Texas Academic Performance Report (TAPR) 2012-13 Seguin Independent School District

TAPR Overview

 Due to changes in legislation, the performance report formerly known as the Academic Excellence Indicator System (AEIS) report is now the Texas Academic Performance Report (TAPR)

 AEIS was published from 1990-91 to 2011-12. Archived AEIS reports may be found on the AEIS Archives page through TEA

 The TAPR provides information on the performance of students in each school and district in Texas. The reports also provide extensive information on school and district staff, programs, and student demographics.

Differences from previous AEIS reports

 STAAR Proficiency and STAAR Progress Measures results are shown

 Inclusion of two new postsecondary indicators

 Replacement of financial profile section with direct

HTML link to 2011-12 Financial Actual Report

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Accessing the TAPR Report

http://ritter.tea.state.tx.us/perf report/tapr/index.html www.seguin.k12.tx.us Campus Libraries or Offices

2013 TAPR Content District/Campus Performance

• STAAR Performance at Phase-in 1 Level II or above – Disaggregated by grade level, subject, and student

group – Aggregated by passing standard and progress measure – Progress of Prior Year Failures – TAKS Exit-Level cumulative – Student Success Initiative – Current year ELL Students disaggregated by subject and

Bilingual/ESL service delivery model

2013 TAPR Content District/Campus Performance

(continued)

• Participation Rate • Attendance Rate • Annual Dropout Rates • Graduation Rates

2013 TAPR Content District/Campus Performance

(continued)

• College Readiness Indicators – RHSP and DAP Graduates – Advanced Courses/Dual Enrollment – Texas Success Initiative (TSI) – College-Ready Graduates – AP/IB Results, SAT/ACT Results – Graduates Enrolled in a Texas Institution of Higher

Education (IHE) – Graduates in a Texas IHE Completing One Year

Without Remediation

2013 TAPR Report Overview District/Campus Profile

• Student Information – Demographics, Graduates, Retention Rates, Class

Size

• Staff Information – Demographics, Experience, Salary Information

• Programs – Student Enrollment, Teachers by Program

• Budget – Link to Actual Financial Data report

STAAR Percent at Phase-in 1 Level II or Above Mathematics

STAAR Percent at Phase-in 1 Level II or Above All Grades, Mathematics

STAAR Percent at Phase-in 1 Level II or Above Reading

STAAR Percent at Phase-in 1 Level II or Above All Grades, Reading

STAAR Percent at Phase-in 1 Level II or Above Writing

STAAR Percent at Phase-in 1 Level II or Above All Grades, Writing

STAAR Percent at Phase-in 1 Level II or Above Science

STAAR Percent at Phase-in 1 Level II or Above All Grades, Science

STAAR Percent at Phase-in 1 Level II or Above Social Studies

STAAR Percent at Phase-in 1 Level II or Above All Grades, Social Studies

STAAR Percent at Phase-in 1 Level II or Above All Grades, All Subjects

2012 to 2013 STAAR Performance Comparison End-of-Course: Algebra I Required for Graduation

2012 to 2013 STAAR Performance Comparison End-of-Course: Geometry

2012 to 2013 STAAR Performance Comparison End-of-Course: Algebra II

2012 to 2013 STAAR Performance Comparison End-of-Course: English I Reading

Change for 2014: Will be a combined Reading/Writing Assessment Required for Graduation

2012 to 2013 STAAR Performance Comparison End-of-Course: English I Writing

2013 STAAR Performance Comparison End-of-Course: English II Reading

Change for 2014: Will be a combined Reading/Writing Assessment Required for Graduation

2013 STAAR Performance Comparison End-of-Course: English II Writing

2012 to 2013 STAAR Performance Comparison End-of-Course: Biology

Required for Graduation

2012 to 2013 STAAR Performance Comparison End-of-Course: Chemistry

2012 to 2013 STAAR Performance Comparison End-of-Course: World Geography

2012 to 2013 STAAR Performance Comparison End-of-Course: World History

2014 EOC Assessments

HB 5 requires a reduction in the number of EOC assessments, limited to the following:

• English I (Reading and Writing combined)

• English II (Reading and Writing combined)

• Algebra I

• Biology

• US History

STAAR Performance Categories & Standards

Level I: Unsatisfactory Performance

Level II: Satisfactory Performance

Level III: Advanced

Performance

Phase-in 1 Phase-in 2 Final

Recommended

2011-2012 2014-15

Under consideration

School Year TBD

2012-2013

2013-2014

Indicates students are inadequately prepared for the next grade or course; Unlikely to succeed without significant, ongoing academic intervention

Indicates students are sufficiently prepared for the next grade or course; reasonably likely to succeed, but may need short-term, targeted academic intervention

Indicates students are well prepared for the next grade or course; likely to succeed with little or no academic intervention

Student Progress

STAAR progress measure provides information about the amount of improvement or growth that a student has made from year to year.

Progress is measured as a student’s gain score, the difference between the scale score in the prior year and the current year.

Progress is categorized as Did Not Meet, Met, or Exceeded.

Index 2: STAAR Percent Met or Exceeded Progress

All Grades, Reading

Index 2: STAAR Percent Met or Exceeded Progress

All Grades, Mathematics

2013 Attendance 2010-11 to 2011-12

Elementary Campus Attendance 2010-11 to 2011-12

Secondary Campus Attendance 2010-11 to 2011-12

2013 Annual Dropout Rate (Grades 7-8) 2010-11 to 2011-12

2013 Annual Dropout Rate (Grades 9-12) 2010-11 to 2011-12

4-Year Longitudinal Graduation Rate (Grades 9-12) Class of 2010-11 to 2011-12

4-Year Federal Graduation Rate Without Exclusions (9-12) Class of 2010-11 to 2011-12

4-Year Federal Graduation Rate Without Exclusions (9-12) Class of 2010-11 to 2011-12

5-Year Extended Longitudinal Graduation Rate (Grades 9-12) Class of 2009-10 to 2010-11

5-Year Extended Federal Graduation Rate Without Exclusions (9-12) Class of 2011

5-Year Extended Longitudinal Graduation Rate (Grades 9-12) Class of 2009-10 to 2010-11

Class of 2011 and 2012 College Ready Graduates ELA

Class of 2011 and 2012 College Ready Graduates Math

Accessing the PEIMS Financial Report

http://www.tea.state.tx. us/financialstandardrep orts

Violent and Criminal Incidents

• Texas statute (TEC 39.053) requires every district to publish an annual report on violent and criminal incidents at campuses in the district

• The report must include:

– Number, rate and type of incidents

– Information concerning school violence prevention and intervention policies and procedures used by the district

– Findings that result from Safe and Drug-Free Schools and Communities Act

2012 to 2013 Violent and Criminal Incidents Comparison Chart

Bilingual/ESL Program Seguin ISD

•Serves students identified as students of limited English

proficiency in both English and Spanish

•Transfers students to English-only instruction;

•Provides instruction in literacy and academic content

areas through the medium of the student’s first

language, along with instruction in English

•Transition will occur not earlier than two or later than

five years after the student enrolls in school

Transitional Bilingual Early Exit Elementary

ESL Pull-out Secondary

•Serves students identified as students of

limited English proficiency in English only

•English Language Arts instruction taught by

an ESL certified teacher

• Student remains in a mainstream

instructional arrangement in the remaining

content areas

SISD Bilingual Student Population (2012/2013)

2012 Total Bilingual Students: 635

2013 Total Bilingual Stud