 0 7 6 10 0 0 * 0 0 0 2 1 2 0 0 2
Female ELL SPED ECODIS At-RiskEng. II
All AA His. White 2+ Male
STAAR Scores - Mathematics Level II
Green – At or above state averageYellow – 1 to 4 points below state averageOrange – 5 to 8 points below state average
Pink - More than 8 points below state average
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Phase-In I Lev II 68 66 64 50 43 38 64 64 57 79 73 72 74 69 * 68 66 66 68 65 63 64 64 50 45 44 80 60 57 55 55 51 482013 Phase-In I Lev II 79 69 77 69 48 40 74 66 64 89 76 93 86 66 50 69 68 83 70 69 71 68 61 67 59 49 87 71 62 71 57 55 542014 Phase-In I Lev II 70 69 77 53 48 45 67 66 84 80 77 79 74 66 71 70 69 76 70 69 79 67 65 79 47 44 60 62 61 72 59 56 64
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Phase-In I Lev II 68 65 69 52 45 33 64 64 67 78 73 79 73 64 * 68 64 63 68 66 73 61 57 58 41 39 73 60 57 60 52 46 382013 Phase-In I Lev II 68 65 63 52 45 23 64 63 52 79 72 73 74 70 * 68 65 60 69 66 66 60 52 33 41 40 54 60 58 53 55 50 432014 Phase-In I Lev II 70 68 72 53 49 55 66 64 76 80 74 75 76 66 * 70 67 76 71 68 68 62 60 57 44 44 43 62 60 69 52 49 48
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Phase-In I Lev II 77 75 77 65 57 54 74 71 71 86 81 83 83 77 50 77 74 72 78 76 83 64 55 40 47 45 80 71 67 69 59 54 522013 Phase-In I Lev II 75 86 88 61 73 69 71 84 76 85 91 96 81 75 * 75 72 82 75 74 82 62 54 * 46 67 89 68 82 83 76 71 612014 Phase-In I Lev II 79 76 80 65 60 67 75 73 70 87 83 84 84 75 * 78 76 81 79 77 80 67 63 57 52 53 80 72 70 70 64 62 68
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Phase-In I Lev II 77 77 73 64 58 38 73 74 69 87 84 79 83 78 100 77 76 66 78 79 82 59 57 * 41 43 50 71 70 69 56 56 472013 Phase-In I Lev II 74 75 72 61 56 50 69 71 36 85 82 80 81 76 * 73 74 67 75 75 56 52 49 * 38 46 43 66 68 60 51 52 422014 Phase-In I Lev II 79 79 82 66 63 77 74 77 68 88 85 86 84 79 * 77 78 81 80 80 82 62 61 * 47 50 * 72 73 76 61 61 68
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Phase-In I Lev II 71 72 60 56 52 38 65 69 52 83 78 65 83 74 * 70 71 59 71 72 61 45 48 * 34 36 25 63 63 51 46 49 192013 Phase-In I Lev II 71 74 78 58 55 59 66 70 73 83 81 80 78 72 100 71 73 44 72 75 50 49 48 * 37 43 88 64 67 73 49 51 572014 Phase-In I Lev II 67 67 65 54 46 33 61 61 57 81 76 70 75 70 * 67 66 62 68 68 69 41 34 * 34 33 * 58 58 49 44 42 44
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Phase-In I Lev II 76 78 85 64 61 59 70 75 90 87 85 88 83 82 * 76 78 83 76 79 86 50 52 * 44 46 * 69 71 80 55 59 692013 Phase-In I Lev II 77 89 92 67 79 93 74 87 100 86 93 92 84 74 * 77 80 87 77 82 85 59 60 * 48 74 83 71 85 88 74 78 862014 Phase-In I Lev II 79 82 91 68 65 89 76 79 89 88 88 92 84 84 100 79 81 89 80 82 94 60 59 * 52 55 * 73 77 89 65 67 85
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Phase-In I Lev II 83 81 70 75 73 57 79 79 79 90 85 69 89 80 * 81 80 45 84 83 71 60 58 * 50 49 * 77 76 60 66 64 442013 Phase-In I Lev II 78 79 65 69 67 55 74 75 67 88 83 67 86 79 * 76 76 63 81 81 69 51 53 * 43 45 58 71 73 65 59 60 552014 Phase-In I Lev II 81 81 88 72 71 89 77 78 88 90 86 86 87 77 * 79 79 89 83 84 87 56 53 * 46 50 100 75 76 88 67 68 78
Male Female
Male Female
Male Female
Male
Male Female
Male Female
Male Female
Female
3 Math
6 Math
7 Math
8 Math
Algebra I
5 Math
4 Math
STAAR Scores Mathematics - Level III
Green – At or above state averageYellow – 1 to 4 points below state averageOrange – 5 to 8 points below state average
Pink - More than 8 points below state average
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Level III 15 12 14 6 3 3 10 11 5 21 15 18 19 11 * 15 13 11 14 12 17 10 10 0 7 7 30 8 7 6 7 5 32013 Level III 16 13 24 7 5 5 12 10 36 22 17 25 20 14 33 16 13 27 15 13 22 11 10 42 7 6 11 10 9 21 8 6 132014 Level III 16 13 14 7 4 0 12 10 13 21 17 15 20 9 29 16 13 13 15 12 15 12 9 5 7 7 0 10 9 12 8 6 5
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Level III 13 10 10 5 3 3 10 8 5 18 12 14 18 10 * 13 10 7 13 9 13 7 5 * 5 6 18 7 6 5 6 4 32013 Level III 16 13 7 7 4 0 12 11 5 23 16 9 20 14 * 16 12 9 15 13 6 8 8 0 6 6 20 10 9 3 7 6 02014 Level III 20 15 17 9 6 0 16 13 14 28 19 21 25 13 * 20 15 15 20 16 18 12 10 0 8 7 14 13 11 10 8 6 10
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Level III 19 15 9 9 5 0 14 10 0 27 20 12 25 13 0 19 15 11 19 14 7 7 3 0 6 6 0 10 8 4 6 4 02013 Level III 21 17 13 10 7 4 16 11 9 30 22 17 28 17 * 22 17 11 20 16 16 9 4 * 7 7 11 13 11 7 8 4 32014 Level III 22 17 19 12 8 6 17 14 0 30 21 24 29 13 * 22 17 19 22 17 19 10 6 0 7 7 20 14 12 5 7 5 7
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Level III 19 18 4 9 7 0 13 13 0 29 22 6 26 15 0 20 18 4 19 18 4 5 3 * 4 5 13 11 10 0 5 3 02013 Level III 16 14 9 8 5 0 11 10 0 24 18 11 22 14 * 16 14 9 16 14 9 4 3 * 4 4 * 9 8 3 4 3 02014 Level III 17 15 14 8 5 0 12 11 4 26 19 19 24 15 * 18 14 11 17 15 16 5 4 * 4 4 * 10 9 8 4 3 1
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Level III 11 9 3 4 3 0 7 7 0 18 12 5 16 9 * 11 10 4 11 9 2 2 1 * 2 2 0 5 4 1 2 2 22013 Level III 9 9 2 3 2 0 6 6 0 15 12 4 13 7 0 9 8 2 9 9 4 2 1 * 2 1 11 4 5 3 1 1 02014 Level III 11 9 4 4 2 0 7 5 0 18 13 5 16 10 * 11 10 3 11 9 4 2 1 * 2 2 * 5 5 3 2 1 0
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Level III 7 6 11 2 2 6 4 3 0 11 8 14 9 6 * 7 6 12 6 6 11 1 1 * 1 0 * 3 3 5 1 1 02013 Level III 5 5 0 2 2 0 3 3 0 8 6 0 7 5 * 5 4 0 5 5 0 1 1 * 1 1 0 2 3 0 1 1 02014 Level III 8 8 9 3 2 0 5 5 6 13 11 12 12 7 0 8 8 8 8 8 9 1 1 9 1 1 * 4 4 10 1 1 2
All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Level III 17 12 1 8 5 0 11 9 0 24 16 2 24 14 * 17 13 2 16 12 0 4 1 * 3 2 0 9 7 0 3 2 02013 Level III 16 13 2 7 5 0 10 9 0 24 16 2 23 13 * 16 12 3 16 13 0 3 1 * 2 1 * 8 8 0 3 2 22014 Level III 18 14 4 8 6 0 12 10 3 28 19 5 25 15 * 17 13 5 19 15 3 3 2 * 2 2 17 10 8 4 3 2 2
Female
Male Female
Male Female
Male Female
3 Math
4 Math
5 Math
6 Math
7 Math
8 Math
Algebra I
Male Female
Male Female
Male Female
Male
STAAR Scores - Writing Level II
Green – At or above state averageYellow – 1 to 4 points below state averageOrange – 5 to 8 points below state average
Pink - More than 8 points below state average
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD71 68 62 61 51 35 67 61 68 81 77 68 78 70 * 67 62 53 76 75 68 54 48 40 37 36 36 63 59 54 51 46 3671 67 61 62 55 52 65 59 40 80 75 68 78 71 * 66 62 51 76 73 71 54 45 0 38 35 38 62 59 56 53 25 3173 70 70 63 56 60 69 63 57 81 76 74 80 70 * 68 64 61 79 75 78 59 55 29 39 37 33 65 62 63 55 50 37
AllSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RSID St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
71 72 71 64 60 50 65 64 61 82 78 80 81 74 40 65 65 63 78 79 79 30 30 * 27 25 57 63 62 62 45 48 4270 71 71 63 59 53 63 63 73 81 78 72 79 74 67 64 64 62 76 79 77 30 29 * 26 24 69 61 63 64 42 45 4370 71 76 63 55 52 64 63 64 82 79 82 79 78 * 63 64 67 78 79 87 30 26 * 27 30 * 61 62 66 46 46 56
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD55 54 47 45 39 21 44 41 41 70 64 53 68 56 * 49 48 33 60 61 61 8 6 * 11 10 0 41 41 38 26 26 3048 47 51 37 30 36 38 37 39 64 58 53 62 51 * 41 40 38 55 56 61 9 7 * 10 8 45 35 35 41 22 23 30
2014 Phase-In (Combined with Reading- Scores reported with Reading)
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD46 30 NA 38 17 NA 43 28 NA 49 32 NA 50 48 NA 39 22 NA 52 38 NA 9 8 NA 8 11 NA 36 23 NA 20 10 NA52 51 50 38 32 38 43 40 47 68 60 52 64 51 * 47 45 33 57 57 61 10 8 * 11 29 17 39 39 37 27 27 30
2014 Phase-In (Combined with Reading- Scores reported with Reading)
ELL
AA His. White
Male
2+ ELL
Female
Male Female
His. White 2+ EcoDis At-Risk
SPED EcoDis At-Risk
SPED
EcoDis At-Risk
2+ ELL
2+ ELL SPED
SPED EcoDis At-Risk
Male Female
Male Female
All AA His. White
AA His. White
Eng. II Writing
2013 Phase-In I Lev II
2014 Phase-In I Lev II
AA
All
All
2012 Phase-In I Lev II
2013 Phase-In I Lev II
Eng. I Writing
2013 Phase-In I Lev II
4 Writing2012 Phase-In I Lev II
2014 Phase-In I Lev II
7 Writing2012 Phase-In I Lev II
2013 Phase-In I Lev II
2012 Phase-In I Lev II
STAAR Scores - Writing Level III
Green – At or above state averageYellow – 1 to 4 points below state averageOrange – 5 to 8 points below state average
Pink - More than 8 points below state average
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD7 5 4 3 1 0 4 2 0 11 7 6 11 7 * 5 3 1 9 6 5 2 0 0 2 3 0 3 2 2 2 1 07 5 3 3 2 4 4 2 0 11 6 3 11 4 * 5 3 1 9 6 4 1 1 * 2 1 0 3 2 2 1 0 06 4 2 3 2 5 4 2 0 10 6 2 9 4 * 4 3 1 9 6 3 1 1 0 2 1 0 3 2 1 1 1 0
AllSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RSID St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
7 6 1 3 2 0 3 3 0 12 8 1 13 7 20 5 3 1 10 8 1 0 0 * 1 0 0 2 2 1 1 0 05 4 3 2 2 0 2 2 0 8 6 2 8 4 17 3 3 3 7 6 2 0 0 * 1 0 0 2 2 1 0 0 06 5 1 3 1 0 3 2 0 10 8 1 10 7 * 4 3 0 9 8 1 0 0 * 1 1 * 2 2 1 0 0 0
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD3 2 2 1 1 0 1 1 0 5 3 3 6 2 * 2 1 3 4 3 1 0 0 * 0 0 0 1 1 0 0 0 02 2 3 1 0 0 1 1 0 4 3 4 5 2 * 1 1 1 3 2 5 0 0 * 0 0 0 1 1 1 0 0 0
2014 Level III (Combined with Reading- Scores reported with Reading)
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2 1 NA 1 0 NA 1 1 NA 3 1 NA 3 0 NA 2 0 NA 3 1 NA 0 0 NA 0 0 NA 1 0 NA 0 0 NA3 2 1 1 1 0 1 1 0 4 3 2 5 2 * 2 1 2 3 3 1 0 0 * 0 0 0 1 1 0 0 0 0
2014 Level III (Combined with Reading- Scores reported with Reading)
Female ELL SPED EcoDis At-Risk
2013 Level III
AA His. White
MaleAll AA His. White 2+
At-Risk
2013 Level III
All AA His. White 2+ Male
2+ Male Female ELL SPED EcoDis
Female ELL
EcoDis
SPED EcoDis At-Risk
2013 Level III
All AA His. WhiteEng. II Writing
2012 Level III2013 Level III
At-Risk
4 Writing2012 Level III
2014 Level III
7 Writing2012 Level III
2014 Level III
2012 Level IIIEng. I Writing
2+ Male Female ELL SPED
STAAR Scores - Science Level II
Green – At or above state averageYellow – 1 to 4 points below state averageOrange – 5 to 8 points below state average
Pink - More than 8 points below state average
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD73 71 77 59 52 50 67 61 50 85 82 86 81 71 80 75 74 79 70 68 75 49 39 0 44 44 83 64 61 67 51 50 5273 71 74 58 53 68 67 61 68 85 81 85 82 74 * 75 73 88 70 69 74 54 45 * 44 48 50 65 63 73 53 49 6173 71 81 59 51 63 68 61 62 86 81 88 82 77 * 76 73 86 71 68 78 53 44 38 46 47 56 65 62 68 57 54 71
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD70 69 71 59 48 38 67 61 55 85 78 79 81 78 * 73 72 74 67 66 67 49 26 * 44 29 20 64 57 60 44 42 3275 73 86 63 56 74 68 65 77 86 81 90 84 69 * 77 75 87 73 71 85 43 34 * 36 36 88 66 65 78 52 50 6771 67 79 59 48 67 64 58 83 84 78 79 79 78 100 73 69 81 69 66 77 35 24 * 31 29 40 61 58 73 48 42 67
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD87 88 86 83 83 77 82 84 86 94 91 86 93 87 * 86 87 80 88 89 92 58 62 * 57 57 63 81 82 81 73 76 7885 85 84 80 75 67 80 79 79 93 91 90 93 90 * 84 85 81 86 85 91 55 51 * 54 57 73 79 79 82 71 70 6891 92 95 86 86 91 88 90 93 96 95 95 95 95 100 89 91 94 92 93 96 69 71 * 66 74 100 87 89 93 83 85 88
At-RiskAll AA Male Female EcoDis
At-Risk
2013 Phase-In I Lev II
All AA His. White 2+
ELL SPEDAll AA His. White
2014 Phase-In I Lev IIAt-Risk
EcoDis
His. White 2+
ELL SPED
ELL SPED
2+ Male Female
Male Female EcoDis
2014 Phase-In I Lev II
5 Science2012 Phase-In I Lev II
8 Science2012 Phase-In I Lev II
2012 Phase-In I Lev IIBiology
2013 Phase-In I Lev II
2014 Phase-In I Lev II2013 Phase-In I Lev II
STAAR Scores - Science Level III
Green – At or above state averageYellow – 1 to 4 points below state averageOrange – 5 to 8 points below state average
Pink - More than 8 points below state average
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD12 10 10 5 3 0 7 5 0 19 13 13 19 14 20 14 11 13 10 8 7 6 1 0 4 4 0 6 5 7 3 2 411 9 15 4 2 0 7 4 5 19 14 20 17 10 * 13 10 14 10 8 15 3 1 * 4 4 10 6 5 11 3 2 611 8 9 4 2 0 7 5 0 17 12 13 16 7 * 12 10 7 9 7 11 3 1 0 4 4 11 6 4 1 3 2 5
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD12 9 5 4 2 6 6 5 0 19 12 6 19 11 * 14 11 4 9 7 7 1 1 * 2 2 20 5 4 4 2 1 014 11 11 5 2 6 8 6 10 23 15 13 21 8 * 16 13 13 12 8 9 1 0 * 3 2 0 7 6 6 2 2 220 15 13 9 5 0 13 9 0 31 21 20 27 14 0 22 17 16 17 13 11 2 1 * 4 2 20 11 9 11 4 2 2
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD9 7 7 4 2 0 4 4 0 15 9 10 15 5 * 10 8 9 8 5 6 1 1 * 2 2 0 3 3 3 1 1 1
12 8 10 5 2 13 7 5 11 21 12 10 20 9 * 13 9 6 12 8 15 1 0 * 2 1 0 6 4 6 2 1 412 9 9 5 3 4 6 4 3 19 12 10 18 8 20 12 10 14 11 8 4 1 0 * 2 1 0 5 4 9 2 1 2
SPED EcoDis At-RiskAll AA His. White 2+5 Science
2012 Level III
Male Female ELL
Female ELL SPED
2013 Level III
All AA His.
White 2+
White 2+ Male
ELL SPED EcoDis At-Risk
EcoDis At-Risk2014 Level III
2014 Level III
2014 Level III
8 Science2012 Level III
2013 Level III2012 Level III
BiologyMale Female
2013 Level III
All AA His.
Green - At or above state averageYellow -- 1 to 4 points below state averageOrange -- 5 to 8 points below state average
Pink -- More than 8 points below state average
STAAR Scores - Social Studies Level IISt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
2012 Phase-In I Lev II 59 55 47 49 36 25 50 45 25 74 63 54 71 60 * 64 59 58 55 50 35 22 15 * 27 20 20 48 42 35 33 29 1963 59 51 55 43 52 55 51 39 76 68 55 75 59 * 66 63 58 61 56 44 28 24 * 28 25 56 52 50 45 38 34 3362 56 41 51 40 33 53 46 44 76 66 42 72 58 50 65 59 45 58 53 38 25 17 * 27 25 20 50 46 42 37 32 26
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 63 65 NA 52 47 NA 59 58 NA 70 72 NA 69 51 NA 63 65 NA 63 65 NA 38 28 NA 33 27 NA 55 55 NA 47 44 NA
73 75 NA 61 60 NA 65 66 NA 83 83 NA 86 82 NA 75 79 NA 71 71 NA 35 33 NA 37 51 NA 65 68 NA 56 58 NA92 89 94 89 83 91 89 86 100 96 93 93 95 89 * 93 91 93 91 88 96 70 65 * 67 70 80 88 85 91 86 82 91
EcoDis At-RiskWhite 2+ Male Female ELL SPED
Male Female ELL SPED At-RiskEcoDis
2014 Phase-In I Lev II2013 Phase-In I Lev II
US History
8 Soc. Studies2+All AA His. White
2013 Phase-In I Lev II
All AA2014 Phase-In I Lev II
His.
Green - At or above state averageYellow -- 1 to 4 points below state averageOrange -- 5 to 8 points below state average
Pink -- More than 8 points below state average
STAAR Scores - Social Studies Level IIISt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD
12 9 5 6 3 0 7 5 5 20 12 6 20 12 * 15 11 5 10 7 6 1 1 * 3 2 0 5 4 3 2 1 013 9 3 7 3 0 7 5 3 20 13 3 20 8 * 15 11 4 11 7 1 1 1 * 3 2 0 6 5 0 2 2 014 10 4 7 4 6 8 6 0 22 13 4 21 9 17 16 12 6 11 7 2 1 1 * 3 1 20 6 5 4 2 2 2
St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD5 5 NA 2 1 NA 3 2 NA 9 7 NA 8 3 NA 7 6 NA 4 4 NA 1 0 NA 1 0 NA 2 3 NA 1 1 NA7 5 NA 4 1 NA 3 3 NA 9 7 NA 18 3 NA 8 7 NA 5 3 NA 1 3 NA 1 2 NA 3 2 NA 1 1 NA
16 11 17 9 4 0 10 7 12 25 14 22 23 14 * 20 14 26 12 8 11 2 1 * 4 4 0 9 7 10 6 3 7
SPED EcoDis At-Risk8 Soc. Studies
All AA His. White 2+
AA His.
Male Female ELL
EcoDis At-Risk
2013 Level III2014 Level III
2012 Level III
2012 Level III
White 2+ Male Female ELL SPED
2013 Level III2014 Level III
US HistoryAll
Accountability Indexes
Texas RISD RHS RJH Int Elem Texas RISD RHS RJH Int Elem Texas RISD RHS RJH Int Elem Texas RISD RHS RJH Int Elem2013 77 77 76 78 77 83 34 35 21 39 40 NA 71 68 69 71 68 79 85 81 81 NA NA NA2014 77 80 84 78 79 80 40 37 NA 35 36 59 38 38 43 39 38 44 69 61 64 29 26 28
Index 1 - Student Achievment Index 2 - Student ProgressIndex 3 - Closing Performance
GapsIndex 4 - Postsecondary
Readiness
Distinction Designation
* Distinction Earned
Year RHS RJH Int Elem Prim RHS RJH Int Elem Prim RHS RJH Int Elem Prim2012-2013 *33% 0% 0% 0% 0% *33% 25% 0% 0% 0% None None None NA NA
Year RHS RJH Int Elem Prim RHS RJH Int Elem Prim RHS RJH Int Elem Prim RHS RJH Int Elem Prim RHS RJH Int Elem Prim RHS RJH Int Elem Prim RHS RJH Int Elem Prim2013-2014 0% 25% 33% *67% *67% 17% 25% 33% *100% 100% 0% 50% 50% NA NA *33% 50% NA NA NA NA Q2 Q4 *Q1 *Q1 Q2 Q2 Q3 Q2 Q2 14% 0% 0% 0% 0%
Postsecondary ReadinessAcademic Achievement in
Social StudiesTop 25 % in Student Progress
Top 25% in Closing Performance Gaps
Academic Achievement in Reading/ELA Top 25 Percent Student ProgressAcademic Achievement in Math
Academic Achievement in Reading/ELA
Academic Achievement in Math Academic Achievement in Science
System Safeguards
State Region RISD RHS RJH Int Elem Prim State Region RISD RHS RJH Int Elem Prim State Region RISD RHS RJH Int Elem Prim State Region RISD RHS RJH Int Elem Prim State Region RISD RHS RJH Int Elem Prim2012-2013 95% 91% 94% 90% 91% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 82% 90% 100% 100% NA NA NA NA 100% NA 0% NA NA NA NA NA 94% 93% 94% 93% 94% 100% 100% 100%2013-2014 96% 94% 100% 100% 86% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 91% 90% 100% 100% NA NA NA NA 0% NA 0% NA NA NA NA NA 96% 95% 98% 100% 91% 100% 100% 100%
Total System Safeguards ScoreParticipation Rates Graduation Rates Met Federal Limits on Alternative AssessmentsPerformance Rates
STAAR Reading Vertical AlignmentReporting Category 1
Year K 1st 2nd2012-2013 Rpt Cat 1 74% Rpt Cat 1 72% Rpt Cat 1 68% Rpt Cat 1 71% Rpt Cat 1 65% Rpt Cat 1 72% Rpt Cat 1 49% Rpt Cat 1 58%2013-2014 Rpt Cat 1 73% Rpt Cat 1 68% Rpt Cat 1 65% Rpt Cat 1 66% Rpt Cat 1 67% Rpt Cat 1 72% Rpt Cat 1 58% Rpt Cat 1 52%
2012-2013 5 ( A ) 4 ( A ) 75% 2 ( A ) NT 2 ( A ) NT 2 ( A ) NT 2 ( A ) 45% 2 ( A ) 80% 1 ( A ) NT 1 ( A ) NT2013-2014 5 ( A ) 4 ( A ) NT 2 ( A ) 78% 2 ( A ) NT 2 ( A ) 70% 2 ( A ) 66% 2 ( A ) 65% 1 ( A ) NT 1 ( A ) NT
2012-2013 6 ( C ) 5 ( B ) 4 ( B ) 70% 2 ( B ) 74% 2 ( B ) 63% 2 ( B ) 77% 2 ( B ) 75% 2 ( B ) 71% 1 ( B ) 79% 1 ( B ) 65%2013-2014 6 ( C ) 5 ( B ) 4 ( B ) 76% 2 ( B ) 69% 2 ( B ) 63% 2 ( B ) 67% 2 ( B ) 60% 2 ( B ) 70% 1 ( B ) 77% 1 ( B ) 76%
2012-2013 5 ( C ) 6 ( D ) 5 ( C ) 4 ( C ) 88% 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 1 ( C ) NE 1 ( C ) NT2013-2014 5 ( C ) 6 ( D ) 5 ( C ) 4 ( C ) 58% 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 1 ( C ) NE 1 ( C ) NT
2012-2013 4 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 1 ( D ) NT 1 ( D ) NT2013-2014 4 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 1 ( D ) NT 1 ( D ) NT
2012-2013 5 ( D ) 6 ( E ) 5 ( D ) 4 ( E ) NE 2 ( E ) 84% 2 ( E ) 88% 2 ( E ) 74% 2 ( E ) NT 2 ( E ) NT 1 ( E ) NT 1 ( E ) NT2013-2014 5 ( D ) 6 ( E ) 5 ( D ) 4 ( E ) NE 2 ( E ) 97% 2 ( E ) NT 2 ( E ) 90% 2 ( E ) 89% 2 ( E ) NT 1 ( E ) NT 1 ( E ) 87%
2012-2013 6 ( B ) 7 ( A ) 6 ( A ) 5 ( A ) NE 3 ( A ) NE 3 ( A ) NT 3 ( A ) NE 3 ( A ) NE 3 ( A ) NT 2 ( A ) NT 2 ( A ) NT2013-2014 6 ( B ) 7 ( A ) 6 ( A ) 5 ( A ) NE 3 ( A ) NE 3 ( A ) NT 3 ( A ) NE 3 ( A ) NE 3 ( A ) NT 2 ( A ) NT 2 ( A ) NT
2012-2013 6 ( D ) 7 ( B ) 6 ( B ) 5 ( B ) NE 3 ( B ) NE 3 ( B ) NE 3 ( B ) NE 3 ( B ) NE 3 ( B ) NT 2 ( B ) NE 2 ( B ) NE2013-2014 6 ( D ) 7 ( B ) 6 ( B ) 5 ( B ) NE 3 ( B ) NE 3 ( B ) NE 3 ( B ) NE 3 ( B ) NE 3 ( B ) NT 2 ( B ) NE 2 ( B ) NE
2012-2013 3 ( C ) NE 3 ( C ) NT 3 ( C ) NE 3 ( C ) NE 2 ( C ) NE 2 ( C ) NE
2013-2014 3 ( C ) NE 3 ( C ) NT 3 ( C ) NE 3 ( C ) NE 2 ( C ) NE 2 ( C ) NE
2012-2013 10 (A ) 10 ( A ) 9 ( A ) NE 7 ( A ) NT 7 ( A ) NE 7 ( A ) NT 7 ( A ) NT 7 ( A ) NE 6 ( A ) NE 6 ( A ) NE2013-2014 10 (A ) 10 ( A ) 9 ( A ) NE 7 ( A ) NT 7 ( A ) NE 7 ( A ) NT 7 ( A ) NT 7 ( A ) NE 6 ( A ) NE 6 ( A ) NE
2012-2013 9 ( A ) 13 ( A ) 13 ( A ) 12 ( A ) NE 10 ( A ) NE 10 ( A ) NE 9 ( A ) NT 9 ( A ) NT 9 ( A ) NT 8 ( A ) NE 8 ( A ) NE
2013-2014 9 ( A ) 13 ( A ) 13 ( A ) 12 ( A ) NE 10 ( A ) NE 10 ( A ) NE 9 ( A ) NT 9 ( A ) NT 9 ( A ) NT 8 ( A ) NE 8 ( A ) NE
2012-2013 14 ( A ) NE 12 ( A ) NE 12 ( A ) NE 11 ( A ) NT 11 ( A ) NE 11 ( A ) NT 11 ( A ) NE 11 ( A ) NE2013-2014 14 ( A ) NE 12 ( A ) NE 12 ( A ) NE 11 ( A ) NT 11 ( A ) NE 11 ( A ) NT 11 ( A ) NE 11 ( A ) NE
2012-2013 11 ( E ) NE 10 ( D ) NE 10 ( D ) NE 10 ( D ) NE 9 ( D ) NT 9 ( D ) NT2013-2014 11 ( E ) NE 10 ( D ) NE 10 ( D ) NE 10 ( D ) NE 9 ( D ) NT 9 ( D ) NT
2012-2013 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( B ) 61% Fig 19 ( B ) 66%2013-2014 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( B ) 64% Fig 19 ( B ) 67%
2012-2013 Fig 19 ( F ) Fig 19 ( F ) Fig 19 ( F ) Fig 19 ( F ) NE Fig 19 ( F ) 66% Fig 19 ( F ) 69% Fig 19 ( F ) 65% Fig 19 ( F ) 60% Fig 19 ( F ) 68%2013-2014 Fig 19 ( F ) Fig 19 ( F ) Fig 19 ( F ) Fig 19 ( F ) NE Fig 19 ( F ) 58% Fig 19 ( F ) 67% Fig 19 ( F ) 57% Fig 19 ( F ) 61% Fig 19 ( F ) 75%
NE indicates that the student expectation is not eligible for testing for that grade level.NT indicates student expectations that were not tested for that testing year.Whole numbers without a letter distinguish genres tested with Figure 19Red indicates performance of less than 70% student masteryGreen indicates perfomrance greater than or equal to 70%.Figure 19 questions are represented twice in the chart above but counted once in STAAR scores. See whole numbers for Figure 19 breakdown by genre.
Eng I Eng II3rd 4th 5th 6th 7th 8th
STAAR Reading Vertical AlignmentReporting Category 2
Year K 1st 2nd2012-2013 Rpt Cat 2 67% Rpt Cat 2 62% Rpt Cat 2 69% Rpt Cat 2 67% Rpt Cat 2 62% Rpt Cat 2 74% Rpt Cat 2 61% Rpt Cat 2 67%2013-2014 68% 68% 64% 65% 68% 69% 65% 57%
2012-2013 4 4 3 2 NT2013-2014 4 4 3 2 NT
2012-2013 4 ( B ) 4 ( B ) 3 ( B ) 2 (B ) NT2013-2014 4 ( B ) 4 ( B ) 3 ( B ) 2 (B ) 78%
2012-2013 6 7 6 5 NT 3 60% 3 NT 3 58% 3 76% 3 78% 2 NT 2 79%2013-2014 6 7 6 5 81% 3 79% 3 59% 3 NT 3 44% 3 62% 2 61% 2 45%
2012-2013 6 ( B ) 7 ( A ) 6 ( A ) 5 ( A ) 73% 3 ( A ) NT 3 ( A ) NE 3 ( A ) 68% 3 ( A ) NT 3 ( A ) NE 2 ( A ) NE 2 ( A ) NE2013-2014 6 ( B ) 7 ( A ) 6 ( A ) 5 ( A ) NT 3 ( A ) NT 3 ( A ) NE 3 ( A ) NT 3 ( A ) NT 3 ( A ) NE 2 ( A ) NE 2 ( A ) NE
2012-2013 6 ( D ) 7 ( B ) 6 ( B ) 5 ( B ) NE 3 ( B ) NT 3 ( B ) NT 3 ( B ) NT 3 ( B ) NT 3 ( B ) NE 2 ( B ) NT 2 ( B ) NT2013-2014 6 ( D ) 7 ( B ) 6 ( B ) 5 ( B ) NE 3 ( B ) NT 3 ( B ) NT 3 ( B ) NT 3 ( B ) NT 3 ( B ) NE 2 ( B ) NT 2 ( B ) NT
2012-2013 3 ( C ) NT 3 ( C ) NE 3 ( C ) NT 3 ( C ) NT 2 ( C ) NT 2 ( C ) 70%2013-2014 3 ( C ) NT 3 ( C ) NE 3 ( C ) NT 3 ( C ) NT 2 ( C ) 83% 2 ( C ) NT
2012-2013 7 8 7 6 60% 4 61% 4 71% 4 65% 4 72% 4 73% 3 58% 3 62%2013-2014 7 8 7 6 77% 4 59% 4 71% 4 71% 4 76% 4 52% 3 NT 3 77%
2012-2013 7 ( A ) 8 ( A ) 7 ( A ) 6 ( A) 69% 4 ( A ) 65% 4 ( A ) NT 4 ( A ) 67% 4 ( A ) 82% 4 ( A ) NT 3 ( A ) 70% 3 ( A ) NT2013-2014 7 ( A ) 8 ( A ) 7 ( A ) 6 ( A) 28% 4 ( A ) 80% 4 ( A ) 58% 4 ( A ) NT 4 ( A ) 56% 4 ( A ) 84% 3 ( A ) NT 3 ( A ) 50%
2012-2013 8 7 NE 5 70% 5 76% 5 NT 5 54% 5 NT 4 NT 4 NT2013-2014 8 7 NE 5 68% 5 NT 5 61% 5 NT 5 NT 4 44% 4 NT
2012-2013 8 ( A ) 7 ( A ) NE 5 ( A ) 27% 5 ( A ) NE 5 ( A ) NE 5 ( A ) 64% 5 ( A ) NT 4 ( A ) NT 4 ( A ) NT2013-2014 8 ( A ) 7 ( A ) NE 5 ( A ) NT 5 ( A ) NE 5 ( A ) NE 5 ( A ) NT 5 ( A ) NT 4 ( A ) 67% 4 ( A ) NT
2012-2013 8 9 9 8 64% 6 49% 6 NT 6 69% 6 49% 6 67% 5 65% 5 67%2013-2014 8 9 9 8 51% 6 70% 6 62% 6 59% 6 60% 6 50% 5 NT 5 60%
2012-2013 8 ( A ) 9 ( A ) 9 ( A ) 8 ( A ) 67% 6 ( A ) 54% 6 ( A ) 69% 6 ( A ) 57% 6 ( A ) 68% 6 ( A ) 54% 5 ( A ) 52% 5 ( A ) NT2013-2014 8 ( A ) 9 ( A ) 9 ( A ) 8 ( A ) 76% 6 ( A ) 68% 6 ( A ) 74% 6 ( A ) 61% 6 ( A ) NT 6 ( A ) 61% 5 ( A ) NT 5 ( A ) NT
2012-2013 8 ( B ) 9 ( B ) 9 ( B ) 8 ( B ) 73% 6 ( B ) 72% 6 ( B ) 58% 6 ( B ) NT 6 ( B ) 58% 6 ( B ) 84% 5 ( B ) 72% 5 ( B ) NT2013-2014 8 ( B ) 9 ( B ) 9 ( B ) 8 ( B ) 78% 6 ( B ) 78% 6 ( B ) 75% 6 ( B ) NT 6 ( B ) 64% 6 ( B ) 65% 5 ( B ) 66% 5 ( B ) NT
2012-2013 8 ( C ) NE 6 ( C ) NT 6 ( C ) NT 6 ( C ) 83% 6 ( C ) 58% 6 ( C ) NT 5 ( C ) 43% 5 ( C ) NT2013-2014 8 ( C ) NE 6 ( C ) NT 6 ( C ) NT 6 ( C ) NT 6 ( C ) NT 6 ( C ) 72% 5 ( C ) NT 5 ( C ) 45%
2012-2013 10 10 9 NT 7 NE 7 NT 7 NE 7 57% 7 NT 6 NT 6 NT2013-2014 10 10 9 74% 7 NE 7 42% 7 NE 7 71% 7 72% 6 NT 6 NT
2012-2013 10 ( A ) 10 ( A ) 9 ( A ) NE 7 ( A ) NE 7 ( A ) NT 7 ( A ) NE 7 ( A ) NE 7 ( A ) NT 6 ( A ) NT 6 ( A ) 60%2013-2014 10 ( A ) 10 ( A ) 9 ( A ) NE 7 ( A ) NE 7 ( A ) 69% 7 ( A ) NE 7 ( A ) NE 7 ( A ) NT 6 ( A ) NT 6 ( A ) NT
2012-2013 11 10 71% 8 82% 8 NT 8 NT 8 60% 8 80% 7 67% 7 68%2013-2014 11 10 NT 8 NT 8 NT 8 79% 8 NT 8 83% 7 62% 7 59%
2012-2013 11 ( A ) 10 ( A ) 72% 8 ( A ) NT 8 ( A ) 73% 8 ( A ) 58% 8 ( A ) 67% 8 ( A ) 83% 7 ( A ) NT 7 ( A ) NT2013-2014 11 ( A ) 10 ( A ) 57% 8 ( A ) NT 8 ( A ) 69% 8 ( A ) 71% 8 ( A ) 77% 8 ( A ) NT 7 ( A ) NT 7 ( A ) 53%
2012-2013 12 16 16 16 NT 14 NT 14 NT 13 NT 13 NT 13 NT 12 42% 12 NT2013-2014 12 16 16 16 NT 14 NT 14 67% 13 NT 13 NT 13 NT 12 NT 12 NT2012-2013 12 ( A ) 16 ( A ) 16 ( A ) 16 ( A ) NE 14 ( A ) NE 14 ( A ) NE 13 ( A ) NT 13 ( A ) NT 13 ( A ) NT 12 ( A ) NT 12 ( A ) NT2013-2014 12 ( A ) 16 ( A ) 16 ( A ) 16 ( A ) NE 14 ( A ) NE 14 ( A ) NE 13 ( A ) NT 13 ( A ) NT 13 ( A ) NT 12 ( A ) NT 12 ( A ) NT
Eng I Eng II3rd 4th 5th 6th 7th 8th
STAAR Reading Vertical AlignmentReporting Category 2
2012-2013 14 ( C ) NT 13 ( B ) NT 13 ( C ) NT 13 ( C ) NT 12 ( C ) NE 12 ( C ) NE2013-2014 14 ( C ) NT 13 ( B ) NT 13 ( C ) NT 13 ( C ) NT 12 ( C ) NE 12 ( C ) NE
2012-2013 16 ( C ) 16 ( C ) NE 14 ( C ) NE 14 ( D ) NE 13 ( D ) NE 13 ( D ) NE 13 ( D ) NT 12 ( D ) NT 12 ( D ) NT2013-2014 16 ( C ) 16 ( C ) NE 14 ( C ) NE 14 ( D ) NE 13 ( D ) NE 13 ( D ) NE 13 ( D ) NT 12 ( D ) NT 12 ( D ) NT
2012-2013 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) 63% Fig 19 ( D ) 62% Fig 19 ( D ) 72% Fig 19 ( D ) 69% Fig 19 ( D ) 67% Fig 19 ( D ) 72% Fig 19 ( B ) 61% Fig 19 ( B ) 66%2013-2014 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) 68% Fig 19 ( D ) 66% Fig 19 ( D ) 65% Fig 19 ( D ) 62% Fig 19 ( D ) 64% Fig 19 ( D ) 68% Fig 19 ( B ) 64% Fig 19 ( B ) 67%
2012-2013 Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) 58% Fig 19 ( E ) 64% Fig 19 ( E ) 66% Fig 19 ( E ) 58% Fig 19 ( E ) 47% Fig 19 ( E ) NT Fig 19 ( A ) NE Fig 19 ( A ) NE2013-2014 Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) 56% Fig 19 ( E ) 59% Fig 19 ( E ) 41% Fig 19 ( E ) 73% Fig 19 ( E ) 53% Fig 19 ( E ) NT Fig 19 ( A ) NE Fig 19 ( A ) NE
NE indicates that the student expectation is not eligible for testing for that grade level.NT indicates student expectations that were not tested for that testing year.Whole numbers without a letter distinguish genres tested with Figure 19Red indicates performance of less than 70% student masteryGreen indicates perfomrance greater than or equal to 70%.Figure 19 questions are represented twice in the chart above but counted once in STAAR scores. See whole numbers for Figure 19 breakdown by genre.
STAAR Reading Vertical AlignmentReporting Category 3
Years K 1st 2nd2012-2013 Rpt Cat 3 71% Rpt Cat 3 62% Rpt Cat 3 64% Rpt Cat 3 61% Rpt Cat 3 69% Rpt Cat 3 66% Rpt Cat 3 76% Rpt Cat 3 72%2013-2014 Rpt Cat 3 63% Rpt Cat 3 66% Rpt Cat 3 69% Rpt Cat 3 67% Rpt Cat 3 63% Rpt Cat 3 63% Rpt Cat 3 69% Rpt Cat 3 69%
2012-2013 9 13 13 12 NT 10 65% 10 NT 9 65% 9 70% 9 74% 8 NT 8 NT2013-2014 9 13 13 12 44% 10 63% 10 NT 9 59% 9 55% 9 67% 8 NT 8 NT
2012-2013 9 ( A ) 13 ( A ) 13 ( A ) 12 ( A ) NE 10 ( A ) NE 10 ( A ) 68% 9 ( A ) NE 9 ( A ) NE 9 ( A ) NE 8 ( A ) 79% 8 ( A ) 73%2013-2014 9 ( A ) 13 ( A ) 13 ( A ) 12 ( A ) NE 10 ( A ) NE 10 ( A ) 81% 9 ( A ) NE 9 ( A ) NE 9 ( A ) NE 8 ( A ) 76% 8 ( A ) 70%
2012-2013 10 14 14 13 58% 11 NT 11 60% 10 67% 10 65% 10 72% 9 NT 9 NT2013-2014 10 14 14 13 65% 11 NT 11 65% 10 69% 10 56% 10 52% 9 NT 9 NT
2012-2013 10 ( A ) 14 ( A ) 14 ( A ) 13 ( A ) 81% 11 ( A ) 74% 11 ( A ) 61% 10 ( A ) 46% 10 ( A ) 73% 10 ( A ) 58% 9 ( A ) 76% 9 ( A ) 77%2013-2014 10 ( A ) 14 ( A ) 14 ( A ) 13 ( A ) 61% 11 ( A ) 65% 11 ( A ) 72% 10 ( A ) 74% 10 ( A ) 56% 10 ( A ) 52% 9 ( A ) NT 9 ( A ) NT
2012-2013 10 ( A ) 14 ( B ) 14 ( B ) 13 ( B ) 68% 11 ( B ) NT 11 ( B ) NT 10 ( B ) 45% 10 ( B ) NT 10 ( B ) 49% 9 ( B ) NT 9 ( B ) 94%2013-2014 10 ( A ) 14 ( B ) 14 ( B ) 13 ( B ) 58% 11 ( B ) NT 11 ( B ) NT 10 ( B ) NT 10 ( B ) NT 10 ( B ) NT 9 ( B ) 83% 9 ( B ) NT
2012-2013 10 ( B ) 14 ( C ) 14 ( C ) 13 ( C ) 80% 11 ( C ) 60% 11 ( C ) 64% 10 ( C ) 69% 10 ( C ) 57% 10 ( C ) 70% 9 ( C ) 75% 9 ( C ) 68%2013-2014 10 ( B ) 14 ( C ) 14 ( C ) 13 ( C ) 76% 11 ( C ) 81% 11 ( C ) NT 10 ( C ) 74% 10 ( C ) NT 10 ( C ) 88% 9 ( C ) 62% 9 ( C ) 68%
2012-2013 10 ( D ) 14 ( D ) 14 ( D ) 13 ( D ) NT 11 ( D ) NT 11 ( D ) 60%2013-2014 10 ( D ) 14 ( D ) 14 ( D ) 13 ( D ) 72% 11 ( D ) 76% 11 ( D ) NT
2012-2013 11 ( E ) 71% 10 ( D ) 59% 10 ( D ) 76% 10 ( D ) 68% 9 ( D ) NE 9 ( D ) NE2013-2014 11 ( E ) 61% 10 ( D ) 84% 10 ( D ) 70% 10 ( D ) 64% 9 ( D ) NE 9 ( D ) NE
2012-2013 14 NE 12 NE 12 NT 11 NT 11 NT 11 59% 10 NT 10 NT2013-2014 14 NE 12 NE 12 NT 11 NT 11 76% 11 63% 10 61% 10 76%
2012-2013 14 ( A ) NE 12 ( A ) NE 12 ( A ) NT 11 ( A ) NE 11 ( A ) NT 11 ( A ) NE 10 ( A ) NT 10 ( A ) NT2013-2014 14 ( A ) NE 12 ( A ) NE 12 ( A ) NT 11 ( A ) NE 11 ( A ) NT 11 ( A ) NE 10 ( A ) 74% 10 ( A ) 72%
2012-2013 12 ( B ) NT 11 ( B ) NT 11 ( B ) NT 11 ( B ) 65% 10 ( B ) NT 10 ( B ) NE2013-2014 12 ( B ) NT 11 ( B ) NT 11 ( B ) 62% 11 ( B ) NT 10 ( B ) NT 10 ( B ) NE
2012-2013 11 15 15 15 NT 13 62% 13 NT 12 NT 12 72% 12 NT 11 NT 11 NT2013-2014 11 15 15 15 NT 13 NT 13 63% 12 NT 12 NT 12 NT 11 NT 11 52%
2012-2013 11 ( A ) 15 ( A ) 15 ( A ) 15 ( A) NE 13 ( A ) NT 13 ( A ) NT 12 ( A ) NE 12 ( A ) NE 12 ( A ) NE 11 ( A ) 84% 11 ( A ) 59%2013-2014 11 ( A ) 15 ( A ) 15 ( A ) 15 ( A) NE 13 ( A ) NT 13 ( A ) NT 12 ( A ) NE 12 ( A ) NE 12 ( A ) NE 11 ( A ) NT 11 ( A ) 72%
2012-2013 11 ( B ) 15 ( B ) 15 ( B ) 15 ( B ) 65% 13 ( B ) NT 13 ( B ) 71% 12 ( B ) NT 12 ( B ) 80% 12 ( B ) 70% 11 ( B ) 61% 11 ( B ) NT2013-2014 11 ( B ) 15 ( B ) 15 ( B ) 15 ( B ) 70% 13 ( B ) NT 13 ( B ) NT 12 ( B ) NT 12 ( B ) 73% 12 ( B ) NT 11 ( B ) NT 11 ( B ) NT
2012-2013 12 16 16 16 49% 14 NT 14 NT 13 69% 13 NT 13 NT 12 NT 12 NT2013-2014 12 16 16 16 69% 14 NT 14 67% 13 71% 13 NT 13 NT 12 72% 12 NT
2012-2013 12 ( A ) 16 ( A ) 16 ( A ) 16 ( A ) NE 14 ( A ) NE 14 ( A ) NE 13 ( A ) 69% 13 ( A ) NT 13 ( A ) NT 12 ( A ) NT 12 ( A ) 73%
2013-2014 12 ( A ) 16 ( A ) 16 ( A ) 16 ( A ) NE 14 ( A ) NE 14 ( A ) NE 13 ( A ) NT 13 ( A ) NT 13 ( A ) NT 12 ( A ) NT 12 ( A ) NT
Eng I Eng II3rd 4th 5th 6th 7th 8th
STAAR Reading Vertical AlignmentReporting Category 3
2012-2013 14 ( C ) NT 13 ( B ) NT 13 ( C ) NT 13 ( C ) NT 12 ( C ) NE 12 ( C ) NE2013-2014 14 ( C ) NT 13 ( B ) NT 13 ( C ) 61% 13 ( C ) 58% 12 ( C ) NE 12 ( C ) NE
2012-2013 16 ( C ) 16 ( C ) NE 14 ( C ) NE 14 ( D ) NE 13 ( D ) NE 13 ( D ) NT 13 ( D ) NE 12 ( D ) NT 12 ( D ) NT2013-2014 16 ( C ) 16 ( C ) NE 14 ( C ) NE 14 ( D ) NE 13 ( D ) NE 13 ( D ) NT 13 ( D ) NE 12 ( D ) NT 12 ( D ) NT
2012-2013 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) 58% Fig 19 ( D ) 62% Fig 19 ( D ) 72% Fig 19 ( D ) 69% Fig 19 ( D ) 67% Fig 19 ( D ) 72% Fig 19 ( B ) NT Fig 19 ( B ) NT2013-2014 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) 68% Fig 19 ( D ) 66% Fig 19 ( D ) 65% Fig 19 ( D ) 62% Fig 19 ( D ) 64% Fig 19 ( D ) 68% Fig 19 ( B ) 64% Fig 19 ( B ) 67%
2012-2013 Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) 63% Fig 19 ( E ) 64% Fig 19 ( E ) 66% Fig 19 ( E ) 58% Fig 19 ( E ) 47% Fig 19 ( E ) 72% Fig 19 ( A ) NE Fig 19 ( A ) NE2013-2014 Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) 56% Fig 19 ( E ) 59% Fig 19 ( E ) 41% Fig 19 ( E ) NT Fig 19 ( E ) 53% Fig 19 ( E ) 42% Fig 19 ( A ) NE Fig 19 ( A ) NE
NE indicates that the student expectation is not eligible for testing for that grade level.NT indicates student expectations that were not tested for that testing year.Whole numbers without a letter distinguish genres tested with Figure 19Red indicates performance of less than 70% student masteryGreen indicates perfomrance greater than or equal to 70%.Figure 19 questions are represented twice in the chart above but counted once in STAAR scores. See whole numbers for Figure 19 breakdown by genre.
STAAR Writing Vertical AlignmentReporting Category 1/4 Essay
Years K 1st 2nd2012-2013 Rpt Cat 1 46% Rpt Cat 1 54% Rpt Cat 4 55% Rpt Cat 4 61%2013-2014 Rpt Cat 1 51% Rpt Cat 1 55% Rpt Cat 4 58% Rpt Cat 4 60%2012-2013 13 ( B ) 17 ( B ) 17 ( B ) 17 ( B ) 15 ( B ) 15 ( B ) 14 ( B ) 14 ( B ) 14 ( B ) 13 ( B ) 13 ( B )2013-2014 13 ( B ) 17 ( B ) 17 ( B ) 17 ( B ) 15 ( B ) 15 ( B ) 14 ( B ) 14 ( B ) 14 ( B ) 13 ( B ) 13 ( B )2012-2013 13 ( C ) 17 ( C ) 17 ( C ) 17 ( C ) 15 ( C ) 15 ( C ) 14 ( C ) 14 ( C ) 14 ( C ) 13 ( C ) 13 ( C )2013-2014 13 ( C ) 17 ( C ) 17 ( C ) 17 ( C ) 15 ( C ) 15 ( C ) 14 ( C ) 14 ( C ) 14 ( C ) 13 ( C ) 13 ( C )2012-2013 13 ( D ) 17 ( D ) 17 ( D ) 17 ( D ) 15 ( D ) 15 ( D ) 14 ( D ) 14 ( D ) 14 ( D ) 13 ( D ) 13 ( D )2013-2014 13 ( D ) 17 ( D ) 17 ( D ) 17 ( D ) 15 ( D ) 15 ( D ) 14 ( D ) 14 ( D ) 14 ( D ) 13 ( D ) 13 ( D )2012-2013 14 18 18 18 16 NE 16 15 15 NE 15 14(Literary) 14 NE2013-2014 14 18 18 18 16 NE 16 15 15 NE 15 14(Literary) NE 14 NE2012-2013 14 ( A ) 18 ( A ) 18 ( A ) 18 ( A ) 16 ( A ) NE 16 ( A ) 15 ( A ) 15 ( A ) NE 15 ( A ) 14 ( A ) 60% 14 ( A ) NE2013-2014 14 ( A ) 18 ( A ) 18 ( A ) 18 ( A ) 16 ( A ) NE 16 ( A ) 15 ( A ) 15 ( A ) NE 15 ( A ) 14 ( A ) NE 14 ( A ) NE2012-2013 19 17 (Narrative) 17 16 16(Narrative) 162013-2014 19 17 (Narrative) 17 16 16(Narrative) 162012-2013 19 ( A ) 17 ( A ) 48% 17 ( A ) 16 ( A ) 16 ( A ) 56% 16 ( A )2013-2014 19 ( A ) 17 ( A ) 53% 17 ( A ) 16 ( A ) 16 ( A ) 59% 16 ( A )2012-2013 15 19 19 20 18(Expository) 18 17 17(Expository) 17 15(Expository) 15(Expository)2013-2014 15 19 19 20 18(Expository) 18 17 17(Expository) 17 15(Expository) 15(Expository) NE2012-2013 15 ( A ) 19 ( A ) 19 ( A ) 20 ( A ) 18 ( A ) 43% 18 ( A ) 17 ( A ) 17 ( A ) 53% 17 ( A ) 15 ( A ) 49% 15 ( A ) 62%2013-2014 15 ( A ) 19 ( A ) 19 ( A ) 20 ( A ) 18 ( A ) 49% 18 ( A ) 17 ( A ) 17 ( A ) 51% 17 ( A ) 15 ( A ) 58% 15 ( A ) NE2012-2013 20 ( A ) i 18 ( A ) i2013-2014 20 ( A ) i 18 ( A ) i2012-2013 20 ( A ) iii 18 ( A ) iii 18 ( A ) i 17 ( A ) i 17 ( A ) i 17 ( A ) i 15 ( A ) i 15 ( A ) i2013-2014 20 ( A ) iii 18 ( A ) iii 18 ( A ) i 17 ( A ) i 17 ( A ) i 17 ( A ) i 15 ( A ) i 15 ( A ) i NE2012-2013 18 ( A ) iv 17 ( A ) iv 17 ( A ) v 17 ( A ) v 15 ( A ) ii 15 ( A ) ii2013-2014 18 ( A ) iv 17 ( A ) iv 17 ( A ) v 17 ( A ) v 15 ( A ) ii 15 ( A ) ii NE2012-2013 18 ( A ) ii 17 ( A ) ii 17 ( A ) ii 17 ( A ) ii 15 ( A ) iii 15 ( A ) iii2013-2014 18 ( A ) ii 17 ( A ) ii 17 ( A ) ii 17 ( A ) ii 15 ( A ) iii 15 ( A ) iii NE2012-2013 20 ( A ) ii 18 ( A ) ii 18 ( A ) iii 17 ( A ) iii 17 ( A ) iii 17 ( A ) iii 15 ( A ) iv 15 ( A ) iv2013-2014 20 ( A ) ii 18 ( A ) ii 18 ( A ) iii 17 ( A ) iii 17 ( A ) iii 17 ( A ) iii 15 ( A ) iv 15 ( A ) iv NE2012-2013 17 ( A ) iv 17 ( A ) iv
2013-2014 17 ( A ) iv 17 ( A ) iv2012-2013 15 ( A ) v 15 ( A ) v2013-2014 15 ( A ) v 15 ( A ) v NE2012-2013 15 ( A ) vi2013-2014 15 ( A ) vi NE2012-2013 20 21 19 NE 19 18 18 NE 18 16 NE 16(Persuasive) 60%2013-2014 20 21 19 NE 19 18 18 NE 18 16 NE 16(Persuasive) 60%2012-2013 20 ( A ) 21 ( A ) 19 ( A ) NE 19 ( A ) 18 ( A ) 18 ( A ) NE 18 ( A ) 16 ( A ) NE 16 ( A )2013-2014 20 ( A ) 21 ( A ) 19 ( A ) NE 19 ( A ) 18 ( A ) 18 ( A ) NE 18 ( A ) 16 ( A ) NE 16 ( A )2012-2013 18 ( C ) NE 18 ( C ) 16 ( D ) NE 16 ( D )2013-2014 18 ( C ) NE 18 ( C ) 16 ( D ) NE 16 ( D )2012-2013 16 ( E ) NE 16 ( E )
2013-2014 16 ( E ) NE 16 ( E )
Eng I Eng II3rd 4th 5th 6th 7th 8th
STAAR Writing Vertical AlignmentReporting Category 1/4 Essay
Scores reported indicate performance broken down by type of essay.Student Expectations listed are tested within the essay.NE indicates a Student Expectation that is not eligible for testing at that grade level.Red indicates performance below 70%.Green indicates performance at or above 70%.
STAAR Writing Vertical AlignmentReporting Category 2/5 Revising
Years K 1st 2nd2012-2013 Rpt Cat 2 57% Rpt Cat 2 66% Rpt Cat 5 66% Rpt Cat 5 73%2013-2014 Rpt Cat 2 67% Rpt Cat 2 71% Rpt Cat 5 71% Rpt Cat 5 69%2012-2013 13 ( C ) 17 ( C ) 17 ( C ) 15 ( C ) 59% 14 ( C ) 59% 13 ( C ) 74% 13 ( C ) 76%2013-2014 13 ( C ) 17 ( C ) 17 ( C ) 15 ( C ) 70% 14 ( C ) 70% 13 ( C ) 70% 13 ( C ) 69%2012-2013 15 ( A ) 19 ( A ) 19 ( A ) 18 ( A ) 49% 17 ( A ) 75% 15 ( A ) NT 15 ( A ) 64%2013-2014 15 ( A ) 19 ( A ) 19 ( A ) 18 ( A ) 48% 17 ( A ) 71% 15 ( A ) 71% 15 ( A ) 72%2012-2013 18 ( A ) i NT2013-2014 18 ( A ) i NT2012-2013 18 ( A ) iii NT 17 ( A ) i NT 15 ( A ) i NT 15 ( A ) i NT2013-2014 18 ( A ) iii NT 17 ( A ) i NT 15 ( A ) i NT 15 ( A ) i NT2012-2013 17 ( A ) v NT 15 ( A ) ii NT 15 ( A ) ii NT2013-2014 17 ( A ) v NT 15 ( A ) ii NT 15 ( A ) ii NT2012-2013 17 ( A ) ii NT 15 ( A ) iii NT 15 ( A ) iii NT2013-2014 17 ( A ) ii NT 15 ( A ) iii NT 15 ( A ) iii NT2012-2013 18 ( A ) ii NT 17 ( A ) iii NT 15 ( A ) iv NT 15 ( A ) iv NT2013-2014 18 ( A ) ii NT 17 ( A ) iii NT 15 ( A ) iv NT 15 ( A ) iv NT2012-2013 17 ( A ) iv NT2013-2014 17 ( A ) iv NT2012-2013 15 ( A ) v NT 15 ( A ) v NT2013-2014 15 ( A ) v NT 15 ( A ) v NT2012-2013 15 ( A ) vi NE 15 ( A ) vi NT2013-2014 15 ( A ) vi NE 15 ( A ) vi NT2012-2013 20 ( A ) 19 ( A ) NE 18 ( A ) NT 16 ( A ) 51% 16 ( A ) 67%2013-2014 20 ( A ) 19 ( A ) NE 18 ( A ) NT 16 ( A ) 73% 16 ( A ) 55%2012-2013 16 ( C ) NT 16 ( C ) NT2013-2014 16 ( C ) NT 16 ( C ) NT2012-2013 18 ( C ) 49% 16 ( D ) 69% 16 ( D) NT2013-2014 18 ( C ) 73% 16 ( D ) 77% 16 ( D) 87%2012-2013 16 ( E ) 70% 16 ( E ) NT2013-2014 16 ( E ) NT 16 ( E ) NT2012-2013 16 ( F ) NT2013-2014 16 ( F ) NT
NT indicates student expectations not tested during this testing year.NE indicates student expectations not eligible for testing at that grade level.Red indicates performance less than 70%.Green indicates performance at or above 70%.
17 ( C )17 ( C )
15 ( C )15 ( C )18 ( A )18 ( A )
14 ( C )14 ( C )
14 ( C )14 ( C )17 ( A )17 ( A )
17 ( A ) i17 ( A ) i17 ( A ) v17 ( A ) v17 ( A ) ii17 ( A ) ii
17 ( A )17 ( A )
17 ( A ) i17 ( A ) i
20 ( A )20 ( A )
18 ( C )
18 ( A )18 ( A )19 ( A )21 ( A )21 ( A ) 19 ( A ) 18 ( A ) 18 ( A )
18 ( C )
17 ( A ) iii17 ( A ) iii17 ( A ) iv17 ( A ) iv
17 ( A ) iii18 ( A ) iii20 ( A ) ii20 ( A ) ii
18 ( A ) iii 17 ( A ) iii
20 ( A ) iii20 ( A ) iii
18 ( A ) iv18 ( A ) iv18 ( A ) ii18 ( A ) ii
18 ( A ) i18 ( A ) i
17 ( A ) iv17 ( A ) iv17 ( A ) ii17 ( A ) ii
18 ( A ) i18 ( A ) i
Eng I Eng II3rd 4th 5th 6th 7th 8th
STAAR Writing Vertical AlignmentReporting Category 3/6 Edit
Years K 1st 2nd2012-2013 Rpt Cat 3 64% Rpt Cat 3 64% Rpt Cat 6 68% Rpt Cat 6 72%2013-2014 Rpt Cat 3 60% Rpt Cat 3 66% Rpt Cat 6 59% Rpt Cat 6 71%2012-2013 13 ( D ) 17 ( D ) 17 ( D ) 15 ( D ) 62% 14 ( D ) 69% 13 ( D ) 74% 13 ( D ) 78%2013-2014 13 ( D ) 17 ( D ) 17 ( D ) 15 ( D ) 62% 14 ( D ) 52% 13 ( D ) 69% 13 ( D ) 76%2012-2013 16 ( A ) 20 ( A ) 21 ( A ) 20 ( A ) 69% 19 ( A ) 67% 17 ( A ) 71% 17 ( A ) 80%2013-2014 16 ( A ) 20 ( A ) 21 ( A ) 20 ( A ) NT 19 ( A ) 82% 17 ( A ) 71% 17 ( A ) 86%2012-2013 16 ( A ) i 20 ( A ) i 21 ( A ) i 20 ( A ) i NT 19 ( A ) i NT 17 ( A ) i NT 17 ( A ) i NT2013-2014 16 ( A ) i 20 ( A ) i 21 ( A ) i 20 ( A ) i NT 17 ( A ) i NT 17 ( A ) i NT2012-2013 16 ( A ) ii 20 ( A ) ii 21 ( A ) ii 20 ( A ) ii NT2013-2014 16 ( A ) ii 20 ( A ) ii 21 ( A ) ii 20 ( A ) ii NT2012-2013 16 ( A ) iii 20 ( A ) iii 21 ( A ) iii 20 ( A ) iii NT2013-2014 16 ( A ) iii 20 ( A ) iii 21 ( A ) iii 20 ( A ) iii NT2012-2013 19 ( A ) ii NT2013-2014 19 ( A ) ii NT2012-2013 19 ( A ) iii NT2013-2014 19 ( A ) iii NT2012-2013 20 ( A ) iv 21 ( A ) iv 20 ( A ) iv NT 19 ( A ) iv NT2013-2014 20 ( A ) iv 21 ( A ) iv 20 ( A ) iv NT 19 ( A ) iv NT2012-2013 16 ( A ) iv 20 ( A ) v 21 ( A ) v 20 ( A ) v NT 19 ( A ) v NT2013-2014 16 ( A ) iv 20 ( A ) v 21 ( A ) v 20 ( A ) v NT 19 ( A ) v NT2012-2013 20 ( A ) vii NT 19 ( A ) vii NT2013-2014 20 ( A ) vii NT 19 ( A ) vii NT2012-2013 20 ( A ) vii 21 ( A ) vii 20 ( A ) viii NT 19 ( a ) viii NT
2013-2014 20 ( A ) vii 21 ( A ) vii 20 ( A ) viii NT 19 ( a ) viii NT2012-2013 16 (A ) v 20 ( A ) vi 21 ( A ) vi 20 ( A ) vi NT 19 ( A ) vi NT 17 ( A ) ii NT 17 ( A ) ii NT2013-2014 16 (A ) v 20 ( A ) vi 21 ( A ) vi 20 ( A ) vi NT 19 ( A ) vi NT 17 ( A ) ii NT 17 ( A ) ii NT2012-2013 17 ( A ) iii NT 17 ( A ) iii NT2013-2014 17 ( A ) iii NT 17 ( A ) iii NT2012-2013 16 ( B ) 20 ( B ) 21 ( B ) 20 ( B ) 63% 19 ( B ) NT2013-2014 16 ( B ) 20 ( B ) 21 ( B ) 20 ( B ) 54% 19 ( B ) NT2012-2013 16 ( C ) 20 ( C ) 81% 19 ( C ) 63% 17 ( C ) 71% 17 ( C ) 68%2013-2014 16 ( C ) 20 ( C ) 79% 19 ( C ) 61% 17 ( C ) 55% 17 ( C ) 54%2012-2013 17 ( B ) 21 ( B ) 22 ( B ) 21 ( B ) NT 20 ( A ) 53% 18 ( A ) 56% 18 ( A ) 81%2013-2014 17 ( B ) 21 ( B ) 22 ( B ) 21 ( B ) NT 20 ( A ) 73% 18 ( A ) 42% 18 ( A ) 74%2012-2013 21 ( B ) i NT2013-2014 21 ( B ) i NT2012-2013 21 ( B ) ii NT2013-2014 21 ( B ) ii NT2012-2013 21 ( B ) iii NT2013-2014 21 ( B ) iii NT
19 ( A ) ii19 ( A ) ii19 ( A ) iii19 ( A ) iii
19 ( A ) iv19 ( A ) iv
20 ( A )20 ( A )
23 ( B ) ii23 ( B ) ii
20 ( A )
21 ( A )
21 ( A )
21 ( A )
23 ( B ) 20 ( A )
19 ( C )19 ( B )
19 ( C )20 ( C )20 ( C )
23 ( B )
19 ( C )19 ( C )20 ( A )20 ( A )
21 ( A )22 ( C )
22 ( B )22 ( C )
22 ( A ) iv22 ( A ) iv22 ( A ) v22 ( A ) v
22 ( A ) vii22 ( A ) vii22 ( A ) viii
22 ( A ) viii22 ( A ) vi22 ( A ) vi
22 ( B ) 20 ( B ) 19 ( B )
20 ( A ) vi20 ( A ) vi 19 ( A ) vi
19 ( A ) v19 ( A ) v
19 ( A ) vii19 ( A ) vii19 ( A ) viii
19 ( A ) viii19 ( A ) vi
20 ( B )
20 ( A ) iv20 ( A ) iv20 ( A ) v20 ( A ) v
20 ( A ) vii20 ( A ) vii20 ( A ) viii
20 ( A ) viii
19 ( A ) v19 ( A ) v
19 ( A ) iv19 ( A ) iv
22 ( A ) iii22 ( A ) iii
20 ( A ) ii20 ( A ) ii20 ( A ) iii20 ( A ) iii
22 ( A ) ii19 ( A ) ii19 ( A ) ii19 ( A ) iii19 ( A ) iii
22 ( A ) ii
22 ( A )22 ( A )
22 ( A ) i22 ( A ) i
20 ( A ) i20 ( A ) i
19 ( A ) i19 ( A ) i
20 ( A ) 19 ( A )20 ( A ) 19 ( A )
19 ( A ) i19 ( A ) i
19 ( A )19 ( A )
17 ( D ) 15 ( D ) 14 ( D ) 14 ( D )
Eng I Eng II3rd 4th 5th 6th 7th 8th
14 ( D )17 ( D ) 15 ( D ) 14 ( D )
STAAR Writing Vertical AlignmentReporting Category 3/6 Edit
2012-2013 17 ( C ) 21 ( C ) 22 ( C ) 21 ( C ) 68% 20 ( B ) 20 ( B ) 59% 18 ( B ) 66% 18 ( B ) 63%2013-2014 17 ( C ) 21 ( C ) 22 ( C ) 21 ( C ) 53% 20 ( B ) 20 ( B ) 65% 18 ( B ) 50% 18 ( B ) 63%2012-2013 21 ( C ) i NT 20 ( B ) i 20 ( B ) i NT 18 ( B ) ii NT 18 ( B ) i NT2013-2014 21 ( C ) i NT 20 ( B ) i 20 ( B ) i NT 18 ( B ) ii NT 18 ( B ) i NT2012-2013 20 ( B ) iii 20 ( B ) ii NT 18 ( B ) iii NE 18 ( B ) iii NE2013-2014 20 ( B ) iii 20 ( B ) ii NT 18 ( B ) iii NE 18 ( B ) iii NE2012-2013 21 ( C ) ii NT 21 ( B ) ii 20 ( B ) ii 18 ( B ) i NT 18 ( B ) ii NT2013-2014 21 ( C ) ii NT 21 ( B ) ii 20 ( B ) ii 18 ( B ) i NT 18 ( B ) ii NT2012-2013 18 ( B ) 22 ( B ) 23 ( B ) 24 ( B ) 22 ( A ) NT 22 ( A )2013-2014 18 ( B ) 22 ( B ) 23 ( B ) 24 ( B ) 22 ( A ) 77% 22 ( A )2012-2013 22 ( A ) i NT2013-2014 22 ( A ) i NT2012-2013 22 ( A ) ii NT2013-2014 22 ( A ) ii NT2012-2013 24 ( B ) iv 22 ( A ) iii NT2013-2014 22 ( A ) iii NT2012-2013 22 ( A ) iv NT2013-2014 22 ( A ) iv NT2012-2013 22 ( A ) v NT 22 ( A ) iii2013-2014 22 ( A ) v NT 22 ( A ) iii2012-2013 22 ( D ) 23 ( D ) 22 ( B ) 66% 22 ( B ) i - iv2013-2014 22 ( B ) NT 22 ( B ) i - iv2012-2013 24 ( E ) 22 ( C ) 53% 22 ( C ) 21 ( A )2013-2014 24 ( E ) 22 ( C ) 58% 22 ( C ) 21 ( A )2012-2013 22 ( E ) 24 ( F ) 24 ( G ) 22 ( D ) NT 22 ( D ) 21 ( B ) 21 ( A ) 63% 19 ( A ) 60% 19 ( A ) 81%2013-2014 22 ( E ) 24 ( F ) 24 ( G ) 22 ( D ) NT 22 ( D ) 21 ( B ) 21 ( A ) 80% 19 ( A ) 61% 19 ( A ) 77%
NT indicates student expectations not tested during this testing year.NE indicates student expectations not eligible for testing at that grade level.Red indicates performance less than 70%.Green indicates performance at or above 70%.
21 ( A )21 ( A )
20 ( B ) i20 ( B ) i20 ( B ) ii
23 ( C ) ii
20 ( B ) ii
21 ( B ) i
23 ( C )23 ( C )
23 ( C ) ii20 ( B )20 ( B )
21 ( B ) i
21 ( B )21 ( B )
STAAR Math Vertical AlignmentReporting Category 1
Years K 1st 2nd2014-2015 Rpt Cat 1 Rpt Cat 1 Rpt Cat 1 Rpt Cat 1 Rpt Cat 1 Rpt Cat 1 Rpt Cat 1
2014-2015 2(A) 2(A) 2(A)
3(A)3(D)3(C)
2(B)2(F) 3(B) 2(C) 2(B)
2(l) 2(B) 2(A)2( C) 2(B) 2(B)
2(B) 2(A)2(E)
2(G)2(H)
2(F)2(G)
2(F)
2(D)
4(G) C2
2(F) 2(E)2(H)
2014-2015 3(B) 3(C)
3(A) 2(E)3(B)
2014-2015 3(C) 3(E)
2014-2015 3(F)
2014-2015 3(G) 3(C)
2014-2015 3(H) 3(D)
2014-2015 3(G)
2014-2015 6(A)
2(C)4(B)
3(D)
3(A)
2(C)2(A)
2(A)
Alg I3rd 4th 5th 6th 7th 8th
2(D) 2(C)2(D)2(D)2(B)
2014-2015
2(G)
2(C)2014-2015
2014-2015
2014-2015
2(E)2(D)
2014-2015
2014-2015
C2
STAAR Math Vertical AlignmentReporting Category 1
2014-2015 6(C)
2014-2015 6(D)
2014-2015 6(E)
2014-2015 6(H)
2014-2015 6(I)
2014-2015 4(C)
2014-2015 4(D) 4(A) C2
4(E)4(F)4(G)
2(G)4(D) C2
2014-2015 5(B) 7(A) 4(A)
2014-2015 4(I)
5(C) C2 4(E)4(F)
5(D)5(E)
5(B) C2
2014-2015 7(C)
2014-2015 7(D)
8(A) C3 3(C) C38(B) C38(C) C3 10(C) C3
NE indicates a Student Expectation that is Not Eligible for testing at that grade.NT indicates not tested that testing year.If there is a C1, C2, or C3, that indicates that the Student Expectation is eligible for testing in the category noted. Cells filled with grid indicates no Student Expectation at that grade level.Red indicates performance of less than 70% student masteryGreen indicates performance of greater than or equal to 70%.
11(A) C3
5(C)
7(A)
4(D) C2
2014-2015 9(C) 7(A)
2014-2015
2014-2015
2014-2015 7(B)4(B) C25(A) C27(C) 5(A) C2
STAAR Math Vertical AlignmentReporting Category 2
Years K 1st 2nd2014-2015 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 22015-2016 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 22014-2015 4(A)2015-20162014-2015 4(B)2015-2016
2014-2015 4(C)2015-2016
3(A) 3(B)3(B) 3(C)3(C) 3(E) 4(B)
3(F) 3(K)6(A) 4(D)
4(E)4(F)4(G) 4(C)4(K) 4(E)
4(F)4(H)
3(J)4(J) 3(A)
3(C)3(D)
2015-20163(A) 4(C)3(D) 4(A)3(F) 4(D)
3(E) 3(H)
4(G) 4(D)
4(H)3(D)3(E)3(I)3(F)3(G)3(L)
3(B)2015-2016
3(E)
2014-2015
2014-2015
4(A) 4(A) 3(A)
3(B)
3(B)
3(C)
4(B)
3(B)
3(A)3(E)
Algebra I3rd 4th 5th 6th 7th 8th
3(A)4(A)4(A)
STAAR Math Vertical AlignmentReporting Category 2
4(D) C14(G)
2014-2015 6(B) 4(H)
4(D) C15(A)
5(E) 4(C) 5(A)4(D) 4(C) 5(E)
2015-20162014-2015 4(B)2015-2016
6(A) 5(B)6(C) 5(F)6(B) 5(I)
2015-20162014-2015 4(B)2015-2016
4(E) C14(F) C14(G) C15(B)5(C) C1
2015-20162014-2015 5(G)2015-20162014-2015 5(H)2015-20162014-2015 9(A) 10(A) 8(A)2015-20162014-2015 9(B) 10(B)2015-20162014-2015 9(C) 10(C) 8(B)2015-2016
5(F) 7(C) 5(A) 10(A) 11(A) 8(C)5(G) 5(D)
5(B)5(D)5(E)
5(B)
2014-2015 5(C) 4(E) C1 7(A) C1
2014-2015
7(C) 5(A)
4(B)2014-2015 2(C) C1
2014-2015 4(D)
2014-20155(B)
2014-2015 5(A) 4(B)
7(B) C1
4(A)
4(A)
10(B) 11(B) 9(A)
7(A)
STAAR Math Vertical AlignmentReporting Category 2
NE indicates a Student Expectation that is Not Eligible for testing at that grade.NT indicates not tested that testing year.If there is a C1, C2, or C3, that indicates that the Student Expectation is eligible for testing in the category noted. Cells filled with grid indicates no Student Expectation at that grade level.Red indicates performance of less than 70% student masteryGreen indicates performance of greater than or equal to 70%.
STAAR Math Vertical AlignmentReporting Category 3
Years K 1st 2nd2014-2015 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 32015-2016 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3
6(A) 6(C) 6(A) 3(A)6(B) 3(B)6(C)
2014-2015 6(D)
6(G)6(H)
8(A) 3(C)
8(B)
8(C) 10(C)2015-20162014-2015 7(C)
2014-2015 7(D)
2014-2015 7(E)
8(A)8(B)8(C)
2015-20167(A) 7(A) 9(D)
7(B)7(D)7(C) 9(B)
9(E) 7(B)7(E) 9(G) 7(C)
2014-2015 5(A)2015-20162014-2015 5(B)2015-20162014-2015 5(C)2015-20162014-2015 5(C) NE 4(G) NE 8(B) 8(A) NE 6(A)2015-20162014-2015 8(C) NE 6(C)
6(D)6(D)2014-2015
6(E)2014-2015
8(A) 6(B)
2014-2015
Algebra I3rd 4th 5th 6th 7th 8th
11(A)7(A) C19(C)2014-2015
4(E)4(H)7(A)
9(A)8(C)2014-2015
STAAR Math Vertical AlignmentReporting Category 3
2015-20168(C)
9(A) 7(A)9(B)
2015-20169(C)9(D) 7(B)
2015-20162014-2015 7(C)2015-20162014-2015 7(D)2015-20162014-2015 8(A) 11(C) 8(D)2015-20162014-2015 6(C) 6(B) 10(A)2015-20162014-2015 10(B)2015-20162014-2015 10(C)2015-2016
6(E) 6(A) 8(C)8(B)
7(D) 10(D)7(E)
7(B)
2014-2015 9(F) 6(A) 10(D)
2014-2015 6(C) 6(B)
NE indicates a Student Expectation that is Not Eligible for testing at that grade.NT indicates not tested that testing year.If there is a C1, C2, or C3, that indicates that the Student Expectation is eligible for testing in the category noted. Cells filled with grid indicates no Student Expectation at that grade level.Red indicates performance of less than 70% student masteryGreen indicates performance of greater than or equal to 70%.
4(H)
5(A)6(D)6(A)
8(D)
8(D)
2014-2015
2014-2015
7(A)8(C)
2014-2015
2014-20155(D)
STAAR Math Vertical AlignmentReporting Category 4
Years K 1st 2nd2014-2015 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 42015-2016 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 42014-2015 4(C) 5(A) 4(C)
2014-2015 5(C)2015-20162014-2015 5(D)2015-2016
2014-2015 9(B) 11(A)2015-20162014-2015 6(G)2015-20162014-2015 8(B) 8(B) 10(B) 8(A) 9(A) 9(A) 12(A)2015-2016
12(B)12(C) 11(B)12(D)
2015-20162014-2015 12(B)2015-20162014-2015 12(C) 11(C) NE2015-2016
8(C) 8(C) 10(D)10(C) 8(B) 9(B) 9(C)
2015-20162014-2015 13(B)2015-20162014-2015 11(C) 10(D) NE 10(D) NE 14(A)2015-20162014-2015 11(D) 9(D) 10(E) 10(C) NE 14(B) 12(A)2015-20162014-2015 14(C)2015-20162014-2015 11(D) 14(E) 12(E) NE2015-20162014-2015 11(E) 14(F)2015-20162014-2015 11(D) 14(G)2015-20162014-2015 9(A) 9(A) 9(A) 10(A) 10(A) 13(A)2015-20162014-2015 10(F) 13(B)2015-20162014-2015 11(F) 9(B) 10(B)
2014-2015 13(C)2015-2106
13(A)2014-2015
2014-2015 12(A)
Algebra I3rd 4th 5th 6th 7th 8th
STAAR Math Vertical AlignmentReporting Category 4
2014-2015 13(D)2015-20162014-2015 11(B) 9(C) NE 13(F) 12(C)2015-20162014-2015 9(C) 11(A) 9(E) 10(C) NE 13(E) 12(D)2015-20162014-2015 9(D) 9(B) 10(B) 14(H) 12(G)2015-20162014-2015 10(E)
NE indicates a Student Expectation that is Not Eligible for testing at that grade.NT indicates not tested that testing year.
If there is a C1, C2, or C3, that indicates that the Student Expectation is eligible for testing in the category noted. Cells filled with grid indicates no Student Expectation at that grade level.Red indicates performance of less than 70% student masteryGreen indicates performance of greater than or equal to 70%.
STAAR Math Vertical AlignmentProcess Standards
Years K 1st 2nd2014-2015 1(A) 1(A) 1(A) 1(A) 1(A) 1(A) 1(A) 1(A) 1(A)2015-20162014-2015 1(B) 1(B) 1(B) 1(B) 1(B) 1(B) 1(B) 1(B) 1(B)2015-20162014-2015 1(C) 1(C) 1(C) 1(C) 1(C) 1(C) 1(C) 1(C) 1(C)2015-20162014-2015 1(D) 1(D) 1(D) 1(D) 1(D) 1(D) 1(D) 1(D) 1(D)2015-20162014-2015 1(E) 1(E) 1(E) 1(E) 1(E) 1(E) 1(E) 1(E) 1(E)2015-20162014-2015 1(F) 1(F) 1(F) 1(F) 1(F) 1(F) 1(F) 1(F) 1(F)2015-20162014-2015 1(G) 1(G) 1(G) 1(G) 1(G) 1(G) 1(G) 1(G) 1(G)
Cells with centered notation only (no column for data entry) are taught but not eligible for testing at that gradeMerged cells without notation are not taught at that grade levelWhole numbers without a letter distinguish genres tested with Figure 19Red indicates performance of less than 70% student masteryFigure 19 questions are represented twice in the chart above but counted once in STAAR scores. See whole numbers for Figure 19 breakdown by genre.
Alg I3rd 4th 5th 6th 7th 8th