rusk primary school campus plan campus 103 2014-2015€¦ · primary school . campus plan . campus...

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Rusk

Primary School

Campus Plan Campus 103

2014-2015

Rusk Primary School Title I, Part A, Schoolwide Campus Total Number of Children: 432 Total Number At Risk: 182 Percentage of At Risk: 42.1%

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Table of Contents Committee Members …….. ……………………………………………………….…3 Mission Statement ……………………………………………………………………4 Student Performance on Star Early Literacy…………………………………...…...5 Needs Assessment………………………………………………………....………….6 Average Daily Attendance and Parental Involvement ...……………………….……10 Evaluation of 2012-2014 Campus Plan Goals and Objectives………………………11 Campus Goals and Strategies: Reading………………………………………………………………………14 Math………………………………………………………...………………..18 Writing/Language Arts………………………………………………………20 Special Programs: At Risk……………………………………………………………….22 English as a Second Language………………………………………23 Accelerated Reading Instruction/Dyslexia…………………………..25 Gifted and Talented…………………………………………… ……26 Special Education ………………………………………………...…27 School Climate: Social, Emotional, and Academic Development……………………28 Attendance…………………………………………………………..32 Parental Involvement………………………………………….…….33 Technology………………………………………………………….35 State Compensatory Education Fund…………………………..……………37

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Rusk Primary School Grade Level Teams

2014-2015

Kindergarten Team Pre-K Team Katie Covington Denise Goff Amanda Beard Kandy Loden Lindsey Ragsdale Elissa Berryman Katie Homann Shonda Williams Kasi Williams Elizabeth Beard CJ Simpson Jenni Cudd Mary Thompson Jenny Peters

Jennifer Eckel First Grade Team Niki Acker Ancilliary Team Kathy Blackmon Janie Cromer Anthony Garner Shirley Goldsberry Kathy Maxwell Judy Marks Dana Tinsley Lauren Dyess Tonya Tropp Melody Ross Kassidy Crews Jamie Sanders Christi Starkey Elizabeth Palmer Krista McNew

Paraprofessional Team Lori Bayless Shelly Ford Office Team Jessica Gates Susan Rinehart Tanya Helm Brittany Robbins Johnny Avant, Custodian Shauna Goff Amanda Berry Angie Berry, Counselor Crystal Post Angela Smith Brian Joyner, Assistant Principal Tana Rawlinson Melissa Robinson Sandra Lenard, Principal Crystal Ward Sandy Wood Rosa Lowe, PEIMS Clerk Becky Morris Jeana Kimbrell Sue Nation, Secretary , Nurse

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Campus Improvement Team 2014-2015

Lindsey Ragsdale, Teacher Crystal Ward, Paraprofessional Mary Thompson, Teacher Elissa Berryman, Teacher Christi Starkey, Teacher Judy Marks, Teacher Anthony Garner, Teacher Tonya Tropp, Teacher Rotisha Dunn, Parent Alexis Jinkins, Parent Bob Nation, Community Member Thomas Parsons, Community Member Stephen Berry, Business Member Stoney Thompson, Business Member Sandra Lenard, Principal Brian Joyner, Assistant Principal Nurse, Non-Teaching Professional Betty Collins, District Level Rep

Campus Plan Team 2014-2015

School Culture, Climate and Staff Development Student Achievement Lindsey Ragsdale Amanda Beard Shonda Williams CJ Simpson Shirley Goldsberry Christi Starkey Krista McNew

Jennifer Eckel

Curriculum, Instruction and Assessment Demographics Elizabeth Beard Anthony Garner Elizabeth Palmer Kandy Loden Niki Acker Janie Cromer Melody Ross

Family and Community Involvement School Organization and Budget Elissa Berryman Kasi Williams Lauren Dyess Denise Goff Jenni Cudd Kathy Blackmon

Staff Quality, Recruitment, and Retention Technology Tonya Tropp Katie Covington Jenny Peters Mary Thompson Judy Marks Jamie Sanders

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Rusk Primary School Mission

The Mission of Rusk Primary School is to provide a positive and safe learning environment where all students will succeed.

Vision

We Are E engaged A actively Learning G goal Oriented L loving E enthusiastic S safe

Values

We will be respectful of each other. We will stay committed To each other and our children while ensuring excellence in education for all.

Goals

Through our mission, vision, and values, we will collaborate to ensure the success of each student.

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Comprehensive Needs Assessment Summary Area Reviewed Data Sources Strengths Weaknesses Objectives/funding Demographics

Enrollment Numbers Attendance Records Skyward Reports of Ethnicity, At risk, and special populations PEIMS/AEIS data Class sizes Transfer reports

Increasing enrollment Number of transfer students is up. Class size remains below 1:22 Targeted Instruction in place to assist with struggling first graders. Some progress toward closing gaps. Retention number decreased with addition of mixed age classes.

Attendance is below state average At risk are mostly low scores on readiness test. Large low socio economic population Sub pops continue to score below expectations in some areas.

Raise attendance rate to match state goal of 97%. Implement targeted instruction program for the entire campus population. Continue free breakfast program. Monitor and focus on sub pops more in Targeted Instruction.

Needs Assessment – Attendance Data

Attendance 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14

K 95.63 95.65 95.57 94.77 95.33 95.44 95.31 94.81 1 95.91 95.91 96.17 95.81 95.98 96.07 95.98 96.16

PK 93.95

EE 78.86 Totals 95.03

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Comprehensive Needs Assessment Summary

Area Reviewed Data Sources Strengths Weaknesses Objectives/funding Student Achievement

Star Early Literacy IStation TELPAS Benchmarks Report Cards Teacher input/observations Promotion/retention

rates

Progress monitoring system Intervention strategies in place Collaboration on benchmark results Lab for struggling students TELPAS showed gains Targeted Instruction based on data PLCs Fast review of data for intervention

Fluency and vocabulary are still weaker areas Additional resources for struggling students on specific skills at a variety of levels.

90 % of all students will meet the End of Year I Station goal set by I Station research.

90% of all students will meet the End of Year Star Early Literacy goal of at least the 50th%tile set by Star Early Lit research.

85% of all K students will read a 1.0 and 90% of all 1st students will read a 2.0 by end of year.

Work toward increasing TELPAS at least one proficiency level.

Decrease the gap between at risk and All students.

90% of all students, all subpops and special programs will score 70 or better on quick checks for math.

90% of all students will score 70 or more on quick checks for writing/language arts.

90% of all sub populations and special programs students will meet the End of Year Star Early Literacy goal of at least the 50th%tile set by Star Early Lit research and EOY I station score set by I station research.

100% of GT students will score 70 or better on quick checks for all subjects.

Sp Ed and PPCD students will show progress on their IEPs.

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Needs Assessment Student Performance on Star Early Literacy

The following chart indicates average scores of PreKindergarten 4 students in each area of the Star Early Literacy Test in the beginning, middle and end of year testing periods for 2013-2014.

Rusk Primary School Kindergarten Star Early Literacy Results

%age of change 13-14 Beg- End

Pre Kindergarten 4 Tasks 13-14

Beg-year

Mid- Year

End of Year

Scaled Score 419 492 552 +133 Alphabetic Principle 36 52 63 +27 Concept of Word 41 57 68 +27 Visual Discrimination 44 62 71 +27 Phonemic Awareness 18 30 39 +23 Phonics 19 32 42 +23 Structural Analysis 13 24 33 +20 Vocabulary 22 34 44 +22 Sentence Comprehension 15 27 37 +22 Paragraph Comprehension 12 21 30 +18 Early Numeracy 31 47 58 +27

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The following chart indicates average scores of students in each area of the Star Early Literacy Test in the beginning, middle and end of year testing periods for 2013-2014.

Rusk Primary School Kindergarten Star Early Literacy Results


Kindergarten Tasks 13-14

Beg-year

Mid- Year

End of Year


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The following chart indicates average scores of students in each area of the Star Early Literacy Test in the beginning, middle and end of year testing periods for 2013-2014.

The following chart indicates the number of students meeting or exceeding the 50th percentile on Star Early Literacy at the end of the 2013-2014 school year. ARI Program Students K 27/36 1st 34/71 The following chart indicates the number of Accelerated Reading Instruction students scoring a reading level of 1.8 or mor on Star Reading at the end of the 2013-2014 school year . ARI Program Students 1st 21/71

Rusk Primary School First Grade Star Early Literacy Results


First Grade Tasks 13-14

Beg-year

Mid- Year

End of Year


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Needs Assessment Student Performance on Star Early Literacy. The following charts indicate the average scores of Special Programs students in each area of the Star Early

Literacy Test for the 2014-2014 school year at the beginning and end of year testing periods. PreKindergarten 4 Tasks Beg-year

End Year

Beg-Year

End Year

Beg-Year

End Year

Beg-Year

End Year

Special Program Students At-Risk ESL Sp.Ed GT Reading Scaled Score 377 503 392 500 432 634 Alphabetic Score 25 55 29 54 41 77 Concept of Word 29 59 33 59 46 81 Visual Discrimination 32 63 37 63 50 84

Phonemic Awareness 11 31 14 31 20 53

Phonics 12 33 15 33 21 55 Structural Analysis 8 25 10 25 15 45 Vocabulary 15 36 17 36 25 57 Sentence Comprehension 9 28 12 28 17 50

Paragraph Comprehenion 7 22 9 22 13 41

Early Numeracy 21 49 25 48 35 72

Kindergarten Tasks Beg-year

End Year

Beg-Year

End Year

Beg-Year

End Year

Beg-Year

End Year

Special Program Students At-Risk ESL Sp.Ed GT Reading Scaled Score 482 662 507 681 533 677 Alphabetic Score 50 79 56 82 60 81 Concept of Word 54 83 61 85 65 84 Visual Discrimination 58 86 65 87 69 86


Phonics 30 60 34 63 38 63 Structural Analysis 22 51 26 55 30 54 Vocabulary 33 61 37 64 41 64 Sentence Comprehension 25 56 29 59 33 59

Paragraph Comprehenion 20 47 23 51 27 51

Early Numeracy 44 76 50 78 55 77

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First Grade Tasks Beg.-year

End Year

Beg.-year

End Year

Beg.-year

End Year

Beg.-year

End Year

Special Programs At-Risk ESL Sp.Ed

GT

Reading Scaled Score 571 738 594 744 588 726

691 820

Alphabetic Score 67 88 70 88 68 87 83 95 Concept of Word 71 90 75 91 72 89 86 96 Visual Discrimination 75 92 78 92 76 91

88 96


63 86

Phonics 45 73 49 74 48 71 65 87 Structural Analysis 36 66 39 67 39 64 57 83 Vocabulary 47 74 51 74 50 72 66 87 Sentence Comprehension 40 70 43 71 43 68 61 86 Paragraph Comprehenion 32 62 36 63 36 60

53 81

Early Numeracy 61 85 65 86 64 84 79 94

Needs Assessment Student Performance on Star Early Literacy.

PreKindergarten 4 Tasks Beg-year End Year Beg-Year End Year Beg-Year End Year

Beg-Year

End Year

Special Population Students Afro-Am. Hispanic White

Eco.Dis

Reading Scaled Score 423 566 402 524 425 562 419 552 Alphabetic Principle 37 65 32 58 38 65 36 63 Concept of Word 42 69 36 63 42 69 41 68 Visual Discrimination 46 73 40 67 46 73 44 71 Phonemic Awareness 19 42 15 35 19 41 18 39

Phonics 20 44 16 37 20 43 19 42 Structural Analysis 14 35 11 28 14 34 13 33 Vocabulary 23 46 19 39 23 46 22 44 Sentence Comprehension 16 39 13 32 16 38

15 37

Paragraph Comprehension 12 32 10 25 12 31

12 30

Early Numeracy 32 60 27 53 33 60 31 58

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Needs Assessment

Student Performance on Star Early Literacy.

Kindergarten Tasks Beg-year

End Year

Beg-Year

End Year

Beg-Year

End Year

Beg-Year

End Year

Special Population Students

Afro-Am. Hispanic White

Eco.Dis

Reading Scaled Score 514 691 507 697 546 711 529 688 Alphabetic Principle 57 83 55 83 62 85 59 82 Concept of Word 62 86 60 86 67 88 64 85 Visual Discrimination 66 88 64 89 71 90 68 88 Phonemic Awareness 33 62 32 63 38 66 36 62

Phonics 35 65 34 66 41 69 38 65

Structural Analysis 27 56 26 58 32 61 29 56 Vocabulary 38 66 37 67 43 69 40 66 Sentence Comprehension 30 61 29 62 35 65

33 61


26 52

Early Numeracy 51 80 50 80 57 82 54 79

First Grade Tasks

Beg.-year

End Year

Beg.-year

End Year

Beg.-year

End Year

Beg.-year

End Year

Special Populations

Afro-Am. Hispanic White

Eco.Dis

Reading Scaled Score 580 748 610 750 651 778 615 762

Alphabetic Principle 68 89 73 89 78 91 73 90

Concept of Word 72 91 77 91 81 93 77 92 Visual Discrimination 76 93 80 93 84 94 80 94 Phonemic Awareness 44 73 49 73 56 78 50 75 Phonics 46 75 51 75 58 80 52 77 Structural Analysis 37 68 42 68 49 74 43 71 Vocabulary 49 75 53 75 60 80 54 77 Sentence Comprehension 41 72 46 73 54 78

48 75


40 68

Early Numeracy 63 87 68 87 73 89 68 88

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PreKindergarten 4 Tasks Beg-year End Year Beg-Year End Year Beg-Year End Year Beg-Year

End Year

Special Population Students Male Female 504 Dyslexic Reading Scaled Score 410 553 +123 430 551 +121 Alphabetic Principle 34 63 +29 39 63 +24 Concept of Word 39 68 +29 43 67 +24 SMALL NUMBER Visual Discrimination 42 72 +30 47 71 +24 OF STUDENTS Phonemic Awareness 16 40 +24 20 39 +19

Phonics 18 42 +24 21 41 +20 Structural Analysis 12 33 +21 15 33 +18 Vocabulary 20 44 +24 24 44 +20 Sentence Comprehension 14 37 +23 17 36 +19 Paragraph Comprehension 10 30 +20 13 29 +16 Early Numeracy 29 58 +29 34 57 +23

Kindergarten Tasks Beg-year End Year +/- Beg-Year End Year +/- Beg-Year End Year Beg-Year

End Year

Special Population Students Male Female 504 Dyslexic Reading Scaled Score 536 705 +169 530 706 +176 Alphabetic Principle 60 84 +24 60 84 +24 Concept of Word 65 87 +22 65 87 +22 Visual Discrimination 69 89 +20 69 89 +20 SMALL NUMBER Phonemic Awareness 37 65 +28 36 65 +29 OF STUDENTS


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First Grade Tasks Beg-year End Year Beg-Year End Year Beg-Year End Year Beg-Year

End Year

Special Population Students Male Female 504 Dyslexic Reading Scaled Score 633 767 +134 626 769 +143 Alphabetic Principle 75 90 +15 74 91 +17 Concept of Word 79 92 +13 78 92 +14 Visual Discrimination 82 94 +12 81 94 +13 SMALL NUMBER Phonemic Awareness 53 76 +23 52 76 +24 OF STUDENTS


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Area Reviewed Data Sources Strengths Weaknesses Objectives/funding School Culture and Climate

Prior Campus Plan Staff participation rate in social events Discipline Referral logs/PEIMS Accident log Lockdown Log Teacher contacts Walkthrough class observation data Parent/community participation in events Required trainings Transition events for school entry and grade to grade

Rapport between staff members and staff to students Low rate of major discipline problems Accidents minimal Good parents participation Trainings and procedures in place Parent/community events are well attended Transition events

Build more participation of parents in academics Continue and refine trainings Update and enhance safety procedures

Promote social and emotional development by modeling and teaching good citizenship qualities as described in the Character Education Resource Guide, a state approved curriculum for character development. A Crisis Intervention and Violence Prevention plan will be in place and enhanced to manage and or prevent a crisis situation Provide a safe and drug free environment that supports academic achievement Implement strategies that will build a positive school climate for students, teacher, parents and community that is conducive to successful learning. Shaq will be utilized to ensure the health of the students

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Area Reviewed Data Sources Strengths Weaknesses Objectives/funding High Staff Quality, Recruitment and Retention, Professional Development.

Teacher certification /qualification data Paraprofessional qualifications PDAS Staff mobility/stability Recruitment and retention strategies Class/student ratios Grades/assessment data

100% of staff are highly qualified Incentive pay/attendance pay Number of field experience students from universities on campus. Class size below 1:22 Staff participation rate in offered staff development Web site

Teacher training in all 5 areas of reading ESL certifications Dyslexia training program Time for mentoring and collaboration Class procedures and management for inexperienced teachers

Attract and retain highly qualified teachers Increase the number of ESL certified teachers Provide dyslexia training for a reading intervention teacher Management Training will be provided to maximize teacher effectiveness.

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Area Reviewed Data Sources Strengths Weaknesses Objectives/funding Curriculum, Instruction, and Assessment

Scope and Sequence Curriculum bundles TEKS Kilgo Toolkit Alignment meetings Schedules Class, special programs, etc Grading Lessons written from toolkits Technology Curriculum resources Lesson delivery strategies Quick Check results I Station tests Star Early Lit

Kilgo training and campus work Daggett training Toolkits Scope and Sequence Higher order thinking strategies High level questioning Eagle camp Progress monitoring Exit questions Quick checks

Need more Grade level and cross grade level meeting time Grading Access to more age appropriate technology on appropriate skills for our level

Campus will have a complete scope and sequence for reading, math and science. Provide time for all teachers to use the toolkit in planning lessons with targeted student objectives, PLC decisions, data analysis/planning. All teachers will require that students show proof of learning through quick checks and exit questions. Provide training for all teachers on questioning. Teachers will write lessons with Rigor and Relevance and post on website.

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Area Reviewed Data Sources Strengths Weaknesses Objectives/funding Family and Community Involvement

Parent involvement sign in logs Student attendance and discipline records Number of parent conferences and parent contacts PTO sign in sheets Red Ribbon week participation

Number and variety of parent activities offered. Number of parent conferences attended Parental support of discipline and attendance issues

Language barriers Lower participation from lower socio economic groups

90% of all parents will attend parent conferences in the fall and spring. Provide opportunities for parents to come to school and feel comfortable in learning about their child’s academic instruction.

The following chart indicates the percentage of parent conferences completed during the last eight school years.

Parent Logs 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14

Fall 94% 89% 94% 95% 95% 96% 95%

94%

Spring 96% 93% 95% 96% 96% 96% 96%

95%

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Area Reviewed Data Sources Strengths Weaknesses Objectives/funding School Context and Organization

CIC, DEIC and TEAM meeting notes Grade level meeting minutes Faculty meetings Master Schedule Support Structures/Mentors Student Support Services Campus Map/Physical Environment Communication logs/emails/memos Schedules Handbooks Duty Rosters Campus Plan

Active CIC, DEIC, TEAM and grade level teams Safe school environment Student support Schedules changed to include Targeted Instruction Handbooks in place with important info. Patsy Ramirez with Figure 19 training and facilitating. K/1 and 1 /2 class

Decrease bus referrals More staff leadership roles Way to assist more struggling students Rotation time management

Add time in schedule for PLC and Targeted Instruction for students. Add a K/1 and a 1 / 2 class for struggling students. Add aides to mixed age classes to assist with struggling students. Continue bus discipline procedures Encourage leadership among teachers and time management responsibility.

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Area Reviewed Data Sources Strengths Weaknesses Objectives/funding Technology

STAR Chart results Technology coaching Technology notes Class technology needs Technology policies and procedures Assessment of technology skills of students and staff Technology infrastructure and networks Technology Hardware and software available Technology Staff development

Campus desktop lab Grade Level laptop labs Smartboards, data projectors, data cameras in every classroom Interactive lessons through technology Technology coach for training and assistance weekly Technology used by all teachers and students Wireless connectivity I pads added

Connectivity issues at times. Network goes down at times Access to software that is age appropriate for reading/math at our level. Direct instruction of Technology TEKS in classrooms.

Increase use of technology in classrooms to enhance student achievement Regular updates to web page for campus and grade levels Increase access for students and parents. Provide more age appropriate software or apps for beginning reading and math for young students. Students will learn foundations, information acquisition, work in solving problems and communications. An awareness of the SES of the internet will begin at Rusk Primary.

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Demographic and Student Achievement Goals and Strategies

Goal: (1) All students in the community will have families that are full partners with educators in the education of their children. Areas(s) from Needs Assessment: Demographics/Attendance and Retention Objectives from Needs Assessment:

• Raise attendance rate to match state goal of 97%. • Design and implement a targeted instruction program for the entire campus. • Continue free breakfast program.

Strategies/Actions Person

Responsible Funding Resources

Time lines

Evidence of Implementation

Formative/ Summative Evaluation Data

__Met Strategy __Continue Strategy

Students will receive a perfect attendance certificate at the end of the year awards ceremony for perfect attendance. Parents will be contacted on the third consecutive day of absence by the office Attendance letters will be sent out on the fourth absence and on the seventh undocumented absence a meeting will be required.

Sandra Lenard Brian Joyner Sandra Lenard Brian Joyner Rosa Lowe Sandra Lenard Brian Joyner Rosa Lowe

General Fund PTO funds General Fund General Fund

May 2015 May 2015 May 2015

Certificates given Attendance Log Attendance Log Letters sent Meetings held

Attendance Rate increased. Attendance Log Attendance meeting log

__Met Strategy __Continue Strategy __Met Strategy __Continue Strategy __Met Strategy __Continue Strategy

Excessive absences will be referred to attendance court.

Sandra Lenard Rosa Lowe

General Fund

May 2015

Court Referrals

Attendance Rate


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Goal: (2) All students within all demographic areas will reach high standards. At a minimum, all student achievement will be at the level of proficiency or better on assessments in:

• Reading/language arts • Mathematics • Science • Social Studies

All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: Reading Objectives from Needs Assessment:

• 90 % of all students, all subgroups and all special program groups will meet the End of Year I Station goal set by I Station research.

• 90% of all students, all subgroups and all special program groups will meet the End of Year Star Early Literacy goal of at least the 50th percentile set by Star Early Lit research.

• 85% of all K students will read a 1.0 and 90% of all 1st students will read a 2.0 by end of year.

All students will demonstrate exemplary performance in comparison to state performance standards Strategies/Actions Person


Timelines Evidence of Implementation



Assessment data will be disaggregated and presented to the faculty. STAAR Benchmark Assessments I Station Star Early Literacy

Sandra Lenard Brian Joyner

General Funds

Spring 2015

Response from disaggregated data and conclusions/plans made by faculty based on the data.

Test scores reflect growth.


Teachers will analyze class STAR Early Lit summary sheets based on their individual student's scores in order to assess and plan effective instructional strategies for the classroom based on student needs. STAR Early Lit Summary sheets will be discussed and shared in grade level teams.

Classroom teachers

General Funds

Spring 2015

Lesson plans reflect instruction based on the individual needs of students.

Improvement of individual student skill development on the STAR Early Lit and classroom objectives.


Conduct staff development on integrating TEKS/STAAR objectives in all classes and subjects.

Sandra Lenard Brian Joyner Theresa Gates

Title I, Part A

Fall 2014- Spring 2015

Improvement on TEKS/TAKS related classroom objectives.

Show an increase of STAR Early Lit and TEKS/STAARrelated objectives reflected in lesson plans for all classes


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Use previous year's STAAR materials to pattern STAAR format activities for Instructional purposes. Quick checks will reflect STAAR format.

Classroom and ancillary teachers

General Funds

Fall 2014- Spring 2015

Activities will reflect TAKS format.

Improved performance on STAAR patterned activities in the classroom.


Analyze previous year's STAAR test by question to design instructional strategies leading to prerequisite skill acquisition.

Theresa Gates Grade level Teachers

General Funds

Fall 2014 Analysis completed

Improved performance on STAAR patterned activities in the classroom.


Parents will receive Star Early Literacy Assessment results in report cards and parent conferences will be held to explain results.

Grade level teachers

General Funds

May 2015 Results sent. Conferences held.



Update scope and sequence/ timeline of TEKS skills to be taught each grading period as needed.

Beard Williams Blackmon Cromer

General Funds

May 2015.

Scope and sequence/timeline updated and in use.

Increase in academic scores


Give and update Quick Check assessments of TEKS objectives each grading period.


General Funds

May 2015.

Quick Check test updated and in use.

TEKS objectives mastered.


Continue curriculum development and align skills across grade levels in district and provide supplies needed.


General Funds

May 2015.

Curriculum development continued and alignment across grade levels completed.

Increase in academic scores.


Provide intensified instruction using the Accelerated Reader Program.

Simpson Cromer

General Funds

May 2015 Monitor the number of books circulated through the library.

Increase in individual student's reading and comprehension level.


New teachers will be trained on the use of the new AR program and tests.

Williams Loden Acker

General Funds

Fall 2014.

Training on different parts throughout the year done.



Teachers will continue scientifically research Based strategies of AR STAR, STAR Early Lit., I Station and Quick Check assessments.

Sandra Lenard classroom teachers Brian Joyner

General Funds

May 2015.

Tests given. Monitor growth.



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STAR Early Literacy, I Station will be used as a diagnostic tool for PK, K and 1st for assessment of growth.

All teachers General Funds

May 2015.

Software installed and used. Increase in diagnostic use.



Teachers will use the STAR Early Literacy and I station data to plan.


General Funds

Spring 2015

Training on different parts throughout the year done.

Increase in scores


Fluency activities will be used in K and 1.


May 2015 Increase in fluency rates.

Increase in scores


Pre- Kindergarten, Kindergarten, and first grade will implement strategies specific to Literacy Development. K and 1st will implement writing traits as presented Patsy Ramirez.

K. Teachers First Grade Teachers Sandra Lenard Brian Joyner

General Funds

May 2015 Increase in activities from the training in lesson plans and classroom instruction.

Increase in STAR Early Lit developed skills.


Phonics will be continued as part of the Reading Components.

K. Teachers First Grade Teachers Sandra Lenard Brian Joyner

General Funds

May 2015 Increase in STAR Early Lit developed skills.

Increase in scores


Teachers will continue grade level/campus PLC meetings for planning and coordination of instructional strategies.

Beard Williams Cromer

General Funds

May 2015 Meetings held and instructional strategies implemented.

Increased mastery of objectives


A Targeted Instruction Program will be utilized for all students during and after school


State Comp Ed And General

May 2015 Program implemented

Increase in scores


Teachers will visit other schools, other classrooms on campus and workshops to increase their teaching skills.


General Funds

May 2015 Teachers visit and share what they learn.

Increase in scores


Continue leveling the books in the resource room to include more reading levels.

Ross McNew Angie Berry

General Funds, Activity funds

May 2015 Number of books added. Inventory done.

Increase in reading scores


Students will participate in reduced class size classrooms.


Title II, Part A TPTR

May 2015 Growth in reading development.

Increase in scores


Continue programs to assist in meeting the needs of all students. - GT - Literacy Lab - Resource - ESL - Headstart - RTI - Send in/pull out aides - Accelerated Reading

Sandra Lenard Brian Joyner Nikki Acker Gates/Rinehart Maxwell McNew Pre-K teachers Ross/McNew Aides All classroom Teachers

SCE including SFSF SCE see attached including SFSF General Fund ESL

Aug 2014 Acceptable performance on instructional goals set by the campus committee.

Increase in scores


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Instruction Program - Targeted Instruction - Extended Day/Year Program - Counseling - Tutoring - Half day Pre-K 3

Niki Acker Angie Berry All Teachers Angie Berry Cudd

funds

Staff Development will be provided on the characteristics of dyslexia, RTI and classroom intervention.

Sandra Lenard Angie Berry

SCE, General Funds

May 2015

Staff development provided. Increase in awareness of dyslexia characteristics.

Increase in scores


Recruit and retain fully certified professional staff.

Brian Joyner Sandra Lenard

General funds

August 2014

Professional staff is fully certified and remain in RISD

Increase in scores


Kindergarten and first will continue to teach Phonics in direct instruction.


May 2015 Increase in phonics skills on STAR Early Lit.

Increase in scores


Computer software and other instructional materials will be implemented for reading reinforcement of skills.


May 2015

Software used.

Increase in reading skills.


Teachers will continue to implement Social Studies TEKS timelines for each grading period and will update as needed.


May 2015 Timelines developed.

Increase in scores


First grade teachers will Implement Comprehensive Literacy Training strategies.

All teachers General Fund

May 2015 Increase in STAR Early Lit scores.

Increase in scores


Maintain highly qualified in all Core subjects.


General Fund

May 2015 Teachers are highly qualified.

Increase in scores

RTI plan will be implemented and students monitored.

Angie Berry Ross McNew

SCE funds

May 2015 Students will receive Early implementation of Intervention strategies in the RTI plan.

Increase in scores


Student monitoring of progress will be bi-weekly for struggling students.

Lab Assistants Ross McNew

General Funds

May 2015 Students will show progress On monitored objectives.

Increase in scores


Provide snacks to PK/HS Sandra Lenard Brian Joyner

General Funds

May 2015

Snacks provided

Increase in scores


Teachers will analyze class Star Early Literacy and I Station summary sheets based on their individual student's scores in order to assess and plan effective instructional strategies for the classroom based on student needs. Summary sheets will be

Classroom Teachers Sandra Lenard

General Funds

Spring 2015

Lesson plans reflect instruction based on the individual needs of students.

Improvement of individual student skill development on the assessments and classroom


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discussed and shared in grade level teams.

objectives.

Parents will receive Star Early Literacy Assessment results in report Cards and parent conferences will be held to explain results

All Teachers Sandra Lenard Brian Joyner

General Funds

May 2015

Reports sent Conferences held

Increase in scores


Provide small group tailored instruction in 5 areas of reading for students scoring below goals in areas of reading.

All Teachers Sandra Lenard Brian Joyner

SCE May 2015

Targeted Instruction groups done during school day.

I station and Star Early Lit results increase.




All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: Writing/Language Arts/Social Studies Objectives from Needs Assessment:


• 90% of all students, all subgroups and all special program groups will meet the End of Year Star Early Literacy goal of at least the 50th%tile set by Star Early Lit research.


• 90% of all students, will score 70 or better on quick checks for writing and language arts. Strategies/Actions Person





Assessment data will be disaggregated and presented to the faculty. - STAAR - Quick Checks - Star Early Lit - I Station

Sandra Lenard Brian Joyner Angie Berry

General Funds

Spring 2015




Conduct staff development on Instructional strategies, and computer programs..


General Funds

Spring 2015

Show an increase of TEKS related objectives reflected in lesson plans for non-STAAR related classes.

Improvement of TEKS related classroom objs.


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Use previous year's STAAR materials to revise and to fine tune STAAR format activities for instructional purposes.

Theresa Gates All Teachers

General Funds

Spring 2015


Improved performance on TAKS patterned activities in the classroom.


Update scope and sequence/timeline of TEKS skills to be taught each grading period as needed.


Gerenal Funds

May 2015 Scope and sequence/timeline updated and in use. TEKS objectives taught each six weeks.

Increase in scores



All Teachers General Fund

May 2015 Quick Check test updated and in use.



Teacher representatives from each grade level will attend the CAMT conference.

All Teachers Title II, A July 2015 Activities reflected in plans.

Quick Check math scores increase.


Disaggregate grading period Quick Check assessment results and turn in to office.

All regular classroom teachers

General Funds

May 2015 Completed and turned in to office.



Provide reteaching opportunities based on disaggregated assessment results.


General Funds

May 2015 Reteaching activities in plans.

End of year Quick Check assessment results improve.


Teachers will continue grade level/PLC campus meetings for planning and coordination of instructional strategies.

Beard Loden Marks

General Funds




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All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: Math/Science Strategies/Actions Person





Assessment data will be disaggregated and presented to the faculty. - STAAR - Quick Checks - Star Early Literacy - I Station


General Funds

Spring 2015




Conduct staff development on Instructional strategies, and computer programs..


General Funds

Spring 2015

Show an increase of TEKS related objectives reflected in lesson plans for non-TAKS related classes.

Improvement of TEKS related classroom objs.


Use previous year's STAAR materials to revise and to fine tune STAAR format activities for instructional purposes.


General Funds

Spring 2015


Improved performance on TAKS patterned activities in the classroom.




General Funds

May 2015 Scope and sequence/timeline updated and in use.

Increased scores



All Teachers General Funds

May 2015 Quick Check test updated and in use.



Teacher representatives from each grade level will attend the CAMT conference.

All Teachers Title II, Part A

July 2015 Activities reflected in plans.

Quick Check math scores increase.


31

Disaggregate grading period Quick Check assessment results and turn in to office.


General Funds

May 2015 Completed and turned in to office. TEKS objectives mastered.

Increased scores


Provide reteaching opportunities based on disaggregated assessment results.


General Funds

May 2015 Reteaching activities in plans.

End of year Quick Check assessment results improve.


Teachers will continue grade level/campus PLC meetings for planning and coordination of instructional strategies.

Beard Loden Marks

General funds




Continue curriculum development and align skills across grade levels in district

Theresa Gates General Funds

May 2015 Curriculum development continued and alignment across grade levels completed.

Increase in scores


Teachers will visit other schools, other classrooms on campus and workshops to increase their teaching skills.


General Funds

May 2015 Teachers visit and share what they learn.

Increase in scores


Provide instruction in the targeted math TEKS


Each grading Period

Quick Check assessments increase in scores.

Increase in scores




General Funds

May 2015 Growth in reading development.

Increase in scores


Recruit and maintain fully certified professional staff.


General Funds

May 2015 Professional staff is fully certified and remain in RISD.

Increase in scores


Teachers will provide tutoring. All teachers General Funds

May 2015 Increase in Quick Check scores

Increase in scores


I Station software will be implemented to support math skills taught in the classroom.


May 2015 Software utilized.

Increase in Quick Check scores.


Teachers will begin to align Science TEKS to create timelines for each six weeks.


May 2015 Timelines developed.

Increase in scores


32



All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: At Risk Objectives from Needs Assessment:



• 85% of all K students will read a 1.0 and 90% of all 1st students will read a 2.0 by end of year. • Decrease the gap between at risk and All students.






Counseling services will be provided.

Angie Berry SCE General Funds

May 2015

Schedule Counseling Services provided


The IStation Lab will be continued to assist students at risk for reading difficulties with reading and writing skills.

Susan Rinehart Jessica Gates Sandra Lenard Brian Joyner

SCE General Funds

May 2015

Lab schedule Growth as indicated on the STAR EARLY LIT scores.


Continue pre-referral screenings of at-risk students to be utilized before Special Education referrals and Dyslexia Program referrals.


SCE General Funds

May 2015

Testing completed

Pre-referrals completed and evaluated on case by case basis. Class strategies implemented.




General Funds

May 2015

Class size numbers

Growth as indicated on the STAR EARLY LIT scores.


33

Character Education lessons and Conscious Discipline provided for all students weekly.

Angie Berry General Funds

May 2015

Decrease in discipline referrals.

Decrease in behavioral referrals


RTI services will be provided for struggling students.

McNew SCE

May 2015

RTI groups. Increase in scores




All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: ESL Objectives from Needs Assessment:




• Work toward increasing TELPAS at least one proficiency level.






Small group instruction in ESL class will be done daily in a pullout ESL class.

McNew General Funds ESL Funds

May 2015

Schedules for ESL classes along with lesson plans.

Test results increase.


ESL students that are at risk of reading difficulties as demonstrated on the STAR EARLY LIT will be served by the Literacy Lab.

McNew Lab teachers

General Fund

May 2015

Schedules for ESL classes

Increase in developed skills on STAR EARLY LIT


ESL students will receive regular instruction in the class in addition to the ESL class where modifications will be made for academic success as outlined by the LPAC.

McNew Classroom Teachers.

ESL Funds

May 2015

Modifications implemented.

Increase in academic achievement.


34

Teachers will receive guidance in how to meet the needs of the ESL students in their classrooms through grade level information, handouts, and other training.

McNew Sandra Lenard Brian Joyner

ESL funds

May 2015

Information given.



ESL students will be recruited for participation in the Pre-K program at age 4.

McNew Julie Russell

ESL funds

May 2015

List done Increase in number of ESL students in Pre-K programs.


Rosetta Stone English computer program will be available to ESL students.

McNew ESL funds

May 2015

Program provided

Increase in academic achievement. Software networked and available.


Regular classroom teachers will be ESL certified and students will be served in their regular classroom in addition to the pull out program.

Sandra Lenard Brian Joyner McNew

ESL funds

May 2015

Teachers certified. Students enrolled in classes. Plans indicate ESL strategies.



Invitations will be sent to ESL parents to attend ESL activities at the school.

McNew General Funds ESL fund

May 2015

Invitations sent.

Increase in parental involvement


Newsletters will be sent to ESL parents to keep them informed of events and concerns.

McNew General and ESL funds

May 2015

Newsletters sent.



Report cards will be computer generated and translated.

Sandra Lenard McNew

General Funds

May 2015

Translations completed



TEKS for the grading period will be sent home in Spanish.

Sandra Lenard McNew

General Funds

May 2015

Translations completed and sent home



The student handbook and code of conduct will be available upon request in Spanish.

Sandra Lenard McNew

General Funds

May 2015




Voice quizzes for AR will be provided for ESL students.


General Funds ESL fund

May 2015

Quizz list Increase in test scores.


Newsletters and other important information will be translated into Spanish.

Sandra Lenard McNew Rosa Lowe

General funds

May 2015




35



All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: Dyslexia Objectives from Needs Assessment:




• 90% of all students, all subpops and special programs will score 70 or better on quick checks for math , writing and language arts.






Dyslexia students will receive an additional reading block of instruction in the literacy lab.

Lab assistants General Funds SCE

May 2015

Schedules

Increase in reading achievement.


Dyslexia students will receive focused instruction based on the dyslexia strategies and the STAR EARLY LIT results.

Classroom teachers Lab assistants

General Funds SCE

May 2015

Lesson plans.



ARI/Dyslexia students will receive small group reading instruction tailored to their weaknesses based on their STAR EARLY LIT results and classroom performance.

Lab assistants General Funds SCE

May 2015

Lesson plans.



Dyslexia students will have an IEP that both the regular classroom teacher and the Lab teacher will use to tailor instruction.


General Funds SCE

May 2015

IEP's developed.



Communication between assistants in the lab and the regular classroom will occur regularly to ensure success.


General Funds

May 2015

IEP reviews held. .

Increase in reading achievement


36

Teachers will provide tutoring.

Classroom teachers

General Funds

May 2015

IEP reviews held.

Increase in reading achievement


Students with severe dyslexic tendencies will begin receiving instruction from a dyslexia curriculum or referred to special education for a complete evaluation, if needed.


General Funds SCE

May 2015

Lesson plans.



Grading Period Quick Check assessments in math and reading will be disaggregated and data used for specific interventions.

Sandra Lenard Brian Joyner All teachers Theresa Gates

General Funds SCE

May 2015

Disaggregation completed.

Increase in academic achievements.




All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: GT Objectives from Needs Assessment:










Information will be provided to parents through the Student Handbook, monthly newsletters and invitations to programs or class visits.


General Funds

May 2015

Letters and information sent.

Parent response


37

A Kindergarten informational newsletter will be given at mid year to answer any questions before testing begins.

Angie Berry

General GT funds

January 2014

Meeting held. __Met Strategy __Continue Strategy

Parents will be provided information on activities provided through Region VII through the CODE VII newsletter.


General GT funds

May 2015

Newsletter sent. Participation numbers


GT students will receive a block of targeted instruction through the GT Inclusion classes which will allow students to apply skills tested on the STAR EARLY LIT at advanced levels as well as applying other higher level thinking skills.

Angie Berry General Funds SCE

May 2015

Lesson plans.

STAR EARLY LIT Scores


A differentiated curriculum will be provided in their regular class integrating reading, writing, social studies, math, science and technology through individual and group activities.

Sandra Lenard General Funds

May 2015

Lesson plans STAR EARLY LIT and Quick Checks scores.


A GT survey will be given to assess Parent, Teacher, and student needs for the GT program.


General Funds

May 2015

Survey given.

Results tallied.


Parents and teachers will be informed of the nomination process and testing.

Angie Berry

General Funds

May 2015

Information given.

Nominations made.


Teachers will be given information on giftedness across cultures.

Angie Berry General Funds

May 2015

Information given

Parent responses


Student screenings and GT testing will be performed.

Angie Berry General Funds SCE

May 2015

Testing completed.

GT identification


38



All students will demonstrate exemplary performance in comparison to state performance standards. Areas(s) from Needs Assessment: Student Achievement/Assessments: Special Education Objectives from Needs Assessment:





• Sp Ed and PPCD students will show progress on their IEPs. Strategies/Activities Person





Information on the Special Education referral process will be included in the teacher handbook.


General Funds

May 2015

Information in handbook

Surveys indicate process is clear.


Teachers will be train teachers on the referral and pre-referral process.


May 2015

Training/explanations done.

Surveys indicate process is clear.


Special Education students will receive small group instruction on their individualized education plans.

Dana Tinsley Kathy Maxwell

General Fund

May 2015

Goals taught Goals Met __Met Strategy __Continue Strategy

Special education teachers and regular education teachers will work collaboratively when a student is mainstreamed or in an inclusion setting.


May 2015

Teachers meet regularly

Goals met. __Met Strategy __Continue Strategy

Special Education students that are determined to benefit from Literacy Lab instruction will receive small group instruction in the reading lab.

Kathy Maxwell Lab assistants

General Fund

May 2015

Students served in lab as indicated on schedules.


39

The 3 Tier Model will be utilized for monitoring instructional techniques.


General Fund

May 2015

Interventions implemented.

Performance monitored weekly for increases.


Grading Period Quick Check assessments in reading and math will be disaggregated and the data used to tailor instruction.


May 2015

Disaggregation complete.


Equipment for standing, walking, and accessing technology will be purchased and implemented to meet the needs of the PPCD children.

Dana Tinsley General fund

May 2015

IEP goals. Lesson plans.


Touch monitors will be added for visually impaired and students with limited eye hand coordination.

Dana Tinsley General Fund

May 2015

IEP Goals Lesson plans.


Handwriting without tears will be implemented for manipulative based handwriting for PPCD students.

Dana Tinsley General Fund

May 2015

IEP Goals Lesson plans.


40

Curriculum/Instruction/Assessment Goals and Strategies

Goal: (3) All students will be provided a well-balanced and appropriate curriculum, keeping abreast of development of creative and innovative instructional techniques, to improve learning. Areas(s) from Needs Assessment: Curriculum, Instruction and Assessment - Curriculum Objectives from Needs Assessment:

• Campus will have 100% of grade levels with a complete scope and sequence for reading, math and science. • Teachers will continue two week curriculum bundles and use them in instruction for equity between classrooms. • Curriculum will include Rigor and Relevance and will focus on knowing and understanding the TEKS.






Conduct staff development on integrating TEKS/STAAR objectives in all classes and subjects. taught each grading period as needed.


General fund

Fall 2014-Spring 2015

Show an increase of Assessment and TEKS/STAAR related objectives reflected in lesson plans for all classes

Improvement on TEKS/STAAR related classroom objectives



Beard Williams Cromer

General Fund

May 2015 Scope and Sequence updated and taught.


Integrate Higher Order Thinking Skills into curriculum


May 2015 Show increase of Higher Order Thinking skills

Results of STAR, ISIP, quick checks


Complete scope and sequence with rigor and relevance for reading, math and science


May 2015 Scope and sequence complete


Provide training for all teachers on using the toolkit in planning lessons with targeted student objectives.


General fund

May 2015 Teacher lesson plans

Increase in rigor and relevance of lessons


Provide training for all teachers on questioning


General Fund

August 2014

Training sign in sheets


Teachers will write lessons with Rigor and Relevance and post on website.

All teachers General fund

May 2015 Lesson plans website


41

Goal: (3) All students will be provided a well-balanced and appropriate curriculum, keeping abreast of development of creative and innovative instructional techniques, to improve learning. Areas(s) from Needs Assessment: Curriculum, Instruction and Assessment - Instruction Objectives from Needs Assessment:

• Teachers will be provided training on the Toolkit with Daggett and Kilgo strategies and use it to plan lessons. • Teachers will write and teach lessons with Rigor and relevance and post these on the website • Teachers will choose quality research based instructional strategies and materials to teach standards as they are defined.

Strategies/Actions Person Responsible

Funding Resources




Teachers will analyze class Star Early Literacy and I Station summary sheets based on their individual student's scores in order to assess and plan effective instructional strategies for the classroom based on student needs. Summary sheets will be discussed and shared in grade level teams.

All teachers Sandra Lenard Brian Joyner

General fund

May 2015 Lesson plans reflect instruction based on the individual needs of students.

Improvement of individual student skill development on the assessments and classroom objectives.


Use previous year's Quick Check materials to pattern TEKS format activities for instructional purposes.


General fund

May 2015 TEKS activities increase in lesson plans


Provide small group tailored instruction in 5 areas of reading for students scoring below goals in areas of reading.

All teachers General fund

May 2015 Targeted Instruction groups done during school day.

I station and Star Early Lit results increase.


42

Goal: (3) All students will be provided a well-balanced and appropriate curriculum, keeping abreast of development of creative and innovative instructional techniques, to improve learning. Areas(s) from Needs Assessment: Curriculum, Instruction and Assessment - Assessment Objectives from Needs Assessment:

• All teachers will require that students show proof of learning through quick checks and exit questions. • Teachers will be provided training and use it to ask quality questions.


Funding Resources




Assessment data will be disaggregated and presented to the faculty. STAAR Quick Checks Star Early Literacy I Station


General Fund

Fall 2014 and Spring 2015

Response from disaggregated data and conclusions/plans made by faculty

Test scores reflect growth


All teachers will require that students show proof of learning through quick checks and exit questions.


May 2015 Lesson plans Increase in STAR and ISIP scores


Parents will receive Star Early Literacy Assessment results in report Cards and parent conferences will be held to explain results


General fund

Each of grading period 1 and 4

Results given Conference notes


43

Goal: (4) All students will be taught by highly qualified staff current in professional development. Areas(s) from Needs Assessment: Staff Quality, Recruitment and Retention Objectives from Needs Assessment:

• We will work toward attracting and retaining highly qualified teachers. • Management training will be provided to maximize teacher effectiveness. • We will increase the percentage of teachers receiving high quality professional development.






An orientation will provide needed information about the campus management procedures to all teachers.


General fund

August 2014

Training done Procedures documented

Teacher response


Aides will be trained and provided guidelines for effectively supporting instruction for students that need the extra assistance.

Sandra Lenard STAT committee Brian Joyner

General fund SCE

May 2015 Training done.

Increase in classroom objective mastery.


A teacher support system to assist teachers with implementing effective academic strategies and instructional practices will be implemented.

Sandra Lenard Brian Joyner STAT team Mentor teachers Angie Berry

General fund

May 2015 Increase in effective classroom strategies being used throughout the campus.

Increase in scores


A Rusk ISD representative will attend the SFA job fair.


General fund

July 2015 Increase in quality and number of applications.

Increase in applications


The Region VII Regional Employment website will be used to broaden the base of highly qualified and trained applicants to screen.


General fund

July 2015 Increase in quality and number of applications



Rusk Primary will use mentors and new teacher assistance meetings in order to retain staff.

Sandra Lenard Lab Assistants Brian Joyner

General fund

May 2015 Increase in retention rate of new teachers.

Staff retention rate increase


New teachers will receive assistance through visits to other classrooms, peer observations, lessons taught in the classroom by another teacher, grade level planning, etc.

Sandra Lenard Lab Assistants Brian Joyner

General fund

May 2015 Increase in retention rate of new teachers.

Staff retention rate increase


Rusk Primary will work with UT Tyler and SFA in field experiences, internships and student teaching.


General fund

May 2015 Increase in number of highly qualified applications.



Successful aides will be encouraged to work toward getting a teaching degree.


General fund

May 2015 Increase in number of highly qualified applications.



44

Teachers will receive monetary awards for meeting student goals if they are still in the district the following Sept.


General fund

Fall 2014 Increase in retention rate of teachers.

Increase in morale


Teachers will receive incentive pay for attendance during the school year if they are still with the district the following Nov.


General fund

May 2015 Increase in retention rate of teachers.

Increase in morale


45

Family and Community Involvement Goals and Strategies

Goal: (5) All students in the community will have families that are full partners with educators in the education of their children. Areas(s) from Needs Assessment: Family and Community Involvement Objectives from Needs Assessment:

• 90% of all parents will attend parent conferences in the fall and spring. • Rusk Primary will provide opportunities for parents to come to school and feel

comfortable in learning about their child’s academic instruction.


Funding Resources




Fall and Spring goal setting parent/teacher conferences will be conducted for each student.

Sandra Lenard All teachers Brian Joyner

General Fund

May 2015 Conference sheets done with goals set and evaluation of progress recorded.

Increase in conference Percentages


"Meet the Teacher" night will be held for parents and students to meet the teacher and bring in their supplies.

Sandra Lenard Brian Joyner All teachers

General Fund

August 2014

Sign in sheets. Increase in parent involvement


Head Start will hold monthly parent meetings.

Julie Russell Head Start Funds

May 2015 Monthly meeting agenda and sign in sheet.



PTO will conduct meetings involving programs for parents and students.

Angie Berry Tanya Tropp

PTO Funds

May 2015 Increase in the number of participants.



PK Students will use Take Home Bags to involve their parents in sharing literacy activities.

Beard General Funds

May 2015 Take Home Bags taken home.



Parent and community volunteers will be utilized for academic support for students.

School Climate

General Funds

May 2015 Volunteer sign in sheet reflects an increase in volunteers.



Parents will be involved in class parties at Christmas, and Easter, and a 3rd campus event.


April 2015

Parent attendance.



Members will participate in the Site Based Decision Making team.


General Funds

May 2015 Log of parental Involvement.



A grandparent ice cream treat will be provided for interaction.


General Fund

Fall 2014 Ice cream provided



Parents will be invited to an awards assembly at the end of the school year to recognize student achievement

Sandra Lenard Brian Joyner All teachers

General Fund

May 2015 Awards assembly held.



Parents will be provided an informational brochure on DEIC and CEIC members and their roles.

School Climate

General Fund

May 2015 Brochure provided.



46

School Culture and Climate Goals and Strategies

Goal: (6) All students will be educated in a school culture and climate that is safe, drug free and conducive to learning. Areas(s) from Needs Assessment: School Culture and Climate Objectives from Needs Assessment:

• Promote social and emotional development by modeling and teaching good citizenship qualities as described in the Character Education Resource Guide, a state approved curriculum for character development.

• A Crisis Intervention and Violence Prevention plan will be in place and enhanced to manage and or prevent a crisis situation.

• Provide a safe and drug free environment that supports academic achievement • Implement strategies that will build a positive school climate for students, teachers,

parents and community that is conducive to successful learning. • Shaq will be utilized to ensure the health of the students.






Character development/ social skills activities will be taught during JumpStart.

Angie Berry Teachers

General Fund

May 2015 Lessons taught Decrease in discipline referrals.


Small group and individual social skills guidance will be provided as appropriate in the areas of Character development.

Angie Berry General Fund

May 2015 Lessons plans .

Decrease in discipline referrals


Comprehensive guidance program will be delivered.

Angie Berry General Fund SCE

May 2015 Schedule for Character Ed

Student and teacher response


Students will be recognized for character traits practiced at school and will be the Jump Start leaders.


General Fund

May 2015 Announcements made. .

Awards given __Met Strategy __Continue Strategy

Pre-K will involve families and community members in reading books to students.


General Fund

May 2015 Lesson plans Increase in number of visits


Provide training for crisis management plan for the campus and district.


General Fund

May 2015 Training Log Student and teacher response


Rusk High School football Players, band and/or cheerleaders will do mini presentations to students on importance of academic and social behaviors.


General Fund

May 2015 Presentations done with students.



47

The Second Step Program for violence prevention, conflict resolution and suicide prevention will be used in guidance lessons for empathy training, impulse control and anger management


May 2015 Curriculum taught.



Red Ribbon Week will include Different activities each day to promote awareness of the fight against drugs.

Angie Berry General fund

October 2014

Activities completed.



The DAVE curriculum will be provided as a resource for guidance and classroom lessons at dave.esc4.net


General fund

May 2015 Resource provided.



RTI team will consult and make intervention plans to provide behavioral and academic interventions as needed and to identify early warning signs of drug abuse or other violence that may be occurring in relation to the child.

Sandra Lenard Brian Joyner STAT team

SCE General Fund

May 2015 SWAT team logs and summaries.

Increase in academics and decrease in discipline referrals.


The RTI team will include parents in the decision making process for planning for the social and academic success of their child.


SCE General fund

May 2015 Parents attend.

Increase in academics and decrease in discipline referrals.


Parents will be notified by phone or in writing of behavioral or academic concerns in a timely manner.


General Fund

May 2015 Contacts made. .

Increase in academic scores and decrease in behavioral referrals


Review/revise discipline management techniques for the campus and set campus rules and expectations.

Sandra Lenard Brian Joyner School Climate Committee

General Fund

Fall 2014 Teacher response.

School wide cohesiveness of disciplinary actions.


Monthly Conscious Discipline training in techniques will be provided. Conscious Discipline techniques will be implemented on the campus and in the classrooms.


General Fund

May 2015 Trainings held.

Techniques evident in classrooms. Reduction in discipline referrals.


Teaming will be done on students that have continued academic, social, or emotional development problems.


General Fund

May 2015 Number of teamings done.

Services obtained.


Students and teachers birthdays will be recognized during Jump Start every morning.

School Climate Committee Angie Berry

General Fund

May 2015 Announcements made. Incentives given.

Reactions of teachers observed.


48

Theme for the year will be “camping” to increase the feel of community and to build a team in our school.


General Fund

May 2015 Activities done relating to theme.

Teacher responses to increased morale


Teachers will be provided a t-shirt with the campus theme to increase morale and team spirit.


General Fund

May 2015 Shirts given and worn.



Teacher morale boosters, monthly luncheons

School Climate Committee

General Fund

May 2015 Events held. Teacher responses to increased morale


Conscious Discipline activities and staff Christmas party will be provided to encourage staff interactions and bonding.


May 2015 Reactions of teachers.



Students will lead the pledge to the American Flag, the Texas flag during Jump Start.

Sandra Lenard Angie Berry

General Fund

May 2015 Announcements made.



Continue schedule changes that allow grade levels to be off together to allow for teaming.


General Fund

May 2015 Changes made.



Expanded counseling services will be provided.


May 2015 Counseling services provided.

Decrease in behavior referrals


An in-school suspension and time out program will be conducted on campus


General Fund

May 2015 ISS Log Time out log

Decrease in behavior referrals


Pre-referral testing will be used before referring for special education to pinpoint other strategies that may be implemented in the classroom


General Fund

May 2015 Pre-referral testing and strategies completed.



Rusk Primary will reduce class size in Kindergarten and first grade.


General Fund

May 2015 Class size reduced Intensified instruction provided.



Pre Kindergarten 3 will be ½ day to give children early experiences in literature, math, science and social studies.

Sandra Lenard Head Start Pre-K

SCE General Fund

May 2015 Early literacy experiences engaged in by students.



Pre K 4 Year Old Program will continue to be a full day program

Sandra Lenard Pre-K

SCE General Fund

May 2015 Early literacy experiences engaged in by students



Pre Kindergarten and Headstart students will visit Kindergarten classes in order to assist with the transition to Kindergarten the next year.

Pre-K and K teachers

SCE General Fund

May 2015 Visits made.



Pre-K Headstart will enhance the transition from PK to K by sharing materials/teaching strategies for first few weeks.

Sandra Lenard Head Start

SCE General Fund

May 2015 Materials shared and activities coordinated.



49

Students in PK-1st will have 30 minutes of PE daily.


General Fund

May 2015 Schedules Student and teacher response


A Pre-K/K visit day will be hosted for area childcare providers to bring students to aide in the transition to school.

Sandra Lenard Pre-K and K teachers Brian Joyner

General Fund

May 2015 Visit day hosted Student and teacher response


Grab and Go Breakfast will be implemented on the campus to provide breakfast for all students.


General fund

May 2015 70% of children eat breakfast at school.

Increase in participation for breakfast


50

School Context and Organization Goals and Strategies

Goal: (7) All students in the community will have families that are full partners with educators in the education of their children. Areas(s) from Needs Assessment: School Context and Organization Objectives from Needs Assessment:

• Update facility for safety. • Add time in schedule for PLC and Targeted Instruction for students.






Fall and Spring goal setting parent/teacher conferences will be conducted for each student each semester.

Sandra Lenard Brian Joyner All Teachers

General Funds Title I Funds

May 2015

Conference Sheets done with goals set

Evaluation of progress recorded


"Meet the Teacher" night will be held for parents and students to meet the teacher and bring in their supplies before the first day of school.

Sandra Lenard Brian Joyner All Teachers

General Funds

August 2014

Sign in sheets Increase in participation of parents


A K/1 and a 1 / 2 class will be added to assist struggling students and includes an aide and a small class size.

Sandra Lenard

General Fund

May 2015 Classes provided

Increase in academic scores.


Head Start will hold monthly parent meetings.

Julie Russell School Climate

Headstart Funds

May 2015

Monthly meeting agenda and sign in sheets

Minutes of meeting.


An active Parent Teacher Organization will be established.

Angie Berry PTO funds

May 2015

PTO established

Parent Participation increased


PTO will conduct meetings involving programs for parents and students.

Angie Berry Tanya Tropp

PTO Funds

May 2015

Meetings held Increase in the number of participants


PK Students will use Take Home Bags to involve their parents in sharing literacy activities.

Beard SCE General fund

May 2015

Take home bags taken home

Parent participation increase


Parent and community volunteers will be utilized for academic support for students.

School Climate Committee

General funds

May 2015

Volunteer sign in sheet

Increase in volunteers


Figure 19 and Literacy Training will provided through Patsy Ramirez.

Sandra Lenard

General Funds

May 2015

Training provided/sign in sheets

Increase in Academic scores


51

Technology Goals and Strategies

Goal: (8) All students in the community will have families that are full partners with educators in the education of their children. Areas(s) from Needs Assessment: Technology Objectives from Needs Assessment:

• Increase the use of technology in classrooms to enhance student achievement • Regular updates to web page for campus and classrooms • Increase access for students and parents. • Provide more age appropriate software or apps for beginning reading and math for young

students. • Students will learn foundations, information acquisition, work in solving problems and

communications. Strategies/Actions Person





Students will learn beginning computer skills.

Tana Rawlinson General Funds Title I

May 2015 Beginning computer instruction given

Increased skills by students


Students will learn basic terminology of computer parts.

Tana Rawlinson

General Funds Title 1

May 2015 Terminology used by students

Increase in computer awareness by students


Students will take Accelerated Reader tests on the computer.

Classroom teachers

General Funds Title I

May 2015 AR reports Increase in AR points


A Rusk Primary webpage will be maintained.



May 2015 Web page done Responses by teachers and parents


The Internet will be used to find information appropriate for classroom topics.

Classroom teachers


May 2015 Reflected in lesson plans

Increase in the use of internet in classrooms


Students will learn basic internet terminology.

Tana Rawlinson General Funds Title 1

May 2015 Terminology used by students

Increased skills by students


Students will use Typing Tutor, and I Station to supplement learning of skills.

Tana Rawlinson Classroom teachers


May 2015 Log in reports Increase in skills by students


A digital projector, and/or document camera will be used in the computer lab and classrooms.

All teachers General Funds Title 1

May 2015 Lessons reflected on lesson plans

Increase in skills by students


52

Lap top labs will be provided for student access to technology.

Sandra Lenard BrianJoyner Classroom teachers


May 2015 Lap top schedule

Increase in skills by students


Provide 50 Ipads for student use


May 2015 Ipads in classrooms

Increase in academics


53

2014-2015 BUDGET ATTACHMENTS

54

Activities/Strategies Partially or Wholly Budgeted with SCE: ACTIVITIES/ STRATEGIES

HIGH SCHOOL JR. HIGH INTERMEDIATE ELEMENTARY PRIMARY

Individualized Instruction/ Small Group

X S. Nimitz

(EOC) Payroll Costs $19,478

FTE’s-.40

X CM- C. Gault

$2,735 FTE’s-.07

Targeted Instruction- Besson, G. Blackmon,

Boyett, Burkhalter, Christopher, Cook,

Day, Eckel, Friederich, Garner, Gates, C. Guidry, Harris,

Henderson, Kellis, Moore, Peloquin, Robbins, Russell,

Thompson, Wallace, Watkins, B Williams,

C Williams $69,448

FTE’s-1.68 Math-Day, Jones,

Gates, Russell $47,572

FTE’s-1.21

X Reading Lab/Small

Group-Turner $54,558

FTE’s-1.0 Math Lab/Small Group-

Franklin, Priest $64,403

FTE’s-1.23 Targeted Instruction-

Bixler, Bottoms, Boudreaux, Bowman, Carroll, Cox, Dominy,

Frazer, Fredericks, Lucas, Oliver, Pepin, C Ruiz

$77,132 FTE’s-1.70

X Lab/Small Group- Gordon, Kearney,

Nichols $97,581

FTE’s-1.92 Targeted Instruction-

Beck, Brogdon, Clayton, Cook,

Hickman, Hoffman, Howell, Jinkins,

Kadlecek, Mabry, Moore, Peters, Sunday,

Tucker $44,675

FTE’s-1.02

X Targeted Instruction- Berryman, Blackmon, Cahalane, Covington, Dyess, Eckel, Garner, Goff, Peters, Sanders,

Simpson, Starkey, Thompson, Williams,

Y’Barbo $42,465

FTE’s-1.06

Specialized Reading Program

X Reading Lab-

Christopher, C Guidry, C Williams

$50,228 FTE’s-1.28

Pre-Kindergarten-4 Year Old Program-Extended to Full-day

X Teachers and Aides-

Payroll Costs-$198,119 FTE’s-7.8

Pre-Kindergarten-3 Year Old Program

X Teachers and Aides-

Payroll Costs-$64,858 FTE’s-2.0

Pre-Kindergarten X Supplies-$2,000

Misc Oper Costs-$8,150 TOTAL:$10,150

Targeted Interventionist Program

X McCown $50,293

FTE’s-.93

X M. Black $49,401

FTE’s-1.0

X Morgan $37,161

FTE’s-1.0

X Gunn, McNew

$57,642 FTE’s-1.47

Teacher Aides/Assistants X $31,587

FTE’s-1.77

X $30,387

FTE’s-1.68

X $32,931

FTE’s-1.62

X $102,733

FTE’s-5.20 Extended Day X

Payroll Costs-$1,041 (EOC)

X Payroll Costs-$17,435

Misc Oper Costs-$2,000

TOTAL:$19,435


Supplies-$500 Misc Oper Costs-$2,000

TOTAL:$22,537





Extended Year (Summer School)


(EOC)


Supplies-$500 TOTAL:$8,826


Supplies-$500 Misc Oper Costs-$500

TOTAL:$10,887



Disciplinary Alternative Education Program (DAEP)-Basic Services

X Payroll Costs-Teacher and Assistant-$44,332 Contracted Svc-$5,848

Supplies-$500 Janitorial-$1,785

Utilities-$984

X Payroll Costs-Teacher and Assistant-$6,331 Contracted Svc-$866

Supplies-$250 Janitorial-$1,785

Utilities-$984

55

Activities/Strategies from prior years that are not budgeted with SCE:

ACTIVITIES/ STRATEGIES

HIGH SCHOOL

JR. HIGH INTERMEDIATE

ELEMENTARY PRIMARY

DOR-Dropout Recovery (Nondisciplinary Alternative Education Program-NAEP)

X

General Fund

Head Start X General Fund

Class-size Reduction

Saturday School X General Fund

Pregnancy Services X General Fund

X General Fund

PRIM (ECO DISADV>=40%)

Teachers: BEARD, AMANDA 50% 0.50 PRE-KINDERGARTEN 4 B

BERRYMAN, ELISSA 8% 0.08 TARGETED INSTRUCTION B BLACKMON, KATHY 8% 0.08 TARGETED INSTRUCTION B CAHALANE, ELIZABETH 8% 0.08 TARGETED INSTRUCTION B COVINGTON, KATIE 8% 0.08 TARGETED INSTRUCTION B CUDD, JENNI 100% 1.00 PRE-KINDERGARTEN 3 B DYESS, LAUREN 8% 0.08 TARGETED INSTRUCTION B ECKEL, JENNIFER 8% 0.08 TARGETED INSTRUCTION B GARNER, ANTHONY 2% 0.02 TARGETED INSTRUCTION B GOFF, DENISE 8% 0.08 TARGETED INSTRUCTION B

GUNN, TAYLOR 20% 0.20 PRE-KINDERGARTEN 4 INTERVENTION B

GUNN, TAYLOR 80% 0.80 TARGETED INTERVENTIONIST B HOMANN, KIMBERLY 50% 0.50 PRE-KINDERGARTEN 4 B MCNEW, KRISTA 67% 0.67 TARGETED INTERVENTIONIST B PETERS, JENNY 8% 0.08 TARGETED INSTRUCTION B RAGSDALE, LINDSEY 50% 0.50 PRE-KINDERGARTEN 4 B SANDERS, JAMIE 8% 0.08 TARGETED INSTRUCTION B SIMPSON, CHRISTY 5% 0.05 TARGETED INSTRUCTION B STARKEY, CHRISTI 8% 0.08 TARGETED INSTRUCTION B

TOTAL-$53,449 FTE’s-1.33

TOTAL-$10,216 FTE’s-.19

Dyslexia Program X Supplies-$175 Travel-$100

TOTAL-$275

X Dyslexia-Collins

$18,562 Supplies-$2,250

Travel-$300 TOTAL-$21,112

FTE’s-.50

X Dyslexia-Collins

$18,562 Supplies-$400

Testing Materials-$500 Travel-$300

TOTAL-$19,762 FTE’s-.50

X Supplies-$955

Testing Materials-$250 Travel-$100

TOTAL-$1,305

Contracted Services-Instructional

X $1,050

X $1,050

Supplies-Instructional X $650

X Supplies-$1,000

Reading Material-$500

X Supplies $1,250

Reading Materials $250

X $600

Guidance & Counseling X Testing Materials-

$250

X Testing Materials-$300



56

TARRANT, BETTY 50% 0.50 PRE-KINDERGARTEN 4 B THOMPSON, MARY 8% 0.08 TARGETED INSTRUCTION B WILLIAMS, KASI 50% 0.50 PRE-KINDERGARTEN 4 B WILLIAMS, SHONDA 8% 0.08 TARGETED INSTRUCTION B Y'BARBO, KANDY 3% 0.03 TARGETED INSTRUCTION B Aides:

BAYLESS, LORI 27% 0.27 TEACHER ASSISTANT-PK BALLARD, CRYSTAL 100% 1.00 TEACHER ASSISTANT-PK 4 BERRY, AMANDA 100% 1.00 TEACHER ASSISTANT-PK 4 FORD, SHELLEY 100% 1.00 TEACHER ASSISTANT-PK 4 GATES, JESSICA 100% 1.00 TEACHER ASSISTANT-INTERVENTION GOFF, SHAUNA 80% 0.80 TEACHER ASSISTANT-PE GOFF, SHAUNA 10% 0.10 TEACHER ASSISTANT-PK HELM, TANYA 100% 1.00 TEACHER ASSISTANT-PK 4 KIMBRELL, JEANA 100% 1.00 TEACHER ASSISTANT-PK 3 MORRIS, BECKY 90% 0.90 TEACHER ASSISTANT-1-2 POST, CRYSTAL 83% 0.83 TEACHER ASSISTANT-INTERVENTION RAWLINSON, TANA 40% 0.40 TEACHER ASSISTANT-COMPUTER RINEHART, SUSAN 100% 1.00 TEACHER ASSISTANT-K-1 ROBBINS, BRITTANY 100% 1.00 TEACHER ASSISTANT-PK 4

TOTAL PRIMARY FTEs

17.53

TOTAL RUSK ISD FTEs

39.56

57

RUSK PRIMARY STATE COMPENSATORY BUDGET 2014-2015

2014-15

ACCOUNT NUMBER ACCOUNT DESCRIPTION BUDGET 199 E 11 6119 00 103 0 30 000 PROF PERSONNEL PRIM SCE SW 89,168.00 199 E 11 6119 00 103 0 30 870 PROF PERSONNEL LONGEVITY PRIM SCE SW 393.00 199 E 11 6119 00 103 0 30 875 PROF PERSONNEL PERFORMANCE PAY PRIM SCE SW 745.00 199 E 11 6119 00 103 0 30 896 PROF PERSONNEL INCENTIVE PAY PRIM SCE SW 90.00 199 E 11 6119 00 103 0 30 897 PROF PERSONNEL EXT DAY PRIM SCE SW 10,000.00 199 E 11 6119 00 103 0 34 000 PROF PERSONNEL PRIM PRE-K CE 130,818.00 199 E 11 6119 00 103 0 34 870 PROF PERSONNEL LONGEVITY PRIM PRE-K CE 1,625.00 199 E 11 6119 00 103 0 34 875 PROF PERSONNEL PERFORMANCE PAY PRIM PRE-K CE 1,250.00 199 E 11 6119 00 103 0 34 896 PROF PERSONNEL INCENTIVE PAY PRIM PRE-K CE 225.00 199 E 11 6129 00 103 0 30 000 SUPPORT PERSONNEL PRIM SCE SW 86,868.00 199 E 11 6129 00 103 0 30 875 SUPPORT PERSONNEL PERFORMANCE PAY PRIM SCE SW 1,505.00 199 E 11 6129 00 103 0 30 897 SUPPORT PERSONNEL EXT DAY PRIM SCE SW 500.00 199 E 11 6129 00 103 0 34 000 SUPPORT PERSONNEL PRIM PRE-K CE 93,188.00 199 E 11 6129 00 103 0 34 875 SUPPORT PERSONNEL PERFORMANCE PAY PRIM PRE-K CE 1,435.00 199 E 11 6141 00 103 0 30 000 SOCIAL SECURITY/MEDICARE PRIM SCE SW 2,119.00 199 E 11 6141 00 103 0 30 870 SOCIAL SECURITY/MEDICARE LONGEVITY PRIM SCE SW 6.00 199 E 11 6141 00 103 0 30 875 SOCIAL SECURITY/MEDICARE PERFORMANCE PAY PRIM SCE SW 33.00 199 E 11 6141 00 103 0 30 896 SOCIAL SECURITY/MEDICARE INCENTIVE PAY PRIM SCE SW 1.00 199 E 11 6141 00 103 0 30 897 SOCIAL SECURITY/MEDICARE EXT DAY PRIM SCE SW 152.00 199 E 11 6141 00 103 0 34 000 SOCIAL SECURITY/MEDICARE PRIM PRE-K CE 2,990.00 199 E 11 6141 00 103 0 34 870 SOCIAL SECURITY/MEDICARE LONGEVITY PRIM PRE-K CE 24.00 199 E 11 6141 00 103 0 34 875 SOCIAL SECURITY/MEDICARE PERFORMANCE PAY PRIM PRE-K CE 39.00 199 E 11 6141 00 103 0 34 896 SOCIAL SECURITY/MEDICARE INCENTIVE PAY PRIM PRE-K CE 3.00 199 E 11 6142 00 103 0 30 000 GROUP HEALTH & LIFE INSURANCE PRIM SCE SW 17,037.00 199 E 11 6142 00 103 0 34 000 GROUP HEALTH & LIFE INSURANCE PRIM PRE-K CE 25,110.00 199 E 11 6143 00 103 0 30 000 WORKER'S COMPENSATION PRIM SCE SW 880.00 199 E 11 6143 00 103 0 30 870 WORKER'S COMPENSATION LONGEVITY PRIM SCE SW 2.00 199 E 11 6143 00 103 0 30 875 WORKER'S COMPENSATION PERFORMANCE PAY PRIM SCE SW 11.00 199 E 11 6143 00 103 0 30 897 WORKER'S COMPENSATION EXT DAY PRIM SCE SW 53.00 199 E 11 6143 00 103 0 34 000 WORKER'S COMPENSATION PRIM PRE-K CE 1,120.00 199 E 11 6143 00 103 0 34 870 WORKER'S COMPENSATION LONGEVITY PRIM PRE-K CE 8.00 199 E 11 6143 00 103 0 34 875 WORKER'S COMPENSATION PERFORMANCE PAY PRIM PRE-K CE 13.00 199 E 11 6143 00 103 0 34 896 WORKER'S COMPENSATION INCENTIVE PAY PRIM PRE-K CE 1.00 199 E 11 6145 00 103 0 30 000 UNEMPLOYMENT COMPENSATION PRIM SCE SW 116.00 199 E 11 6145 00 103 0 30 875 UNEMPLOYMENT COMPENSATION PERFORMANCE PAY PRIM SCE SW 2.00 199 E 11 6145 00 103 0 30 897 UNEMPLOYMENT COMPENSATION EXT DAY PRIM SCE SW 7.00 199 E 11 6145 00 103 0 34 000 UNEMPLOYMENT COMPENSATION PRIM PRE-K CE 148.00 199 E 11 6145 00 103 0 34 870 UNEMPLOYMENT COMPENSATION LONGEVITY PRIM PRE-K CE 1.00 199 E 11 6145 00 103 0 34 875 UNEMPLOYMENT COMPENSATION PERFORMANCE PAY PRIM PRE-K CE 2.00 199 E 11 6146 00 103 0 30 000 TEACHER RETIREMENT/TRS CARE PRIM SCE SW 3,807.00 199 E 11 6146 00 103 0 30 870 TEACHER RETIREMENT/TRS CARE LONGEVITY PRIM SCE SW 9.00 199 E 11 6146 00 103 0 30 875 TEACHER RETIREMENT/TRS CARE PERFORMANCE PAY PRIM SCE SW 48.00 199 E 11 6146 00 103 0 30 897 TEACHER RETIREMENT/TRS CARE EXT DAY PRIM SCE SW 215.00 199 E 11 6146 00 103 0 34 000 TEACHER RETIREMENT/TRS CARE PRIM PRE-K CE 4,882.00 199 E 11 6146 00 103 0 34 870 TEACHER RETIREMENT/TRS CARE LONGEVITY PRIM PRE-K CE 37.00 199 E 11 6146 00 103 0 34 875 TEACHER RETIREMENT/TRS CARE PERFORMANCE PAY PRIM PRE-K CE 58.00 199 E 11 61-- -- --- - -- --- *PAYROLL COSTS 476,744.00 199 E 11 6399 00 103 0 30 000 GENERAL SUPPLIES PRIM SCE SW 600.00

58

199 E 11 6399 00 103 0 30 912 GENERAL SUPPLIES DYSLEXIA PRIM SCE SW 955.00 199 E 11 6399 00 103 0 34 000 GENERAL SUPPLIES PRIM PRE-K CE 2,000.00 199 E 11 63-- -- --- - -- --- *SUPPLIES & MATERIALS 3,555.00 199 E 11 6412 00 103 0 34 000 TRAVEL-STUDENTS PRIM PRE-K CE 150.00 199 E 11 6499 00 103 0 30 897 MISC OPERATING COSTS EXT DAY PRIM SCE SW 1,000.00 199 E 11 6499 00 103 0 34 000 MISC OPERATING COSTS PRIM PRE-K CE 8,000.00 199 E 11 64-- -- --- - -- --- *OTHER OPERATING COSTS 9,150.00 199 E 11 ---- -- --- - -- --- *INSTRUCTION 489,449.00 199 E 13 6411 00 103 0 30 912 TRAVEL-EMPLOYEE ONLY DYSLEXIA PRIM SCE SW 100.00 199 E 13 64-- -- --- - -- --- *OTHER OPERATING COSTS 100.00 199 E 13 ---- -- --- - -- --- *CURRICULUM DEV.& INST.STF DEV 100.00 199 E 21 6119 00 103 0 30 897 PROF PERSONNEL EXT DAY PRIM SCE SW 1,000.00 199 E 21 6141 00 103 0 30 897 SOCIAL SECURITY/MEDICARE EXT DAY PRIM SCE SW 15.00 199 E 21 6143 00 103 0 30 897 WORKER'S COMPENSATION EXT DAY PRIM SCE SW 5.00 199 E 21 6145 00 103 0 30 897 UNEMPLOYMENT COMPENSATION EXT DAY PRIM SCE SW 1.00 199 E 21 6146 00 103 0 30 897 TEACHER RETIREMENT/TRS CARE EXT DAY PRIM SCE SW 21.00 199 E 21 61-- -- --- - -- --- *PAYROLL COSTS 1,042.00 199 E 21 ---- -- --- - -- --- *INSTRUCTIONAL LEADERSHIP 1,042.00 199 E 23 6129 00 103 0 30 897 SUPPORT PERSONNEL EXT DAY PRIM SCE SW 1,000.00 199 E 23 6141 00 103 0 30 897 SOCIAL SECURITY/MEDICARE EXT DAY PRIM SCE SW 15.00 199 E 23 6143 00 103 0 30 897 WORKER'S COMPENSATION EXT DAY PRIM SCE SW 5.00 199 E 23 6145 00 103 0 30 897 UNEMPLOYMENT COMPENSATION EXT DAY PRIM SCE SW 1.00 199 E 23 6146 00 103 0 30 897 TEACHER RETIREMENT/TRS CARE EXT DAY PRIM SCE SW 21.00 199 E 23 61-- -- --- - -- --- *PAYROLL COSTS 1,042.00 199 E 23 ---- -- --- - -- --- *SCHOOL LEADERSHIP 1,042.00 199 E 31 6339 00 103 0 30 000 TESTING MATERIALS PRIM SCE SW 250.00 199 E 31 6339 00 103 0 30 912 TESTING MATERIALS DYSLEXIA PRIM SCE SW 250.00 199 E 31 63-- -- --- - -- --- *SUPPLIES & MATERIALS 500.00 199 E 31 ---- -- --- - -- --- *GUIDANCE & COUNSELING 500.00 199 E -- ---- -- --- - -- --- *Expense 492,133.00 199 - -- ---- -- --- - -- --- *GENERAL FUND 492,133.00

TRANSPORTATION-EXTENDED DAY 1,821.00 SCE BUDGET EXCLUDING SUMMER SCHOOL 493,954.00 SUMMER SCHOOL

199 E 11 6119 00 699 0 30 103 PROF PERSONNEL PRIM SUMM SCE SW 2,000.00

199 E 11 6129 00 699 0 30 103 SUPPORT PERSONNEL PRIM SUMM SCE SW 1,000.00

199 E 11 6141 00 699 0 30 103 SOCIAL SECURITY/MEDICARE PRIM SUMM SCE SW 44.00

199 E 11 6143 00 699 0 30 103 WORKER'S COMPENSATION PRIM SUMM SCE SW 15.00

199 E 11 6145 00 699 0 30 103 UNEMPLOYMENT COMPENSATION PRIM SUMM SCE SW 2.00

199 E 11 6146 00 699 0 30 103 TEACHER RETIREMENT/TRS CARE PRIM SUMM SCE SW 62.00

199 E 11 61-- -- --- - -- --- *PAYROLL COSTS 3,123.00

199 E 11 ---- -- --- - -- --- *INSTRUCTION 3,123.00

199 E -- ---- -- --- - -- --- *Expense 3,123.00

199 - -- ---- -- --- - -- --- *GENERAL FUND 3,123.00

TRANSPORTATION-SUMMER SCHOOL 521.00 SCE SUMMER SCHOOL BUDGET 3,644.00 TOTAL STATE COMPENSATORY BUDGET 497,598.00

59

Rusk Primary School State Compensatory Education Funds

Additional Information as Required By Section 42.152, Texas Education Code 2014-2015

Supplemental direct costs and personnel attributed to compensatory education and accelerated instruction budgeted and addressed in the campus improvement plan are as follows: Expenditure Amount Full Time Equivalents (FTEs)

(Does not include extended day, week, or year FTEs)

Payroll Costs $484,293 17.53 Professional and Contracted Services 0 Supplies and Materials 4,055 Other Operating Costs 9,250 Debt Service 0 Capital Outlay 0 TOTAL $497,598

RISD Level II

# of SubPops

at or above

State Ave Total SubPops %age Yellow Orange PinkReading 2011-2012 27 67 40% 19 8 12

2012-2013 39 76 51% 11 10 152013-2014 55 75 73% 7 8 5

Math 2011-2012 21 66 32% 9 10 242012-2013 32 67 48% 7 9 172013-2014 44 65 68% 11 6 4

Writing 2011-2012 4 20 20% 6 1 92012-2013 7 20 35% 1 2 102013-2014 7 18 39% 4 3 4

Science 2011-2012 15 29 52% 3 4 72012-2013 21 27 78% 5 0 12013-2014 26 30 87% 1 2 1

Social Studies 2011-2012 0 9 0% 0 2 12012-2013 1 9 11% 1 2 52013-2014 8 19 42% 1 2 8

District Summary All Tests 2011-2012 67 191 35% 37 25 532012-2013 100 199 50% 25 23 482013-2014 140 207 68% 24 21 22

Elementary Level II %age Yellow Orange PinkReading 2011-2012 4 10 40% 2 2 2

2012-2013 9 11 82% 0 1 12013-2014 9 11 82% 1 1 0

Math 2011-2012 1 10 10% 2 5 22012-2013 5 11 45% 3 0 32013-2014 8 11 73% 2 1 0

Campus Summary All Tests 2011-2012 5 20 25% 4 7 42012-2013 14 22 64% 3 1 42013-2014 17 22 77% 3 2 0

Intermediate Level II %age Yellow Orange PinkReading 2011-2012 4 21 19% 5 3 9

2012-2013 9 19 47% 3 3 42013-2014 10 20 50% 1 5 4

Writing 2011-2012 1 10 10% 1 1 72012-2013 1 10 10% 0 2 72013-2014 0 10 0% 4 3 3

Math 2011-2012 9 21 43% 4 3 52012-2013 9 19 47% 1 4 52013-2014 11 20 55% 5 3 1

Science 2011-2012 7 11 64% 1 0 32012-2013 9 9 100% 0 0 02013-2014 8 10 80% 0 1 1


Summary Of Level II Performance of Campus SubPops compared to State Average

Jr. High Level II %age Yellow Orange PinkReading 2011-2012 14 28 50% 10 3 1

2012-2013 13 28 46% 6 2 72013-2014 20 25 80% 4 1 0

Writing 2011-2012 3 10 30% 5 0 22012-2013 6 10 60% 1 0 32013-2014 7 8 88% 0 0 1

Math 2011-2012 10 27 37% 3 2 122012-2013 17 28 61% 2 3 62013-2014 17 25 68% 3 2 3

Science 2011-2012 3 9 33% 1 1 42012-2013 9 9 100% 0 0 02013-2014 9 10 90% 0 1 0

Social Studies 2011-2012 0 9 0% 0 2 72012-2013 1 9 11% 1 2 52013-2014 0 10 0% 0 2 8


High School Level II %age Yellow Orange PinkEnglish I/II 2011-2012 5 8 63% 2 0 0

2012-2013 8 18 44% 2 4 32013-2014 16 19 84% 1 1 1

Algebra I 2011-2012 1 8 13% 0 0 52012-2013 1 9 11% 1 2 32013-2014 8 9 89% 1 0 0

Biology 2011-2012 5 9 56% 1 3 02012-2013 3 9 33% 5 0 12013-2014 9 10 90% 1 0 0

US History 2011-2012 NA NA NA NA NA NA2012-2013 NA NA NA NA NA NA2013-2014 8 9 89% 1 0 0


RISD Level III

# of SubPops

at or above

State Ave Total SubPops %age Yellow Orange PinkReading 2011-2012 18 67 27% 20 17 12

2012-2013 21 76 28% 26 16 132013-2014 21 75 28% 25 19 10

Math 2011-2012 12 66 18% 18 13 232012-2013 12 65 18% 13 27 132013-2014 16 66 24% 20 14 12

Writing 2011-2012 1 20 5% 15 1 32012-2013 4 19 21% 11 4 02013-2014 1 18 6% 12 4 1

Science 2011-2012 7 29 24% 13 7 22012-2013 15 27 56% 9 1 22013-2014 9 30 30% 9 7 5

Social Studies 2011-2012 0 9 0% 5 2 22012-2013 0 9 0% 3 2 42013-2014 7 19 37% 6 1 5

District Summary All Tests 2011-2012 38 191 20% 71 40 422012-2013 52 116 45% 62 50 322013-2014 54 208 26% 72 49 33

Elementary Level III %age Yellow Orange PinkReading 2011-2012 1 10 10% 1 3 5

2012-2013 9 11 82% 1 0 12013-2014 2 11 18% 2 5 2

Math 2011-2012 2 10 20% 6 1 12012-2013 10 11 91% 1 0 02013-2014 4 11 36% 3 4 0


Intermediate Level III %age Yellow Orange PinkReading 2011-2012 7 21 33% 4 6 4

2012-2013 5 19 26% 5 6 32013-2014 7 20 35% 4 7 2

Writing 2011-2012 0 10 0% 9 1 02012-2013 1 9 11% 6 2 02013-2014 0 10 0% 8 2 0

Math 2011-2012 2 20 10% 5 7 62012-2013 1 19 5% 2 12 42013-2014 4 20 20% 7 4 5

Science 2011-2012 3 11 27% 4 4 02012-2013 7 9 78% 2 0 02013-2014 3 10 30% 4 3 0


Summary Of Level III Performance of Campus SubPops compared to State Average

Jr. High Level III %age Yellow Orange PinkReading 2011-2012 7 27 26% 10 7 3

2012-2013 3 28 11% 11 7 72013-2014 4 25 16% 10 6 5

Writing 2011-2012 1 10 10% 6 0 32012-2013 3 10 30% 5 2 02013-2014 1 8 13% 4 2 1

Math 2011-2012 8 27 30% 5 4 102012-2013 1 27 4% 9 13 42013-2014 7 26 27% 9 8 2

Science 2011-2012 2 9 22% 3 2 22012-2013 3 9 33% 5 0 12013-2014 2 10 20% 1 3 4

Social Studies 2011-2012 0 9 0% 5 2 22012-2013 0 9 0% 3 2 42013-2014 2 10 20% 3 1 4


High School Level III %age Yellow Orange PinkEnglish I/II 2011-2012 3 9 33% 5 1 0

2012-2013 4 18 22% 9 3 22013-2014 8 19 42% 9 1 1

Algebra I 2011-2012 0 9 0% 2 1 62012-2013 0 8 0% 1 2 52013-2014 1 9 11% 1 2 5

Biology 2011-2012 2 9 22% 6 1 02012-2013 5 9 56% 2 1 12013-2014 4 10 40% 4 1 1

US History 2011-2012 NA NA NA NA NA NA2012-2013 NA NA NA NA NA NA2013-2014 5 9 56% 3 0 1


STAAR Scores - Reading Level II

Green – At or above state averageYellow – 1 to 4 points below state averageOrange – 5 to 8 points below state average

Pink - More than 8 points below state average

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 76 75 76 66 60 72 71 68 62 86 83 80 83 76 * 74 72 70 79 78 81 66 63 55 53 51 60 69 66 65 63 61 552013 Phase-In I Lev II 79 79 87 69 65 64 74 70 77 89 87 91 86 76 67 77 77 86 81 82 85 68 64 75 59 61 91 71 73 82 66 66 712014 Phase-In I Lev II 76 76 81 63 58 55 71 68 77 87 85 85 83 77 86 74 74 81 78 77 81 65 62 72 56 56 83 67 68 76 62 62 63

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 77 76 77 66 59 57 72 70 68 88 84 84 85 76 * 75 74 69 79 78 82 61 58 40 51 49 45 70 67 71 58 55 442013 Phase-In I Lev II 72 71 70 60 55 30 65 60 52 85 80 80 81 76 * 70 68 64 74 73 73 53 45 33 46 47 75 62 62 62 54 51 492014 Phase-In I Lev II 74 72 75 62 57 79 69 65 62 84 80 76 81 74 * 71 70 72 77 74 78 58 56 43 49 49 40 65 64 70 55 53 50

His.St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD

2012 Phase-In I Lev II 77 76 75 68 60 54 72 68 46 87 84 83 85 83 50 75 74 71 79 78 80 51 45 0 46 48 40 70 66 61 55 53 442013 Phase-In I Lev II 77 85 83 68 74 69 74 78 74 89 92 90 85 78 * 75 73 75 79 77 78 53 47 * 49 69 75 69 80 75 73 67 572014 Phase-In I Lev II 76 75 76 66 60 56 71 67 70 88 84 81 85 82 * 74 73 74 78 78 79 52 48 43 50 50 100 68 67 63 59 58 60

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 75 75 71 68 62 63 67 65 63 86 84 74 84 75 80 72 71 69 77 79 74 38 36 * 36 39 80 67 65 67 49 50 442013 Phase-In I Lev II 71 72 66 63 55 38 63 61 50 85 82 75 82 80 * 69 70 64 73 74 73 32 29 * 34 42 * 61 63 51 67 45 352014 Phase-In I Lev II 77 77 83 68 62 77 71 72 77 88 84 86 85 80 * 74 74 83 80 80 83 48 48 * 41 45 * 69 70 80 56 56 70

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 76 75 81 70 62 70 70 70 77 86 82 83 85 75 * 72 71 74 80 80 86 37 37 * 34 32 71 69 66 75 52 52 502013 Phase-In I Lev II 77 78 78 71 63 87 71 69 73 88 86 73 86 79 83 75 75 73 80 81 79 38 35 * 38 42 88 69 70 83 52 54 522014 Phase-In I Lev II 75 75 81 66 57 62 68 67 71 87 84 86 84 80 * 72 70 75 78 78 88 34 31 * 37 38 * 65 66 71 51 52 67

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 80 80 85 73 65 76 74 75 76 90 87 87 88 85 87 78 79 84 82 82 86 34 33 * 40 39 * 73 72 80 58 59 652013 Phase-In I Lev II 84 90 92 78 82 100 79 86 97 92 95 91 91 89 80 80 81 76 87 87 85 46 48 * 46 63 86 77 86 87 75 78 822014 Phase-In I Lev II 83 82 86 76 70 83 77 75 83 92 89 88 90 83 83 80 78 84 85 86 89 43 41 * 47 47 * 75 75 84 66 65 75

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 68 69 73 59 54 43 59 57 57 82 78 80 79 73 * 62 63 64 74 75 81 18 16 * 24 23 * 57 57 61 42 43 532013 Phase-In I Lev II 65 65 67 55 47 33 56 55 53 81 76 76 78 70 * 60 59 59 70 72 76 18 14 * 22 21 59 54 55 59 40 40 422014 Phase-In I Lev II 62 63 77 53 47 59 55 53 79 78 75 81 76 70 80 56 56 67 69 71 87 21 16 * 23 26 55 52 54 72 44 44 56

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD

All AA His. White

At-Risk

His. White 2+ ELL SPED

All AA

All AA His. White 2+

At-Risk

ELL SPED ECODISMale Female

At-Risk

At-Risk

At-Risk

ELL SPED ECODIS At-Risk

2+

2+ ELL SPED ECODIS

ELL SPED ECODISMale Female

All AA ECODIS

All AA His. White 2+ ELL SPED ECODIS

His. White 2+

Male Female

At-RiskAll AA ECODIS

All AA White

ELL SPEDHis. White 2+ Male Female

Male Female

ECODIS At-RiskAll AA His. White 2+ ELLMale Female

Male Female

Male Female

SPED

8 Reading

Eng. I

Eng. II

3 Reading

4 Reading

5 Reading

6 Reading

7 Reading

STAAR Scores - Reading Level II



R 2012 Phase-In I Lev II 61 46 NA 54 27 NA 60 42 NA 64 51 NA 65 59 NA 55 36 NA 68 57 NA 21 12 NA 20 17 NA 53 36 NA 38 23 NA R 2013 Phase-In I Lev II 78 78 72 71 67 54 71 68 79 88 84 73 87 80 * 75 74 60 81 81 83 31 25 * 36 32 39 69 69 61 61 61 61

R/W 2014 Phase-In I Lev II 66 66 72 55 48 36 58 56 68 81 77 80 79 78 * 61 60 66 71 73 78 20 16 * 22 19 14 55 56 70 46 46 50

STAAR Scores - Reading Level III



St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Level III 21 17 13 12 7 3 14 12 5 30 23 17 28 17 * 19 16 6 23 19 19 10 7 0 9 10 20 11 10 6 8 6 12013 Level III 20 18 25 11 8 14 14 10 23 30 24 28 27 20 17 18 16 24 22 20 26 9 7 25 9 9 22 11 11 16 7 6 92014 Level III 17 14 12 9 5 18 10 7 13 27 20 12 23 10 0 15 13 10 18 15 13 7 4 0 7 6 0 9 8 7 6 5 3

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Level III 19 16 20 10 5 3 12 9 14 29 22 27 27 18 * 18 16 22 19 16 19 5 4 0 7 8 27 9 9 10 5 5 72013 Level III 20 17 18 11 7 0 14 11 10 31 24 24 28 17 * 19 17 12 22 18 23 6 5 0 8 8 0 12 11 15 7 6 32014 Level III 18 15 18 10 6 5 12 8 14 27 21 22 25 14 * 16 13 11 20 17 24 6 4 0 7 7 20 10 9 11 5 4 6

His.St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD

2012 Level III 17 15 8 10 7 4 11 8 0 26 20 9 24 18 17 15 14 8 18 16 7 3 2 0 5 6 0 8 8 4 4 3 22013 Level III 20 17 14 12 6 4 13 9 9 31 24 18 29 19 * 19 15 15 22 18 12 4 2 * 6 7 13 11 10 12 5 4 62014 Level III 20 18 14 10 7 6 13 10 5 32 25 18 28 22 * 19 16 6 21 19 21 4 2 0 7 8 0 11 11 7 5 5 1

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Level III 17 15 10 10 6 6 10 7 6 28 22 11 25 13 20 16 14 9 19 17 12 2 0 * 3 2 0 8 7 11 3 2 02013 Level III 20 19 16 12 7 5 13 10 0 32 26 20 29 23 * 19 18 14 21 20 18 2 1 * 5 7 * 11 11 6 4 4 22014 Level III 15 12 12 8 4 0 9 7 3 24 17 17 22 14 * 13 10 11 17 14 13 2 1 * 3 3 * 7 7 7 2 2 0

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Level III 18 15 14 11 7 10 11 9 6 28 21 17 27 18 * 15 13 14 21 18 14 1 1 * 3 1 0 9 8 9 3 3 42013 Level III 16 15 10 9 6 0 10 8 13 26 21 11 24 14 17 14 13 13 18 17 7 1 1 * 3 3 17 8 8 9 3 2 02014 Level III 19 18 17 11 6 5 12 9 7 31 24 20 28 21 * 18 16 15 21 19 19 1 1 * 4 4 * 10 10 8 3 3 3

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Level III 19 17 17 11 7 24 12 9 14 30 23 17 28 21 * 17 15 9 21 19 25 1 0 * 3 2 * 9 9 11 3 3 42013 Level III 24 22 20 15 10 11 17 14 10 36 29 24 34 23 0 21 19 20 28 85 20 2 1 * 4 4 0 14 13 11 5 6 32014 Level III 23 21 13 14 9 6 15 12 11 35 28 13 32 20 33 20 18 10 26 23 16 1 0 * 4 4 * 13 12 13 5 4 3

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Level III 8 7 7 4 3 0 4 3 0 13 10 9 12 10 * 6 5 1 10 10 12 0 0 * 1 0 0 3 3 3 1 1 32013 Level III 11 9 7 6 3 5 6 4 0 18 13 8 18 10 * 7 6 5 14 12 10 0 0 * 1 1 0 4 4 1 1 1 22014 Level III 6 5 4 2 1 0 3 2 3 12 7 6 11 7 0 4 3 3 9 7 5 0 0 * 0 0 0 2 2 4 1 0 1

MaleAll AA His. White 2+

All AA His. White 2+ At-Risk

Female ELL SPED ECODIS At-Risk

Male Female ELL SPED ECODIS

ELL SPED ECODIS At-Risk

All AA His. White 2+ Male

All AA White 2+ Male Female

All AA His. White 2+ ECODIS At-Risk


Male

Male Female ELL SPED


All AA His. White 2+ ECODIS At-Risk


Male Female ELL SPED

3 Reading

4 Reading

5 Reading

6 Reading

7 Reading

8 Reading

Eng. I

STAAR Scores - Reading Level III



St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD R 2012 Level III 9 4 NA 5 1 NA 6 1 NA 11 6 NA 11 9 NA 7 3 NA 10 6 NA 0 0 NA 0 1 NA 5 2 NA 1 1 NA R 2013 Level III 21 18 20 11 7 15 13 11 0 31 23 24 30 21 * 18 14 12 24 22 26 1 0 * 2 2 0 11 10 10 5 4 6

R/W 2014 Level III 6 4 5 2 1 0 3 2 0 10 6 7 10 6 * 4 3 0 7 6 10 0 0 * 0 0 0 2 1 2 0 0 2

Female ELL SPED ECODIS At-RiskEng. II


STAAR Scores - Mathematics Level II



All AA His. White 2+ ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD

2012 Phase-In I Lev II 68 66 64 50 43 38 64 64 57 79 73 72 74 69 * 68 66 66 68 65 63 64 64 50 45 44 80 60 57 55 55 51 482013 Phase-In I Lev II 79 69 77 69 48 40 74 66 64 89 76 93 86 66 50 69 68 83 70 69 71 68 61 67 59 49 87 71 62 71 57 55 542014 Phase-In I Lev II 70 69 77 53 48 45 67 66 84 80 77 79 74 66 71 70 69 76 70 69 79 67 65 79 47 44 60 62 61 72 59 56 64


2012 Phase-In I Lev II 68 65 69 52 45 33 64 64 67 78 73 79 73 64 * 68 64 63 68 66 73 61 57 58 41 39 73 60 57 60 52 46 382013 Phase-In I Lev II 68 65 63 52 45 23 64 63 52 79 72 73 74 70 * 68 65 60 69 66 66 60 52 33 41 40 54 60 58 53 55 50 432014 Phase-In I Lev II 70 68 72 53 49 55 66 64 76 80 74 75 76 66 * 70 67 76 71 68 68 62 60 57 44 44 43 62 60 69 52 49 48


2012 Phase-In I Lev II 77 75 77 65 57 54 74 71 71 86 81 83 83 77 50 77 74 72 78 76 83 64 55 40 47 45 80 71 67 69 59 54 522013 Phase-In I Lev II 75 86 88 61 73 69 71 84 76 85 91 96 81 75 * 75 72 82 75 74 82 62 54 * 46 67 89 68 82 83 76 71 612014 Phase-In I Lev II 79 76 80 65 60 67 75 73 70 87 83 84 84 75 * 78 76 81 79 77 80 67 63 57 52 53 80 72 70 70 64 62 68


2012 Phase-In I Lev II 77 77 73 64 58 38 73 74 69 87 84 79 83 78 100 77 76 66 78 79 82 59 57 * 41 43 50 71 70 69 56 56 472013 Phase-In I Lev II 74 75 72 61 56 50 69 71 36 85 82 80 81 76 * 73 74 67 75 75 56 52 49 * 38 46 43 66 68 60 51 52 422014 Phase-In I Lev II 79 79 82 66 63 77 74 77 68 88 85 86 84 79 * 77 78 81 80 80 82 62 61 * 47 50 * 72 73 76 61 61 68


2012 Phase-In I Lev II 71 72 60 56 52 38 65 69 52 83 78 65 83 74 * 70 71 59 71 72 61 45 48 * 34 36 25 63 63 51 46 49 192013 Phase-In I Lev II 71 74 78 58 55 59 66 70 73 83 81 80 78 72 100 71 73 44 72 75 50 49 48 * 37 43 88 64 67 73 49 51 572014 Phase-In I Lev II 67 67 65 54 46 33 61 61 57 81 76 70 75 70 * 67 66 62 68 68 69 41 34 * 34 33 * 58 58 49 44 42 44


2012 Phase-In I Lev II 76 78 85 64 61 59 70 75 90 87 85 88 83 82 * 76 78 83 76 79 86 50 52 * 44 46 * 69 71 80 55 59 692013 Phase-In I Lev II 77 89 92 67 79 93 74 87 100 86 93 92 84 74 * 77 80 87 77 82 85 59 60 * 48 74 83 71 85 88 74 78 862014 Phase-In I Lev II 79 82 91 68 65 89 76 79 89 88 88 92 84 84 100 79 81 89 80 82 94 60 59 * 52 55 * 73 77 89 65 67 85


2012 Phase-In I Lev II 83 81 70 75 73 57 79 79 79 90 85 69 89 80 * 81 80 45 84 83 71 60 58 * 50 49 * 77 76 60 66 64 442013 Phase-In I Lev II 78 79 65 69 67 55 74 75 67 88 83 67 86 79 * 76 76 63 81 81 69 51 53 * 43 45 58 71 73 65 59 60 552014 Phase-In I Lev II 81 81 88 72 71 89 77 78 88 90 86 86 87 77 * 79 79 89 83 84 87 56 53 * 46 50 100 75 76 88 67 68 78

Male Female

Male Female

Male Female

Male

Male Female

Male Female

Male Female

Female

3 Math

6 Math

7 Math

8 Math

Algebra I

5 Math

4 Math

STAAR Scores Mathematics - Level III




2012 Level III 15 12 14 6 3 3 10 11 5 21 15 18 19 11 * 15 13 11 14 12 17 10 10 0 7 7 30 8 7 6 7 5 32013 Level III 16 13 24 7 5 5 12 10 36 22 17 25 20 14 33 16 13 27 15 13 22 11 10 42 7 6 11 10 9 21 8 6 132014 Level III 16 13 14 7 4 0 12 10 13 21 17 15 20 9 29 16 13 13 15 12 15 12 9 5 7 7 0 10 9 12 8 6 5


2012 Level III 13 10 10 5 3 3 10 8 5 18 12 14 18 10 * 13 10 7 13 9 13 7 5 * 5 6 18 7 6 5 6 4 32013 Level III 16 13 7 7 4 0 12 11 5 23 16 9 20 14 * 16 12 9 15 13 6 8 8 0 6 6 20 10 9 3 7 6 02014 Level III 20 15 17 9 6 0 16 13 14 28 19 21 25 13 * 20 15 15 20 16 18 12 10 0 8 7 14 13 11 10 8 6 10


2012 Level III 19 15 9 9 5 0 14 10 0 27 20 12 25 13 0 19 15 11 19 14 7 7 3 0 6 6 0 10 8 4 6 4 02013 Level III 21 17 13 10 7 4 16 11 9 30 22 17 28 17 * 22 17 11 20 16 16 9 4 * 7 7 11 13 11 7 8 4 32014 Level III 22 17 19 12 8 6 17 14 0 30 21 24 29 13 * 22 17 19 22 17 19 10 6 0 7 7 20 14 12 5 7 5 7


2012 Level III 19 18 4 9 7 0 13 13 0 29 22 6 26 15 0 20 18 4 19 18 4 5 3 * 4 5 13 11 10 0 5 3 02013 Level III 16 14 9 8 5 0 11 10 0 24 18 11 22 14 * 16 14 9 16 14 9 4 3 * 4 4 * 9 8 3 4 3 02014 Level III 17 15 14 8 5 0 12 11 4 26 19 19 24 15 * 18 14 11 17 15 16 5 4 * 4 4 * 10 9 8 4 3 1


2012 Level III 11 9 3 4 3 0 7 7 0 18 12 5 16 9 * 11 10 4 11 9 2 2 1 * 2 2 0 5 4 1 2 2 22013 Level III 9 9 2 3 2 0 6 6 0 15 12 4 13 7 0 9 8 2 9 9 4 2 1 * 2 1 11 4 5 3 1 1 02014 Level III 11 9 4 4 2 0 7 5 0 18 13 5 16 10 * 11 10 3 11 9 4 2 1 * 2 2 * 5 5 3 2 1 0


2012 Level III 7 6 11 2 2 6 4 3 0 11 8 14 9 6 * 7 6 12 6 6 11 1 1 * 1 0 * 3 3 5 1 1 02013 Level III 5 5 0 2 2 0 3 3 0 8 6 0 7 5 * 5 4 0 5 5 0 1 1 * 1 1 0 2 3 0 1 1 02014 Level III 8 8 9 3 2 0 5 5 6 13 11 12 12 7 0 8 8 8 8 8 9 1 1 9 1 1 * 4 4 10 1 1 2


2012 Level III 17 12 1 8 5 0 11 9 0 24 16 2 24 14 * 17 13 2 16 12 0 4 1 * 3 2 0 9 7 0 3 2 02013 Level III 16 13 2 7 5 0 10 9 0 24 16 2 23 13 * 16 12 3 16 13 0 3 1 * 2 1 * 8 8 0 3 2 22014 Level III 18 14 4 8 6 0 12 10 3 28 19 5 25 15 * 17 13 5 19 15 3 3 2 * 2 2 17 10 8 4 3 2 2

Female

Male Female

Male Female

Male Female

3 Math

4 Math

5 Math

6 Math

7 Math

8 Math

Algebra I

Male Female

Male Female

Male Female

Male

STAAR Scores - Writing Level II



St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD71 68 62 61 51 35 67 61 68 81 77 68 78 70 * 67 62 53 76 75 68 54 48 40 37 36 36 63 59 54 51 46 3671 67 61 62 55 52 65 59 40 80 75 68 78 71 * 66 62 51 76 73 71 54 45 0 38 35 38 62 59 56 53 25 3173 70 70 63 56 60 69 63 57 81 76 74 80 70 * 68 64 61 79 75 78 59 55 29 39 37 33 65 62 63 55 50 37

AllSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RSID St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD

71 72 71 64 60 50 65 64 61 82 78 80 81 74 40 65 65 63 78 79 79 30 30 * 27 25 57 63 62 62 45 48 4270 71 71 63 59 53 63 63 73 81 78 72 79 74 67 64 64 62 76 79 77 30 29 * 26 24 69 61 63 64 42 45 4370 71 76 63 55 52 64 63 64 82 79 82 79 78 * 63 64 67 78 79 87 30 26 * 27 30 * 61 62 66 46 46 56

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD55 54 47 45 39 21 44 41 41 70 64 53 68 56 * 49 48 33 60 61 61 8 6 * 11 10 0 41 41 38 26 26 3048 47 51 37 30 36 38 37 39 64 58 53 62 51 * 41 40 38 55 56 61 9 7 * 10 8 45 35 35 41 22 23 30

2014 Phase-In (Combined with Reading- Scores reported with Reading)

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD46 30 NA 38 17 NA 43 28 NA 49 32 NA 50 48 NA 39 22 NA 52 38 NA 9 8 NA 8 11 NA 36 23 NA 20 10 NA52 51 50 38 32 38 43 40 47 68 60 52 64 51 * 47 45 33 57 57 61 10 8 * 11 29 17 39 39 37 27 27 30

2014 Phase-In (Combined with Reading- Scores reported with Reading)

ELL

AA His. White

Male

2+ ELL

Female

Male Female

His. White 2+ EcoDis At-Risk

SPED EcoDis At-Risk

SPED

EcoDis At-Risk

2+ ELL

2+ ELL SPED

SPED EcoDis At-Risk

Male Female

Male Female

All AA His. White

AA His. White

Eng. II Writing

2013 Phase-In I Lev II


AA

All

All



Eng. I Writing


4 Writing2012 Phase-In I Lev II


7 Writing2012 Phase-In I Lev II



STAAR Scores - Writing Level III



St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD7 5 4 3 1 0 4 2 0 11 7 6 11 7 * 5 3 1 9 6 5 2 0 0 2 3 0 3 2 2 2 1 07 5 3 3 2 4 4 2 0 11 6 3 11 4 * 5 3 1 9 6 4 1 1 * 2 1 0 3 2 2 1 0 06 4 2 3 2 5 4 2 0 10 6 2 9 4 * 4 3 1 9 6 3 1 1 0 2 1 0 3 2 1 1 1 0

AllSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RSID St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD

7 6 1 3 2 0 3 3 0 12 8 1 13 7 20 5 3 1 10 8 1 0 0 * 1 0 0 2 2 1 1 0 05 4 3 2 2 0 2 2 0 8 6 2 8 4 17 3 3 3 7 6 2 0 0 * 1 0 0 2 2 1 0 0 06 5 1 3 1 0 3 2 0 10 8 1 10 7 * 4 3 0 9 8 1 0 0 * 1 1 * 2 2 1 0 0 0

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD3 2 2 1 1 0 1 1 0 5 3 3 6 2 * 2 1 3 4 3 1 0 0 * 0 0 0 1 1 0 0 0 02 2 3 1 0 0 1 1 0 4 3 4 5 2 * 1 1 1 3 2 5 0 0 * 0 0 0 1 1 1 0 0 0

2014 Level III (Combined with Reading- Scores reported with Reading)

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2 1 NA 1 0 NA 1 1 NA 3 1 NA 3 0 NA 2 0 NA 3 1 NA 0 0 NA 0 0 NA 1 0 NA 0 0 NA3 2 1 1 1 0 1 1 0 4 3 2 5 2 * 2 1 2 3 3 1 0 0 * 0 0 0 1 1 0 0 0 0

2014 Level III (Combined with Reading- Scores reported with Reading)

Female ELL SPED EcoDis At-Risk

2013 Level III

AA His. White

MaleAll AA His. White 2+

At-Risk

2013 Level III


2+ Male Female ELL SPED EcoDis

Female ELL

EcoDis

SPED EcoDis At-Risk

2013 Level III

All AA His. WhiteEng. II Writing

2012 Level III2013 Level III

At-Risk

4 Writing2012 Level III

2014 Level III

7 Writing2012 Level III

2014 Level III

2012 Level IIIEng. I Writing

2+ Male Female ELL SPED

STAAR Scores - Science Level II



St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD73 71 77 59 52 50 67 61 50 85 82 86 81 71 80 75 74 79 70 68 75 49 39 0 44 44 83 64 61 67 51 50 5273 71 74 58 53 68 67 61 68 85 81 85 82 74 * 75 73 88 70 69 74 54 45 * 44 48 50 65 63 73 53 49 6173 71 81 59 51 63 68 61 62 86 81 88 82 77 * 76 73 86 71 68 78 53 44 38 46 47 56 65 62 68 57 54 71

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD70 69 71 59 48 38 67 61 55 85 78 79 81 78 * 73 72 74 67 66 67 49 26 * 44 29 20 64 57 60 44 42 3275 73 86 63 56 74 68 65 77 86 81 90 84 69 * 77 75 87 73 71 85 43 34 * 36 36 88 66 65 78 52 50 6771 67 79 59 48 67 64 58 83 84 78 79 79 78 100 73 69 81 69 66 77 35 24 * 31 29 40 61 58 73 48 42 67


At-RiskAll AA Male Female EcoDis

At-Risk



ELL SPEDAll AA His. White

2014 Phase-In I Lev IIAt-Risk

EcoDis

His. White 2+

ELL SPED

ELL SPED

2+ Male Female

Male Female EcoDis


5 Science2012 Phase-In I Lev II

8 Science2012 Phase-In I Lev II

2012 Phase-In I Lev IIBiology


2014 Phase-In I Lev II2013 Phase-In I Lev II

STAAR Scores - Science Level III



St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD12 10 10 5 3 0 7 5 0 19 13 13 19 14 20 14 11 13 10 8 7 6 1 0 4 4 0 6 5 7 3 2 411 9 15 4 2 0 7 4 5 19 14 20 17 10 * 13 10 14 10 8 15 3 1 * 4 4 10 6 5 11 3 2 611 8 9 4 2 0 7 5 0 17 12 13 16 7 * 12 10 7 9 7 11 3 1 0 4 4 11 6 4 1 3 2 5


St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD9 7 7 4 2 0 4 4 0 15 9 10 15 5 * 10 8 9 8 5 6 1 1 * 2 2 0 3 3 3 1 1 1

12 8 10 5 2 13 7 5 11 21 12 10 20 9 * 13 9 6 12 8 15 1 0 * 2 1 0 6 4 6 2 1 412 9 9 5 3 4 6 4 3 19 12 10 18 8 20 12 10 14 11 8 4 1 0 * 2 1 0 5 4 9 2 1 2

SPED EcoDis At-RiskAll AA His. White 2+5 Science

2012 Level III

Male Female ELL

Female ELL SPED

2013 Level III

All AA His.

White 2+

White 2+ Male

ELL SPED EcoDis At-Risk

EcoDis At-Risk2014 Level III

2014 Level III

2014 Level III

8 Science2012 Level III


BiologyMale Female

2013 Level III

All AA His.

Green - At or above state averageYellow -- 1 to 4 points below state averageOrange -- 5 to 8 points below state average

Pink -- More than 8 points below state average

STAAR Scores - Social Studies Level IISt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD

2012 Phase-In I Lev II 59 55 47 49 36 25 50 45 25 74 63 54 71 60 * 64 59 58 55 50 35 22 15 * 27 20 20 48 42 35 33 29 1963 59 51 55 43 52 55 51 39 76 68 55 75 59 * 66 63 58 61 56 44 28 24 * 28 25 56 52 50 45 38 34 3362 56 41 51 40 33 53 46 44 76 66 42 72 58 50 65 59 45 58 53 38 25 17 * 27 25 20 50 46 42 37 32 26

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase-In I Lev II 63 65 NA 52 47 NA 59 58 NA 70 72 NA 69 51 NA 63 65 NA 63 65 NA 38 28 NA 33 27 NA 55 55 NA 47 44 NA

73 75 NA 61 60 NA 65 66 NA 83 83 NA 86 82 NA 75 79 NA 71 71 NA 35 33 NA 37 51 NA 65 68 NA 56 58 NA92 89 94 89 83 91 89 86 100 96 93 93 95 89 * 93 91 93 91 88 96 70 65 * 67 70 80 88 85 91 86 82 91

EcoDis At-RiskWhite 2+ Male Female ELL SPED

Male Female ELL SPED At-RiskEcoDis

2014 Phase-In I Lev II2013 Phase-In I Lev II

US History

8 Soc. Studies2+All AA His. White


All AA2014 Phase-In I Lev II

His.

Green - At or above state averageYellow -- 1 to 4 points below state averageOrange -- 5 to 8 points below state average

Pink -- More than 8 points below state average

STAAR Scores - Social Studies Level IIISt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD

12 9 5 6 3 0 7 5 5 20 12 6 20 12 * 15 11 5 10 7 6 1 1 * 3 2 0 5 4 3 2 1 013 9 3 7 3 0 7 5 3 20 13 3 20 8 * 15 11 4 11 7 1 1 1 * 3 2 0 6 5 0 2 2 014 10 4 7 4 6 8 6 0 22 13 4 21 9 17 16 12 6 11 7 2 1 1 * 3 1 20 6 5 4 2 2 2

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD5 5 NA 2 1 NA 3 2 NA 9 7 NA 8 3 NA 7 6 NA 4 4 NA 1 0 NA 1 0 NA 2 3 NA 1 1 NA7 5 NA 4 1 NA 3 3 NA 9 7 NA 18 3 NA 8 7 NA 5 3 NA 1 3 NA 1 2 NA 3 2 NA 1 1 NA

16 11 17 9 4 0 10 7 12 25 14 22 23 14 * 20 14 26 12 8 11 2 1 * 4 4 0 9 7 10 6 3 7

SPED EcoDis At-Risk8 Soc. Studies


AA His.

Male Female ELL

EcoDis At-Risk


2012 Level III

2012 Level III

White 2+ Male Female ELL SPED


US HistoryAll

Accountability Indexes

Texas RISD RHS RJH Int Elem Texas RISD RHS RJH Int Elem Texas RISD RHS RJH Int Elem Texas RISD RHS RJH Int Elem2013 77 77 76 78 77 83 34 35 21 39 40 NA 71 68 69 71 68 79 85 81 81 NA NA NA2014 77 80 84 78 79 80 40 37 NA 35 36 59 38 38 43 39 38 44 69 61 64 29 26 28

Index 1 - Student Achievment Index 2 - Student ProgressIndex 3 - Closing Performance

GapsIndex 4 - Postsecondary

Readiness

Distinction Designation

* Distinction Earned

Year RHS RJH Int Elem Prim RHS RJH Int Elem Prim RHS RJH Int Elem Prim2012-2013 *33% 0% 0% 0% 0% *33% 25% 0% 0% 0% None None None NA NA

Year RHS RJH Int Elem Prim RHS RJH Int Elem Prim RHS RJH Int Elem Prim RHS RJH Int Elem Prim RHS RJH Int Elem Prim RHS RJH Int Elem Prim RHS RJH Int Elem Prim2013-2014 0% 25% 33% *67% *67% 17% 25% 33% *100% 100% 0% 50% 50% NA NA *33% 50% NA NA NA NA Q2 Q4 *Q1 *Q1 Q2 Q2 Q3 Q2 Q2 14% 0% 0% 0% 0%

Postsecondary ReadinessAcademic Achievement in

Social StudiesTop 25 % in Student Progress

Top 25% in Closing Performance Gaps

Academic Achievement in Reading/ELA Top 25 Percent Student ProgressAcademic Achievement in Math

Academic Achievement in Reading/ELA

Academic Achievement in Math Academic Achievement in Science

System Safeguards

State Region RISD RHS RJH Int Elem Prim State Region RISD RHS RJH Int Elem Prim State Region RISD RHS RJH Int Elem Prim State Region RISD RHS RJH Int Elem Prim State Region RISD RHS RJH Int Elem Prim2012-2013 95% 91% 94% 90% 91% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 82% 90% 100% 100% NA NA NA NA 100% NA 0% NA NA NA NA NA 94% 93% 94% 93% 94% 100% 100% 100%2013-2014 96% 94% 100% 100% 86% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 91% 90% 100% 100% NA NA NA NA 0% NA 0% NA NA NA NA NA 96% 95% 98% 100% 91% 100% 100% 100%

Total System Safeguards ScoreParticipation Rates Graduation Rates Met Federal Limits on Alternative AssessmentsPerformance Rates

STAAR Reading Vertical AlignmentReporting Category 1

Year K 1st 2nd2012-2013 Rpt Cat 1 74% Rpt Cat 1 72% Rpt Cat 1 68% Rpt Cat 1 71% Rpt Cat 1 65% Rpt Cat 1 72% Rpt Cat 1 49% Rpt Cat 1 58%2013-2014 Rpt Cat 1 73% Rpt Cat 1 68% Rpt Cat 1 65% Rpt Cat 1 66% Rpt Cat 1 67% Rpt Cat 1 72% Rpt Cat 1 58% Rpt Cat 1 52%

2012-2013 5 ( A ) 4 ( A ) 75% 2 ( A ) NT 2 ( A ) NT 2 ( A ) NT 2 ( A ) 45% 2 ( A ) 80% 1 ( A ) NT 1 ( A ) NT2013-2014 5 ( A ) 4 ( A ) NT 2 ( A ) 78% 2 ( A ) NT 2 ( A ) 70% 2 ( A ) 66% 2 ( A ) 65% 1 ( A ) NT 1 ( A ) NT

2012-2013 6 ( C ) 5 ( B ) 4 ( B ) 70% 2 ( B ) 74% 2 ( B ) 63% 2 ( B ) 77% 2 ( B ) 75% 2 ( B ) 71% 1 ( B ) 79% 1 ( B ) 65%2013-2014 6 ( C ) 5 ( B ) 4 ( B ) 76% 2 ( B ) 69% 2 ( B ) 63% 2 ( B ) 67% 2 ( B ) 60% 2 ( B ) 70% 1 ( B ) 77% 1 ( B ) 76%

2012-2013 5 ( C ) 6 ( D ) 5 ( C ) 4 ( C ) 88% 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 1 ( C ) NE 1 ( C ) NT2013-2014 5 ( C ) 6 ( D ) 5 ( C ) 4 ( C ) 58% 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 1 ( C ) NE 1 ( C ) NT

2012-2013 4 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 1 ( D ) NT 1 ( D ) NT2013-2014 4 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 1 ( D ) NT 1 ( D ) NT

2012-2013 5 ( D ) 6 ( E ) 5 ( D ) 4 ( E ) NE 2 ( E ) 84% 2 ( E ) 88% 2 ( E ) 74% 2 ( E ) NT 2 ( E ) NT 1 ( E ) NT 1 ( E ) NT2013-2014 5 ( D ) 6 ( E ) 5 ( D ) 4 ( E ) NE 2 ( E ) 97% 2 ( E ) NT 2 ( E ) 90% 2 ( E ) 89% 2 ( E ) NT 1 ( E ) NT 1 ( E ) 87%

2012-2013 6 ( B ) 7 ( A ) 6 ( A ) 5 ( A ) NE 3 ( A ) NE 3 ( A ) NT 3 ( A ) NE 3 ( A ) NE 3 ( A ) NT 2 ( A ) NT 2 ( A ) NT2013-2014 6 ( B ) 7 ( A ) 6 ( A ) 5 ( A ) NE 3 ( A ) NE 3 ( A ) NT 3 ( A ) NE 3 ( A ) NE 3 ( A ) NT 2 ( A ) NT 2 ( A ) NT

2012-2013 6 ( D ) 7 ( B ) 6 ( B ) 5 ( B ) NE 3 ( B ) NE 3 ( B ) NE 3 ( B ) NE 3 ( B ) NE 3 ( B ) NT 2 ( B ) NE 2 ( B ) NE2013-2014 6 ( D ) 7 ( B ) 6 ( B ) 5 ( B ) NE 3 ( B ) NE 3 ( B ) NE 3 ( B ) NE 3 ( B ) NE 3 ( B ) NT 2 ( B ) NE 2 ( B ) NE

2012-2013 3 ( C ) NE 3 ( C ) NT 3 ( C ) NE 3 ( C ) NE 2 ( C ) NE 2 ( C ) NE

2013-2014 3 ( C ) NE 3 ( C ) NT 3 ( C ) NE 3 ( C ) NE 2 ( C ) NE 2 ( C ) NE

2012-2013 10 (A ) 10 ( A ) 9 ( A ) NE 7 ( A ) NT 7 ( A ) NE 7 ( A ) NT 7 ( A ) NT 7 ( A ) NE 6 ( A ) NE 6 ( A ) NE2013-2014 10 (A ) 10 ( A ) 9 ( A ) NE 7 ( A ) NT 7 ( A ) NE 7 ( A ) NT 7 ( A ) NT 7 ( A ) NE 6 ( A ) NE 6 ( A ) NE

2012-2013 9 ( A ) 13 ( A ) 13 ( A ) 12 ( A ) NE 10 ( A ) NE 10 ( A ) NE 9 ( A ) NT 9 ( A ) NT 9 ( A ) NT 8 ( A ) NE 8 ( A ) NE

2013-2014 9 ( A ) 13 ( A ) 13 ( A ) 12 ( A ) NE 10 ( A ) NE 10 ( A ) NE 9 ( A ) NT 9 ( A ) NT 9 ( A ) NT 8 ( A ) NE 8 ( A ) NE

2012-2013 14 ( A ) NE 12 ( A ) NE 12 ( A ) NE 11 ( A ) NT 11 ( A ) NE 11 ( A ) NT 11 ( A ) NE 11 ( A ) NE2013-2014 14 ( A ) NE 12 ( A ) NE 12 ( A ) NE 11 ( A ) NT 11 ( A ) NE 11 ( A ) NT 11 ( A ) NE 11 ( A ) NE

2012-2013 11 ( E ) NE 10 ( D ) NE 10 ( D ) NE 10 ( D ) NE 9 ( D ) NT 9 ( D ) NT2013-2014 11 ( E ) NE 10 ( D ) NE 10 ( D ) NE 10 ( D ) NE 9 ( D ) NT 9 ( D ) NT

2012-2013 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( B ) 61% Fig 19 ( B ) 66%2013-2014 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( D ) NE Fig 19 ( B ) 64% Fig 19 ( B ) 67%

2012-2013 Fig 19 ( F ) Fig 19 ( F ) Fig 19 ( F ) Fig 19 ( F ) NE Fig 19 ( F ) 66% Fig 19 ( F ) 69% Fig 19 ( F ) 65% Fig 19 ( F ) 60% Fig 19 ( F ) 68%2013-2014 Fig 19 ( F ) Fig 19 ( F ) Fig 19 ( F ) Fig 19 ( F ) NE Fig 19 ( F ) 58% Fig 19 ( F ) 67% Fig 19 ( F ) 57% Fig 19 ( F ) 61% Fig 19 ( F ) 75%

NE indicates that the student expectation is not eligible for testing for that grade level.NT indicates student expectations that were not tested for that testing year.Whole numbers without a letter distinguish genres tested with Figure 19Red indicates performance of less than 70% student masteryGreen indicates perfomrance greater than or equal to 70%.Figure 19 questions are represented twice in the chart above but counted once in STAAR scores. See whole numbers for Figure 19 breakdown by genre.

Eng I Eng II3rd 4th 5th 6th 7th 8th


Year K 1st 2nd2012-2013 Rpt Cat 2 67% Rpt Cat 2 62% Rpt Cat 2 69% Rpt Cat 2 67% Rpt Cat 2 62% Rpt Cat 2 74% Rpt Cat 2 61% Rpt Cat 2 67%2013-2014 68% 68% 64% 65% 68% 69% 65% 57%

2012-2013 4 4 3 2 NT2013-2014 4 4 3 2 NT

2012-2013 4 ( B ) 4 ( B ) 3 ( B ) 2 (B ) NT2013-2014 4 ( B ) 4 ( B ) 3 ( B ) 2 (B ) 78%

2012-2013 6 7 6 5 NT 3 60% 3 NT 3 58% 3 76% 3 78% 2 NT 2 79%2013-2014 6 7 6 5 81% 3 79% 3 59% 3 NT 3 44% 3 62% 2 61% 2 45%

2012-2013 6 ( B ) 7 ( A ) 6 ( A ) 5 ( A ) 73% 3 ( A ) NT 3 ( A ) NE 3 ( A ) 68% 3 ( A ) NT 3 ( A ) NE 2 ( A ) NE 2 ( A ) NE2013-2014 6 ( B ) 7 ( A ) 6 ( A ) 5 ( A ) NT 3 ( A ) NT 3 ( A ) NE 3 ( A ) NT 3 ( A ) NT 3 ( A ) NE 2 ( A ) NE 2 ( A ) NE

2012-2013 6 ( D ) 7 ( B ) 6 ( B ) 5 ( B ) NE 3 ( B ) NT 3 ( B ) NT 3 ( B ) NT 3 ( B ) NT 3 ( B ) NE 2 ( B ) NT 2 ( B ) NT2013-2014 6 ( D ) 7 ( B ) 6 ( B ) 5 ( B ) NE 3 ( B ) NT 3 ( B ) NT 3 ( B ) NT 3 ( B ) NT 3 ( B ) NE 2 ( B ) NT 2 ( B ) NT

2012-2013 3 ( C ) NT 3 ( C ) NE 3 ( C ) NT 3 ( C ) NT 2 ( C ) NT 2 ( C ) 70%2013-2014 3 ( C ) NT 3 ( C ) NE 3 ( C ) NT 3 ( C ) NT 2 ( C ) 83% 2 ( C ) NT

2012-2013 7 8 7 6 60% 4 61% 4 71% 4 65% 4 72% 4 73% 3 58% 3 62%2013-2014 7 8 7 6 77% 4 59% 4 71% 4 71% 4 76% 4 52% 3 NT 3 77%

2012-2013 7 ( A ) 8 ( A ) 7 ( A ) 6 ( A) 69% 4 ( A ) 65% 4 ( A ) NT 4 ( A ) 67% 4 ( A ) 82% 4 ( A ) NT 3 ( A ) 70% 3 ( A ) NT2013-2014 7 ( A ) 8 ( A ) 7 ( A ) 6 ( A) 28% 4 ( A ) 80% 4 ( A ) 58% 4 ( A ) NT 4 ( A ) 56% 4 ( A ) 84% 3 ( A ) NT 3 ( A ) 50%

2012-2013 8 7 NE 5 70% 5 76% 5 NT 5 54% 5 NT 4 NT 4 NT2013-2014 8 7 NE 5 68% 5 NT 5 61% 5 NT 5 NT 4 44% 4 NT

2012-2013 8 ( A ) 7 ( A ) NE 5 ( A ) 27% 5 ( A ) NE 5 ( A ) NE 5 ( A ) 64% 5 ( A ) NT 4 ( A ) NT 4 ( A ) NT2013-2014 8 ( A ) 7 ( A ) NE 5 ( A ) NT 5 ( A ) NE 5 ( A ) NE 5 ( A ) NT 5 ( A ) NT 4 ( A ) 67% 4 ( A ) NT

2012-2013 8 9 9 8 64% 6 49% 6 NT 6 69% 6 49% 6 67% 5 65% 5 67%2013-2014 8 9 9 8 51% 6 70% 6 62% 6 59% 6 60% 6 50% 5 NT 5 60%

2012-2013 8 ( A ) 9 ( A ) 9 ( A ) 8 ( A ) 67% 6 ( A ) 54% 6 ( A ) 69% 6 ( A ) 57% 6 ( A ) 68% 6 ( A ) 54% 5 ( A ) 52% 5 ( A ) NT2013-2014 8 ( A ) 9 ( A ) 9 ( A ) 8 ( A ) 76% 6 ( A ) 68% 6 ( A ) 74% 6 ( A ) 61% 6 ( A ) NT 6 ( A ) 61% 5 ( A ) NT 5 ( A ) NT

2012-2013 8 ( B ) 9 ( B ) 9 ( B ) 8 ( B ) 73% 6 ( B ) 72% 6 ( B ) 58% 6 ( B ) NT 6 ( B ) 58% 6 ( B ) 84% 5 ( B ) 72% 5 ( B ) NT2013-2014 8 ( B ) 9 ( B ) 9 ( B ) 8 ( B ) 78% 6 ( B ) 78% 6 ( B ) 75% 6 ( B ) NT 6 ( B ) 64% 6 ( B ) 65% 5 ( B ) 66% 5 ( B ) NT

2012-2013 8 ( C ) NE 6 ( C ) NT 6 ( C ) NT 6 ( C ) 83% 6 ( C ) 58% 6 ( C ) NT 5 ( C ) 43% 5 ( C ) NT2013-2014 8 ( C ) NE 6 ( C ) NT 6 ( C ) NT 6 ( C ) NT 6 ( C ) NT 6 ( C ) 72% 5 ( C ) NT 5 ( C ) 45%

2012-2013 10 10 9 NT 7 NE 7 NT 7 NE 7 57% 7 NT 6 NT 6 NT2013-2014 10 10 9 74% 7 NE 7 42% 7 NE 7 71% 7 72% 6 NT 6 NT

2012-2013 10 ( A ) 10 ( A ) 9 ( A ) NE 7 ( A ) NE 7 ( A ) NT 7 ( A ) NE 7 ( A ) NE 7 ( A ) NT 6 ( A ) NT 6 ( A ) 60%2013-2014 10 ( A ) 10 ( A ) 9 ( A ) NE 7 ( A ) NE 7 ( A ) 69% 7 ( A ) NE 7 ( A ) NE 7 ( A ) NT 6 ( A ) NT 6 ( A ) NT

2012-2013 11 10 71% 8 82% 8 NT 8 NT 8 60% 8 80% 7 67% 7 68%2013-2014 11 10 NT 8 NT 8 NT 8 79% 8 NT 8 83% 7 62% 7 59%

2012-2013 11 ( A ) 10 ( A ) 72% 8 ( A ) NT 8 ( A ) 73% 8 ( A ) 58% 8 ( A ) 67% 8 ( A ) 83% 7 ( A ) NT 7 ( A ) NT2013-2014 11 ( A ) 10 ( A ) 57% 8 ( A ) NT 8 ( A ) 69% 8 ( A ) 71% 8 ( A ) 77% 8 ( A ) NT 7 ( A ) NT 7 ( A ) 53%

2012-2013 12 16 16 16 NT 14 NT 14 NT 13 NT 13 NT 13 NT 12 42% 12 NT2013-2014 12 16 16 16 NT 14 NT 14 67% 13 NT 13 NT 13 NT 12 NT 12 NT2012-2013 12 ( A ) 16 ( A ) 16 ( A ) 16 ( A ) NE 14 ( A ) NE 14 ( A ) NE 13 ( A ) NT 13 ( A ) NT 13 ( A ) NT 12 ( A ) NT 12 ( A ) NT2013-2014 12 ( A ) 16 ( A ) 16 ( A ) 16 ( A ) NE 14 ( A ) NE 14 ( A ) NE 13 ( A ) NT 13 ( A ) NT 13 ( A ) NT 12 ( A ) NT 12 ( A ) NT



2012-2013 14 ( C ) NT 13 ( B ) NT 13 ( C ) NT 13 ( C ) NT 12 ( C ) NE 12 ( C ) NE2013-2014 14 ( C ) NT 13 ( B ) NT 13 ( C ) NT 13 ( C ) NT 12 ( C ) NE 12 ( C ) NE

2012-2013 16 ( C ) 16 ( C ) NE 14 ( C ) NE 14 ( D ) NE 13 ( D ) NE 13 ( D ) NE 13 ( D ) NT 12 ( D ) NT 12 ( D ) NT2013-2014 16 ( C ) 16 ( C ) NE 14 ( C ) NE 14 ( D ) NE 13 ( D ) NE 13 ( D ) NE 13 ( D ) NT 12 ( D ) NT 12 ( D ) NT

2012-2013 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) 63% Fig 19 ( D ) 62% Fig 19 ( D ) 72% Fig 19 ( D ) 69% Fig 19 ( D ) 67% Fig 19 ( D ) 72% Fig 19 ( B ) 61% Fig 19 ( B ) 66%2013-2014 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) 68% Fig 19 ( D ) 66% Fig 19 ( D ) 65% Fig 19 ( D ) 62% Fig 19 ( D ) 64% Fig 19 ( D ) 68% Fig 19 ( B ) 64% Fig 19 ( B ) 67%

2012-2013 Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) 58% Fig 19 ( E ) 64% Fig 19 ( E ) 66% Fig 19 ( E ) 58% Fig 19 ( E ) 47% Fig 19 ( E ) NT Fig 19 ( A ) NE Fig 19 ( A ) NE2013-2014 Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) 56% Fig 19 ( E ) 59% Fig 19 ( E ) 41% Fig 19 ( E ) 73% Fig 19 ( E ) 53% Fig 19 ( E ) NT Fig 19 ( A ) NE Fig 19 ( A ) NE



Years K 1st 2nd2012-2013 Rpt Cat 3 71% Rpt Cat 3 62% Rpt Cat 3 64% Rpt Cat 3 61% Rpt Cat 3 69% Rpt Cat 3 66% Rpt Cat 3 76% Rpt Cat 3 72%2013-2014 Rpt Cat 3 63% Rpt Cat 3 66% Rpt Cat 3 69% Rpt Cat 3 67% Rpt Cat 3 63% Rpt Cat 3 63% Rpt Cat 3 69% Rpt Cat 3 69%

2012-2013 9 13 13 12 NT 10 65% 10 NT 9 65% 9 70% 9 74% 8 NT 8 NT2013-2014 9 13 13 12 44% 10 63% 10 NT 9 59% 9 55% 9 67% 8 NT 8 NT

2012-2013 9 ( A ) 13 ( A ) 13 ( A ) 12 ( A ) NE 10 ( A ) NE 10 ( A ) 68% 9 ( A ) NE 9 ( A ) NE 9 ( A ) NE 8 ( A ) 79% 8 ( A ) 73%2013-2014 9 ( A ) 13 ( A ) 13 ( A ) 12 ( A ) NE 10 ( A ) NE 10 ( A ) 81% 9 ( A ) NE 9 ( A ) NE 9 ( A ) NE 8 ( A ) 76% 8 ( A ) 70%

2012-2013 10 14 14 13 58% 11 NT 11 60% 10 67% 10 65% 10 72% 9 NT 9 NT2013-2014 10 14 14 13 65% 11 NT 11 65% 10 69% 10 56% 10 52% 9 NT 9 NT

2012-2013 10 ( A ) 14 ( A ) 14 ( A ) 13 ( A ) 81% 11 ( A ) 74% 11 ( A ) 61% 10 ( A ) 46% 10 ( A ) 73% 10 ( A ) 58% 9 ( A ) 76% 9 ( A ) 77%2013-2014 10 ( A ) 14 ( A ) 14 ( A ) 13 ( A ) 61% 11 ( A ) 65% 11 ( A ) 72% 10 ( A ) 74% 10 ( A ) 56% 10 ( A ) 52% 9 ( A ) NT 9 ( A ) NT

2012-2013 10 ( A ) 14 ( B ) 14 ( B ) 13 ( B ) 68% 11 ( B ) NT 11 ( B ) NT 10 ( B ) 45% 10 ( B ) NT 10 ( B ) 49% 9 ( B ) NT 9 ( B ) 94%2013-2014 10 ( A ) 14 ( B ) 14 ( B ) 13 ( B ) 58% 11 ( B ) NT 11 ( B ) NT 10 ( B ) NT 10 ( B ) NT 10 ( B ) NT 9 ( B ) 83% 9 ( B ) NT

2012-2013 10 ( B ) 14 ( C ) 14 ( C ) 13 ( C ) 80% 11 ( C ) 60% 11 ( C ) 64% 10 ( C ) 69% 10 ( C ) 57% 10 ( C ) 70% 9 ( C ) 75% 9 ( C ) 68%2013-2014 10 ( B ) 14 ( C ) 14 ( C ) 13 ( C ) 76% 11 ( C ) 81% 11 ( C ) NT 10 ( C ) 74% 10 ( C ) NT 10 ( C ) 88% 9 ( C ) 62% 9 ( C ) 68%

2012-2013 10 ( D ) 14 ( D ) 14 ( D ) 13 ( D ) NT 11 ( D ) NT 11 ( D ) 60%2013-2014 10 ( D ) 14 ( D ) 14 ( D ) 13 ( D ) 72% 11 ( D ) 76% 11 ( D ) NT

2012-2013 11 ( E ) 71% 10 ( D ) 59% 10 ( D ) 76% 10 ( D ) 68% 9 ( D ) NE 9 ( D ) NE2013-2014 11 ( E ) 61% 10 ( D ) 84% 10 ( D ) 70% 10 ( D ) 64% 9 ( D ) NE 9 ( D ) NE

2012-2013 14 NE 12 NE 12 NT 11 NT 11 NT 11 59% 10 NT 10 NT2013-2014 14 NE 12 NE 12 NT 11 NT 11 76% 11 63% 10 61% 10 76%

2012-2013 14 ( A ) NE 12 ( A ) NE 12 ( A ) NT 11 ( A ) NE 11 ( A ) NT 11 ( A ) NE 10 ( A ) NT 10 ( A ) NT2013-2014 14 ( A ) NE 12 ( A ) NE 12 ( A ) NT 11 ( A ) NE 11 ( A ) NT 11 ( A ) NE 10 ( A ) 74% 10 ( A ) 72%

2012-2013 12 ( B ) NT 11 ( B ) NT 11 ( B ) NT 11 ( B ) 65% 10 ( B ) NT 10 ( B ) NE2013-2014 12 ( B ) NT 11 ( B ) NT 11 ( B ) 62% 11 ( B ) NT 10 ( B ) NT 10 ( B ) NE

2012-2013 11 15 15 15 NT 13 62% 13 NT 12 NT 12 72% 12 NT 11 NT 11 NT2013-2014 11 15 15 15 NT 13 NT 13 63% 12 NT 12 NT 12 NT 11 NT 11 52%

2012-2013 11 ( A ) 15 ( A ) 15 ( A ) 15 ( A) NE 13 ( A ) NT 13 ( A ) NT 12 ( A ) NE 12 ( A ) NE 12 ( A ) NE 11 ( A ) 84% 11 ( A ) 59%2013-2014 11 ( A ) 15 ( A ) 15 ( A ) 15 ( A) NE 13 ( A ) NT 13 ( A ) NT 12 ( A ) NE 12 ( A ) NE 12 ( A ) NE 11 ( A ) NT 11 ( A ) 72%

2012-2013 11 ( B ) 15 ( B ) 15 ( B ) 15 ( B ) 65% 13 ( B ) NT 13 ( B ) 71% 12 ( B ) NT 12 ( B ) 80% 12 ( B ) 70% 11 ( B ) 61% 11 ( B ) NT2013-2014 11 ( B ) 15 ( B ) 15 ( B ) 15 ( B ) 70% 13 ( B ) NT 13 ( B ) NT 12 ( B ) NT 12 ( B ) 73% 12 ( B ) NT 11 ( B ) NT 11 ( B ) NT

2012-2013 12 16 16 16 49% 14 NT 14 NT 13 69% 13 NT 13 NT 12 NT 12 NT2013-2014 12 16 16 16 69% 14 NT 14 67% 13 71% 13 NT 13 NT 12 72% 12 NT

2012-2013 12 ( A ) 16 ( A ) 16 ( A ) 16 ( A ) NE 14 ( A ) NE 14 ( A ) NE 13 ( A ) 69% 13 ( A ) NT 13 ( A ) NT 12 ( A ) NT 12 ( A ) 73%

2013-2014 12 ( A ) 16 ( A ) 16 ( A ) 16 ( A ) NE 14 ( A ) NE 14 ( A ) NE 13 ( A ) NT 13 ( A ) NT 13 ( A ) NT 12 ( A ) NT 12 ( A ) NT



2012-2013 14 ( C ) NT 13 ( B ) NT 13 ( C ) NT 13 ( C ) NT 12 ( C ) NE 12 ( C ) NE2013-2014 14 ( C ) NT 13 ( B ) NT 13 ( C ) 61% 13 ( C ) 58% 12 ( C ) NE 12 ( C ) NE

2012-2013 16 ( C ) 16 ( C ) NE 14 ( C ) NE 14 ( D ) NE 13 ( D ) NE 13 ( D ) NT 13 ( D ) NE 12 ( D ) NT 12 ( D ) NT2013-2014 16 ( C ) 16 ( C ) NE 14 ( C ) NE 14 ( D ) NE 13 ( D ) NE 13 ( D ) NT 13 ( D ) NE 12 ( D ) NT 12 ( D ) NT

2012-2013 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) 58% Fig 19 ( D ) 62% Fig 19 ( D ) 72% Fig 19 ( D ) 69% Fig 19 ( D ) 67% Fig 19 ( D ) 72% Fig 19 ( B ) NT Fig 19 ( B ) NT2013-2014 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) 68% Fig 19 ( D ) 66% Fig 19 ( D ) 65% Fig 19 ( D ) 62% Fig 19 ( D ) 64% Fig 19 ( D ) 68% Fig 19 ( B ) 64% Fig 19 ( B ) 67%

2012-2013 Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) 63% Fig 19 ( E ) 64% Fig 19 ( E ) 66% Fig 19 ( E ) 58% Fig 19 ( E ) 47% Fig 19 ( E ) 72% Fig 19 ( A ) NE Fig 19 ( A ) NE2013-2014 Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) 56% Fig 19 ( E ) 59% Fig 19 ( E ) 41% Fig 19 ( E ) NT Fig 19 ( E ) 53% Fig 19 ( E ) 42% Fig 19 ( A ) NE Fig 19 ( A ) NE


STAAR Writing Vertical AlignmentReporting Category 1/4 Essay

Years K 1st 2nd2012-2013 Rpt Cat 1 46% Rpt Cat 1 54% Rpt Cat 4 55% Rpt Cat 4 61%2013-2014 Rpt Cat 1 51% Rpt Cat 1 55% Rpt Cat 4 58% Rpt Cat 4 60%2012-2013 13 ( B ) 17 ( B ) 17 ( B ) 17 ( B ) 15 ( B ) 15 ( B ) 14 ( B ) 14 ( B ) 14 ( B ) 13 ( B ) 13 ( B )2013-2014 13 ( B ) 17 ( B ) 17 ( B ) 17 ( B ) 15 ( B ) 15 ( B ) 14 ( B ) 14 ( B ) 14 ( B ) 13 ( B ) 13 ( B )2012-2013 13 ( C ) 17 ( C ) 17 ( C ) 17 ( C ) 15 ( C ) 15 ( C ) 14 ( C ) 14 ( C ) 14 ( C ) 13 ( C ) 13 ( C )2013-2014 13 ( C ) 17 ( C ) 17 ( C ) 17 ( C ) 15 ( C ) 15 ( C ) 14 ( C ) 14 ( C ) 14 ( C ) 13 ( C ) 13 ( C )2012-2013 13 ( D ) 17 ( D ) 17 ( D ) 17 ( D ) 15 ( D ) 15 ( D ) 14 ( D ) 14 ( D ) 14 ( D ) 13 ( D ) 13 ( D )2013-2014 13 ( D ) 17 ( D ) 17 ( D ) 17 ( D ) 15 ( D ) 15 ( D ) 14 ( D ) 14 ( D ) 14 ( D ) 13 ( D ) 13 ( D )2012-2013 14 18 18 18 16 NE 16 15 15 NE 15 14(Literary) 14 NE2013-2014 14 18 18 18 16 NE 16 15 15 NE 15 14(Literary) NE 14 NE2012-2013 14 ( A ) 18 ( A ) 18 ( A ) 18 ( A ) 16 ( A ) NE 16 ( A ) 15 ( A ) 15 ( A ) NE 15 ( A ) 14 ( A ) 60% 14 ( A ) NE2013-2014 14 ( A ) 18 ( A ) 18 ( A ) 18 ( A ) 16 ( A ) NE 16 ( A ) 15 ( A ) 15 ( A ) NE 15 ( A ) 14 ( A ) NE 14 ( A ) NE2012-2013 19 17 (Narrative) 17 16 16(Narrative) 162013-2014 19 17 (Narrative) 17 16 16(Narrative) 162012-2013 19 ( A ) 17 ( A ) 48% 17 ( A ) 16 ( A ) 16 ( A ) 56% 16 ( A )2013-2014 19 ( A ) 17 ( A ) 53% 17 ( A ) 16 ( A ) 16 ( A ) 59% 16 ( A )2012-2013 15 19 19 20 18(Expository) 18 17 17(Expository) 17 15(Expository) 15(Expository)2013-2014 15 19 19 20 18(Expository) 18 17 17(Expository) 17 15(Expository) 15(Expository) NE2012-2013 15 ( A ) 19 ( A ) 19 ( A ) 20 ( A ) 18 ( A ) 43% 18 ( A ) 17 ( A ) 17 ( A ) 53% 17 ( A ) 15 ( A ) 49% 15 ( A ) 62%2013-2014 15 ( A ) 19 ( A ) 19 ( A ) 20 ( A ) 18 ( A ) 49% 18 ( A ) 17 ( A ) 17 ( A ) 51% 17 ( A ) 15 ( A ) 58% 15 ( A ) NE2012-2013 20 ( A ) i 18 ( A ) i2013-2014 20 ( A ) i 18 ( A ) i2012-2013 20 ( A ) iii 18 ( A ) iii 18 ( A ) i 17 ( A ) i 17 ( A ) i 17 ( A ) i 15 ( A ) i 15 ( A ) i2013-2014 20 ( A ) iii 18 ( A ) iii 18 ( A ) i 17 ( A ) i 17 ( A ) i 17 ( A ) i 15 ( A ) i 15 ( A ) i NE2012-2013 18 ( A ) iv 17 ( A ) iv 17 ( A ) v 17 ( A ) v 15 ( A ) ii 15 ( A ) ii2013-2014 18 ( A ) iv 17 ( A ) iv 17 ( A ) v 17 ( A ) v 15 ( A ) ii 15 ( A ) ii NE2012-2013 18 ( A ) ii 17 ( A ) ii 17 ( A ) ii 17 ( A ) ii 15 ( A ) iii 15 ( A ) iii2013-2014 18 ( A ) ii 17 ( A ) ii 17 ( A ) ii 17 ( A ) ii 15 ( A ) iii 15 ( A ) iii NE2012-2013 20 ( A ) ii 18 ( A ) ii 18 ( A ) iii 17 ( A ) iii 17 ( A ) iii 17 ( A ) iii 15 ( A ) iv 15 ( A ) iv2013-2014 20 ( A ) ii 18 ( A ) ii 18 ( A ) iii 17 ( A ) iii 17 ( A ) iii 17 ( A ) iii 15 ( A ) iv 15 ( A ) iv NE2012-2013 17 ( A ) iv 17 ( A ) iv

2013-2014 17 ( A ) iv 17 ( A ) iv2012-2013 15 ( A ) v 15 ( A ) v2013-2014 15 ( A ) v 15 ( A ) v NE2012-2013 15 ( A ) vi2013-2014 15 ( A ) vi NE2012-2013 20 21 19 NE 19 18 18 NE 18 16 NE 16(Persuasive) 60%2013-2014 20 21 19 NE 19 18 18 NE 18 16 NE 16(Persuasive) 60%2012-2013 20 ( A ) 21 ( A ) 19 ( A ) NE 19 ( A ) 18 ( A ) 18 ( A ) NE 18 ( A ) 16 ( A ) NE 16 ( A )2013-2014 20 ( A ) 21 ( A ) 19 ( A ) NE 19 ( A ) 18 ( A ) 18 ( A ) NE 18 ( A ) 16 ( A ) NE 16 ( A )2012-2013 18 ( C ) NE 18 ( C ) 16 ( D ) NE 16 ( D )2013-2014 18 ( C ) NE 18 ( C ) 16 ( D ) NE 16 ( D )2012-2013 16 ( E ) NE 16 ( E )

2013-2014 16 ( E ) NE 16 ( E )


STAAR Writing Vertical AlignmentReporting Category 1/4 Essay

Scores reported indicate performance broken down by type of essay.Student Expectations listed are tested within the essay.NE indicates a Student Expectation that is not eligible for testing at that grade level.Red indicates performance below 70%.Green indicates performance at or above 70%.

STAAR Writing Vertical AlignmentReporting Category 2/5 Revising

Years K 1st 2nd2012-2013 Rpt Cat 2 57% Rpt Cat 2 66% Rpt Cat 5 66% Rpt Cat 5 73%2013-2014 Rpt Cat 2 67% Rpt Cat 2 71% Rpt Cat 5 71% Rpt Cat 5 69%2012-2013 13 ( C ) 17 ( C ) 17 ( C ) 15 ( C ) 59% 14 ( C ) 59% 13 ( C ) 74% 13 ( C ) 76%2013-2014 13 ( C ) 17 ( C ) 17 ( C ) 15 ( C ) 70% 14 ( C ) 70% 13 ( C ) 70% 13 ( C ) 69%2012-2013 15 ( A ) 19 ( A ) 19 ( A ) 18 ( A ) 49% 17 ( A ) 75% 15 ( A ) NT 15 ( A ) 64%2013-2014 15 ( A ) 19 ( A ) 19 ( A ) 18 ( A ) 48% 17 ( A ) 71% 15 ( A ) 71% 15 ( A ) 72%2012-2013 18 ( A ) i NT2013-2014 18 ( A ) i NT2012-2013 18 ( A ) iii NT 17 ( A ) i NT 15 ( A ) i NT 15 ( A ) i NT2013-2014 18 ( A ) iii NT 17 ( A ) i NT 15 ( A ) i NT 15 ( A ) i NT2012-2013 17 ( A ) v NT 15 ( A ) ii NT 15 ( A ) ii NT2013-2014 17 ( A ) v NT 15 ( A ) ii NT 15 ( A ) ii NT2012-2013 17 ( A ) ii NT 15 ( A ) iii NT 15 ( A ) iii NT2013-2014 17 ( A ) ii NT 15 ( A ) iii NT 15 ( A ) iii NT2012-2013 18 ( A ) ii NT 17 ( A ) iii NT 15 ( A ) iv NT 15 ( A ) iv NT2013-2014 18 ( A ) ii NT 17 ( A ) iii NT 15 ( A ) iv NT 15 ( A ) iv NT2012-2013 17 ( A ) iv NT2013-2014 17 ( A ) iv NT2012-2013 15 ( A ) v NT 15 ( A ) v NT2013-2014 15 ( A ) v NT 15 ( A ) v NT2012-2013 15 ( A ) vi NE 15 ( A ) vi NT2013-2014 15 ( A ) vi NE 15 ( A ) vi NT2012-2013 20 ( A ) 19 ( A ) NE 18 ( A ) NT 16 ( A ) 51% 16 ( A ) 67%2013-2014 20 ( A ) 19 ( A ) NE 18 ( A ) NT 16 ( A ) 73% 16 ( A ) 55%2012-2013 16 ( C ) NT 16 ( C ) NT2013-2014 16 ( C ) NT 16 ( C ) NT2012-2013 18 ( C ) 49% 16 ( D ) 69% 16 ( D) NT2013-2014 18 ( C ) 73% 16 ( D ) 77% 16 ( D) 87%2012-2013 16 ( E ) 70% 16 ( E ) NT2013-2014 16 ( E ) NT 16 ( E ) NT2012-2013 16 ( F ) NT2013-2014 16 ( F ) NT

NT indicates student expectations not tested during this testing year.NE indicates student expectations not eligible for testing at that grade level.Red indicates performance less than 70%.Green indicates performance at or above 70%.

17 ( C )17 ( C )

15 ( C )15 ( C )18 ( A )18 ( A )

14 ( C )14 ( C )

14 ( C )14 ( C )17 ( A )17 ( A )

17 ( A ) i17 ( A ) i17 ( A ) v17 ( A ) v17 ( A ) ii17 ( A ) ii

17 ( A )17 ( A )

17 ( A ) i17 ( A ) i

20 ( A )20 ( A )

18 ( C )

18 ( A )18 ( A )19 ( A )21 ( A )21 ( A ) 19 ( A ) 18 ( A ) 18 ( A )

18 ( C )

17 ( A ) iii17 ( A ) iii17 ( A ) iv17 ( A ) iv

17 ( A ) iii18 ( A ) iii20 ( A ) ii20 ( A ) ii

18 ( A ) iii 17 ( A ) iii

20 ( A ) iii20 ( A ) iii

18 ( A ) iv18 ( A ) iv18 ( A ) ii18 ( A ) ii

18 ( A ) i18 ( A ) i

17 ( A ) iv17 ( A ) iv17 ( A ) ii17 ( A ) ii

18 ( A ) i18 ( A ) i


STAAR Writing Vertical AlignmentReporting Category 3/6 Edit

Years K 1st 2nd2012-2013 Rpt Cat 3 64% Rpt Cat 3 64% Rpt Cat 6 68% Rpt Cat 6 72%2013-2014 Rpt Cat 3 60% Rpt Cat 3 66% Rpt Cat 6 59% Rpt Cat 6 71%2012-2013 13 ( D ) 17 ( D ) 17 ( D ) 15 ( D ) 62% 14 ( D ) 69% 13 ( D ) 74% 13 ( D ) 78%2013-2014 13 ( D ) 17 ( D ) 17 ( D ) 15 ( D ) 62% 14 ( D ) 52% 13 ( D ) 69% 13 ( D ) 76%2012-2013 16 ( A ) 20 ( A ) 21 ( A ) 20 ( A ) 69% 19 ( A ) 67% 17 ( A ) 71% 17 ( A ) 80%2013-2014 16 ( A ) 20 ( A ) 21 ( A ) 20 ( A ) NT 19 ( A ) 82% 17 ( A ) 71% 17 ( A ) 86%2012-2013 16 ( A ) i 20 ( A ) i 21 ( A ) i 20 ( A ) i NT 19 ( A ) i NT 17 ( A ) i NT 17 ( A ) i NT2013-2014 16 ( A ) i 20 ( A ) i 21 ( A ) i 20 ( A ) i NT 17 ( A ) i NT 17 ( A ) i NT2012-2013 16 ( A ) ii 20 ( A ) ii 21 ( A ) ii 20 ( A ) ii NT2013-2014 16 ( A ) ii 20 ( A ) ii 21 ( A ) ii 20 ( A ) ii NT2012-2013 16 ( A ) iii 20 ( A ) iii 21 ( A ) iii 20 ( A ) iii NT2013-2014 16 ( A ) iii 20 ( A ) iii 21 ( A ) iii 20 ( A ) iii NT2012-2013 19 ( A ) ii NT2013-2014 19 ( A ) ii NT2012-2013 19 ( A ) iii NT2013-2014 19 ( A ) iii NT2012-2013 20 ( A ) iv 21 ( A ) iv 20 ( A ) iv NT 19 ( A ) iv NT2013-2014 20 ( A ) iv 21 ( A ) iv 20 ( A ) iv NT 19 ( A ) iv NT2012-2013 16 ( A ) iv 20 ( A ) v 21 ( A ) v 20 ( A ) v NT 19 ( A ) v NT2013-2014 16 ( A ) iv 20 ( A ) v 21 ( A ) v 20 ( A ) v NT 19 ( A ) v NT2012-2013 20 ( A ) vii NT 19 ( A ) vii NT2013-2014 20 ( A ) vii NT 19 ( A ) vii NT2012-2013 20 ( A ) vii 21 ( A ) vii 20 ( A ) viii NT 19 ( a ) viii NT

2013-2014 20 ( A ) vii 21 ( A ) vii 20 ( A ) viii NT 19 ( a ) viii NT2012-2013 16 (A ) v 20 ( A ) vi 21 ( A ) vi 20 ( A ) vi NT 19 ( A ) vi NT 17 ( A ) ii NT 17 ( A ) ii NT2013-2014 16 (A ) v 20 ( A ) vi 21 ( A ) vi 20 ( A ) vi NT 19 ( A ) vi NT 17 ( A ) ii NT 17 ( A ) ii NT2012-2013 17 ( A ) iii NT 17 ( A ) iii NT2013-2014 17 ( A ) iii NT 17 ( A ) iii NT2012-2013 16 ( B ) 20 ( B ) 21 ( B ) 20 ( B ) 63% 19 ( B ) NT2013-2014 16 ( B ) 20 ( B ) 21 ( B ) 20 ( B ) 54% 19 ( B ) NT2012-2013 16 ( C ) 20 ( C ) 81% 19 ( C ) 63% 17 ( C ) 71% 17 ( C ) 68%2013-2014 16 ( C ) 20 ( C ) 79% 19 ( C ) 61% 17 ( C ) 55% 17 ( C ) 54%2012-2013 17 ( B ) 21 ( B ) 22 ( B ) 21 ( B ) NT 20 ( A ) 53% 18 ( A ) 56% 18 ( A ) 81%2013-2014 17 ( B ) 21 ( B ) 22 ( B ) 21 ( B ) NT 20 ( A ) 73% 18 ( A ) 42% 18 ( A ) 74%2012-2013 21 ( B ) i NT2013-2014 21 ( B ) i NT2012-2013 21 ( B ) ii NT2013-2014 21 ( B ) ii NT2012-2013 21 ( B ) iii NT2013-2014 21 ( B ) iii NT

19 ( A ) ii19 ( A ) ii19 ( A ) iii19 ( A ) iii

19 ( A ) iv19 ( A ) iv

20 ( A )20 ( A )

23 ( B ) ii23 ( B ) ii

20 ( A )

21 ( A )

21 ( A )

21 ( A )

23 ( B ) 20 ( A )

19 ( C )19 ( B )

19 ( C )20 ( C )20 ( C )

23 ( B )

19 ( C )19 ( C )20 ( A )20 ( A )

21 ( A )22 ( C )

22 ( B )22 ( C )

22 ( A ) iv22 ( A ) iv22 ( A ) v22 ( A ) v

22 ( A ) vii22 ( A ) vii22 ( A ) viii

22 ( A ) viii22 ( A ) vi22 ( A ) vi

22 ( B ) 20 ( B ) 19 ( B )

20 ( A ) vi20 ( A ) vi 19 ( A ) vi

19 ( A ) v19 ( A ) v

19 ( A ) vii19 ( A ) vii19 ( A ) viii

19 ( A ) viii19 ( A ) vi

20 ( B )

20 ( A ) iv20 ( A ) iv20 ( A ) v20 ( A ) v

20 ( A ) vii20 ( A ) vii20 ( A ) viii

20 ( A ) viii

19 ( A ) v19 ( A ) v

19 ( A ) iv19 ( A ) iv

22 ( A ) iii22 ( A ) iii

20 ( A ) ii20 ( A ) ii20 ( A ) iii20 ( A ) iii

22 ( A ) ii19 ( A ) ii19 ( A ) ii19 ( A ) iii19 ( A ) iii

22 ( A ) ii

22 ( A )22 ( A )

22 ( A ) i22 ( A ) i

20 ( A ) i20 ( A ) i

19 ( A ) i19 ( A ) i

20 ( A ) 19 ( A )20 ( A ) 19 ( A )

19 ( A ) i19 ( A ) i

19 ( A )19 ( A )

17 ( D ) 15 ( D ) 14 ( D ) 14 ( D )


14 ( D )17 ( D ) 15 ( D ) 14 ( D )

STAAR Writing Vertical AlignmentReporting Category 3/6 Edit

2012-2013 17 ( C ) 21 ( C ) 22 ( C ) 21 ( C ) 68% 20 ( B ) 20 ( B ) 59% 18 ( B ) 66% 18 ( B ) 63%2013-2014 17 ( C ) 21 ( C ) 22 ( C ) 21 ( C ) 53% 20 ( B ) 20 ( B ) 65% 18 ( B ) 50% 18 ( B ) 63%2012-2013 21 ( C ) i NT 20 ( B ) i 20 ( B ) i NT 18 ( B ) ii NT 18 ( B ) i NT2013-2014 21 ( C ) i NT 20 ( B ) i 20 ( B ) i NT 18 ( B ) ii NT 18 ( B ) i NT2012-2013 20 ( B ) iii 20 ( B ) ii NT 18 ( B ) iii NE 18 ( B ) iii NE2013-2014 20 ( B ) iii 20 ( B ) ii NT 18 ( B ) iii NE 18 ( B ) iii NE2012-2013 21 ( C ) ii NT 21 ( B ) ii 20 ( B ) ii 18 ( B ) i NT 18 ( B ) ii NT2013-2014 21 ( C ) ii NT 21 ( B ) ii 20 ( B ) ii 18 ( B ) i NT 18 ( B ) ii NT2012-2013 18 ( B ) 22 ( B ) 23 ( B ) 24 ( B ) 22 ( A ) NT 22 ( A )2013-2014 18 ( B ) 22 ( B ) 23 ( B ) 24 ( B ) 22 ( A ) 77% 22 ( A )2012-2013 22 ( A ) i NT2013-2014 22 ( A ) i NT2012-2013 22 ( A ) ii NT2013-2014 22 ( A ) ii NT2012-2013 24 ( B ) iv 22 ( A ) iii NT2013-2014 22 ( A ) iii NT2012-2013 22 ( A ) iv NT2013-2014 22 ( A ) iv NT2012-2013 22 ( A ) v NT 22 ( A ) iii2013-2014 22 ( A ) v NT 22 ( A ) iii2012-2013 22 ( D ) 23 ( D ) 22 ( B ) 66% 22 ( B ) i - iv2013-2014 22 ( B ) NT 22 ( B ) i - iv2012-2013 24 ( E ) 22 ( C ) 53% 22 ( C ) 21 ( A )2013-2014 24 ( E ) 22 ( C ) 58% 22 ( C ) 21 ( A )2012-2013 22 ( E ) 24 ( F ) 24 ( G ) 22 ( D ) NT 22 ( D ) 21 ( B ) 21 ( A ) 63% 19 ( A ) 60% 19 ( A ) 81%2013-2014 22 ( E ) 24 ( F ) 24 ( G ) 22 ( D ) NT 22 ( D ) 21 ( B ) 21 ( A ) 80% 19 ( A ) 61% 19 ( A ) 77%

NT indicates student expectations not tested during this testing year.NE indicates student expectations not eligible for testing at that grade level.Red indicates performance less than 70%.Green indicates performance at or above 70%.

21 ( A )21 ( A )

20 ( B ) i20 ( B ) i20 ( B ) ii

23 ( C ) ii

20 ( B ) ii

21 ( B ) i

23 ( C )23 ( C )

23 ( C ) ii20 ( B )20 ( B )

21 ( B ) i

21 ( B )21 ( B )

STAAR Math Vertical AlignmentReporting Category 1

Years K 1st 2nd2014-2015 Rpt Cat 1 Rpt Cat 1 Rpt Cat 1 Rpt Cat 1 Rpt Cat 1 Rpt Cat 1 Rpt Cat 1

2014-2015 2(A) 2(A) 2(A)

3(A)3(D)3(C)

2(B)2(F) 3(B) 2(C) 2(B)

2(l) 2(B) 2(A)2( C) 2(B) 2(B)

2(B) 2(A)2(E)

2(G)2(H)

2(F)2(G)

2(F)

2(D)

4(G) C2

2(F) 2(E)2(H)

2014-2015 3(B) 3(C)

3(A) 2(E)3(B)

2014-2015 3(C) 3(E)

2014-2015 3(F)

2014-2015 3(G) 3(C)

2014-2015 3(H) 3(D)

2014-2015 3(G)

2014-2015 6(A)

2(C)4(B)

3(D)

3(A)

2(C)2(A)

2(A)

Alg I3rd 4th 5th 6th 7th 8th

2(D) 2(C)2(D)2(D)2(B)

2014-2015

2(G)

2(C)2014-2015

2014-2015

2014-2015

2(E)2(D)

2014-2015

2014-2015

C2


2014-2015 6(C)

2014-2015 6(D)

2014-2015 6(E)

2014-2015 6(H)

2014-2015 6(I)

2014-2015 4(C)

2014-2015 4(D) 4(A) C2

4(E)4(F)4(G)

2(G)4(D) C2

2014-2015 5(B) 7(A) 4(A)

2014-2015 4(I)

5(C) C2 4(E)4(F)

5(D)5(E)

5(B) C2

2014-2015 7(C)

2014-2015 7(D)

8(A) C3 3(C) C38(B) C38(C) C3 10(C) C3

NE indicates a Student Expectation that is Not Eligible for testing at that grade.NT indicates not tested that testing year.If there is a C1, C2, or C3, that indicates that the Student Expectation is eligible for testing in the category noted. Cells filled with grid indicates no Student Expectation at that grade level.Red indicates performance of less than 70% student masteryGreen indicates performance of greater than or equal to 70%.

11(A) C3

5(C)

7(A)

4(D) C2

2014-2015 9(C) 7(A)

2014-2015

2014-2015

2014-2015 7(B)4(B) C25(A) C27(C) 5(A) C2


Years K 1st 2nd2014-2015 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 22015-2016 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 22014-2015 4(A)2015-20162014-2015 4(B)2015-2016

2014-2015 4(C)2015-2016

3(A) 3(B)3(B) 3(C)3(C) 3(E) 4(B)

3(F) 3(K)6(A) 4(D)

4(E)4(F)4(G) 4(C)4(K) 4(E)

4(F)4(H)

3(J)4(J) 3(A)

3(C)3(D)

2015-20163(A) 4(C)3(D) 4(A)3(F) 4(D)

3(E) 3(H)

4(G) 4(D)

4(H)3(D)3(E)3(I)3(F)3(G)3(L)

3(B)2015-2016

3(E)

2014-2015

2014-2015

4(A) 4(A) 3(A)

3(B)

3(B)

3(C)

4(B)

3(B)

3(A)3(E)

Algebra I3rd 4th 5th 6th 7th 8th

3(A)4(A)4(A)


4(D) C14(G)

2014-2015 6(B) 4(H)

4(D) C15(A)

5(E) 4(C) 5(A)4(D) 4(C) 5(E)

2015-20162014-2015 4(B)2015-2016

6(A) 5(B)6(C) 5(F)6(B) 5(I)

2015-20162014-2015 4(B)2015-2016

4(E) C14(F) C14(G) C15(B)5(C) C1

2015-20162014-2015 5(G)2015-20162014-2015 5(H)2015-20162014-2015 9(A) 10(A) 8(A)2015-20162014-2015 9(B) 10(B)2015-20162014-2015 9(C) 10(C) 8(B)2015-2016

5(F) 7(C) 5(A) 10(A) 11(A) 8(C)5(G) 5(D)

5(B)5(D)5(E)

5(B)

2014-2015 5(C) 4(E) C1 7(A) C1

2014-2015

7(C) 5(A)

4(B)2014-2015 2(C) C1

2014-2015 4(D)

2014-20155(B)

2014-2015 5(A) 4(B)

7(B) C1

4(A)

4(A)

10(B) 11(B) 9(A)

7(A)


Years K 1st 2nd2014-2015 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 32015-2016 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3 Rpt Cat 3

6(A) 6(C) 6(A) 3(A)6(B) 3(B)6(C)

2014-2015 6(D)

6(G)6(H)

8(A) 3(C)

8(B)

8(C) 10(C)2015-20162014-2015 7(C)

2014-2015 7(D)

2014-2015 7(E)

8(A)8(B)8(C)

2015-20167(A) 7(A) 9(D)

7(B)7(D)7(C) 9(B)

9(E) 7(B)7(E) 9(G) 7(C)

2014-2015 5(A)2015-20162014-2015 5(B)2015-20162014-2015 5(C)2015-20162014-2015 5(C) NE 4(G) NE 8(B) 8(A) NE 6(A)2015-20162014-2015 8(C) NE 6(C)

6(D)6(D)2014-2015

6(E)2014-2015

8(A) 6(B)

2014-2015


11(A)7(A) C19(C)2014-2015

4(E)4(H)7(A)

9(A)8(C)2014-2015


2015-20168(C)

9(A) 7(A)9(B)

2015-20169(C)9(D) 7(B)

2015-20162014-2015 7(C)2015-20162014-2015 7(D)2015-20162014-2015 8(A) 11(C) 8(D)2015-20162014-2015 6(C) 6(B) 10(A)2015-20162014-2015 10(B)2015-20162014-2015 10(C)2015-2016

6(E) 6(A) 8(C)8(B)

7(D) 10(D)7(E)

7(B)

2014-2015 9(F) 6(A) 10(D)

2014-2015 6(C) 6(B)


4(H)

5(A)6(D)6(A)

8(D)

8(D)

2014-2015

2014-2015

7(A)8(C)

2014-2015

2014-20155(D)


Years K 1st 2nd2014-2015 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 42015-2016 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 4 Rpt Cat 42014-2015 4(C) 5(A) 4(C)

2014-2015 5(C)2015-20162014-2015 5(D)2015-2016

2014-2015 9(B) 11(A)2015-20162014-2015 6(G)2015-20162014-2015 8(B) 8(B) 10(B) 8(A) 9(A) 9(A) 12(A)2015-2016

12(B)12(C) 11(B)12(D)

2015-20162014-2015 12(B)2015-20162014-2015 12(C) 11(C) NE2015-2016

8(C) 8(C) 10(D)10(C) 8(B) 9(B) 9(C)

2015-20162014-2015 13(B)2015-20162014-2015 11(C) 10(D) NE 10(D) NE 14(A)2015-20162014-2015 11(D) 9(D) 10(E) 10(C) NE 14(B) 12(A)2015-20162014-2015 14(C)2015-20162014-2015 11(D) 14(E) 12(E) NE2015-20162014-2015 11(E) 14(F)2015-20162014-2015 11(D) 14(G)2015-20162014-2015 9(A) 9(A) 9(A) 10(A) 10(A) 13(A)2015-20162014-2015 10(F) 13(B)2015-20162014-2015 11(F) 9(B) 10(B)

2014-2015 13(C)2015-2106

13(A)2014-2015

2014-2015 12(A)



2014-2015 13(D)2015-20162014-2015 11(B) 9(C) NE 13(F) 12(C)2015-20162014-2015 9(C) 11(A) 9(E) 10(C) NE 13(E) 12(D)2015-20162014-2015 9(D) 9(B) 10(B) 14(H) 12(G)2015-20162014-2015 10(E)

NE indicates a Student Expectation that is Not Eligible for testing at that grade.NT indicates not tested that testing year.

If there is a C1, C2, or C3, that indicates that the Student Expectation is eligible for testing in the category noted. Cells filled with grid indicates no Student Expectation at that grade level.Red indicates performance of less than 70% student masteryGreen indicates performance of greater than or equal to 70%.

STAAR Math Vertical AlignmentProcess Standards

Years K 1st 2nd2014-2015 1(A) 1(A) 1(A) 1(A) 1(A) 1(A) 1(A) 1(A) 1(A)2015-20162014-2015 1(B) 1(B) 1(B) 1(B) 1(B) 1(B) 1(B) 1(B) 1(B)2015-20162014-2015 1(C) 1(C) 1(C) 1(C) 1(C) 1(C) 1(C) 1(C) 1(C)2015-20162014-2015 1(D) 1(D) 1(D) 1(D) 1(D) 1(D) 1(D) 1(D) 1(D)2015-20162014-2015 1(E) 1(E) 1(E) 1(E) 1(E) 1(E) 1(E) 1(E) 1(E)2015-20162014-2015 1(F) 1(F) 1(F) 1(F) 1(F) 1(F) 1(F) 1(F) 1(F)2015-20162014-2015 1(G) 1(G) 1(G) 1(G) 1(G) 1(G) 1(G) 1(G) 1(G)

Cells with centered notation only (no column for data entry) are taught but not eligible for testing at that gradeMerged cells without notation are not taught at that grade levelWhole numbers without a letter distinguish genres tested with Figure 19Red indicates performance of less than 70% student masteryFigure 19 questions are represented twice in the chart above but counted once in STAAR scores. See whole numbers for Figure 19 breakdown by genre.

Alg I3rd 4th 5th 6th 7th 8th

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