McBee - Austin ISD

Transcription

McBee - Austin ISD

2015
Needs Assessment
Data Profile
Estimated Accountability Subset
McBee Elementary School
Prepared by Campus and District Accountability
Needs Assessment
2015
DATA
PROFILES
Longitudinal Performance
Performance by Enrollment
Student Expectations
Campus Scorecard
Special Ed Benchmarks
Safeguard Reports
Campus and District Data
Reference Pages
This page intentionally left blank. 2015
Needs Assessment
Data Profile
McBee Elementary
Prepared by Campus and District Accountability
Data Profile Notes
State of Texas Assessments of Academic Readiness (STAAR®)
STAAR Grades 3-8 and STAAR EOC (End of Course) results are reported only for subjects with a total number of
students greater than or equal to 10. Results are calculated for the Accountability Subset only, which is defined as
follows:
1. For an Individual Campus Profile: Results are attributed to a campus if the student's campus of accountability is
the same as the test campus.
2. For a Campus Group Profile: Results are attributed to the campus group if the student's campus of accountability
is within the district and the student tested at any of the campuses within the campus group. Examples of
Campus Groups are District-Wide, Elementary School Level, Austin High Attendance Zone, etc.
3. 2015 accountability subset does not include students in their first year in U.S. schools and does not include
asylees/refugees or students with interrupted formal education in years 1-5 in U.S. Schools.
4. Only STAAR and STAAR-L test versions are included.
5. Calculations do not reflect ELL Progress Measure for English Language Learners.
Performance Levels
Level II Phase-in 1 - Achieved Satisfactory Academic Performance at Phase-in 1 standard
Level II Final - Achieved Satisfactory Academic Performance at Final panel-recommended standard
Level III - Achieved Advanced/Accomplished Academic Performance at Final Standard
Test Versions Included
STAAR
STAAR-L (linguistically accommodated)
Test Languages
English - STAAR Grades 3-8 and End of Course
Spanish - STAAR Grades 3-5
Subjects
STAAR Grades 3-8
Reading Grades 3-8
Mathematics Grades 3-8
Mathematics Standards for 2015 have not been set at this time. Bridge study cut scores are used.
Writing Grades 4 and 7
Science Grades 5 and 8
Social Studies Grade 8
End of Course
Algebra I, English I, English II, Biology, U.S. History
Campus and District Accountability
Enrollment by Federal Groups - Fall 2014
100
95%
91%
80
73%
60
40
20
11%
5%
1%
0
A-A
Hisp.
All
White
EcD
ELL
A-A
Hisp.
White
EcD
ELL
SpEd
5%
91%
1%
95%
73%
11%
SpEd
Enrollment by Federal Groups - Fall 2014
All
A-A
Hisp.
White
EcD
ELL
SpEd
All
531
25
482
7
507
386
57
EE
*
-
*
-
*
-
*
KG
90
*
82
*
85
63
9
Grade 01
107
9
89
*
104
73
13
Grade 02
89
6
82
-
87
68
6
Grade 03
99
*
94
-
95
77
11
Grade 04
80
*
73
*
77
64
7
Grade 05
62
*
58
*
58
41
7
All enrollment calculations are based on the Fall PEIMS submission.
* Indicates values with fewer than five students in a subgroup.
- Indicates no data.
McBee Elementary
Page 1
June 2015
Enrollment by Other Groups - Fall 2014
100
85%
80
60
51%
49%
40
20
1%
0
At Risk
Gift- Talent
All
Male
Female
At Risk
GiftTalent
Male
Female
85%
1%
49%
51%
Enrollment by Other Groups - Fall 2014
All
At Risk
GiftTalent
Male
Female
All
531
451
6
261
270
EE
*
-
-
*
*
KG
90
79
-
44
46
Grade 01
107
95
*
49
58
Grade 02
89
81
-
40
49
Grade 03
99
82
-
52
47
Grade 04
80
69
*
42
38
Grade 05
62
45
*
31
31
McBee Elementary
Page 2
June 2015
English Language Learners Enrollment - Fall 2014
98%
100
80
60
40
20
11%
1%
0
Gift- Talent
EcD
SpEd
GiftTalent
EcD
SpEd
1%
98%
11%
All
English Language Learners Enrollment - Fall 2014
All
GiftTalent
EcD
SpEd
All
386
*
378
44
EE
-
-
-
-
KG
63
-
62
8
Grade 01
73
*
71
11
Grade 02
68
-
68
*
Grade 03
77
-
74
9
Grade 04
64
*
63
6
Grade 05
41
-
40
6
McBee Elementary
Page 3
June 2015
Gifted and Talented Enrollment - Fall 2014
100
83%
80
60
50%
40
33%
33%
20
0
-
A-A
Hisp.
All
White
EcD
A-A
Hisp.
White
EcD
ELL
-
50%
33%
83%
33%
ELL
Gifted and Talented Enrollment - Fall 2014
All
A-A
Hisp.
White
EcD
ELL
All
6
-
*
*
5
*
EE
-
-
-
-
-
-
KG
-
-
-
-
-
-
Grade 01
*
-
*
-
*
*
Grade 02
-
-
-
-
-
-
Grade 03
-
-
-
-
-
-
Grade 04
*
-
-
*
*
*
Grade 05
*
-
*
*
*
-
McBee Elementary
Page 4
June 2015
Special Education Enrollment - Fall 2014
100
95%
89%
77%
80
60
40
20
2%
-
0
A-A
Hisp.
All
White
EcD
A-A
Hisp.
White
EcD
ELL
2%
95%
-
89%
77%
ELL
Special Education Enrollment - Fall 2014
All
A-A
Hisp.
White
EcD
ELL
All
57
*
54
-
51
44
EE
*
-
*
-
*
-
KG
9
-
9
-
9
8
Grade 01
13
-
11
-
12
11
Grade 02
6
-
6
-
5
*
Grade 03
11
*
10
-
11
9
Grade 04
7
-
7
-
6
6
Grade 05
7
-
7
-
7
6
McBee Elementary
Page 5
June 2015
STAAR Reading by Federal Groups - Percent Meeting Performance Levels
2015 Accountability
By Performance Level
>99%
100
80%
80%
80%
79%
77%
80
62%
60
40%
40
36%
36%
35%
34%
23%
20
12%
12%
10%
*
*
*
*
*
*
-
-
*
-
*
10%
8%
*
0
All
A-A
Hisp.
White
Level II (Phase-in 1)
Asian
Ntv Am
2 or More
Level II (Final)
EcD
ELL
SpEd
Level III
by Federal Groups
>99%
100
80%
80%
79%
80
80%
77%
62%
60
40%
36%
40
35% 36%
34%
23%
20
12%
*
*
-
*
*
*
*
-
12% 10%
10%
*
*
8%
*
-
0
All
A-A
Level II (Final)
Hisp.
White
Asian
Level III
Ntv Am
2 or More
EcD
ELL
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
EcD
ELL
SpEd
198
5
185
2
3
0
3
193
154
13
80%
>99%
79%
*
*
-
*
80%
77%
62%
Level II (Final)
36%
80%
34%
*
*
-
*
35%
36%
23%
Level III
12%
40%
10%
*
*
-
*
12%
10%
8%
# Tested
SpEd
McBee Elementary
Page 6
June 2015
Grade 03 - 2015 Accountability
100
80
79%
79%
78%
77%
71%
60
40
32%
20
32%
31%
31%
29%
14%
11%
10%
*
*
10%
10%
*
-
-
*
-
*
*
-
-
*
-
*
*
0
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
Level II (Final)
EcD
ELL
SpEd
Level III
by Federal Groups
100
80
79%
79%
78% 77%
71%
60
40
32%
31% 32%
31%
29%
20
14%
11%
*
-
*
*
-
*
*
-
-
*
10% 10%
10%
*
*
-
*
-
0
All
A-A
Level II (Final)
Hisp.
White
Asian
Level III
Ntv Am
2 or More
EcD
ELL
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
EcD
ELL
SpEd
84
2
80
0
1
0
1
83
69
7
79%
*
79%
-
*
-
*
78%
77%
71%
Level II (Final)
32%
*
31%
-
*
-
*
31%
32%
29%
Level III
11%
*
10%
-
*
-
*
10%
10%
14%
# Tested
SpEd
McBee Elementary
Page 7
June 2015
100
79%
79%
77%
80
76%
60
49%
48%
50%
47%
44%
40
17%
16%
20
17%
13%
11%
*
*
*
*
*
*
*
*
*
-
-
*
-
*
*
<1%
0
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
Level II (Final)
EcD
ELL
SpEd
Level III
by Federal Groups
100
79%
79%
77%
80
76%
60
50%
49%
48% 47%
44%
40
17%
20
17%
16%
13%
11%
*
*
*
*
-
*
*
*
-
*
*
*
*
*
-
<1%
0
All
A-A
Level II (Final)
Hisp.
White
Asian
Level III
Ntv Am
2 or More
EcD
ELL
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
EcD
ELL
SpEd
68
2
61
1
2
0
2
66
55
6
79%
*
77%
*
*
-
*
79%
76%
50%
Level II (Final)
49%
*
44%
*
*
-
*
48%
47%
17%
Level III
16%
*
11%
*
*
-
*
17%
13%
<1%
# Tested
SpEd
McBee Elementary
Page 8
June 2015
100
85%
84%
84%
77%
80
60
40
25%
24%
23%
23%
20
9%
9%
*
*
9%
*
*
*
*
-
-
-
-
-
-
-
-
7%
-
-
-
-
0
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
Level II (Final)
EcD
ELL
SpEd
Level III
by Federal Groups
100
85%
84%
84%
77%
80
60
40
25%
24%
23% 23%
20
9%
9%
*
*
-
-
-
*
-
*
-
-
-
*
-
9%
*
-
-
-
7%
-
0
All
A-A
Level II (Final)
Hisp.
White
Asian
Level III
Ntv Am
2 or More
EcD
ELL
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
EcD
ELL
SpEd
46
1
44
1
0
0
0
44
30
0
85%
*
84%
*
-
-
-
84%
77%
-
Level II (Final)
24%
*
25%
*
-
-
-
23%
23%
-
Level III
9%
*
9%
*
-
-
-
9%
7%
-
# Tested
SpEd
McBee Elementary
Page 9
June 2015
STAAR Math by Federal Groups - Percent Meeting Performance Levels
2015 Accountability
>99%
100
80
80%
78%
77%
77%
74%
60
50%
40
38%
37%
36%
31%
20%
17%
20
17%
16%
*
*
*
*
*
*
-
-
*
-
*
15%
17%
*
<1%
0
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
Level II (Final)
EcD
ELL
SpEd
Level III
by Federal Groups
>99%
100
80
78%
77%
77%
80%
74%
60
50%
38%
40
37%
36%
31%
17%
17%
20
*
*
-
*
*
*
20%
*
-
17% 15%
16%
*
*
*
-
<1%
0
All
A-A
Level II (Final)
Hisp.
White
Asian
Level III
Ntv Am
2 or More
EcD
ELL
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
EcD
ELL
SpEd
197
5
184
2
3
0
3
192
153
12
78%
>99%
77%
*
*
-
*
77%
74%
50%
Level II (Final)
38%
80%
36%
*
*
-
*
37%
31%
17%
Level III
17%
20%
16%
*
*
-
*
17%
15%
<1%
# Tested
SpEd
Mathematics standards have not been set at this time; Bridge study cut scores are used for STAAR and STAAR-A
McBee Elementary
Page 10
June 2015
100
80
66%
66%
66%
63%
60
40% 40%
40
33%
32%
32%
30%
20
10%
9%
*
*
9%
9%
*
-
-
*
-
*
*
-
-
*
-
*
*
<1%
0
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
Level II (Final)
EcD
ELL
SpEd
Level III
by Federal Groups
100
80
66%
66%
66%
63%
60
40%
40%
40
33%
32%
32%
30%
20
10%
*
-
*
*
-
*
*
-
-
*
9%
*
9%
*
-
*
-
9%
<1%
0
All
A-A
Level II (Final)
Hisp.
White
Asian
Level III
Ntv Am
2 or More
EcD
ELL
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
EcD
ELL
SpEd
83
2
79
0
1
0
1
82
67
5
66%
*
66%
-
*
-
*
66%
63%
40%
Level II (Final)
33%
*
32%
-
*
-
*
32%
30%
40%
Level III
10%
*
9%
-
*
-
*
9%
9%
<1%
# Tested
SpEd
McBee Elementary
Page 11
June 2015
100
84%
83%
82%
82%
80
57%
60
40
38%
38%
36%
25%
34%
24%
23%
23%
20
*
*
*
*
*
*
*
*
*
-
-
*
-
*
*
<1% <1%
0
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
Level II (Final)
EcD
ELL
SpEd
Level III
by Federal Groups
100
84%
83% 82%
82%
80
57%
60
38%
40
38%
36%
34%
25%
24% 23%
23%
20
*
*
*
*
-
*
*
*
-
*
*
<1%
*
*
*
-
<1%
0
All
A-A
Level II (Final)
Hisp.
White
Asian
Level III
Ntv Am
2 or More
EcD
ELL
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
EcD
ELL
SpEd
68
2
61
1
2
0
2
66
56
7
84%
*
82%
*
*
-
*
83%
82%
57%
Level II (Final)
38%
*
36%
*
*
-
*
38%
34%
<1%
Level III
25%
*
23%
*
*
-
*
24%
23%
<1%
# Tested
SpEd
McBee Elementary
Page 12
June 2015
100
89%
89%
89%
83%
80
60
46%
45%
45%
40
30%
20%
20%
20%
20
13%
*
*
*
*
*
*
-
-
-
-
-
-
-
-
-
-
-
-
0
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
Level II (Final)
EcD
ELL
SpEd
Level III
by Federal Groups
100
89%
89%
89%
83%
80
60
46%
45%
45%
40
30%
20%
20%
20%
20
13%
*
*
-
-
-
*
-
*
-
-
-
*
-
*
-
-
-
-
0
All
A-A
Level II (Final)
Hisp.
White
Asian
Level III
Ntv Am
2 or More
EcD
ELL
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
EcD
ELL
SpEd
46
1
44
1
0
0
0
44
30
0
89%
*
89%
*
-
-
-
89%
83%
-
Level II (Final)
46%
*
45%
*
-
-
-
45%
30%
-
Level III
20%
*
20%
*
-
-
-
20%
13%
-
# Tested
SpEd
McBee Elementary
Page 13
June 2015
STAAR Science by Federal Groups - Percent Meeting Performance Levels
100
80
70%
68%
68%
63%
60
40
20%
20%
18%
20
13%
2%
*
*
2%
*
*
*
*
-
-
-
-
-
-
-
-
2%
-
-
<1%
-
-
0
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
Level II (Final)
EcD
ELL
SpEd
Level III
by Federal Groups
100
80
70%
68%
68%
63%
60
40
20%
20%
18%
20
13%
*
*
-
-
-
*
-
*
-
-
-
2%
-
2%
*
*
-
-
-
2%
<1%
-
0
All
A-A
Level II (Final)
Hisp.
White
Asian
Level III
Ntv Am
2 or More
EcD
ELL
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
EcD
ELL
SpEd
46
1
44
1
0
0
0
44
30
0
70%
*
68%
*
-
-
-
68%
63%
-
Level II (Final)
20%
*
20%
*
-
-
-
18%
13%
-
Level III
2%
*
2%
*
-
-
-
2%
<1%
-
# Tested
SpEd
McBee Elementary
Page 14
June 2015
STAAR Writing by Federal Groups - Percent Meeting Performance Levels
100
80
71%
70%
68%
69%
60
40
35%
35%
34%
31%
20
14%
7%
7%
5%
*
*
*
*
*
*
*
*
*
-
-
*
-
*
7%
*
<1% <1%
0
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
Level II (Final)
EcD
ELL
SpEd
Level III
by Federal Groups
100
80
71%
70% 69%
68%
60
40
35%
34% 35%
31%
20
14%
7%
*
*
*
*
-
*
*
*
-
*
7%
5%
*
<1%
*
*
*
-
7%
<1%
0
All
A-A
Level II (Final)
Hisp.
White
Asian
Level III
Ntv Am
2 or More
EcD
ELL
All
A-A
Hisp.
White
Asian
Ntv Am
2 or More
EcD
ELL
SpEd
69
2
62
1
2
0
2
67
55
7
71%
*
68%
*
*
-
*
70%
69%
14%
Level II (Final)
35%
*
31%
*
*
-
*
34%
35%
<1%
Level III
7%
*
5%
*
*
-
*
7%
7%
<1%
# Tested
SpEd
McBee Elementary
Page 15
June 2015
STAAR Reading by Special Population Groups - Percent Meeting Performance Levels
2015 Accountability
100
80%
80%
77%
80
80%
60
41%
36%
40
20
34%
31%
15%
12%
10%
10%
*
*
*
-
-
-
0
All
At Risk
Gift-Talent
Career-Tech
Male
Level II (Final)
Female
Level III
by Special Population Groups
100
80%
80
80%
77%
80%
60
41%
36%
40
34%
31%
20
12%
*
*
-
15%
10%
10%
*
-
-
0
All
Level II (Final)
At Risk
Gift-Talent
Level III
Career-Tech
Male
Female
All
At Risk
Gift-Talent
Career-Tech
Male
Female
198
162
4
0
102
96
80%
77%
*
-
80%
80%
Level II (Final)
36%
34%
*
-
31%
41%
Level III
12%
10%
*
-
10%
15%
# Tested
McBee Elementary
Page 16
June 2015
STAAR Math by Special Population Groups - Percent Meeting Performance Levels
2015 Accountability
100
80
81%
78%
74%
74%
60
40%
38%
40
35%
31%
17%
20
18%
17%
14%
*
*
*
-
-
-
0
All
At Risk
Gift-Talent
Career-Tech
Male
Level II (Final)
Female
Level III
100
80
78%
81%
74%
74%
60
40%
38%
40
35%
31%
17%
20
*
*
-
17%
14%
*
-
18%
-
0
All
Level II (Final)
At Risk
Gift-Talent
Level III
Career-Tech
Male
Female
All
At Risk
Gift-Talent
Career-Tech
Male
Female
197
160
4
0
100
97
78%
74%
*
-
81%
74%
Level II (Final)
38%
31%
*
-
35%
40%
Level III
17%
14%
*
-
17%
18%
# Tested
McBee Elementary
Page 17
June 2015
STAAR Science by Special Population Groups - Percent Meeting Performance Levels
2015 Accountability
100
83%
80
70%
61%
57%
60
40
20%
20
2%
22%
17%
13%
*
<1%
*
*
-
-
4%
-
<1%
0
All
At Risk
Gift-Talent
Career-Tech
Male
Level II (Final)
Female
Level III
100
83%
80
70%
61%
57%
60
40
20%
20
17%
13%
*
*
-
22%
2%
-
<1%
*
-
4%
<1%
0
All
Level II (Final)
At Risk
Gift-Talent
Level III
Career-Tech
Male
Female
All
At Risk
Gift-Talent
Career-Tech
Male
Female
46
31
2
0
23
23
70%
61%
*
-
57%
83%
Level II (Final)
20%
13%
*
-
17%
22%
Level III
2%
<1%
*
-
4%
<1%
# Tested
McBee Elementary
Page 18
June 2015
STAAR Writing by Special Population Groups - Percent Meeting Performance Levels
2015 Accountability
100
80
79%
71%
68%
63%
60
47%
40
35%
32%
23%
20
12%
7%
7%
*
*
*
-
-
3%
-
0
All
At Risk
Gift-Talent
Career-Tech
Male
Level II (Final)
Female
Level III
100
80
79%
71%
68%
63%
60
47%
40
35%
32%
23%
20
7%
*
*
-
12%
7%
*
-
-
3%
0
All
Level II (Final)
At Risk
Gift-Talent
Level III
Career-Tech
Male
Female
All
At Risk
Gift-Talent
Career-Tech
Male
Female
69
59
2
0
35
34
71%
68%
*
-
63%
79%
Level II (Final)
35%
32%
*
-
23%
47%
Level III
7%
7%
*
-
3%
12%
# Tested
McBee Elementary
Page 19
June 2015
STAAR Reading by Language - Percent Meeting Performance Levels
2015 Accountability
100
88%
80%
80
65%
60
43%
36%
40
21%
20
15%
12%
5%
0
All
English
Spanish
Level II (Final)
Level III
by Language
100
88%
80%
80
65%
60
43%
36%
40
21%
20
12%
15%
5%
0
All
Level II (Final)
Level III
English
Spanish
All
English
Spanish
198
136
62
80%
88%
65%
Level II (Final)
36%
43%
21%
Level III
12%
15%
5%
# Tested
McBee Elementary
Page 20
June 2015
STAAR Math by Language - Percent Meeting Performance Levels
2015 Accountability
100
80
78%
78%
60
38%
38%
40
18%
17%
20
*
*
*
0
All
English
Spanish
Level II (Final)
Level III
by Language
100
80
78%
78%
60
38%
40
38%
17%
20
*
18%
*
*
0
All
Level II (Final)
Level III
English
Spanish
All
English
Spanish
197
194
3
78%
78%
*
Level II (Final)
38%
38%
*
Level III
17%
18%
*
# Tested
McBee Elementary
Page 21
June 2015
STAAR Science by Language - Percent Meeting Performance Levels
2015 Accountability
100
80
71%
70%
60
40
20%
20%
20
2%
2%
*
*
*
0
All
English
Spanish
Level II (Final)
Level III
by Language
100
80
70%
71%
60
40
20%
20
20%
*
2%
*
2%
*
0
All
Level II (Final)
Level III
English
Spanish
All
English
Spanish
46
45
1
70%
71%
*
Level II (Final)
20%
20%
*
Level III
2%
2%
*
# Tested
McBee Elementary
Page 22
June 2015
STAAR Writing by Language - Percent Meeting Performance Levels
2015 Accountability
100
80
76%
71%
67%
60
40
35%
36%
33%
20
9%
7%
6%
0
All
English
Spanish
Level II (Final)
Level III
by Language
100
80
76%
71%
67%
60
40
35%
33%
36%
20
7%
9%
6%
0
All
Level II (Final)
Level III
English
Spanish
All
English
Spanish
69
33
36
71%
76%
67%
Level II (Final)
35%
33%
36%
Level III
7%
9%
6%
# Tested
McBee Elementary
Page 23
June 2015
STAAR Reading by Economic Status - Percent Meeting Performance Levels
2015 Accountability
>99%
100
80%
80
60%
60
35%
40
20%
20
12%
0
EcD
Non-EcD
Level II (Final)
Level III
by Economic Status
>99%
100
80%
80
60%
60
35%
40
20%
20
12%
0
Level II (Final)
EcD
Level III
Non-EcD
EcD
Non-EcD
193
5
80%
>99%
Level II (Final)
35%
60%
Level III
12%
20%
# Tested
McBee Elementary
Page 24
June 2015
STAAR Math by Economic Status - Percent Meeting Performance Levels
2015 Accountability
>99%
100
77%
80
60%
60
40%
37%
40
17%
20
0
EcD
Non-EcD
Level II (Final)
Level III
by Economic Status
>99%
100
77%
80
60%
60
40%
37%
40
17%
20
0
Level II (Final)
EcD
Level III
Non-EcD
EcD
Non-EcD
192
5
77%
>99%
Level II (Final)
37%
60%
Level III
17%
40%
# Tested
McBee Elementary
Page 25
June 2015
STAAR Science by Economic Status - Percent Meeting Performance Levels
2015 Accountability
100
80
68%
60
40
18%
20
2%
*
*
*
0
EcD
Non-EcD
Level II (Final)
Level III
by Economic Status
100
80
68%
60
40
18%
20
*
2%
*
*
0
Level II (Final)
EcD
Level III
Non-EcD
EcD
Non-EcD
44
2
68%
*
Level II (Final)
18%
*
Level III
2%
*
# Tested
McBee Elementary
Page 26
June 2015
STAAR Writing by Economic Status - Percent Meeting Performance Levels
2015 Accountability
100
80
70%
60
40
34%
20
7%
*
*
*
0
EcD
Non-EcD
Level II (Final)
Level III
by Economic Status
100
80
70%
60
40
34%
20
7%
*
*
*
0
Level II (Final)
EcD
Level III
Non-EcD
EcD
Non-EcD
67
2
70%
*
Level II (Final)
34%
*
Level III
7%
*
# Tested
McBee Elementary
Page 27
June 2015
STAAR Reading Percent Multiple Choice Items Correct by Reporting Categories (RC)
2015 Accountability
100
80
65%
63%
66%
70%
66%
65%
65%
62%
64%
66%
62%
66%
60
40
20
0
RC 1
RC 2
All
RC 3
Grade 03
Grade 04
RC 1
RC 2
RC 3
All
65%
65%
64%
Grade 03
63%
62%
62%
Grade 04
66%
70%
66%
Grade 05
66%
65%
66%
Grade 05
STAAR Reading Percent Multiple Choice Items Correct by Reporting Categories (RC)
2015 Accountability
RC 1
Total
RC 1
Correct
RC 2
Total
RC 2
Correct
RC 3
Total
RC 3
Correct
All
1644
1073
3610
2362
3214
2067
Grade 03
504
320
1512
935
1344
833
Grade 04
680
449
1224
856
1088
719
Grade 05
460
304
874
571
782
515
Reporting Categories
1. Understanding and Analysis Across Genres
2. Understanding and Analysis of Literary Texts
3. Understanding and Analysis of Informational Texts
McBee Elementary
Page 28
June 2015
STAAR Math Percent Multiple Choice Items Correct by Reporting Categories (RC)
2015 Accountability
100
83%
80
73%
71%
66%
64%
62%
67%
58%
60
65%
65%
60%
57%
67%
68%
62%
51%
40
20
0
RC 1
RC 2
All
RC 3
Grade 03
RC 4
Grade 04
RC 1
RC 2
RC 3
RC 4
All
73%
62%
57%
65%
Grade 03
66%
58%
60%
62%
Grade 04
83%
64%
51%
67%
Grade 05
71%
67%
65%
68%
Grade 05
STAAR Math Percent Multiple Choice Items Correct by Reporting Categories (RC)
2015 Accountability
RC 1
Total
RC 1
Correct
RC 2
Total
RC 2
Correct
RC 3
Total
RC 3
Correct
RC 4
Total
RC 4
Correct
All
2180
1598
3686
2302
2402
1377
1114
729
Grade 03
996
658
1494
869
830
496
498
311
Grade 04
816
678
1088
696
1020
520
340
229
Grade 05
368
262
1104
737
552
361
276
189
1. Numerical Representations and Relationships
2. Computations and Algebraic Relationships
3. Geometry and Measurement
4. Data Analysis and Personal Financial Literacy
McBee Elementary
Page 29
June 2015
STAAR Science Percent Multiple Choice Items Correct by Reporting Categories (RC)
2015 Accountability
100
80
70%
66%
60
60%
61%
RC 3
RC 4
40
20
0
RC 1
RC 2
Grade 05
RC 1
RC 2
RC 3
RC 4
70%
66%
60%
61%
STAAR Science Percent Multiple Choice Items Correct by Reporting Categories (RC)
2015 Accountability
Grade 05
RC 1
Total
RC 1
Correct
RC 2
Total
RC 2
Correct
RC 3
Total
RC 3
Correct
RC 4
Total
RC 4
Correct
368
259
460
305
552
330
644
392
1. Matter and Energy
2. Force, Motion, and Energy
3. Earth and Space
4. Organisms and Environments
McBee Elementary
Page 30
June 2015
STAAR Writing Percent Multiple Choice Items Correct by Reporting Categories (RC)
2015 Accountability
100
80
69%
65%
60
40
20
0
RC 2
RC 3
Grade 04
RC 2
RC 3
65%
69%
STAAR Writing Percent Multiple Choice Items Correct by Reporting Categories (RC)
2015 Accountability
Grade 04
RC 2
Total
RC 2
Correct
RC 3
Total
RC 3
Correct
621
403
1311
909
2. Revision
3. Editing
McBee Elementary
Page 31
June 2015
STAAR Grade 04 Composition Scores
All Languages - Spring 2015
By Score
100
80
60
43%
40
30%
28%
20%
20
17%
13%
7%
6%
10%
6%
<1%
9%
4%
<1%
4%
1%
0
Personal Narrative
0
Expository
2
3
4
5
6
7
8
By Composition
100
80
60
43%
40
30%
28%
20%
20
13%
6%
10%
17%
9%
7%
4%
<1% <1%
4%
6%
1%
0
0
2
3
4
5
Personal Narrative
6
7
8
Expository
#Tested
0
2
3
4
5
6
7
8
Personal Narrative
69
Expository
69
<1%
6%
13%
30%
20%
17%
7%
6%
<1%
28%
10%
43%
9%
4%
4%
1%
0 = Nonscorable
2 = Very Limited
3 = Between Very Limited and Basic
4 = Basic
5 = Between Basic and Satisfactory
6 = Satisfactory
7 = Between Satisfactory and Accomplished
8 = Accomplished
McBee Elementary
Page 32
June 2015
English - Spring 2015
By Score
100
80
58%
60
40
33%
21%
21%
20
12%
3%
<1%
12%
6%
3%
9%
6%
6%
6%
<1%
3%
0
Personal Narrative
0
Expository
2
3
4
5
6
7
8
By Composition
100
80
58%
60
40
33%
21%
20
21%
12%
<1% <1%
12%
9%
6%
3%
3%
6%
6%
6
7
6%
3%
0
0
2
3
4
5
Personal Narrative
8
Expository
#Tested
0
2
3
4
5
6
7
8
Personal Narrative
33
Expository
33
<1%
3%
21%
33%
21%
3%
12%
6%
<1%
12%
6%
58%
9%
6%
6%
3%
0 = Nonscorable
2 = Very Limited
4 = Basic
6 = Satisfactory
8 = Accomplished
McBee Elementary
Page 33
June 2015
Spanish - Spring 2015
By Score
100
80
60
42%
40
31%
28%
31%
19%
20
14%
8%
6%
<1%
8%
6%
3%
3%
<1%
3%
<1%
0
Personal Narrative
0
Expository
2
3
4
5
6
7
8
By Composition
100
80
60
42%
40
28%
31%
31%
19%
20
14%
8%
8%
6%
3%
<1% <1%
3%
3%
6%
<1%
0
0
2
3
4
5
Personal Narrative
6
7
8
Expository
#Tested
0
Personal Narrative
36
<1%
Expository
36
<1%
2
3
4
5
6
7
8
8%
6%
28%
19%
31%
3%
6%
42%
14%
31%
8%
3%
3%
<1%
0 = Nonscorable
2 = Very Limited
4 = Basic
6 = Satisfactory
8 = Accomplished
McBee Elementary
Page 34
June 2015
CONFIDENTIAL DRAFT
WORKING DOCUMENT
2014-15 School Year
English and Spanish
STAAR Results
MCBEE EL
Reading 3
100%
90%
80%
70%
60%
50%
40%
30%
20%
All Students
All Students
African American
Hispanic
White
EcD
ELL
SpEd
Level II - Final
Performance Level
Level II - Phase-in 1/above
Level II - Final/above
Level III
Level III
Level III
Level III
Level III
Level III
Level III
2016
2015
2014
2013
2012
Hispanic
EcD
Level II - Phase-in 2
2012
71%
2013
64%
2014
76%
35%
18%
90%
27%
12%
>99%
41%
16%
83%
60%
30%
69%
<1%
<1%
61%
50%
17%
75%
32%
16%
--
29%
12%
*
39%
14%
*
--71%
*
*
63%
*
*
75%
35%
18%
67%
27%
11%
53%
40%
15%
72%
35%
18%
57%
24%
9%
58%
39%
12%
33%
14%
<1%
25%
<1%
33%
<1%
Printed 6/25/2015
2016
2015
2014
2013
2012
2016
2015
2014
African American
Level III
Student Group
2013
2012
2016
2015
2014
2013
0%
2012
10%
2015
74%
61%
31%
10%
*
*
*
*
75%
62%
30%
9%
----74%
60%
30%
9%
73%
60%
31%
9%
50%
33%
25%
8%
2016
‐‐No data for students
*Masked for <5 students
Source: Pearson electronic files
CONFIDENTIAL DRAFT
WORKING DOCUMENT
2014-15 School Year
English and Spanish
STAAR Results
MCBEE EL
Reading 4
100%
90%
80%
70%
60%
50%
40%
30%
20%
All Students
Level III
Student Group
All Students
African American
Hispanic
White
EcD
ELL
SpEd
African American
Level II - Final
Performance Level
Level III
Level III
Level III
Level III
Level III
Level III
Level III
Hispanic
2016
2015
2014
EcD
2012
65%
2013
63%
2014
74%
32%
6%
43%
33%
16%
89%
24%
11%
*
14%
<1%
65%
33%
33%
60%
*
*
74%
31%
5%
*
33%
13%
--
23%
9%
*
*
*
64%
--63%
*
*
74%
31%
5%
65%
33%
16%
56%
23%
11%
65%
31%
6%
60%
32%
14%
63%
18%
4%
67%
50%
<1%
26%
5%
25%
<1%
Printed 6/25/2015
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
0%
2012
10%
2015
76%
68%
46%
15%
*
*
*
*
73%
66%
42%
10%
*
*
*
*
75%
67%
46%
15%
73%
63%
46%
12%
40%
30%
10%
<1%
2016
CONFIDENTIAL DRAFT
WORKING DOCUMENT
2014-15 School Year
English and Spanish
STAAR Results
MCBEE EL
Reading 5
100%
90%
80%
70%
60%
50%
40%
30%
20%
All Students
Level III
Student Group
All Students
African American
Hispanic
White
EcD
ELL
SpEd
African American
Level II - Final
Performance Level
Level III
Level III
Level III
Level III
Level III
Level III
Level III
Hispanic
2016
2015
2014
EcD
2012
62%
2013
87%
2014
80%
19%
8%
74%
34%
13%
*
34%
10%
>99%
21%
11%
60%
*
*
87%
57%
29%
77%
19%
8%
*
33%
12%
*
30%
6%
*
*
*
63%
*
*
87%
*
*
80%
19%
9%
59%
33%
12%
85%
33%
10%
64%
16%
6%
60%
25%
7%
92%
14%
2%
87%
10%
<1%
42%
17%
53%
7%
Printed 6/25/2015
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
0%
2012
10%
2015
76%
57%
24%
7%
*
*
*
*
76%
58%
25%
7%
*
*
*
*
75%
57%
23%
7%
66%
49%
24%
5%
29%
29%
29%
<1%
2016
CONFIDENTIAL DRAFT
WORKING DOCUMENT
2014-15 School Year
English and Spanish
STAAR Results
MCBEE EL
Math 3
100%
90%
80%
70%
60%
50%
40%
30%
20%
All Students
Level III
Student Group
All Students
African American
Hispanic
White
EcD
ELL
SpEd
African American
Level II - Final
Performance Level
Level III
Level III
Level III
Level III
Level III
Level III
Level III
Hispanic
2016
2015
2014
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
0%
2012
10%
EcD
2012
64%
2013
75%
2014
83%
2015
62%
28%
10%
60%
41%
19%
60%
49%
28%
>99%
31%
9%
67%
30%
10%
64%
60%
<1%
74%
67%
33%
80%
67%
33%
62%
27%
9%
--
41%
20%
*
45%
26%
*
30%
8%
*
--64%
*
*
74%
*
*
82%
*
*
61%
28%
10%
61%
41%
18%
70%
48%
28%
82%
28%
11%
71%
37%
17%
58%
45%
27%
83%
30%
8%
59%
<1%
29%
8%
33%
21%
<1%
50%
8%
33%
17%
33%
<1%
2016
Math 2015 at Bridge Study Scores; Phase-in 2 not available
Printed 6/25/2015
CONFIDENTIAL DRAFT
WORKING DOCUMENT
2014-15 School Year
English and Spanish
STAAR Results
MCBEE EL
Math 4
100%
90%
80%
70%
60%
50%
40%
30%
20%
All Students
Level III
Student Group
All Students
African American
Hispanic
White
EcD
ELL
SpEd
African American
Level II - Final
Performance Level
Level III
Level III
Level III
Level III
Level III
Level III
Level III
Hispanic
2016
2015
2014
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
0%
2012
10%
EcD
2012
70%
2013
75%
2014
89%
2015
78%
29%
12%
14%
37%
16%
78%
51%
30%
*
36%
23%
*
<1%
<1%
73%
33%
22%
74%
*
*
89%
*
*
76%
31%
13%
*
37%
14%
--
49%
29%
*
34%
21%
*
*
*
70%
--75%
*
*
89%
*
*
78%
29%
12%
76%
37%
16%
71%
51%
29%
88%
33%
16%
50%
39%
15%
65%
45%
20%
83%
36%
22%
80%
<1%
34%
22%
40%
10%
<1%
35%
<1%
17%
<1%
<1%
<1%
2016
Printed 6/25/2015
CONFIDENTIAL DRAFT
WORKING DOCUMENT
2014-15 School Year
English and Spanish
STAAR Results
MCBEE EL
Math 5
100%
90%
80%
70%
60%
50%
40%
30%
20%
All Students
Level III
Student Group
All Students
African American
Hispanic
White
EcD
ELL
SpEd
African American
Level II - Final
Performance Level
Level III
Level III
Level III
Level III
Level III
Level III
Level III
Hispanic
2016
2015
2014
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
0%
2012
10%
EcD
2012
65%
2013
97%
2014
87%
2015
86%
20%
10%
68%
41%
15%
*
35%
16%
86%
43%
16%
*
11%
5%
65%
*
*
98%
57%
29%
86%
*
*
85%
22%
11%
*
40%
14%
*
31%
14%
*
42%
16%
*
*
*
65%
*
*
97%
*
*
86%
*
*
86%
20%
10%
63%
40%
15%
98%
36%
16%
80%
19%
9%
40%
34%
15%
92%
20%
11%
87%
43%
16%
80%
<1%
32%
10%
57%
10%
<1%
33%
<1%
33%
7%
29%
<1%
2016
Printed 6/25/2015
CONFIDENTIAL DRAFT
WORKING DOCUMENT
2014-15 School Year
English and Spanish
STAAR Results
MCBEE EL
Writing 4
100%
90%
80%
70%
60%
50%
40%
30%
20%
All Students
Level III
Student Group
All Students
African American
Hispanic
White
EcD
ELL
SpEd
African American
Level II - Final
Performance Level
Level III
Level III
Level III
Level III
Level III
Level III
Level III
Hispanic
2016
2015
2014
EcD
2012
71%
2013
53%
2014
69%
27%
3%
38%
20%
1%
50%
30%
1%
*
13%
<1%
73%
13%
<1%
53%
*
*
68%
28%
3%
*
20%
<1%
--
31%
2%
*
*
*
71%
--53%
*
*
68%
27%
3%
74%
20%
1%
51%
29%
1%
61%
30%
3%
60%
21%
1%
22%
27%
2%
25%
20%
10%
11%
<1%
17%
<1%
Printed 6/25/2015
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
0%
2012
10%
2015
68%
58%
32%
7%
*
*
*
*
64%
57%
28%
4%
*
*
*
*
67%
57%
32%
7%
66%
56%
32%
7%
10%
10%
<1%
<1%
2016
CONFIDENTIAL DRAFT
WORKING DOCUMENT
2014-15 School Year
English and Spanish
STAAR Results
MCBEE EL
Science 5
100%
90%
80%
70%
60%
50%
40%
30%
20%
All Students
Level III
Student Group
All Students
African American
Hispanic
White
EcD
ELL
SpEd
African American
Level II - Final
Performance Level
Level III
Level III
Level III
Level III
Level III
Level III
Level III
Hispanic
2016
2015
2014
EcD
2012
51%
2013
76%
2014
69%
20%
8%
47%
21%
3%
*
29%
8%
86%
24%
6%
52%
*
*
75%
29%
14%
65%
20%
8%
*
19%
2%
*
28%
6%
*
*
*
51%
*
*
75%
*
*
68%
20%
8%
47%
20%
2%
69%
28%
7%
53%
18%
9%
27%
15%
2%
64%
18%
2%
67%
18%
9%
9%
<1%
40%
13%
Printed 6/25/2015
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
2012
2016
2015
2014
2013
0%
2012
10%
2015
62%
53%
19%
2%
*
*
*
*
62%
55%
20%
2%
*
*
*
*
61%
52%
18%
2%
56%
46%
15%
<1%
43%
43%
29%
<1%
2016
CONFIDENTIAL DRAFT
WORKING DOCUMENT
2014‐15 School Year
English and Spanish Combined
STAAR Results ‐ Reading
Area 2 Elementary Schools ‐ English Language Learners
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Highland Park
Pease
Gullett
Casis
Bryker Woods
Lee
Hill
Maplewood
Brentwood
Mathews
Doss
Davis
Campbell
Oak Springs
Sims
Norman
Ridgetop
Blackshear
Summitt
Pillow
Pecan Springs
Overton
Graham
Winn
Blanton
Jordan
Cook
Brown
Walnut Creek
Andrews
Reilly
Harris
Barrington
McBee
Wooten
Pickle
Padron
Wooldridge
Hart
Webb Primary
Guerrero
0%
State Safeguard Target
ELL % Passed
ELL % Enrollment
ELL % Passed ‐ Average All ES
Title I Schools
Level II Phase‐in 1 performance level is not available for 2015 Alternate2 assessments; Level II Final performance level is used for comparison purposes
STAAR Passing Standard: Level II Phase‐in 1
Includes grd 3‐5/6; best of 1st and 2nd admin grd 5, reading
Includes STAAR regular, Accom, Alt2, and Linguistically Accom assessments
1 of 8
Printed 6/17/2015
ELL enrl per 2014‐15 PEIMS 110 file
Assmnt results per Pearson electronic files
CONFIDENTIAL DRAFT
WORKING DOCUMENT
STAAR Results ‐ Math
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Highland Park
Pease
Gullett
Casis
Bryker Woods
Lee
Hill
Maplewood
Brentwood
Mathews
Doss
Davis
Campbell
Oak Springs
Sims
Norman
Ridgetop
Blackshear
Summitt
Pillow
Pecan Springs
Overton
Graham
Winn
Blanton
Jordan
Cook
Brown
Walnut Creek
Andrews
Reilly
Harris
Barrington
McBee
Wooten
Pickle
Padron
Wooldridge
Hart
Webb Primary
Guerrero
0%
ELL % Passed
ELL % Enrollment
Title I Schools
Passing standards are not available for 2015 math 3‐8 assessments; raw score bridge cuts used for comparison purposes
2 of 8
Printed 6/17/2015
CONFIDENTIAL DRAFT
WORKING DOCUMENT
STAAR Results ‐ Science
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Highland Park
Pease
Gullett
Casis
Bryker Woods
Lee
Hill
Maplewood
Brentwood
Mathews
Doss
Davis
Campbell
Oak Springs
Sims
Norman
Ridgetop
Blackshear
Summitt
Pillow
Pecan Springs
Overton
Graham
Winn
Blanton
Jordan
Cook
Brown
Walnut Creek
Andrews
Reilly
Harris
Barrington
McBee
Wooten
Pickle
Padron
Wooldridge
Hart
Webb Primary
Guerrero
0%
ELL % Passed
ELL % Enrollment
Title I Schools
3 of 8
Printed 6/17/2015
CONFIDENTIAL DRAFT
WORKING DOCUMENT
STAAR Results ‐ Writing
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Highland Park
Pease
Gullett
Casis
Bryker Woods
Lee
Hill
Maplewood
Brentwood
Mathews
Doss
Davis
Campbell
Oak Springs
Sims
Norman
Ridgetop
Blackshear
Summitt
Pillow
Pecan Springs
Overton
Graham
Winn
Blanton
Jordan
Cook
Brown
Walnut Creek
Andrews
Reilly
Harris
Barrington
McBee
Wooten
Pickle
Padron
Wooldridge
Hart
Webb Primary
Guerrero
0%
ELL % Passed
ELL % Enrollment
Title I Schools
4 of 8
Printed 6/17/2015
CONFIDENTIAL DRAFT
WORKING DOCUMENT
STAAR Results ‐ Reading
Area 2 Elementary Schools ‐ Economically Disadvantaged Students
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Casis
Highland Park
Gullett
Hill
Bryker Woods
Doss
Lee
Pease
Davis
Brentwood
Summitt
Mathews
Ridgetop
Maplewood
Pillow
Blanton
Graham
Reilly
Blackshear
Walnut Creek
Wooten
Sims
Brown
Overton
McBee
Norman
Campbell
Wooldridge
Cook
Jordan
Webb Primary
Barrington
Hart
Winn
Pecan Springs
Harris
Pickle
Padron
Andrews
Guerrero
Oak Springs
0%
EcD % Passed
EcD % Enrollment
EcD % Passed ‐ Average All EL
Title I Schools
5 of 8
Printed 6/17/2015
EcD enrl per 2014‐15 PEIMS snapshot
CONFIDENTIAL DRAFT
WORKING DOCUMENT
STAAR Results ‐ Math
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Casis
Highland Park
Gullett
Hill
Bryker Woods
Doss
Lee
Pease
Davis
Brentwood
Summitt
Mathews
Ridgetop
Maplewood
Pillow
Blanton
Graham
Reilly
Blackshear
Walnut Creek
Wooten
Sims
Brown
Overton
McBee
Norman
Campbell
Wooldridge
Cook
Jordan
Webb Primary
Barrington
Hart
Winn
Pecan Springs
Harris
Pickle
Padron
Andrews
Guerrero
Oak Springs
0%
EcD % Passed
EcD % Enrollment
Title I Schools
Passing standards are not available for 2015 math 3‐8 assessments; raw score bridge cuts used for comparison purposes
6 of 8
Printed 6/17/2015
CONFIDENTIAL DRAFT
WORKING DOCUMENT
STAAR Results ‐ Science
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Casis
Highland Park
Gullett
Hill
Bryker Woods
Doss
Lee
Pease
Davis
Brentwood
Summitt
Mathews
Ridgetop
Maplewood
Pillow
Blanton
Graham
Reilly
Blackshear
Walnut Creek
Wooten
Sims
Brown
Overton
McBee
Norman
Campbell
Wooldridge
Cook
Jordan
Webb Primary
Barrington
Hart
Winn
Pecan Springs
Harris
Pickle
Padron
Andrews
Guerrero
Oak Springs
0%
EcD % Passed
EcD % Enrollment
Title I Schools
7 of 8
Printed 6/17/2015
CONFIDENTIAL DRAFT
WORKING DOCUMENT
STAAR Results ‐ Writing
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Casis
Highland Park
Gullett
Hill
Bryker Woods
Doss
Lee
Pease
Davis
Brentwood
Summitt
Mathews
Ridgetop
Maplewood
Pillow
Blanton
Graham
Reilly
Blackshear
Walnut Creek
Wooten
Sims
Brown
Overton
McBee
Norman
Campbell
Wooldridge
Cook
Jordan
Webb Primary
Barrington
Hart
Winn
Pecan Springs
Harris
Pickle
Padron
Andrews
Guerrero
Oak Springs
0%
EcD % Passed
EcD % Enrollment
Title I Schools
8 of 8
Printed 6/17/2015
STUDENT EXPECTATION REPORTS Item Analysis Summary Reports from TEA will be provided at the end of summer 2015. Below is a sample header from last year’s report. This page intentionally left blank. Campus Scorecard 2015-16
165 - McBee Elementary
The following indicators are included in the campus scorecard:
Elementary
Middle School
High School
STAAR / STAAR EOC by Subject - Level II Final a,b
STAAR / STAAR EOC by Subject - Level III a,b
STAAR / STAAR EOC Student Progress in Reading, Writing, Algebra I, and English II a,c
Attendance
Discipline
TELPAS
Student Fitness
Primary Reading Assessment
Recommended High School Program and Distinguished Achievement Program Participation
Graduation Rate (with exclusions)
Annual Dropout Rate 9-12 (with exclusions)
SAT/ACT Exam Participation and Performance
Advanced Placement/International Baccalaureate Exam Participation and Performance
Advanced Course/Dual Enrollment
College-Ready Graduates ELA and Math d
a
STAAR and STAAR EOC calculations are based on the estimated accountability subset and include retesters. The accountability subset does not include
students in their first year in U.S. schools or asylees/refugees in years 1-5 in U.S. schools.
b
Level II - Final Improvement Goals for STAAR and STAAR EOC are pre-populated at the district growth rates of a 15% reduction in non-proficient students as
approved on December 16, 2013 by the Austin ISD Board of Trustees. Level III Improvement Goals for STAAR and STAAR EOC are pre-populated with growth
rates of a 5% reduction in students not meeting Level III. Rates may be set higher by campuses.
c
Student Progress in Reading, Writing, Algebra I, and English II measures student growth from one year to the next, and in Writing from Grade 4 to Grade 7,
provided the student has tested in successive grade levels in both years (or Grades 4 and 7 for Writing), with the same version of the test. Students who move
from English to Spanish or Spanish to English do not receive a progress measure.
d
For this indicator, a graduate must have met or exceeded the college-ready criteria on the TAKS exit-level test, or the SAT test, or the ACT test in ELA and
Mathematics.
All Improvement Goals set by campuses must be approved by the Associate Superintendent for the campus.
Office of Campus and District Accountability
STAAR Reading - Level II-Final
2012-13
Actual
2013-14
Actual
2014-15
Estimated
2015-16
Improvement Goal
All Students
34%
32%
36%
45%
Afr Amer
18%
47%
*
83%
Hispanic
34%
28%
34%
44%
White
80%
75%
*
58%
Asian
-
*
*
72%
Two+
*
*
*
43%
SpEd
30%
25%
*
35%
ECD
33%
31%
35%
45%
ELL
27%
16%
36%
45%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files
* Numerator is less than 5 and denominator is > 0
- Denominator is 0
STAAR Mathematics - Level II-Final
2012-13
Actual
2013-14
Actual
2014-15
Estimated
2015-16
Improvement Goal
All Students
41%
45%
38%
47%
Afr Amer
41%
59%
*
83%
Hispanic
41%
39%
36%
46%
White
60%
75%
*
58%
Asian
-
*
*
72%
Two+
*
*
*
15%
SpEd
38%
*
*
29%
ECD
41%
44%
37%
46%
ELL
38%
20%
31%
42%
- Denominator is 0
McBee
Page 3
Summer 2015
STAAR Writing - Level II-Final
2012-13
Actual
2013-14
Actual
2014-15
Estimated
2015-16
Improvement Goal
All Students
21%
31%
35%
45%
Afr Amer
22%
*
*
58%
Hispanic
20%
32%
31%
41%
White
-
*
*
100%
Asian
-
-
*
100%
Two+
-
*
*
58%
SpEd
15%
*
*
15%
ECD
21%
30%
34%
44%
ELL
21%
28%
35%
44%
- Denominator is 0
STAAR Science - Level II-Final
All Students
2012-13
Actual
2013-14
Actual
2014-15
Estimated
2015-16
Improvement Goal
21%
29%
20%
32%
Afr Amer
*
*
*
15%
Hispanic
20%
28%
20%
32%
White
*
*
*
15%
Asian
-
-
-
-
Two+
*
*
-
-
SpEd
8%
*
-
-
ECD
21%
28%
18%
30%
ELL
15%
16%
*
26%
- Denominator is 0
McBee
Page 4
Summer 2015
STAAR Reading - Level III
2012-13
Actual
2013-14
Actual
2014-15
Estimated
2015-16
Improvement Goal
All Students
15%
18%
12%
17%
Afr Amer
18%
*
*
43%
Hispanic
13%
16%
10%
15%
White
60%
*
*
52%
Asian
-
*
*
68%
Two+
*
*
*
5%
SpEd
8%
*
*
12%
ECD
14%
18%
12%
16%
ELL
10%
15%
10%
15%
- Denominator is 0
STAAR Mathematics - Level III
2012-13
Actual
2013-14
Actual
2014-15
Estimated
2015-16
Improvement Goal
All Students
17%
33%
17%
21%
Afr Amer
18%
29%
*
24%
Hispanic
16%
33%
16%
20%
White
40%
*
*
52%
Asian
-
*
*
68%
Two+
*
*
*
5%
SpEd
3%
*
*
5%
ECD
17%
33%
17%
21%
ELL
16%
34%
15%
19%
- Denominator is 0
McBee
Page 5
Summer 2015
STAAR Writing - Level III
2012-13
Actual
2013-14
Actual
2014-15
Estimated
2015-16
Improvement Goal
2%
*
7%
12%
Afr Amer
11%
*
*
5%
Hispanic
<1%
*
*
10%
White
-
*
*
5%
Asian
-
-
*
100%
Two+
-
*
*
5%
SpEd
<1%
*
*
5%
ECD
2%
*
7%
12%
ELL
1%
*
*
12%
All Students
- Denominator is 0
STAAR Science - Level III
2012-13
Actual
2013-14
Actual
2014-15
Estimated
2015-16
Improvement Goal
3%
9%
*
7%
Afr Amer
*
*
*
5%
Hispanic
2%
*
*
7%
White
*
*
*
5%
Asian
-
-
-
-
Two+
*
*
-
-
SpEd
<1%
*
-
-
ECD
2%
7%
*
7%
ELL
2%
*
*
5%
All Students
- Denominator is 0
McBee
Page 6
Summer 2015
STAAR Reading - Met or Exceeded Progress
All Students
2012-13
Actual
2013-14
Actual
2014-15
Estimated
52%
68%
57%
Afr Amer
*
*
*
Hispanic
50%
69%
56%
White
*
*
*
Amer Ind
-
*
-
Asian
-
-
*
Two+
*
*
*
SpEd
ELL
*
*
*
31%
76%
60%
2015-16
Improvement Goal
- Denominator is 0
STAAR Reading - Exceeded Progress
All Students
2012-13
Actual
2013-14
Actual
2014-15
Estimated
19%
25%
16%
Afr Amer
*
*
*
Hispanic
22%
26%
18%
White
*
*
*
Amer Ind
-
*
-
Asian
-
-
*
Two+
*
*
*
SpEd
ELL
*
*
*
13%
34%
17%
2015-16
Improvement Goal
- Denominator is 0
McBee
Page 7
Summer 2015
Primary Reading Assessment
EOY On or Above Grade Level
2012-13
Estimated
2013-14
Estimated
2014-15
Estimated
Kinder DRA English
85%
92%
79%
Kinder DRA Spanish
75%
79%
89%
1st DRA English
61%
48%
57%
1st DRA Spanish
64%
65%
62%
2nd DRA English
14%
47%
15%
2nd DRA Spanish
43%
31%
50%
2015-16
Improvement Goal
Data Source: AIMS, EOY Assessment
On grade level for KG is at least 3, for grade 1 is at least 16, and for grade 2, at least 28.
- Denominator is 0
Attendance
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Estimated
All Students
96.7%
96.9%
96.5%
96.4%
Afr Amer
96.0%
>99%
94.4%
95.2%
Hispanic
96.9%
97.0%
96.8%
96.6%
White
95.1%
93.4%
93.0%
91.8%
*
*
*
<1%
Amer Ind
Asian
*
*
*
98.6%
Two+
92.7%
>99%
95.8%
92.8%
ECD
96.7%
97.0%
96.5%
96.4%
2015-16
Improvement Goal
Data Sources: Actual- TAPR, Estimated- AISD Student Information System
* Denominator is less than 900(excluding 0)
- Denominator is 0
McBee
Page 8
Summer 2015
Discipline Targets
Campus Discretionary Removals
Estimated
2012-13
Improvement Goal
2013-14
2014-15
2015-16
# Students
Disciplined
% Students
Disciplined
# Students
Disciplined
% Students
Disciplined
# Students
Disciplined
% Students
Disciplined
All Students
*
*
*
*
*
*
Afr Amer
*
*
*
*
*
*
Hispanic
*
*
*
*
*
*
White
*
*
*
*
*
*
Amer Ind
*
*
*
*
-
-
Asian
*
*
*
*
*
*
% Ethnic
Group
Removed
The rate reflects the number of students in each ethnic group receiving the stated disciplinary action divided by the number of students in the
ethnic group active and inactive when this report was run.
Source: DEEDS Discipline Data for PEIMS(as of date:08-JUN-15). 2014-2015 data are draft. Final data reports will be disseminated in August 2015.
- Denominator is 0
Campus Suspensions to Home
Estimated
2012-13
Improvement Goal
2013-14
2014-15
2015-16
# Students
Disciplined
% Students
Disciplined
# Students
Disciplined
% Students
Disciplined
# Students
Disciplined
% Students
Disciplined
All Students
*
*
6
<1%
10
1.66%
Afr Amer
*
*
*
*
*
*
Hispanic
*
*
*
*
6
1.10%
White
*
*
*
*
*
*
Amer Ind
*
*
*
*
-
-
Asian
*
*
*
*
*
*
% Ethnic
Group
Disciplined
- Denominator is 0
McBee
Page 9
Summer 2015
Campus In School Suspensions
Estimated
2012-13
Improvement Goal
2013-14
2014-15
2015-16
# Students
Disciplined
% Students
Disciplined
# Students
Disciplined
% Students
Disciplined
# Students
Disciplined
% Students
Disciplined
All Students
*
*
*
*
*
*
Afr Amer
*
*
*
*
*
*
Hispanic
*
*
*
*
*
*
White
*
*
*
*
*
*
Amer Ind
*
*
*
*
-
-
Asian
*
*
*
*
*
*
% Ethnic
Group
Disciplined
- Denominator is 0
Fall Enrollment (PEIMS Snapshot Date)
2012-13
Actual
2013-14
Actual
2014-15
Estimated
All Students
733
565
531
Afr Amer
42
47
25
Hispanic
668
489
449
White
12
14
7
Amer Ind
1
2
-
Asian
4
5
7
Two+
6
8
43
Data Source: Actual-TAPR, Estimated-PEIMS Submission 1
McBee
Page 10
Summer 2015
TELPAS - Students at Beginning Level in Second Year of Testing
2013-14
2014-15
2015-16
# Tested 2 Yrs
# Beginning 2014
%
# Tested 2 Yrs
# Beginning 2015
%
All Students
Improvement Goal
228
32
14%
236
22
9%
Afr Amer
*
*
*
*
*
*
Hispanic
226
32
14%
230
22
10%
White
157
19
12%
187
17
9%
SpEd
23
*
*
24
11
46%
ECD
226
32
14%
233
22
9%
Data Source: Contractor's Electronic Files
- Denominator is 0
Student Fitness
2012-13
Sex
Ethnicity
2013-14
Body Composition:
Body Mass Index
Cardiovascular:
Mile Run/Pacer
2014-15
Body Composition:
Body Mass Index
Cardiovascular:
Mile Run/Pacer
Body Composition:
Body Mass Index
Cardiovascular:
Mile Run/Pacer
Tested
Healthy
Zone
%
Tested
Healthy
Zone
%
Tested
Healthy
Zone
%
Tested
Healthy
Zone
%
Tested
Healthy
Zone
%
Tested
Healthy
Zone
%
F
Afr Amer
9
*
*
6
*
*
8
5
62%
*
*
*
*
*
*
*
*
*
F
Hispanic
127
71
56%
76
49
64%
102
67
66%
61
40
66%
112
54
48%
112
93
83%
F
White
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
F
Other
F
*
*
*
*
*
*
5
5
>99%
*
*
*
5
*
*
5
5
>99%
144
80
56%
87
55
63%
118
79
67%
70
48
69%
122
59
48%
122
101
83%
M
Afr Amer
10
*
*
8
*
*
5
*
*
*
*
*
*
*
*
*
*
*
M
Hispanic
160
76
48%
98
65
66%
108
58
54%
63
42
67%
122
59
48%
122
97
80%
M
White
*
*
*
*
*
*
*
*
*
-
-
-
*
*
*
*
*
*
M
Other
*
*
*
*
*
*
-
-
-
-
-
-
*
*
*
*
*
*
M
175
83
47%
108
70
65%
115
62
54%
66
44
67%
129
65
50%
129
104
81%
Total
319
163
51%
195
125
64%
233
141
61%
136
92
68%
251
124
49%
251
205
82%
Data Source: AISD Fitnessgram
- Denominator is 0
McBee
Page 11
Summer 2015
This page intentionally left blank. CONFIDENTIAL DRAFT
WORKING DOCUMENT
Estimated 2015 State System Safeguards
McBee Elementary School
must be addressed in CIP
Performance Rates
Targets
Reading/English
Number Phase-in 1 Level 2 and above
Total Tests
% Met Phase-in 1 Level 2 and above
Mathematics/Algebra I
Total Tests
Writing (STAAR only)
Total Tests
Science/Biology
Total Tests
Social Studies/US History
Total Tests
B
H
W
I
A
P
T
Y
1
L
ELL Current
&
Special Ed Monitored
C
All
Students
African
American
Hispanic
White
American
Indian
Asian
Pacific
Islander
Two or
More
Races
60%
60%
60%
60%
60%
60%
60%
60%
60%
60%
60%
160
198
81%
5
5
100%
148
185
80%
2
2
*
0
0
--
3
3
*
0
0
--
2
3
*
155
193
80%
8
13
62%
125
160
78%
119
154
77%
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
49
69
71%
2
2
*
42
62
68%
1
1
*
0
0
--
2
2
*
0
0
--
2
2
*
47
67
70%
1
7
14%
38
55
69%
38
55
69%
32
46
70%
1
1
*
30
44
68%
1
1
*
0
0
--
0
0
--
0
0
--
0
0
--
30
44
68%
0
0
--
24
36
67%
19
30
63%
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
0
0
--
Econ
Disadv
ELL
Cell does not meet minimum size requirement.
Prepared by C/D Accountability
Safeguard_Practice_State.xlsm
July 2015
--No data for students
This page intentionally left blank. 2015 Accountability System
Index 1: Student Achievement Index 2: Student Progress Measure % passing (% of all tests meeting the Performance Standard)  Calculated across all subject areas tested at the campus/district  1 point for each %age point of the All Students pass rate across all subjects Tests Included Reading: STAAR (Grades 3‐8, English I*, English II*) and STAAR Spanish (Grades 3‐5) Writing: STAAR (Grades 4, 7) and STAAR Spanish (Grade 4) Science: STAAR and STAAR L (Grades 5, 8, Biology*) and STAAR Spanish (Grade 5) Social Studies: STAAR and STAAR L (Grade 8, U.S. History*) Mathematics: STAAR and STAAR L (Algebra I*) All Mathematics assessments in Grades 3‐8 are EXCLUDED STAAR A and STAAR Alternate 2 asessessments in all subject areas are EXCLUDED [* EOC Substitute Assessments may be substituted for applicable STAAR EOCs] Performance Standard  STAAR Level II – Phase 1 (or applicable standard on EOC Substitute Assessment) OR  ELL Progress Measure (for eligible ELL students in 2nd – 4th years in U.S. schools taking an English version of STAAR or STAAR L) ELL Students Included EXCEPT FOR Student Groups 1 Group = All Students Across All Subject Areas (no MSC) Performance data are reported for 11 student groups:  All Students + 7 Race/Ethnicity Groups + SpEd + ELL +EcoDis (MSC = Min. Size Criteria) 1. 1st Yr. in U.S. Schools 2. Asylees/Refugees/SIFE* in years 1‐5 in U.S. Schools Test Cycles STAAR Grades 3‐8 – Spring 2015 Primary and 1st retest for Reading Grades 5 & 8 STAAR EOCs – Summer 2014, Fall 2014, Spring 2015 (Best of) Measure 1. STAAR Postsecondary Readiness (All Students + 7 Race/Ethnicity Groups) 4 Indicators (For STAAR Postsecondary Readiness, only EOC Course Tests taken for first time in 2015 Accountability Year Included) Index 4 Targets Index 1 * Students with Interrupted Formal Education  % of students who Met Level II – Final (or EOC Substitute standard) on TWO or more subject area tests OR on ONE subject area test (if only 1 is taken) 2. Graduation Rate: 4‐year or 5‐year Cohort (All Students + 7 Race/Ethnicity Groups + SpEd + ELL Ever in HS)  Or Annual Dropout Rate % of students who Met Progress and % who Exceeded Progress (based on STAAR Progress Measure or ELL Progress Measure)  Calculated across all subject areas (Reading, Writing and Mathematics [Algebra I only])  For each student group meeting Minimum Size Criteria (MSC):  Numerator = 1 point for each %age Met Progress + 2 points for each %age Exceeded Progress  Denominator = 200 points Measure STAAR Progress Measure  Reading (Grades 4‐8 and English II), Writing (Grade 7) and Math (Algebra I only) ELL Progress Measure  Reading (Grades 3‐8, English I, and English II), Writing (Grades 4 and 7) and Math (Algebra I only) All Mathematics assessments in Grades 3‐8 are EXCLUDED STAAR A and STAAR Alternate 2 asessessments in all subject areas are EXCLUDED Tests Included  STAAR Progress Measure OR  ELL Progress Measure (for eligible ELL students in 2nd – 4th years in U.S. schools taking an English version of STAAR or STAAR L)
1. 1st Yr. in U.S. Schools 2. Asylees/Refugees/SIFE in years 1‐5 in U.S. Schools ELL Students 10 Groups (MSC = 25 for all groups other than All Students, where MSC = 0) Student Groups Included EXCEPT FOR Index 2 th
Target = 60 Targets = 5 %ile for each campus type  All Students + 7 Race/Ethnicity Groups + SpEd + ELL Students (including former ELL students in 1st or 2nd year of monitoring) STAAR Grades 3‐8 – Spring 2015 Primary and 1st retest for Reading Grades 5 & 8 Algebra I, English I, English II – Summer 2014, Fall 2014, Spring 2015 First attempt
Met Standard requires meeting targets for:  Index 3, AND  Index 4, AND  EITHER Index 1 or Index 2 Targets =
See Index 4 Targets ES MS HS Dist 28 27 31 28 % of students at Level II – Phase 1 and % at Level III  Numerator = 1 point for each %age at Level II – Phase 1 + 2 points for each %age at Level III  Denominator = 200 points for each student group ≥ MSC  Calculated in each subject area
STAAR, STAAR L and STAAR Spanish Grades 3‐8 and EOCs in Reading, Writing, Science, Social Studies and Math (Algebra I ONLY) All Mathematics assessments in Grades 3‐8 are EXCLUDED STAAR A and STAAR Alternate 2 asessessments in all subject areas are EXCLUDED

STAAR Level II – Phase 1 and STAAR Level III OR ELL Progress Measure – Met Progress and STAAR Level II – Final (for eligible ELL students in 2nd – 4th years in U.S. schools taking an English version of STAAR or STAAR L) Targets
Index 4
3. RHSP/DAP Rate: Cohort Class of 2014 or 2013‐14 Annual Graduates (All Students + 7 Race/Ethnicity Groups) 4. Postsecondary Readiness (All Students + 7 Race/Ethnicity Groups)  % of 2013‐14 graduates who  Met the College‐Ready standard (scored at or above criterion score on TAKS, SAT or ACT in BOTH ELA and Math) OR  Earned credit for at least 2 advanced/dual enrollment courses OR  Enrolled in a coherent sequence of 2 or more CTE courses as part of a 4‐year plan of study (For each indicator, Minimum Size Criteria for the All Students group = 0.. For all other groups, MSC = 25) For Districts and High School Campuses with data for all 4 indicators = 57  Each component weighted 25% of Index 4 Score For Districts and Campuses that do not have all data for all 4 indicators: ES MS HS Dist
12 13 21 13
 STAAR Postsecondary Readiness = 100% of Index 4 Score Performance Standard (MSC = Min. Size Criteria) Test Cycles Measure Tests Included Index 3

Included EXCEPT FOR 1.
2.
3.
1st Yr. in U.S. Schools
Immigrants entering ≥ Grade 9 Asylees/Refugees/SIFE in years 1‐5 in U.S. Schools 
EcoDis (no Minimum Size Criteria) and 
Up to 2 lowest performing Race/Ethnicity groups from 2014 [≥25 tests in both Reading AND Math]  In each subject area, an identified Race/Ethnicity group is only evaluated if, in the 2015 accountability year, the group had at least 25 tests STAAR Grades 3‐8 – Spring 2015 Primary and 1st retest for Reading Grades 5 & 8 STAAR EOCs – Summer 2014, Fall 2014, Spring 2015 (Best of) Index 4: Postsecondary Readiness Performance Standard ELL Students Student Groups Test Cycles Index 3: Closing Performance Gaps This quicklook only addresses key aspects of the 2015 Accountability System for traditional Districts/Campuses. See http://ritter.tea.state.tx.us/perfreport/account/2015/materials.html for additional information regarding 2015 accountability © 2015 lead4ward, LLC Italics indicate changes to the 2014 Accountability System being Implemented for the 2015 Accountability System REV 05/27/2015 2015 Accountability System
Distinction Designations – Will Exclude All Math Assessments in Grades 3‐8 and STAAR A and STAAR Alternate 2 Assessments in All Grades/Courses and Subject Areas Topic Campus Distinction Designations (1‐7) District Distinction Designations (Only #7) Academic Achievement Distinction Designation (AADD) Indicators by Subject Area Summary 1.
2.
3.
4.
5.
6.
7.
Comments Top 25% Student Progress (top quartile of Campus Comparison Group on Index 2 Score) Top 25% Closing Achievement Gap (top quartile of Campus Comparison Group on Index 3 Score) Academic Achievement in Reading/Language Arts Academic Achievement in Math Academic Achievement in Science Academic Achievement in Social Studies Postsecondary Readiness (1) STAAR Postsecondary Readiness (from Index 4) (2) 4‐Year Graduation Rate (Cohort Class of 2014) (3) RHSP/DAP Rate (Cohort Class of 2014) (4) College‐Ready Graduates Rate – School Year 2013‐14 Graduates (from Index 4) (5) Advanced Course/Dual Enrollment Completion Rate (School Year 2013‐14) (6) SAT/ACT Performance Met Criterion – School Year 2013‐14 Graduates (7) SAT/ACT Participation Rate – School Year 2013‐14 Graduates (8) AP/IB Examinees Meeting Criterion Score – School Year 2013‐14 Examinees (9) CTE Coherent Sequence Graduates School Year 2013‐14 Graduates AADD Indicators ‐ Reading/ELA
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Attendance rate
Greater Than Expected Student Growth in Reading/ELA
Grade 3 Reading Performance (Level III)
Grade 4 Writing Performance (Level III)
Grade 7 Writing Performance (Level III)
English I Performance (Level III)
English II Performance (Level III)
AP/IB Examination Participation: ELA
AP/IB Examination Performance: ELA
SAT/ACT Participation
SAT Performance: Reading and Writing
ACT Performance: ELA
Advanced/Dual Enrollment Course Completion Rate: Reading/ELA
Total Indicators ‐ Reading/ELA
Campuses/Districts must earn an accountability rating of Met Standard in order to be eligible for a Distinction Designation Academic Achievement Distinction Designations (AADD) Methodology 
Each campus is compared to its Campus Comparison Group on a number of indicators specific to each subject area (Reading/ELA, Math, Science and Social Studies) 
To earn AADD in a subject area, a campus must be in the top quartile of its Campus Comparison Group on the following percentages of the indicators applicable to the campus group type in that subject area:  Elementary and Middle Schools: ≥ 50% of the indicators for which the campus has data  High Schools and K‐12 campuses: ≥ 33% of the indicators for which the campus has data Campus Comparison Group  Each campus is identified by school type (elementary, middle, high school, or combined elementary/secondary ‐ based on fall PEIMS enrollment)  Each campus is assigned to a unique comparison group of the 40 other public schools that most closely match the campus based on the following characteristics: 1. Grade levels served – lowest grade level and highest grade level enrollment (based on fall PEIMS enrollment) 2. Campus size –total student enrollment (based on fall PEIMS enrollment) 3. Percentage of students economically disadvantaged (based on fall PEIMS enrollment) 4. Percentage of students identified as English language learners (ELLs) (based on fall PEIMS enrollment) 5. Mobility rate [percentage of students identified as mobile] (based on PEIMS prior year attendance) Postsecondary Readiness Distinction Designation Methodology for Campuses 
Elementary and Middle Schools: top quartile of Campus Comparison Group on Index 4 score 
High Schools and K‐12 Campuses: top quartile of Campus Comparison Group on ≥ 33% of the indicators for which the campus has data Postsecondary Readiness Distinction Designation Methodology for Districts 
Across all campuses in the district, determine the percentage of Postsecondary Readiness indicators for which campuses are in the top quartile of their Campus Comparison Group 
District earns a Postsecondary Readiness Distinction Designation if across all campuses in the district ≥ 70% of the postsecondary readiness indicators are in the top quartile of the campuses’ respective Campus Comparison Groups AADD Indicators ‐ Science
HS MS/JH ES K–12
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
10
6
6
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
18
AADD Indicators ‐ Math
1
2
3
4
5
6
7
8
9
10
Attendance rate
Greater Than Expected Student Growth in Mathematics (Alg I only)
Algebra I by Grade 8 Participation
Algebra I Performance (Level III)
AP/IB Examination Participation: Mathematics
AP/IB Examination Performance: Mathematics
SAT/ACT Participation
SAT Performance: Mathematics
ACT Performance: Mathematics
Advanced/Dual Enrollment Course Completion Rate: Mathematics
Total Indicators ‐ Math
1
2
3
4
5
6
7
8
HS MS/JH ES K–12
Y
Y
Y
Y
Y
Y
Y
Y
Y
9
Y
Y
Y
Y
4
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N/A 10
HS MS/JH ES K–12
Attendance rate
Grade 5 Science Performance (Level III)
Grade 8 Science Performance (Level III)
EOC Biology Performance (Level III)
ACT Performance: Science
AP/IB Examination Participation: Science
AP/IB Examination Performance: Science
Advanced/Dual Enrollment Course Completion Rate: Science
Total Indicators ‐ Science
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
8
Y
Y
Y
Y
Y
Y
6
AADD Indicators ‐ Social Studies
1
2
3
4
5
6
Y
2
2
HS MS/JH ES K–12
Attendance rate
Grade 8 Social Studies Performance (Level III)
EOC U.S. History Performance (Level III)
AP/IB Examination Participation: Social Studies
AP/IB Examination Performance: Social Studies
Advanced/Dual Enrollment Course Completion Rate: Social Studies
Total Indicators ‐ Social Studies
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
2
N/A
6
Y
Y
Y
Y
5
State Accountability System Safeguards* – Will Exclude All Math Assessments in Grades 3‐8 and STAAR A and STAAR Alternate 2 Assessments in All Grades/Courses and Subject Areas Performance Rates (ELL student group includes current AND monitored ELLs) In each Subject Area Federal Graduation Rates (ELL student group = EVER ELL in high school) All Af Am Am Ind Asian Hisp Pac Isl White 2 or More Eco Dis ELL Sp Ed All Af Am Am Ind Asian Hisp Pac Isl White 2 or More Eco Dis ELL Sp Ed 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 4 Year 83% 83% 83% 83% 83% 83% 83% 83% 83% 83% 83% 5‐Year 88% 88% 88% 88% 88% 88% 88% 88% 88% 88% 88% White 2 or More Eco Dis ELL Sp Ed 95% 95% 95% 95% 95% Participation Rates (ELL student group only includes current ELLs) Reading & Math ONLY All Af Am Am Ind Asian Hisp Pac Isl 95% 95% 95% 95% 95% 95% State Accountability System Safeguards – Consequences and Interventions  Results are reported for each student group that meets Minimum Size Criteria  Failure to meet a safeguard target for any reported group must be addressed through the Texas Accountability Intervention System (TAIS) continuous improvement process * Federal Accountability Requirements addressed in a separate quicklook This quicklook only addresses key aspects of the 2015 Accountability System for traditional Districts/Campuses. See http://ritter.tea.state.tx.us/perfreport/account/2015/materials.html for additional information regarding 2015 accountability © 2015 lead4ward, LLC Italics indicate changes to the 2014 Accountability System being Implemented for the 2015 Accountability System REV 05/27/2015 2014-15 School Year – Update (REVISED)
Topic Summary Curriculum Requirements for Graduation ‐ For Students Entering 9th Grade in 2014‐15 On entering 9th grade each student must indicate in writing an Endorsement that the student intends to earn. The selected Endorsement may be changed by the student during high school. Each school district must offer at least one Endorsement. If only one is offered, it must by Multidisciplinary Studies). A student may graduate under the Foundation High School Program without earning an Endorsement only if, after the student’s sophomore year, the student’s parent files a written consent (on a form adopted by TEA) with the school counselor. Prior to signing the consent, the student and the student’s parent must have been advised by a school counselor of the benefits of graduating with one or more Endorsements. (replacing Minimum, Recommended, and Advanced High School Programs) Distinguished Level of Achievement [FHSP + ≥ 1 Endorsement – with Algebra II as a Math credit] Considerations Endorsements [FHSP + Endorsement in at Least One Area] 26 total credits, including 4 in English Language Arts, 4 in Math, 4 in Science, 3 in Social Studies and 2 in LOTE (Specific course requirements apply to each endorsement area) Science, Technology, Engineering and Math (STEM) Business and Industry Arts and Humanities Public Services Multidisciplinary Studies (Requires 4 credits in Social Studies) Foundation High School Program (FHSP) 22 total credits, including 4 in English Language Arts, 3 in Math, 3 in Science, 3 in Social Studies and 2 in LOTE STAAR Assessments Grades 3‐8 H.S. Courses (EOCs) 3 3 Social Studies 4 4 4 5 5 5 6 6 7 7 7 8 8 8 8 Algebra I Biology U.S. History Reading Writing Math Science English I English II Spring 2015 STAAR Math assessments in Grades 3‐8 will be based on the new Math TEKS being implemented in Grades K‐8 in 2014‐
15  Raw score results will be reported before the end of school year  New performance standards for Math Grades 3‐8 will be set in Summer 2015  No SSI retest requirements for Grades 5 & 8 Math in 2014‐15 Versions of STAAR (after Spring 2014)  STAAR  STAAR L o Linguistically accommodated version of STAAR for eligible ELL students o Available in Math, Science and Social Studies  STAAR Spanish (Grades 3‐5)  STAAR Alternate 2 o Redesigned for Spring 2015 as a standardized item‐based assessment administered to students in a one‐to‐one setting (beginning in February 2015) o New performance standards will be set in Spring 2015 and results will be reported with STAAR results  STAAR A (Spring 2015) o An online accommodated version of STAAR for students with disabilities who meet eligibility requirements o Will provide embedded supports (such as visual aids, graphic organizers, clarifications of construct‐irrelevant terms, and text‐to‐speech functionality) designed to help students access the content being assessed o Resources to be available in Fall 2014: eligibility requirements, student tutorials, and training materials Calculator Policy for Grade 8 Math for Spring 2015  Each student must have a graphing calculator to use during the assessment  May be satisfied with either a traditional handheld graphing calculator or a graphing calculator application available on a tablet (use of smart phones prohibited) STAAR Testing Requirements for Accelerated Students  General Rule: students enrolled in grades 3‐8 must take each grade‐level subject‐area assessment developed for that grade level  Exception: students receiving above‐grade‐level instruction or instruction in a high school course for which there is a STAAR subject‐area test or STAAR EOC assessment should take the STAAR subject‐area test or STAAR EOC assessment that aligns with the instruction they received (this includes students who would not otherwise be required to take a subject‐area test at their enrolled grade level such as 7th graders who receive instruction in Grade 8 Science)  Middle School Students Taking Algebra I: TEA is considering options regarding testing requirements for these students and will share additional information as soon as it is available STAAR Progress Measure for 2014‐15  Will NOT be reported for Math in Grades 4‐8 (but will for Algebra I)  Will be reported for Reading in Grades 4‐8 and for English I to English II (but not Grade 8 Reading to English I)  Will be reported for the first time for Grade 7 Writing  Will be reported for eligible STAAR A students who took STAAR or STAAR L in 2013‐14  Will NOT be reported for STAAR Alternate 2  An Endorsement requires a focused study in one or more areas of student interest  Benefits to earning an Endorsement include richer student engagement and better preparation for the student in continuing education beyond high school and/or entering the workforce  Students must earn a Distinguished Level of Achievement to be considered for top 10% and eligibility for automatic admission to a Texas public college or university  Students entering 9th grade before 2014‐15 may elect to graduate under the FHSP or under Minimum, Recommended or Advanced  In Grades 3‐8 Math, districts will receive raw score results (“student got XX questions correct out of YY total questions”) before the end of the school year  After TEA establishes new performance standards in Math for Grades 3‐8 in the Summer of 2015, the standards will then be applied to the Spring 2015 assessments and districts will receive new data files in August 2015 indicating student performance at Level I, Level II or Level III  This is similar to Spring 2012, when performance standards for ALL STAAR assessments in Grades 3‐8 were set during the Summer  For 2015 state and federal accountability, TEA will establish a link between the 2015 Grades 3‐8 Math assessments and the previous Grades 3‐8 Math assessments to determine equivalent performance standards  2015 state and federal accountability results will be based on student performance on the 2015 Grades 3‐8 Math assessments at each equivalent performance standard  Beginning in Spring 2015, the field test prompts will be removed from Grade 7 Writing, English I and English II © lead4ward, LLC 2014 www.lead4ward.com/resources REVISED 09/01/2014 2014-15 School Year – Update (REVISED)
Topic Summary Considerations Performance Categories Satisfactory  Students performing at Level I or Level II are likely to need interventions Advanced Level I Unsatisfactory Academic Performance Level II Satisfactory Academic Performance Level III Advanced Academic Performance 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  Important to organize interventions to meet level and type of need of each student  Focus on Level III – Advanced Academic Performance Phase in of STAAR Level II Performance Standards Level II ‐ Phase 2
Level II ‐ Phase 1
2015‐16 through 2017‐18
2011‐12 through 2014‐15
Level II ‐ Phase 3
Level II ‐Final Recommended
2018‐19 through 2020‐21
2021‐22
Grades 3‐8: the Level II Phase‐in standard is based on the school year in which the student takes the test
EOCs: the Level II Phase‐in standard in place when a student first takes an EOC assessment will apply to all of his/her EOCs  Under TEA’s original phase‐
in plan, Phase 2 was scheduled to be implemented in 2013‐14  Consider intervention plans for students who scored Level II under Phase 1 BUT would have scored Level I had Phase 2 or Phase 3 standards been in place STAAR Performance Standards STAAR performance standards are based on scale scores, not raw scores. A scale score:  takes into account the difficulty of the specific set of questions used on a test in any given year  allows a test to have exactly the same passing standard, or level of performance required, from year to year (even though the questions on the test differ from year to year)  Raw score conversions are helpful in evaluating the approximate level of performance required Test Related Issues General Test Administration Procedures and Materials  May be provided to students based on their needs  Available to any student who regularly benefits from the use of these procedures or materials during instruction (although a student cannot be required to use them during testing)  NOT considered testing accommodations Accommodations  Accommodations are changes to instructional materials, procedures or techniques that allow students with disabilities or English Language Learners (ELLs) to participate meaningfully in grade‐level or course instruction and testing activities  Some accommodations may be appropriate for instructional use, but NOT be appropriate or allowable on a statewide assessment Current rules relating to General Test Administration Procedure and Materials and allowable accommodations during assessment apply to assessments given through the end of the 2014 calendar year  For additional resources, see quicklooks posted on the Accommodations and Special Needs tab at the lead4ward website noted at the bottom of this page In 2014‐15, English I and English II will continue to measure Reading and Writing achievement through a single assessment given in 1 day (with a 5‐hour testing window) and students will receive a single score  English I Essay = Expository Blueprint for English I and English II English I and II Assessments Another Depiction of English I and English II  For 2014‐15, Standardized Oral Administration will be expanded and will be available in: o Grades 4, 6 & 7: Reading and Math o Grade 5: Science o Grade 8: Science and Social Studies  English II Essay = Persuasive Writing Reading Rptg Cat 1 Across Genres 2 Literary 3 Information
al 4 Composition 5 Revision 6 Editing TOTAL OVERALL SCORE Blueprint Components of English I and English II EOCs 6 MC 2 Short Answer (9 pts each) 11 MC 11 MC 1 Essay (24 pts) 11 MC 11 MC Multiple Choice (50 items) 50 Open Ended Writing (3 items) 42 Essay (Student's Score x 3) 92 points
28 MC Reading (30%) 18 SA Reading (20%) 22 MC Writing (24%) 24 Essay Writing (26%) Points 24 Short Answer 1 (Student's Score x 3) 9 Short Answer 2 (Student's Score x 3) 9 TOTAL POINTS 92 Essay  Scored by 2 scorers on a 4‐point scale  Student's score = total of the 2 scorers  Maximum score = 8 (times 3 equals 24) Short Answers  Scored on a 3‐point scale  Maximum score = 3 (times 3 equals 9) © lead4ward, LLC 2014 www.lead4ward.com/resources REVISED 09/01/2014 STAAR Raw Score Conversions - Aligned to Scale Score Cuts for New Phase-In Schedule
Spring 2015 Paper Administrations (English) - Grades 3-8 and EOCs
Level II ‐ Satisfactory
Writing
SS
Science
Math
Reading
Subject
NEW
Phase 2
Phase 1
Items
Level III ‐ Advanced
Final
(Recommended)
NEW
Phase 3
Scale
Raw
%age
Scale
Raw
%age
Scale
Raw
%age
Scale
Raw
%age
Scale
Raw
%age
Grade 3
40
1331
20
50%
1372
23
58%
1427
27
68%
1468
30
75%
1555
34
85%
Grade 4
44
1422
23
52%
1460
26
59%
1511
31
70%
1550
33
75%
1633
38
86%
Grade 5
46
1458
25
54%
1495
29
63%
1545
33
72%
1582
36
78%
1667
40
87%
Grade 6
48
1504
26
54%
1542
30
63%
1592
34
71%
1629
37
77%
1718
42
88%
Grade 7
50
1556
27
54%
1591
30
60%
1638
35
70%
1674
38
76%
1753
43
86%
Grade 8
52
1575
28
54%
1612
32
62%
1662
37
71%
1700
40
77%
1783
45
87%
English I
92
3750
51
55%
3825
53
58%
3925
57
62%
4000
59
64%
4691
76
83%
English II
93
3750
52
56%
3825
55
59%
3925
58
62%
4000
61
66%
4831
80
86%
Grade 3
46
Grade 4
48
Grade 5
50
Grade 6
52
Grade 7
54
Grade 8
56
Algebra I
54
3500
20
37%
3650
24
44%
3850
30
56%
4000
34
63%
4333
42
78%
Grade 5
44
3500
26
59%
3650
29
66%
3850
33
75%
4000
35
80%
4402
40
91%
Grade 8
54
3500
31
57%
3650
34
63%
3850
38
70%
4000
41
76%
4406
47
87%
Biology
54
3500
19
35%
3650
23
43%
3850
29
54%
4000
33
61%
4576
45
83%
Grade 8
52
3500
26
50%
3650
30
58%
3850
35
67%
4000
38
73%
4268
43
83%
U.S. History
68
3500
28
41%
3650
33
49%
3850
39
57%
4000
43
63%
4440
54
79%
Grade 4
44
3500
23
52%
3650
26
59%
3850
28
64%
4000
31
70%
4612
37
84%
Grade 7
72
3500
39
54%
3650
43
60%
3850
47
65%
4000
50
69%
4602
60
83%
NOTE: The raw scores and percentages reported in this table apply ONLY to the Spring 2015 Paper Administration (English) STAAR assessments. Within each Phase, the SCALE SCORE remains consistent from year to year. The RAW SCORE CUT POINTS are likely to vary from year to year. The raw score cut points reported in this table are useful in serving as approximations or reasonable estimates of applicable cut points in future years. To watch a lead4ward video entitled "Making Sense of Scale Scores and Raw Scores" go to: http://lead4ward.com/resources
© lead4ward, LLC 2015
http://lead4ward.com/resources
REV 05/26/2015
STAAR Raw Score Conversions - Aligned to Scale Score Cuts for New Phase-In Schedule
Spring 2015 Paper Administrations (Spanish) - Grades 3-5
Level II ‐ Satisfactory
Items
NEW
Phase 3
Level III ‐ Advanced
Final
(Recommended)
Raw
%age
Scale
Raw
%age
Scale
Raw
%age
Scale
Raw
%age
Scale
Raw
%age
40
1304
20
50%
1346
23
58%
1402
26
65%
1444
29
73%
1532
33
83%
Grade 4
44
1398
23
52%
1441
26
59%
1497
30
68%
1539
33
75%
1636
38
86%
Grade 5
46
1447
22
48%
1488
25
54%
1542
29
63%
1582
32
70%
1701
39
85%
Grade 3
46
Grade 4
48
Grade 5
50
Grade 5
44
3500
26
59%
3650
29
66%
3850
33
75%
4000
35
80%
4402
40
91%
Grade 4
44
3500
24
55%
3650
27
61%
3850
29
66%
4000
31
70%
4543
37
84%
Math
Reading
Grade 3
Sci
Scale
Wtg
Subject
NEW
Phase 2
Phase 1
NOTE: The raw scores and percentages reported in this table apply ONLY to the Spring 2015 Paper Administration (Spanish) STAAR assessments. Within each Phase, the SCALE SCORE remains consistent from year to year. The RAW SCORE CUT POINTS are likely to vary from year to year. The raw score cut points reported in this table are useful in serving as approximations or reasonable estimates of applicable cut points in future years. To watch a lead4ward video entitled "Making Sense of Scale Scores and Raw Scores" go to: http://lead4ward.com/resources
© lead4ward, LLC 2015
http://lead4ward.com/resources
REV 05/26/2015
State of Texas Assessments of Academic Readiness (STAAR®)
2015 STAAR Mathematics Raw Score Bridge Cuts
Mathematics*
*
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Phase-in 1
Level II:
Satisfactory
Final
Recommended
Level II:
Satisfactory
Level III:
Advanced
24
24
22
18
20
20
35
34
35
32
32
33
40
39
41
41
42
46
Grades 3–8 STAAR mathematics raw score bridge cuts apply to all versions of 2015 STAAR mathematics tests. This
includes, where applicable, STAAR Spanish, STAAR A, STAAR L, Braille, and SOA assessments.
2015 STAAR Progress Measure
Wtg
Math
Reading
Subject
and
Grade Level/Course
Level II Level III Final (Points)
Standard
Standard
Student's 2015 Performance =
Student's 2015 Performance =
Level III
Level I OR Level II
Exceeded
Progress
IF
Did Not
Meet Progress
IF
Met
Progress
IF
Items
Student's Student's
2015 Raw O
Gain Score
Score Is In R
is . . .
Top Score Range
Student's
Gain Score
is . . .
Student's 2015 Raw O
Score Is In R
Chance Range
Met Progress
IF
Exceeded
Progress
IF
Student's 2014
Performance =
Level I or Level II
and
Student's Gain Score
is . . .
Student's 2014 Performance = Level I or Level II
Level III
and
[which means O
Student's Gain Student's R
Score
Gain Score
is . . .
is . . .]
Student's
Gain Score
is . . .
Grade 3 (English)
40
1468
1555
Grade 4 (English)
44
1550
1633
42‐44
>165
≤165
0‐11
<82
<78
82 to 165
>165
Grade 5 (English)
46
1582
1667
44‐46
>117
≤117
0‐11
<32
<34
32 to 117
>117
Grade 6
48
1629
1718
46‐48
>136
≤136
0‐12
<47
<51
47 to 136
>136
Grade 7
50
1674
1753
48‐50
>124
≤124
0‐12
<45
<35
45 to 124
>124
Grade 8
52
1700
1783
50‐52
>109
≤109
0‐13
<26
<30
26 to 109
>109
English I
92
4000
4691
English II
92
4000
4831
90‐92
>831
≤831
0‐18
<0
<140
0 to 831
>831
Grade 3 (Spanish)
40
1444
1532
Grade 4 (Spanish)
44
1539
1636
42‐44
>192
≤192
0‐11
<95
<104
95 to 192
>192
Grade 5 (Spanish)
46
1582
1701
44‐46
>162
≤162
0‐11
<43
<65
43 to 162
>162
Grade 7
54
1678
1798
Grade 8
56
1700
1863
Algebra I (from Gr. 7 Math)
54
4000
4333
52‐54
>2655
≤2655
0‐12
<2322
<2535
2322 to 2655
>2655
Algebra I (from Gr. 8 Math)
54
4000
4333
52‐54
>2633
≤2633
0‐12
<2300
<2470
2300 to 2633
>2633
Grade 4
44
4000
4612
Grade 7
72
4000
4602
70‐72
>602
≤602
0‐18
<0
<0
0 to 602
>602
Student's Gain Score = Student's 2015 Scale Score ‐ Student's 2014 Scale Score
(except for Grade 7 Writing, where Student's Gain Score = Student's 2015 Scale Score ‐ Student's 2012 Scale Score)
© 2015 lead4ward, LLC
http://lead4ward.com/resources/
04/30/2015
Understanding the Texas English Language Learner (ELL)
Progress Measure
What is the Texas ELL Progress Measure?
The Texas English Language Learner (ELL) Progress Measure provides year-to-year performance
expectations on the State of Texas Assessments of Academic Readiness (STAAR®) content-area
assessments for Texas ELL students. The year-to-year STAAR expectations take into account the level of
English language proficiency ELL students possess, thus providing a more meaningful gauge of annual
improvement or progress for these students than the general STAAR Progress Measure.
What is the purpose of the Texas ELL Progress Measure?
The Texas ELL Progress Measure has been created specifically for Texas ELL students. It takes into
account the time needed to acquire the English language and to fully demonstrate grade-level academic
skills in English.
How do I know if my student will receive the Texas ELL Progress Measure?
To be eligible for the ELL Progress Measure, a student must:
■
be classified as limited English proficient (LEP),
■
take the English language versions of STAAR, and
■
not have a parent denial requested for ELL services.
How does the Texas ELL Progress Measure work?
Eligible ELLs are placed into a plan that specifies the expected number of years it should take for the
student to reach proficiency, or meet his or her Level II: Satisfactory Academic Performance standards on
STAAR content-area assessments.
Students’ plans are determined by the number of years they have been enrolled in U.S. schools and the
Texas English Language Proficiency Assessment System (TELPAS) composite proficiency level they obtain
the first time they take the TELPAS grades 2–12 reading tests. Students with interrupted formal education
(SIFE) or those who are classified as unschooled asylees and refugees are given one additional year (up
to a maximum of five years) to reach proficiency. Additionally, students being assessed with English I
and English II EOC assessments are given an additional year in their plan to account for the high level of
English proficiency required to be successful on those assessments. Please note that students qualifying
as asylees, refugees, or SIFE taking English I and II only receive one additional year total. The table that
follows shows how a student’s plan for the Texas ELL Progress Measure is determined.
Number of Years
in U.S. Schools
TELPAS Proficiency Level
ELL Progress
Measure Plan*
1
TELPAS Beginning
4-Year Plan
1
TELPAS Intermediate
3-Year Plan
1
TELPAS Advanced
2-Year Plan
1
TELPAS Advanced High
1-Year Plan
2
TELPAS Intermediate or Below
4-Year Plan
2
TELPAS Advanced
3-Year Plan
2
2-Year Plan
3
TELPAS Advanced or Below
4-Year Plan
3
3-Year Plan
4
Any TELPAS Proficiency Level
4-Year Plan
* Add one additional year (up to a maximum of 5 years) for students classified as SIFE or who are
classified as asylees and refugees and for all ELL students assessed with STAAR English I and
English II.
Year-to-year target cut score expectations have been established by the Texas Education Agency (TEA)
on each STAAR content-area assessment. Students receive credit for making progress on the STAAR
assessment if they meet or exceed their year-to-year expectation, which is based on the plan in which they
are placed and the number of years they have been on the plan. In the final year of the plan, students are
expected to meet the Level II: Satisfactory Academic Performance standards. After the final year of the
plan, students still classified as LEP will no longer be eligible for the ELL Progress Measure and instead will
begin to have the STAAR progress measure reported on their CSR.
When will the Texas ELL Progress Measure be implemented and where will I receive information
about it?
The Texas ELL Progress Measure was reported on eligible students’ CSRs and used for district and school
accountability beginning with the spring 2014 administration. ELL Progress Measure information also
appears in the student and teacher portals, available on www.TexasAssessment.com.
For which grades and assessments will the Texas ELL Progress Measure be reported?
The ELL Progress Measure will be reported for all English versions of STAAR including STAAR L and
STAAR A. Note that the ELL Progress Measure will NOT be reported for STAAR Alternate 2 assessments or
any of the STAAR Spanish assessments. Students participating in STAAR Spanish will receive credit for the
year-to-year progress that they make through the general STAAR Progress Measure.
For more information about the Texas ELL Progress Measure, contact
Texas Education Agency
Student Assessment Division
1701 N. Congress Avenue
Austin, Texas 78701
(512) 463-9536

McBee - Austin ISD

Transcription

Similar documents