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 Estimated Accountability Subset 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 Campus and District Accountability 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 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 2 June 2015 Campus and District Accountability 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 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 3 June 2015 Campus and District Accountability 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 * - * * * - 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 4 June 2015 Campus and District Accountability 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 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 5 June 2015 Campus and District Accountability 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 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 * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 6 June 2015 Campus and District Accountability STAAR Reading by Federal Groups - Percent Meeting Performance Levels Grade 03 - 2015 Accountability By Performance Level 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 79% * 79% - * - * 78% 77% 71% Level II (Final) 32% * 31% - * - * 31% 32% 29% Level III 11% * 10% - * - * 10% 10% 14% # Tested SpEd * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 7 June 2015 Campus and District Accountability STAAR Reading by Federal Groups - Percent Meeting Performance Levels Grade 04 - 2015 Accountability By Performance Level 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 79% * 77% * * - * 79% 76% 50% Level II (Final) 49% * 44% * * - * 48% 47% 17% Level III 16% * 11% * * - * 17% 13% <1% # Tested SpEd * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 8 June 2015 Campus and District Accountability STAAR Reading by Federal Groups - Percent Meeting Performance Levels Grade 05 - 2015 Accountability By Performance Level 100 85% 84% 84% 77% 80 60 40 25% 24% 23% 23% 20 9% 9% * * 9% * * * * - - - - - - - - 7% - - - - 0 All A-A Hisp. White Asian Level II (Phase-in 1) 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 85% * 84% * - - - 84% 77% - Level II (Final) 24% * 25% * - - - 23% 23% - Level III 9% * 9% * - - - 9% 7% - # Tested SpEd * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 9 June 2015 Campus and District Accountability STAAR Math by Federal Groups - Percent Meeting Performance Levels 2015 Accountability By Performance Level >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 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 78% 77% 77% 80% 74% 60 50% 38% 40 37% 36% 31% 17% 17% 20 * * - * * * 20% * - 17% 15% 16% * * * - <1% 0 Level II (Phase-in 1) 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 Level II (Phase-in 1) 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 * Indicates values with fewer than five students in a subgroup. - Indicates no data. 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 Campus and District Accountability STAAR Math by Federal Groups - Percent Meeting Performance Levels Grade 03 - 2015 Accountability By Performance Level 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 66% * 66% - * - * 66% 63% 40% Level II (Final) 33% * 32% - * - * 32% 30% 40% Level III 10% * 9% - * - * 9% 9% <1% # Tested SpEd * Indicates values with fewer than five students in a subgroup. - Indicates no data. Mathematics standards have not been set at this time; Bridge study cut scores are used for STAAR and STAAR-A McBee Elementary Page 11 June 2015 Campus and District Accountability STAAR Math by Federal Groups - Percent Meeting Performance Levels Grade 04 - 2015 Accountability By Performance Level 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 84% * 82% * * - * 83% 82% 57% Level II (Final) 38% * 36% * * - * 38% 34% <1% Level III 25% * 23% * * - * 24% 23% <1% # Tested SpEd * Indicates values with fewer than five students in a subgroup. - Indicates no data. Mathematics standards have not been set at this time; Bridge study cut scores are used for STAAR and STAAR-A McBee Elementary Page 12 June 2015 Campus and District Accountability STAAR Math by Federal Groups - Percent Meeting Performance Levels Grade 05 - 2015 Accountability By Performance Level 100 89% 89% 89% 83% 80 60 46% 45% 45% 40 30% 20% 20% 20% 20 13% * * * * * * - - - - - - - - - - - - 0 All A-A Hisp. White Asian Level II (Phase-in 1) 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 89% * 89% * - - - 89% 83% - Level II (Final) 46% * 45% * - - - 45% 30% - Level III 20% * 20% * - - - 20% 13% - # Tested SpEd * Indicates values with fewer than five students in a subgroup. - Indicates no data. Mathematics standards have not been set at this time; Bridge study cut scores are used for STAAR and STAAR-A McBee Elementary Page 13 June 2015 Campus and District Accountability STAAR Science by Federal Groups - Percent Meeting Performance Levels Grade 05 - 2015 Accountability By Performance Level 100 80 70% 68% 68% 63% 60 40 20% 20% 18% 20 13% 2% * * 2% * * * * - - - - - - - - 2% - - <1% - - 0 All A-A Hisp. White Asian Level II (Phase-in 1) 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 70% * 68% * - - - 68% 63% - Level II (Final) 20% * 20% * - - - 18% 13% - Level III 2% * 2% * - - - 2% <1% - # Tested SpEd * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 14 June 2015 Campus and District Accountability STAAR Writing by Federal Groups - Percent Meeting Performance Levels Grade 04 - 2015 Accountability By Performance Level 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 71% * 68% * * - * 70% 69% 14% Level II (Final) 35% * 31% * * - * 34% 35% <1% Level III 7% * 5% * * - * 7% 7% <1% # Tested SpEd * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 15 June 2015 Campus and District Accountability STAAR Reading by Special Population Groups - Percent Meeting Performance Levels 2015 Accountability By Performance Level 100 80% 80% 77% 80 80% 60 41% 36% 40 20 34% 31% 15% 12% 10% 10% * * * - - - 0 All At Risk Gift-Talent Level II (Phase-in 1) 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 Level II (Phase-in 1) 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 Level II (Phase-in 1) 80% 77% * - 80% 80% Level II (Final) 36% 34% * - 31% 41% Level III 12% 10% * - 10% 15% # Tested * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 16 June 2015 Campus and District Accountability STAAR Math by Special Population Groups - Percent Meeting Performance Levels 2015 Accountability By Performance Level 100 80 81% 78% 74% 74% 60 40% 38% 40 35% 31% 17% 20 18% 17% 14% * * * - - - 0 All At Risk Gift-Talent Level II (Phase-in 1) Career-Tech Male Level II (Final) Female Level III by Special Population Groups 100 80 78% 81% 74% 74% 60 40% 38% 40 35% 31% 17% 20 * * - 17% 14% * - 18% - 0 Level II (Phase-in 1) 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 Level II (Phase-in 1) 78% 74% * - 81% 74% Level II (Final) 38% 31% * - 35% 40% Level III 17% 14% * - 17% 18% # Tested * Indicates values with fewer than five students in a subgroup. - Indicates no data. Mathematics standards have not been set at this time; Bridge study cut scores are used for STAAR and STAAR-A McBee Elementary Page 17 June 2015 Campus and District Accountability STAAR Science by Special Population Groups - Percent Meeting Performance Levels 2015 Accountability By Performance Level 100 83% 80 70% 61% 57% 60 40 20% 20 2% 22% 17% 13% * <1% * * - - 4% - <1% 0 All At Risk Gift-Talent Level II (Phase-in 1) Career-Tech Male Level II (Final) Female Level III by Special Population Groups 100 83% 80 70% 61% 57% 60 40 20% 20 17% 13% * * - 22% 2% - <1% * - 4% <1% 0 Level II (Phase-in 1) 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 Level II (Phase-in 1) 70% 61% * - 57% 83% Level II (Final) 20% 13% * - 17% 22% Level III 2% <1% * - 4% <1% # Tested * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 18 June 2015 Campus and District Accountability STAAR Writing by Special Population Groups - Percent Meeting Performance Levels 2015 Accountability By Performance Level 100 80 79% 71% 68% 63% 60 47% 40 35% 32% 23% 20 12% 7% 7% * * * - - 3% - 0 All At Risk Gift-Talent Level II (Phase-in 1) Career-Tech Male Level II (Final) Female Level III by Special Population Groups 100 80 79% 71% 68% 63% 60 47% 40 35% 32% 23% 20 7% * * - 12% 7% * - - 3% 0 Level II (Phase-in 1) 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 Level II (Phase-in 1) 71% 68% * - 63% 79% Level II (Final) 35% 32% * - 23% 47% Level III 7% 7% * - 3% 12% # Tested * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 19 June 2015 Campus and District Accountability STAAR Reading by Language - Percent Meeting Performance Levels 2015 Accountability By Performance Level 100 88% 80% 80 65% 60 43% 36% 40 21% 20 15% 12% 5% 0 All English Level II (Phase-in 1) Spanish Level II (Final) Level III by Language 100 88% 80% 80 65% 60 43% 36% 40 21% 20 12% 15% 5% 0 Level II (Phase-in 1) All Level II (Final) Level III English Spanish All English Spanish 198 136 62 Level II (Phase-in 1) 80% 88% 65% Level II (Final) 36% 43% 21% Level III 12% 15% 5% # Tested * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 20 June 2015 Campus and District Accountability STAAR Math by Language - Percent Meeting Performance Levels 2015 Accountability By Performance Level 100 80 78% 78% 60 38% 38% 40 18% 17% 20 * * * 0 All English Level II (Phase-in 1) Spanish Level II (Final) Level III by Language 100 80 78% 78% 60 38% 40 38% 17% 20 * 18% * * 0 Level II (Phase-in 1) All Level II (Final) Level III English Spanish All English Spanish 197 194 3 Level II (Phase-in 1) 78% 78% * Level II (Final) 38% 38% * Level III 17% 18% * # Tested * Indicates values with fewer than five students in a subgroup. - Indicates no data. Mathematics standards have not been set at this time; Bridge study cut scores are used for STAAR and STAAR-A McBee Elementary Page 21 June 2015 Campus and District Accountability STAAR Science by Language - Percent Meeting Performance Levels 2015 Accountability By Performance Level 100 80 71% 70% 60 40 20% 20% 20 2% 2% * * * 0 All English Level II (Phase-in 1) Spanish Level II (Final) Level III by Language 100 80 70% 71% 60 40 20% 20 20% * 2% * 2% * 0 Level II (Phase-in 1) All Level II (Final) Level III English Spanish All English Spanish 46 45 1 Level II (Phase-in 1) 70% 71% * Level II (Final) 20% 20% * Level III 2% 2% * # Tested * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 22 June 2015 Campus and District Accountability STAAR Writing by Language - Percent Meeting Performance Levels 2015 Accountability By Performance Level 100 80 76% 71% 67% 60 40 35% 36% 33% 20 9% 7% 6% 0 All English Level II (Phase-in 1) Spanish Level II (Final) Level III by Language 100 80 76% 71% 67% 60 40 35% 33% 36% 20 7% 9% 6% 0 Level II (Phase-in 1) All Level II (Final) Level III English Spanish All English Spanish 69 33 36 Level II (Phase-in 1) 71% 76% 67% Level II (Final) 35% 33% 36% Level III 7% 9% 6% # Tested * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 23 June 2015 Campus and District Accountability STAAR Reading by Economic Status - Percent Meeting Performance Levels 2015 Accountability By Performance Level >99% 100 80% 80 60% 60 35% 40 20% 20 12% 0 EcD Level II (Phase-in 1) Non-EcD Level II (Final) Level III by Economic Status >99% 100 80% 80 60% 60 35% 40 20% 20 12% 0 Level II (Phase-in 1) Level II (Final) EcD Level III Non-EcD EcD Non-EcD 193 5 Level II (Phase-in 1) 80% >99% Level II (Final) 35% 60% Level III 12% 20% # Tested * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 24 June 2015 Campus and District Accountability STAAR Math by Economic Status - Percent Meeting Performance Levels 2015 Accountability By Performance Level >99% 100 77% 80 60% 60 40% 37% 40 17% 20 0 EcD Level II (Phase-in 1) Non-EcD Level II (Final) Level III by Economic Status >99% 100 77% 80 60% 60 40% 37% 40 17% 20 0 Level II (Phase-in 1) Level II (Final) EcD Level III Non-EcD EcD Non-EcD 192 5 Level II (Phase-in 1) 77% >99% Level II (Final) 37% 60% Level III 17% 40% # Tested * Indicates values with fewer than five students in a subgroup. - Indicates no data. Mathematics standards have not been set at this time; Bridge study cut scores are used for STAAR and STAAR-A McBee Elementary Page 25 June 2015 Campus and District Accountability STAAR Science by Economic Status - Percent Meeting Performance Levels 2015 Accountability By Performance Level 100 80 68% 60 40 18% 20 2% * * * 0 EcD Level II (Phase-in 1) Non-EcD Level II (Final) Level III by Economic Status 100 80 68% 60 40 18% 20 * 2% * * 0 Level II (Phase-in 1) Level II (Final) EcD Level III Non-EcD EcD Non-EcD 44 2 Level II (Phase-in 1) 68% * Level II (Final) 18% * Level III 2% * # Tested * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 26 June 2015 Campus and District Accountability STAAR Writing by Economic Status - Percent Meeting Performance Levels 2015 Accountability By Performance Level 100 80 70% 60 40 34% 20 7% * * * 0 EcD Level II (Phase-in 1) Non-EcD Level II (Final) Level III by Economic Status 100 80 70% 60 40 34% 20 7% * * * 0 Level II (Phase-in 1) Level II (Final) EcD Level III Non-EcD EcD Non-EcD 67 2 Level II (Phase-in 1) 70% * Level II (Final) 34% * Level III 7% * # Tested * Indicates values with fewer than five students in a subgroup. - Indicates no data. McBee Elementary Page 27 June 2015 Campus and District Accountability 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 Campus and District Accountability 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 Reporting Categories 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 Campus and District Accountability 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 Reporting Categories 1. Matter and Energy 2. Force, Motion, and Energy 3. Earth and Space 4. Organisms and Environments McBee Elementary Page 30 June 2015 Campus and District Accountability 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 Reporting Categories 2. Revision 3. Editing McBee Elementary Page 31 June 2015 Campus and District Accountability 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% * Indicates values with fewer than five students in a subgroup. - Indicates no data. 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 Campus and District Accountability STAAR Grade 04 Composition Scores 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% * Indicates values with fewer than five students in a subgroup. - Indicates no data. 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 33 June 2015 Campus and District Accountability STAAR Grade 04 Composition Scores 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% * Indicates values with fewer than five students in a subgroup. - Indicates no data. 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 34 June 2015 CONFIDENTIAL DRAFT WORKING DOCUMENT 2014-15 School Year Estimated Accountability Subset English and Spanish STAAR Results Campus and District Accountability 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 - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above 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% Level II - Phase-in 1 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 Estimated Accountability Subset English and Spanish STAAR Results Campus and District Accountability 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 II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Hispanic Level II - Phase-in 2 2016 2015 2014 EcD Level II - Phase-in 1 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 ‐‐No data for students *Masked for <5 students Source: Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014-15 School Year Estimated Accountability Subset English and Spanish STAAR Results Campus and District Accountability 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 II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Hispanic Level II - Phase-in 2 2016 2015 2014 EcD Level II - Phase-in 1 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 ‐‐No data for students *Masked for <5 students Source: Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014-15 School Year Estimated Accountability Subset English and Spanish STAAR Results Campus and District Accountability 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 II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Hispanic Level II - Phase-in 2 2016 2015 2014 2013 2012 2016 2015 2014 2013 2012 2016 2015 2014 2013 2012 2016 2015 2014 2013 0% 2012 10% EcD Level II - Phase-in 1 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 ‐‐No data for students *Masked for <5 students Source: Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014-15 School Year Estimated Accountability Subset English and Spanish STAAR Results Campus and District Accountability 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 II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Hispanic Level II - Phase-in 2 2016 2015 2014 2013 2012 2016 2015 2014 2013 2012 2016 2015 2014 2013 2012 2016 2015 2014 2013 0% 2012 10% EcD Level II - Phase-in 1 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 Math 2015 at Bridge Study Scores; Phase-in 2 not available Printed 6/25/2015 ‐‐No data for students *Masked for <5 students Source: Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014-15 School Year Estimated Accountability Subset English and Spanish STAAR Results Campus and District Accountability 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 II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Hispanic Level II - Phase-in 2 2016 2015 2014 2013 2012 2016 2015 2014 2013 2012 2016 2015 2014 2013 2012 2016 2015 2014 2013 0% 2012 10% EcD Level II - Phase-in 1 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 Math 2015 at Bridge Study Scores; Phase-in 2 not available Printed 6/25/2015 ‐‐No data for students *Masked for <5 students Source: Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014-15 School Year Estimated Accountability Subset English and Spanish STAAR Results Campus and District Accountability 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 II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Hispanic Level II - Phase-in 2 2016 2015 2014 EcD Level II - Phase-in 1 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 ‐‐No data for students *Masked for <5 students Source: Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014-15 School Year Estimated Accountability Subset English and Spanish STAAR Results Campus and District Accountability 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 II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Level II - Phase-in 1/above Level II - Phase-in 2/above Level II - Final/above Level III Hispanic Level II - Phase-in 2 2016 2015 2014 EcD Level II - Phase-in 1 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 ‐‐No data for students *Masked for <5 students Source: Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014‐15 School Year Estimated Accountability Subset English and Spanish Combined Performance by Enrollment Campus and District Accountability 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 2014‐15 School Year Estimated Accountability Subset English and Spanish Combined Performance by Enrollment Campus and District Accountability STAAR Results ‐ Math 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 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 ELL enrl per 2014‐15 PEIMS 110 file Assmnt results per Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014‐15 School Year Estimated Accountability Subset English and Spanish Combined Performance by Enrollment Campus and District Accountability STAAR Results ‐ Science 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 3 of 8 Printed 6/17/2015 ELL enrl per 2014‐15 PEIMS 110 file Assmnt results per Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014‐15 School Year Estimated Accountability Subset English and Spanish Combined Performance by Enrollment Campus and District Accountability STAAR Results ‐ Writing 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 4 of 8 Printed 6/17/2015 ELL enrl per 2014‐15 PEIMS 110 file Assmnt results per Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014‐15 School Year Estimated Accountability Subset English and Spanish Combined Performance by Enrollment Campus and District Accountability 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% State Safeguard Target EcD % Passed EcD % Enrollment EcD % Passed ‐ Average All EL 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 5 of 8 Printed 6/17/2015 EcD enrl per 2014‐15 PEIMS snapshot Assmnt results per Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014‐15 School Year Estimated Accountability Subset English and Spanish Combined Performance by Enrollment Campus and District Accountability STAAR Results ‐ Math 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% State Safeguard Target EcD % Passed EcD % Enrollment EcD % Passed ‐ Average All EL 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 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 EcD enrl per 2014‐15 PEIMS snapshot Assmnt results per Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014‐15 School Year Estimated Accountability Subset English and Spanish Combined Performance by Enrollment Campus and District Accountability STAAR Results ‐ Science 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% State Safeguard Target EcD % Passed EcD % Enrollment EcD % Passed ‐ Average All EL 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 7 of 8 Printed 6/17/2015 EcD enrl per 2014‐15 PEIMS snapshot Assmnt results per Pearson electronic files CONFIDENTIAL DRAFT WORKING DOCUMENT 2014‐15 School Year Estimated Accountability Subset English and Spanish Combined Performance by Enrollment Campus and District Accountability STAAR Results ‐ Writing 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% State Safeguard Target EcD % Passed EcD % Enrollment EcD % Passed ‐ Average All EL 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 8 of 8 Printed 6/17/2015 EcD enrl per 2014‐15 PEIMS snapshot Assmnt results per Pearson electronic files 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% Data Source: Actual- TAPR, Estimated- Contractor's electronic files * Numerator is less than 5 and denominator is > 0 - Denominator is 0 McBee Page 3 Summer 2015 Office of Campus and District Accountability 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% Data Source: Actual- TAPR, Estimated- Contractor's electronic files * Numerator is less than 5 and denominator is > 0 - 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% Data Source: Actual- TAPR, Estimated- Contractor's electronic files * Numerator is less than 5 and denominator is > 0 - Denominator is 0 McBee Page 4 Summer 2015 Office of Campus and District Accountability 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% Data Source: Actual- TAPR, Estimated- Contractor's electronic files * Numerator is less than 5 and denominator is > 0 - 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% Data Source: Actual- TAPR, Estimated- Contractor's electronic files * Numerator is less than 5 and denominator is > 0 - Denominator is 0 McBee Page 5 Summer 2015 Office of Campus and District Accountability 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 Data Source: Actual- TAPR, Estimated- Contractor's electronic files * Numerator is less than 5 and denominator is > 0 - 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 Data Source: Actual- TAPR, Estimated- Contractor's electronic files * Numerator is less than 5 and denominator is > 0 - Denominator is 0 McBee Page 6 Summer 2015 Office of Campus and District Accountability 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 Data Source: Actual- TAPR, Estimated- Contractor's electronic files * Numerator is less than 5 and denominator is > 0 - 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 Data Source: Actual- TAPR, Estimated- Contractor's electronic files * Numerator is less than 5 and denominator is > 0 - Denominator is 0 McBee Page 7 Summer 2015 Office of Campus and District Accountability 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. * Numerator is less than 5 and denominator is > 0 - 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 Office of Campus and District Accountability 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. * Numerator is less than 5 and denominator is > 0 - 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 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. * Numerator is less than 5 and denominator is > 0 - Denominator is 0 McBee Page 9 Summer 2015 Office of Campus and District Accountability 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 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. * Numerator is less than 5 and denominator is > 0 - 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 Office of Campus and District Accountability 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 * Numerator is less than 5 and denominator is > 0 - 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 * Numerator is less than 5 and denominator is > 0 - Denominator is 0 McBee Page 11 Summer 2015 This page intentionally left blank. CONFIDENTIAL DRAFT WORKING DOCUMENT Estimated Accountability Subset 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 Number Phase-in 1 Level 2 and above Total Tests % Met Phase-in 1 Level 2 and above Writing (STAAR only) Number Phase-in 1 Level 2 and above Total Tests % Met Phase-in 1 Level 2 and above Science/Biology Number Phase-in 1 Level 2 and above Total Tests % Met Phase-in 1 Level 2 and above Social Studies/US History Number Phase-in 1 Level 2 and above Total Tests % Met Phase-in 1 Level 2 and above 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 Source: Pearson electronic files Safeguard_Practice_State.xlsm July 2015 --No data for students *Masked for <5 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 Reading Performance (Level III) Grade 4 Writing Performance (Level III) Grade 5 Reading Performance (Level III) Grade 6 Reading Performance (Level III) Grade 7 Reading Performance (Level III) Grade 7 Writing Performance (Level III) Grade 8 Reading 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 TELPAS Advanced High 2-Year Plan 3 TELPAS Advanced or Below 4-Year Plan 3 TELPAS Advanced High 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