RUSK I.S.D. 2016-2017 · 2017-01-25 · Angela Raiborn Community Representative Gene Brown Business...

Campus Plan 2016 – 2017 1

RUSK I.S.D. 2016-2017

District Name: Rusk ISD Campus Name: Rusk Intermediate Campus Number: 037907100 2015 STAAR Performance: Met Standard Number of Students: 293 At-Risk Students: 139 Percent of At-Risk: 47%


Administration Dr. Scott Davis, Superintendent

Lesa Jones, Assistant Superintendent of Finance and Operations Betty Collins, Director of Instructional Programs

Theresa Gates, Director of Special Programs and Assessments Noreen Freeman, Director of Special Education

Gary Cruseturner, Director of Technology

4th Grade Team

Amy Acker, Kenzie Bixler, Carmen Carroll, Heidi Newman, Molly Strube, Ashley Oliver, Laeil Pepin, Becky Pierce, Niki Acker, Christy Ruiz, Jill Boudreaux

5th Grade Team

Terri Franklin, Dianne Guthrie, Melyssa Cox, Heidi Newman, Molly Strube, Kathy Harris, Katrina Bateman, Christy Turner, Makayla Watkins, Shanna Bowman

Paraprofessionals Karen Joyner, Library Aide Becky Renfroe, Computer Aide Melissa Harry, Character Education/PE Anna Torres, Special Education Kandi Wilkerson, Special Education Jim Keckeisen, Special Education Linda Pruitt, Special Education Ashley Cox, Special Education

Rotation / Support Teachers Christy Clark, PE

Jeannie Priest, Fine Arts

ESL Para, Nelya De la Sancha

Melanie Black, RtI; Cadi Collins, Dyslexia

Necia Little, Speech Therapist

Rusk Intermediate School

Carlene Clayton, Principal

Kriste Davis, Counselor Rachel Thompson, PEIMS Clerk Becky Brown, School Secretary

, District Nurse Courtney Lewis-Burkes, Custodian


Campus Improvement Plan Committee Members

P E R S O N P O S I T I O N C a r l e n e C l a y t o n P r i n c i p a l K r i s t e D a v i s C o u n s e l o r A s h l e y O l i v e r C l a s s r o o m T e a c h e r M e l y s s a C o x C l a s s r o o m T e a c h e r J i l l B o u d r e a u x C l a s s r o o m T e a c h e r C h r i s t y T u r n e r C l a s s r o o m T e a c h e r S h a n n a B o w m a n C l a s s r o o m T e a c h e r T e r r i F r a n k l i n C l a s s r o o m T e a c h e r K e n z i e B i x l e r C l a s s r o o m T e a c h e r J a n M . P a t e C o m m u n i t y R e p r e s e n t a t i v e A n g e l a R a i b o r n C o m m u n i t y R e p r e s e n t a t i v e G e n e B r o w n B u s i n e s s R e p r e s e n t a t i v e A u s t i n Y o u n g B u s i n e s s R e p r e s e n t a t i v e M a r l a K o z l o v s k y P a r e n t R e p r e s e n t a t i v e L a u r i e T h r e a d g i l l P a r e n t R e p r e s e n t a t i v e K r i s t i W a l l e y P a r e n t R e p r e s e n t a t i v e G a r y C r u s e t u r n e r D i s t r i c t - L e v e l R e p r e s e n t a t i v e D i s t r i c t N u r s e N o n - T e a c h i n g P r o f es s i o n a l

Campus Si te-Based academic Improvement Teams

C o m m i t t e e C h a i r p e r s o n M e m b e r s M i s s i o n S t a t e m e n t C . C l a y t o n S t r u b e , R e n f r o e , T u r n e r / P L C T e a m s N e e d s A s s e s s m e n t C . C l a y t o n C N A C o m m i t t e e G r o u p M e m b e r s R e a d i n g K . B a t e m a n B o u d r e a u x , T u r n e r , K e c k e i s e n , S t r u b e , H a r r i s ,

W i l k e r s o n , B l a c k , N e w m a n , A c k e r M a t h M . C o x B l a c k , C a r r o l l , B i x l e r , N e w m a n , P r u i t t , S t r u b e ,

T o r r e s , A m y A c k e r , G u t h r i e , F r a n k l i n W r i t i n g A . O l i v e r /

C . T u r n e r H a r r i s , N e w m a n , H a r r y , S t r u b e , P e p i n , P i e r c e , B a t e m a n

S c i e n c e S . B o w m a n W a t k i n s , H a r r y , a l l 4 t h g r a d e m a t h / s c i e n c e t e a c h e r s

S p e c i a l P o p u l a t i o n K . D a v i s T h o m p s o n , B r o w n , R e n f r o e , C o l l i n s , R u i z , B a t e m a n , N e w m a n , B l a c k , S t r u b e

A t t e n d a n c e A . O l i v e r B r o w n , T u r n e r , C l a y t o n , D a v i s D i s c i p l i n e C . C l a y t o n O l i v e r , T u r n e r , N e w m a n , S t r u b e , C l a r k , C o x ,

B i x l e r , F r a n k l i n F i n e A r t s / C a r e e r / T e c h n o l o g y

S . B o w m a n P r i e s t , J o y n e r , R e n f r o e , P r u i t t , R u i z , A m y A c k e r , B e c k y P i e r c e , H a r r y

S c h o o l S a f e t y / C h a r a c t e r E d u c a t i o n

C . C l a y t o n / N u r s e

B u r k e s , C l a r k , J o y n e r , D a v i s , H a r r y , R e n f r o e , W i l k e r s o n

S t a f f D e v e l o p m e n t C . C l a y t o n D a v i s , B l a c k , P i e r c e , R u i z , H a r r i s , T u r n e r P a r e n t I n v o l v e m e n t M . B l a c k C a r r o l l , O l i v e r , H a r r y , T o r r e s , P r i e s t , D e l a

S a n c h a , D a v i s , P i e r c e T o p i c s o f D i s c u s s i o n :

P l a n n i n g a n d G o l d S e t t i n g C u r r i c u l u m a n d I n s t r u c t i o n B u d g e t i n g S t a f f D e v e l o p m e n t S c h o o l O r g a n i z a t i o n


T abl e o f C ont en t s

Intermediate Philosophy… ………………………………………………………………………………………………………..…………. .5

10 Components of Schoolwide Plan..……………………………………………………………………………………………………...... 6

Comprehensive Needs Assessment Summary 2014-2015.……………………………..………………………………….….… …………. .7

Demographics….………………………………………………………………………….…………...………………………………….…... 7

Student Achievement ….…………………………………………………………………………………………………………………… ....8

School Culture and Climate….…………………………………………………………………………………………………………………9 High Staff Quality, Recruitment and Retention, Professional Development…………………………………………………………………..10 Curriculum, Instruction, and Assessment…………………………………………………………………………………………… ……......10

Family and Community Involvement ……………………………………………………………………………………………..……..……11 School Context and Organization……………………………………………………………………………………………………….….....11

Technology…………………………………………………………………………………………….………………………………………12 Rusk Intermediate Goals during 2016-2017…………………………………………………………………………………………………...13 2016-2017 Priorities Goals, Objectives, and Strategies. Goal 1 Demographic and Student Achievement Goals and Strategies.…………………………………………………………13 Objective 1 Attendance and Retention Objective 2 Reading Objective 3 Math Objective 4 Science Objective 5 Writing Objective 6 Physical Education/Wellness/Fine Arts Goal 2 Curriculum, Instruction, and Assessment…………………………………………………………………………………24 Goal 3 Highly Qualified Staff / Professional Development……………………………………………………………………….25 Goal 4 Family and Community Involvement……………………………………………………………………………………..28 Goal 5 School Culture and Climate……………………………………………………………………………………………….29 Goal 6 Technology………………………………………………………………………………………………………………...30 Goal 7 School Context and Organization………………………………………………………………………………………....31 Parent Involvement Policy & School-Parent Compacts School-Parent Compacts Percent of Attendance and Average Daily Attendance Retention Rates Texas Education Agency 2016 Accountability Summary Appendix A State Compensatory Education Funds (SCE) Appendix B Supplemental FTEs Funded with SCE Appendix C Rusk Intermediate State Compensatory Budget & Additional Information as Required by Section 42.152, Texas Education Code 2015-2016


Mission Statement

The Why

VISION STATEMENT

Rusk Intermediate

is innovated has a defined purpose for learning uses a multi leveled approach fosters creativity as a norm is a positive and safe place.

Values

Teachers and students will

demonstrate a positive attitude contribute and collaborate be supportive be passionate and compassionate be their best daily

“The mission of Rusk Intermediate, in partnership with parents and community, is “to prepare all students to learn and grow, reaching their fullest potential with limitless boundaries”.


The 10 Components of a Schoolwide Plan will be implemented at Rusk Intermediate. The staff has met to discuss State and Federal requirements. A comprehensive needs assessment has been part of the site-based decision making process. The Strengths and Weaknesses have been discussed and will be used to comprise the Campus Plan. Comprehensive Needs Assessment

• In developing a schoolwide program, a school must look at multiple data sources to identify the most pressing academic needs affecting the teaching and learning program

• This data will help the school monitor and assess what is going on in the program presently to help make better decisions in the future

• Analysis of the data will help to determine the strengths and weaknesses of the academic program • Decisions must be based upon data, not feeling or guesswork

School Reform Strategies • Strategies that increase the quality and quantity of instruction using research-based reform strategies • Research-based reform strategies are directly aligned with the findings of the needs assessment • Provides a details, enriched, and accelerated curriculum for all students • Addresses the needs of all children in the school, but particularly those who are low achieving, and meets the needs of

students representing all major student groups participating in the schoolwide program • Addresses specific strategies that assist teachers in determining if student needs are met

Instruction by Highly-Qualified Professional Staff • Teachers and paraprofessionals meet the highly-qualified requirements • Parents are aware of the highly-qualified status of all teachers • All teachers are assigned to areas in which they are certified to teach.

High-quality and Ongoing Professional Development • All staff are trained to meet the individual needs of all students • Especially the lowest achieving students of any program that is included in the schoolwide program • All staff receives ongoing and sustained professional development that is aligned with the goals of the school improvement

plan

Strategies to Attract Highly Qualified Staff • The school is allowed to provide incentives for highly qualified teachers to teach in high need schools • Only teachers who are highly-qualified are assigned to low achieving students

Strategies to Increase Parental Involvement • Specific strategies to increase parental involvement are based upon the results of the needs assessment and have been

implemented • Strong collaboration with community resources is evident • Parents are included as decision makers in a broad spectrum of school decisions

Transitions Strategies • Collaboration is evident between the schools • Specific strategies for helping students transition into the elementary/intermediate setting have been identified and

implemented

Teacher Participation in Making Assessment Decisions • A team of teachers, administrators, and parents participate in the selection, use and interpretation of school-based

assessments • Student performance drives modifications and improvements in the selection and use of school-based assessments

Timely and Additional Assistance to Students having Difficulty mastering the standards • The school has a well-defined process that is currently being implemented to identify students experiencing difficulty

mastering the state standards • Timely, effective, and additional assistance is provided for students experiencing difficulty mastering the state standards • Thematic, integrated instruction designed to accommodate the needs of the various learning styles is provided

Coordination and Integration of Federal, State, and Local Programs and Resources • The school has established its improvement plan based upon need, and it is knowledgeable about and uses all resources

available to the school to meet its goals.


COMPREHENSIVE NEEDS ASSESSMENT COMMITTEES

Decisions will be based on a Comprehensive Needs Assessment (CNA) with the 8 subtopics listed.

1. Demographics – Kriste Davis, Chairperson, Kenzie Bixler, Jean Priest, Becky Brown, Rachel Thompson, Cadi Collins 2. Student Achievements –Christy Turner, Chairperson, Katrina Bateman, Niki Acker, Anna Torres, Melanie Black, Jill Boudreaux 3. School Culture and Climate – Christy Clark, Chairpersons, Ashley Oliver, Jim Keckeisen, Courtney Burkes, Anna Torres 4. Staff Quality, Recruitment and Retention –Kathy Harris, Chairperson Carlene Clayton, Amy Acker, Molly Strube, Melissa Harry 5. Curriculum, Instruction, and Assessment – Carmen Carroll, Chairperson, Makayla Watkins, Melanie Black, Nelyda De la Sancha 6. Family and Community Involvement – Terri Franklin, Chairperson, Ashley Oliver, Laeil Pepin, Melyssa Cox, 7. School Context and Organization - Shanna Bowman, Chairperson, Karen Joyner, Dianna Guthrie, Linda Pruitt, Becky Pierce 8. Technology – Christy Ruiz, Chairperson, Heidi Newman , Becky Renfroe, Shanna Bowman

Professional Learning Teams and Grade Level Team Leaders Team Leaders: 4th Grade Ashley Oliver 5th Grade Christy Turner PLC Leaders: 4th Grade Kenzie Bixler 5th Grade Dianne Guthrie

Rusk Intermediate Comprehensive Needs Assessment Summary Demographics

I. Area review: campus data on Enrollment, Attendance, and PEIMS II. Data Sources Reviewed: The following sources provide valuable data for Demographics in regards to the

identification needs: • Enrollment trends/Transfer Students TELPAS • Attendance/Mobility POs • AEIS Data/Skyward Reports PEIMS Discipline Reports • At- Risk/special programs Level II Phase –In Summary Report • Campus Plan Student teacher ratio

III. Finding/ Analysis Results: The following strengths/areas of improvement were identified. Summary of Demographic

Strengths Summary of Demographic Areas of

Improvement Prioritized objectives

• Increasing Enrollment • Focus on student population needs

• Improve instruction based on targeted demographics.

• Adjust school structure and schedule to meet changing demographics

• Attendance 96.930Total • 4th grade 97.06 • 5th grade 96.80

• Continue Incentives for attendance twice a school year

• Ensure appropriate interventions are being delivered

• PLC Teams/Agendas • Inclusion for Resource students/PBMAS

• Co-Teach Training

• Keep accurate data and continue RtI process

• Free breakfast offered to all students

• Skyward Reports (skyward training)

• On-going analysis of assessment data used to measure student progress that helps guide the instruction. Vertical/horizontal planning time for Toolkit. Instructional Lab/Quick Checks Reflections/DMAC/ EET/PLC

• Data accessible to all teachers • Focus on students who are in need of additional support. Focus on all sub pops. Use DMAC/Quick Checks/ Star Enterprise to track progress.


Student Achievement

I. Area Reviewed: campus data on report cards, Quick Checks, STAAR Data, PLC Targeted Groups, Progress

reports, DMAC Data (Reading, Math, Science, Writing & Health Fitness) II. Data Source Reviewed: The following sources provided valuable data for Student Achievement in regards to the

identification of needs: • 2016 STAAR raw scores (4th & 5th)/TAPR Report • System Safeguards • PBMAS Report • DMAC/Quick Checks(Math/Reading/Writing/Science) • Skyward Reports/Report Cards • AR Star Math and Reading Tests (BOY,MOY,EOY) • Reflex Math, Think Through Math, Istation/ISIP

III. Findings/Analysis Results: The following strength/area of improvement was identified after all findings were analyzed by the CIC.

Summary of Student Achievement Strengths

Summary of Areas of Improvement

Prioritized Objectives

• 5th Grade Science STAAR 82% • All STAAR scores above State

Average

• Continue targeting students whose raw scores on the STAAR were below state average/EET

• Adjust school structure to meet changing demographics

• Focus on improvement on student thresholds

• Phase in 2 Standard

• Accountability Rating showed Campus Performance Index Met Standard in all areas

• Campus earned 4 Distinctions: Academic Achievement in Math; Top 25% Student Progress; Top 25% Closing Performance Gap; Postsecondary Readiness

• Campus met 30 of 31 System Safeguards

• SPED Regular Class >=40% rate (ages 6-11) PL1)

• SPED Regular Class <40%rate(ages6-11)Pl0

• 4th and 5th Math, Science, Reading, & 4th Writing (STAAR)

• Did not meet System Safeguard for Reading Special Education

• SPED STAAR 3-8 Passing Rate Math PL3

• SPED STAAR 3-8 Passing Rate Rdg PL3

• Prioritized Objective & Power Standards

• Access to general education curriculum

• Retention Rate • Offer Extended School year

• Use student and teacher surveys throughout the year

• Work toward Met Standard Goals in Phase in I and II for all student groups

• Skyward & DMAC /Reports & Data

• All sub Pops • Work toward Distinction Designation in top 25 %

• Fitness Gram • Use of Instructional strategies & small group settings focused on TEKS/SE (Scope and Sequence)

• In each tested area of STAAR the campus will work toward sub groups scoring above state average and moving all students to the next Threshold/level of state accountability.


School Culture and Climate

I. Area Reviewed: Campus Surveys and data relating to the school environment and climate, student

character, discipline, and staff morale. II. Data Sources Reviewed: The following sources provided valuable data for School Culture and Climate in

regards to the identification of needs: • Last year’s Campus Plan • Discipline Referral Data/PEIMS 425 • Teacher/Student Survey/federal Funding Meeting • Number of parents/community members attending campus events • Morale • New required training for 2016-2017 • Transition from elementary to intermediate

III. Findings /Analysis Results: the following strengths/area of improvement was identified after all findings were analyzed by the CIC.

Summary of School Culture and Climate Strengths


Prioritized Objective

• Good rapport between staff and students/incentives/programs

• Increase Parent Involvement & number of Eagle Encouragers

• Strive to attain a school culture that is inviting to all parties

• Friendly, warm, and inviting campus atmosphere/Safety

• Discipline Spreadsheet/Bus write ups

• ISS

• Student Leadership, The 7 Habits of Highly Effective People

• Open door policy with administration

• Safety Drills

• Morale to foster a positive climate

• DARE/ Drug Free Week

• Training made available for all employees

• Continue to implement and refine the Bullying Program

Fancy Dress-Up Day

• Variety of staff celebrations throughout the year

• Book study: Revisit The Leader in Me, Stephen Cove/ The 55 Essential Habits/Ron Clark

• DARE or Character Ed. For 4th and 5th

• You Matter • TEAMWORK

• Building character • College Days • Student leadership • Drug Free Week

• Career Day to be added

• UIL needs improvement

Campus Plan 2016 – 2017 10

High Staff Quality, Recruitment and Retention, Professional Development

I. Areas Reviewed: Campus Survey, TEA Teacher Certifications, Professional Development II. Data Sources Reviewed: The following sources provided data for Staff Quality, Recruitment and Retention

in regards the identification of needs: • Staff Qualifications/HQ Reports/teacher certification • T-TESS • Professional Development for staff

III. Findings/Analysis Results: The following strengths/ area of improvement were identified after all findings were analyzed by the CIC.

Summary of Staff Quality, Recruitment and Retention

Strengths



• Large % of staff with Master Degrees/ years of experience

• Teacher Training in all areas to improve STAAR results (Rigor/Relevance)

• T-TESS

• Maintain the percent of teachers receiving high-quality professional development

• 100% Highly Qualified staff

• ESL certifications • Make sure that all students are taught by HQ staff.

• Incentive pay and attendance pay

• Dyslexia training /program

• Read 180/44 consultant

• Attract and retain HQ staff/ GT and ESL/ LPAC trained

• Longevity pay • Obtain a consultant for reading and writing.

• Continue Staff development & In-service days

Curriculum, Instruction, and Assessment

I. Area Reviewed: Team Meetings, PLC, Department Meetings, Faculty Meetings, were held to review Curriculum, Instruction and Assessment Needs II. Data Sources Reviewed: The following sources provided valuable data for Curriculum, Instruction, and Assessment in regards to the identification of needs:

• Curriculum= Scope and Sequence/ TEKS/ PLC Meeting Agenda • Instruction= Master Schedule/ Professional Development/T-Tess • Assessment= STAAR, Quick Checks, ISip, Istation, Think Through Math

III. Findings /Analysis Results: The following strengths/area of improvements was identified after all findings were analyzed by the CIC.

Summary of Curriculum, Instruction,

and Assessment Strengths Summary of Areas of Improvement Prioritized Objectives

• Campus Quick Checks results and TEK aligned school curriculum and teacher instruction

• Raw Scores of sub pops on STAAR tests (all, A. American, white, ESL, At- Risk, Sp. Ed., Eco. Dis.)

• Campus will work in PLC Teams to utilize strategies

• STAAR Raw Scores and Teacher notebooks

• Visit High Performing Schools • Webinars

• Campus will work toward improving questioning strategies

• PLC Training • Vertical Alignment in all subjects /Professional Development in all subjects

• Consultant in reading and writing

Campus Plan 2016 – 2017 11

• Build learning targets in scope & Sequence

• Stetson Training

• DMAC • Lessons using SE (Rigor & Relevance)/Power Standards/unpacking/ Mapping

• Power Standards/Bundles

• Master Schedule • PLC Training • Update Scope and Sequence

• AEIS Report • State /National Reports

Family and Community Involvement

I. Area Reviewed: Rusk Intermediate reviewed parent communication through conferences, e-mails, phone calls, number of parent meetings, community involvement to analyze relevant Family and Community Involvement data and to set annual goals.

II. Data Sources Reviewed: The following sources provided valuable data for Family and Community Involvement in regards to the identification of needs.

• Parent Involvement Meetings and Open House sign-in sheets/Participation of school events • Number of Parent Conferences/ Contacts • Community Involvement

III Findings/Analysis Results: The following strengths /areas of improvement were identified after all findings were analyzed by the CIC.

Summary of Family and Community Involvement Strengths

Summary of Area of Improvement Prioritized Objectives

• Variety of Parent Meetings scheduled throughout the year

• Open House/Awards Programs/Talent Shows

• Hispanic Parent Nights • To provide open lines of positive communication between the parent, staff, and students

• Index 5 (Community and Student engagement)

• Parent Surveys • Improve community support

• Summer registration participation • Keeping community a partner • Recruit Eagle Encouragers

• Curriculum Night for 4th graders/ SSI Parent Night/ESL Family Night/Annual parent conferences throughout the year focused on child’s academics

• Sending positive notes home • Community Projects • Parent Conferences/Phone calls • Remind .com

• Community involved in school activities/ Remind/ website/FB page/Twitter/ Blackboard

School Context and Organization

I. Area Review: The Intermediate looked at the school structure or make up--- … Decision making process used (Teaming, PLCs, CIC, DEIC) school climate, Master Schedule, Duty Rosters ,and after school programs, leadership in place in areas to survey, analyze relevant School Context and Organization data to set annual goals.

II. Data Source Reviewed: The following sources provided valuable data for School Context and Organization in regards to the identification of needs:

• DEIC, CIC, Teaming, Admin. Meetings/Leadership • Teacher/Student Surveys • Staff and Student Handbook/Beginning of school Teacher Notebook • Campus Plan • CIC/ Team Notes and Communication Memos • Master schedule/Duty Roosters • Use of State Compensatory Education Funding

Campus Plan 2016 – 2017 12

• PLC for subjects and departments • Budget input

III. Findings/Analysis Results: The following strengths/areas of improvement were identified after all findings were analyzed by the CIC.

Summary of School Context and Organization Strengths

Summary of Areas of Improvement Prioritized Objectives

• Active district and campus site-based teams (PLC)

• Input from staff on master schedule • Create a climate where personal growth is expected, recognized and rewarded.

• Safe school environment

• More staff leadership roles in departments/teams/building (PLC)

• Leadership for staff in place

• Teacher notebook at the beginning of school(student data)

Technology

I. Area Reviewed: Rusk Intermediate used the District Technology Plan and the campus Data to set goals. II. Summary of Data Sources Reviewed: The following sources provided valuable sources of information regarding

Technology: • Star Chart Results • Spot Checks Data for classroom sets • Technology Coaching Notes • Technology Plan • Teaming Notes/PLC

III. Findings/Analysis Results: The following strengths/area of improvement were analyzed by the CIC. Summary of Technology Strengths



• Student Access • Students assess to printer(approval by teacher)

• Look at where to go with laptops & technology needs

• Campus software & equipment • District and campus site based

teams are active • Updated sound

equipment/technology in cafeteria

• Administration teams support communication across department

• New and additional laptops/I pads

• Software/ QC Scanner printers & printers in math classes

• Help Desk Tickets

• Resource allocations • Added more desk tops

Campus Plan 2016 – 2017 13

Rusk Intermediate will focus on the A, B, C District and Campus Goals during 2016-2017 school year:

A – Academic Success—What, How, & Proof of Teaching B – Behavioral Success—Honor Code, Bullying Prevention, Essential 55 Rules & 7 Habits

C – Challenge for Success—Beliefs, Vision, Mission, Incentives, Resources, & Skills The following goals, objectives and strategies address the identified needs for Rusk Intermediate in 2016 – 2017: Rusk Intermediate has identified the following goals:

(1) All students within all demographic areas will perform at or above state performance. At a minimum, all student achievement will be at the level of proficiency or better on assessments in:

o reading/language arts, o mathematics, o science o Physical Education

All students will demonstrate exemplary performance in comparison to state performance standards. (2) All students will be provided a well-balanced and appropriate curriculum, keeping abreast of the development of creative and innovative instructional techniques, to improve learning. (3) All students will be taught by highly qualified staff current in professional development. (4) All students in the community will have families that are partners with educators in the education of their children. (5) All students will be educated in a school culture and climate that is safe, drug-free, and conducive to learning. (6) All students will have the benefit of technology that is implemented and used to increase the effectiveness of student learning. (7) All students will be educated in a school context and organization which ensures processes, structures, decision-making and overall leadership address quality teaching and learning.

Goals for 2016-2017

Goal: (1) 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:

o reading/language arts, o mathematics, o science/social; studies o Writing o Physical Education

All students will demonstrate exemplary performance in comparison to state performance standards. Area(s) from Needs Assessment: Objective 1: Student Achievement/Assessments: Attendance and Retention Objective from Needs Assessment: To have our attendance rate match or surpass last year’s rates. The campus will work toward a retention rate less that the state average. Strategies /Actions Person Responsible Funding Timeline Evidence of Formative/ Resources Implementation Summative __Met Strategy Data

Celebrate Perfect attendance each nine weeks in a variety of ways.

Teachers B. Brown K.. Davis

Activity Fund End of each nine weeks and EOY

Increase perfect attendance each nine weeks

Reports __Met Strategy __Continue Strategy

Increase extra-curricular activities throughout the year.

Counselor Principal Team Leaders

Activity Fund Each nine weeks Fall 2016 Spring 2017

More interest in school because of events

Attendance and participation

__Met Strategy __Continue Strategy

Attendance letters are mailed home. Phone calls, e-mails, texts,

Attendance Clerk, Principal Classroom teachers

None Weekly and when needed

Increase attendance

Improved attendance


Campus Plan 2016 – 2017 14

and visits are made. Legal actions are taken when necessary. Continue to follow the Academic Achievement Retention and Promotion Policy.

Principal Teachers

General Fund 2016-2017 Decrease retentions on PIEMS report

Lower number of retentions


Goal: (1) All students within all demographic areas, will graduate from High School and reach high standards. At a minimum, all student achievement will be at the level of proficiency or better on assessments in:

o reading/language arts, o mathematics, o science o Writing o Physical Education

All students will demonstrate exemplary performance in comparison to state performance standards.

Area from Needs Assessment: Objective 2: Reading

Objective from Needs Assessment: Rusk Intermediate will work so that each student will advance at least one proficiency level each year to meet AMAO objectives and standards for TELPAS assessment as well advance all of the students reading level to meet or exceed the state average in all subgroups.

Strategies/Actions Person Responsible

Funding

Resources

Timelines Evidence of Implementation

Formative/Summative Evaluation Data

__Met Strategy

__Continue Strategy

Develop student’s portfolios using disaggregation of STAAR data and the AR Star test (Boy/MOY/EOY). Classroom teachers, ACC. Reading, RTI, ESL teachers and staff will provide all students with meaningful reading instruction. Computer assisted instruction will be provided in the classroom on laptops and in the computer lab and library. I-Station will be used. Read 180 and System 44 will be used for targeted students.

Teachers

PLC Teams

Principal

Counselor

General Budget and SCE Funds See Attached Budget $53,170

2016-2017 Improve STAAR scores through practice and instruction that is rigorous and purposeful. Computer printout reports and Quick Check data. Lesson Plans. Number of AR books read and mastered.

Evaluation through campus Reports and report cards grades.

__Met Strategy

__Continue Strategy

Campus Plan 2016 – 2017 15

Targeted instruction will be scheduled in the master schedule. After school tutorials and additional times throughout the day will be used to target reading problems.

EET

Accelerated Reading Program will be continued & Interactive Reading Log. Incentives will be used to motivate students.

Bluebonnet Book Club

Liberian

Teachers

Paras

General Budget

2016-2017 Students will be STAR tested (BOY, MOY & EOY). The results will be used to determine the students reading level. Data of accumulated points each nine week will be used.

Improvement on Renaissance STAR grading levels and improved goals through the year.

__Met Strategy

__Continue Strategy

Stetson Model training Day 1, Day 2 and Day 3 to increase access to general education curriculum for sped and struggling students

Instructional department

Principal

Teachers

Paras

General Oct-Nov 2016

Sign in

Form 1 and Form 2

ARDs

Master Schedule

__Met Strategy

__Continue Strategy

Pearson Scott Foreman Reading Street 4th and 5th grade materials along with other supplementary items are used to achieve reading success.

Reading Teachers

Principal

Counselor

General Budget

2016-2017 Lesson Plans Student progress data.

Improvement on STAAR Test, Quick Checks, AR reports, and other data reports. Report card grades.

__Met Strategy

__Continue Strategy

Use of Moby Max and Study Island to assist LEP students reading and understanding.

Use Core Clicks

Classroom Teachers

ESL Funds in General Budget

2016-2017 Teacher input

Data Reports

TELPAS Data

Improvement shown in all data

__Met Strategy

__Continue Strategy

Provide Targeted Instruction for students in need of assistance.

PLC Departments

Principal

Counselor

General Budget & SCE Funds See attached budget $96,743

2016-2017 Improved scores on Quick Checks, report cards, and STAAR Test. DMAC reports &EET groups

PLC Meetings notes, student portfolios, & lesson plans will be used to evaluate progress.

__Met Strategy

__Continue Strategy

Campus Plan 2016 – 2017 16

RTI, Reading Labs, Read 180 & System 44 Classes. Read Naturally

Turner, Newman, Black Clark, Strube, Renfroe Newman

General Budget & SCE Funds See Attached Budget $53,170 Labs $135,401

2016-2017 Improvement shown on reports and GORT tests.

SRI/SPI

Ren * R

__Met Strategy

__Continue Strategy

Staff Development

Continue with Consultant Patsy Ramirez for reading and writing.

Adding a Dyslexia Teacher daily/DIP

RTI teacher/ 180.44 consultant

Principal

Region VII

Patsy Ramirez

Teachers

Cadi Collins

Mel Black

General Budget & SCE Funds See attached budget $53,170 Dyslexia $35,149

2016-2017 Certificates

Sign –In sheets

Lesson reflect rigor and creative ideas of improving student performance

__Met Strategy

__Continue Strategy

GT program will be provided.

Innovation Celebration, Inventions, Culture experiences, paintings, plays, recorders, web Quest, Link up the Orchestra, GT ceremony and Breakfast. Participate in the Spelling Bee.

Robotics

Principal

GT Teachers

Region VII

General Budget

2016-2017 Student participation

Number of GT

Students participating in UIL.

Student leadership on campus

_Met Strategy

_Continue Strategy

Provide Practice assessments (Mock) test throughout the school year.

SSI Night

Summer School for 5th graders who do not master STAAR test.

PLC Leaders

Team Leader

General Budget

SCE Funds See Attached Budget $3,619

2016-2017 Student Data reflects increased scores.

Improvement on the STAAR Test.

_Met Strategy

_Continue Strategy

Performance rewards used to enhance the educational advancement of our

Central Office & School Board

General Budget

2016-2017 Student data on quick checks and other given performance

Improvement on STAAR

Met Strategy

_Continue Strategy

Campus Plan 2016 – 2017 17

students. assessments.

Teachers create Quick Checks following the scope and sequence and reteach accordingly.

Reading Teachers

General Budget

2016-2017 Student data from DMAC.

Improvement on STAAR

_Met Strategy

_Continue Strategy

GRADE Assessment (Group Reading Assessment & Diagnostic Evaluation) Word Generatin-target ESL, Novel Studies 4th and 5th, Moby Max (Ruiz ESL) Forde-Ferrier 4th and 5th Newmark Learning Rdg. Warm-ups Motivational Reading, Daily 5 Reciprocal Teaching

Turner

4th & 5th grade reading teachers

General Budget

2016-2017 Improve STAAR and STAAR A scores through practice and instruction that is rigorous and purposeful. Data, Lesson Plans, AR reports, report card grades.

Improvement of Data and STAAR tests

_Met Strategy

_Continue Strategy

Goal: (1) All students within all demographic areas, will graduate from High School and reach high standards. At a minimum, all student achievement will be at the level of proficiency or better on assessments in:

o reading/language arts, o mathematics, o science o Writing o Physical Education


Area from Needs Assessment : Objective 3: Math

Objectives from Needs Assessment: In Math on the STAAR Assessment, the staff will work toward all subgroups scoring above state average. Subgroups include all students, A. American, Hispanic, White, Male, Female, Eco. Dis. and At-Risk

Strategies/Actions Person

responsible

Funding Resources

Timeline Evidence of Implementation

Formative/

Summative

Evaluation

_Met Strategies

_ Continue

Strategy

Staff Development for improvement of math performance. Scope and Sequence of New TEKS.

Principal

Region VII

General Budget

2016-2017 Sign In Sheets

Certificates

Lesson Plans reflect rigor and classroom reflect creative ideas to improve student performance

_Met

_ Continue

Strategy

Develop Quick Checks by grade level to target areas of strengths and

Math Dept. General Budget

2016-2017 Reteach of TEKS reflects knowledge of TEK.

Passing STAAR scores

Met

_ Continue

Campus Plan 2016 – 2017 18

weaknesses. _Strategy

Daily Warm Ups over STAAR objectives. Use of GPS.

Rigor Warm-ups, Algebra Readiness Builders

LoneStar Learning, STAAR Test Maker, Brain Pop, Study Jams

Math Teachers

General Budget

SCE Funds See attached budget $250

2016-2017 Lesson Plans, Walk- Through evaluations

Higher STAAR Scores &

Interactive Notebooks

_Met strategies

_ Continue

Strategy

Use of a variety of resources to ensure that all of the TEKS are in a teachable scope and sequence and are taught in a timely manner.

Math Teachers

General Budget

2016-2017 Grade level Scope and Sequence and Lesson Plans.

All students Master the STAAR

_Met Strategies

_ Continue

Strategy

Targeted students will be given extended instruction through Acc. Math Lab, RTI, Targeted Instruction time, afternoon tutorials.

Think Through Math , EET

Franklin

Black

Math Teachers

PLC Math Teams

General Budget

2016-2017 Lesson Plans, Schedules, PLC Notes

Reports from DMAC

EET groups

Higher scores, Quick Checks will reflect knowledge of TEKS. Fewer students needing assistance

_Met Strategies

_ Continue

Strategy

Provide teacher aids to work in the classrooms as an support. If appropriate provide IEP for students who need modifications and interventions for students.

Math Teachers

Paras

General Budget

SCE Funds See attached budget $26,592

2016-2017 Master schedule,

ARD meetings

Student mastery on quick checks and report cards reflect success

_Met strategies

_ Continue

Strategy

Use of Acc. Math, Think Through Math, Reflex Math STAAR results Re. Math (BOY,MOY,EOY) GPS, TX-Air, Flocabulary, Promethean PowerPoints and one note Brain Pop, KAMICO, Teacher pay teachers, Step up to TEKS Mentoring Minds Forde-Ferrier, STAAR Ready,

Math Teachers

B. Collins

Renfroe

General Budget

2016-2017 Reports that reflect student data.

Lesson Plans

Homework Assignments

Reports Cards, Quick Checks, STAAR Test

_Met Strategies

_ Continue

Strategy

Campus Plan 2016 – 2017 19

Lonestar Digital Learning Safari & Measuring up as resources to improve STAAR Math Scores.

Provide extended learning for GT students through GT program.

Math Teachers

General budget

2016-2017 Observation Level of achievement on STAAR

_Met Strategies

_ Continue

Strategy

Vocabulary and Word Walls in each classroom that reinforce terms.

Math Teachers

General Budget

2016-2017 Scope and Sequence with math teachers in district

Observation in rooms and halls and interactive notebooks

_Met Strategies

_ Continue

Strategy

PLC Teams, who meet to create and revisit the scope and sequence, plan together and communicate across grade levels.

Unpacking

Mapping

Math Teachers

General Budget

2016-2017 PLC Agendas and Notes

Higher scores on STAAR

_Met Strategies

_ Continue

Strategy

CMAT Betty Collins General Funds

2016-2017 Meal Reimbursement

New ideas acquired and communicate with other math teachers in district

_Met

Strategies

_ Continue

Strategy

Performance rewards will be used to enhance the educational advancement of the students

Central Office staff and School Board

General Funds

Nov. 2016 Checks in November

High staff morale and improvement in STAAR scores

_Met Strategies

_ Continue

Strategy

Practice state assessment by giving a MOCK and targeted student groups are created.

SSI Night for parents

Summer School for ones who do not meet the STAAR standard in 5th grade.

Math teachers

Counselor

Principal

General Funds SCE Funds See Attached Budget $3,619

2016-2017 DMAC reports Improve STAAR results

_Met Strategies

_ Continue

Strategy

Goal: (1) All students within all demographic areas, will graduate from High School and reach high standards. At a minimum, all

Campus Plan 2016 – 2017 20

student achievement will be at the level of proficiency or better on assessments in:

o reading/language arts, o mathematics, o science /Social Studies o Physical Education


Area from Needs Assessment: Objective 4: Science

Objective from Needs Assessment: Rusk Intermediate will work so that each student will advance in 5th grade science on the STAAR assessment, the staff will work toward all subgroups scoring above state average.

Subgroups include:

All students, A. American, Hispanic, White, Male, Female, Eco. Dis. At-Risk.


Funding

Resources



__Met Strategy

__Continue Strategy

Professional Development that focuses on science department.

B. Collins

Region VII

Principal

Science Teachers

General Budget

2016-2017 Certificates

Attend CAST and or SEEK.

To increase instructional strategies and gather ideas to be used in 5th grade science.

__Met Strategy

__Continue Strategy

Use of a variety of resources: Daily Warm-ups, Science Doodles, Pearson Textbook to Science, ScienSaurus, SRA, and Safari that encompasses the new science STAAR curriculum in all levels of instruction, Motivation Science, Harcourt Digital Lessons. Scholastic and News Weekly

Science Teachers

General Funds

2015-2017 Quick Checks, DMAC Data, Report Cards

Lesson Plans

STAAR Results

Daily assignments reflect student performance improved.

__Met Strategy

__Continue Strategy

Target Intervention and EET classes designed to focus on students who need extra help on certain concepts.

Science Teachers

General Funds

2016-2017 Class Schedules, EET groups, and Targeted instruction student lists.

Higher Report card grades, Successful on STAAR

__Met Strategy

__Continue Strategy

Campus Plan 2016 – 2017 21

Use Word Walls that are aligned with vertical district science staff. Use of technology to support STAAR requirements.

Science Teachers

General Budget

2016-2017 Walk- Through evaluations

Increase Science STAAR scores

__Met Strategy

__Continue Strategy

Spend increased Science Lab time with hands-on experiences targeting STAAR objectives where students scored lowest according to Quick Checks. Focus on measurement, safety, investigations & equipment on TEKS.

Science Teachers

General Budget

Activity Fund

2016-2017 Lesson Plans

Principal observation

Improved grades, quick checks, and STAAR Results

__Met Strategy

__Continue Strategy

Standardized assessments will be used to identify strengths and weaknesses. (Mock STAAR Test) Parent will be informed of the results through parent letters and notices of concern.

Science

Teachers

Counselor

General Budget

2017

Lesson Plans

Principal observation

Higher STAAR Results __Met Strategy

__Continue Strategy

Goal: (1) All students within all demographic areas, will graduate from High School and reach high standards. At a minimum, all students will be at the level of proficiency or better on assessments in:

o Reading / Language Arts o Math o Science o Writing o Physical Education

Area from Needs Assessment: Objective 5: Writing

Objective from Needs Assessment: In 4th Grade Writing on the STAAR assessment, our staff will work toward all subgroups scoring above state average. Subgroups include: All Students, A. American, Hispanic, White, Male, Female, Eco. Dis., and At-Risk.


Funding

Resources


Formative/Summative Evaluation

Data

__Met Strategy

__Continue Strategy

Disaggregating of information through PLC teams and assesses the individual needs for

PLC Writing Dept.

B. Collins

General Budget

2016-2017 Lesson Plans, Agenda from PLC meetings

Results on Quick- Checks, daily assignment and Report Cards, Number of notice of

__Met Strategy

__Continue Strategy

Campus Plan 2016 – 2017 22

effective instructional purposes. Quick Checks will be developed to insure all TEKS are taught in a sequential order.

T. Gates

Principal

concerns

Emphasis capitalization and punctuation in all content areas in all disciplines on campus.

Writing Teachers

All Teachers & staff on Campus

None 2016-2017

Student’s daily assignments

Teacher and staff observation

Improvement on Daily assignments and Quick Checks

Higher STAAR Results

__Met Strategy

__Continue Strategy

Continue to invite parents to “Parent Night” throughout the year.

Writing Teachers

Principal

Counselor

Activity Fund

2016 Sign In Sheet Improved performance on all writing assignments and/ communication with parents on TEKS/STAAR objectives

__Met Strategy

__Continue Strategy

Targeted instruction and EET with students in need of remediation on TEKS objectives.

After school instruction to target students in need of remediation.

Writing Teaches

B. Collins

Principal

General Budget

SCE Funds See attached budget $96,743

2016-2017 EET groups and PLC groups

Improved Report Card grades, Higher STAAR results

__Met Strategy

__Continue Strategy

Continue to use a variety of resources to ensure that all students will receive great instruction: (DOL, Mentoring Minds, Interactive Notebooks, Spelling City .Com, Write Source, Shurly, Writing Academy, Pearson Success, Writing Happens, Istation, Mock Test, School House Rocks, Safari Grammar. Jammer, 6+Traits

Empowering Writing

Motivation Writing

Super Grammer Ninja

Moby Max

Writing Teachers

Principal

B. Collins

T. Gates

General Budget

2016-2017 Lesson Plans, Scope and Sequence, Principal observation

Higher Report Card grades, Higher scores on the STAAR

__Met Strategy

__Continue Strategy

Campus Plan 2016 – 2017 23

FB Page

Mult-isensory Grammar

Consult Patsy Ramirez

Camp Write-a-thon

Newsletters, e-mail, twitter, RISD web, phone calls, personal conferences will be used to communicate in a timely manner with parents

Writing Teachers

Principal

Counselor

General Fund

2016-2017 Number of personal contacts.

Observation and number of parent conferences

Higher grades on report cards and higher STAAR results

Fewer notices of concern

__Met Strategy

__Continue Strategy

Net work with other schools that have been successful in STAAR Writing.

Writing Teachers

Principal

B. Collins

T. Gates

General Fund

2016-2017 Lesson Plans

Transportation Department

Higher STAAR scores

Advanced standard met

__Met Strategy

__Continue Strategy

Goal: (1) All students within all demographic areas, will graduate from High School and reach high standards. At a minimum, all students will be at the level of proficiency or better on assessments in:

o Reading / Language Arts o Math o Science o Writing o Physical Education

Area from Needs Assessment: Objective 6: Physical Education/ Wellness/ Fine Arts

Objective from Needs Assessment: In 4th Grade and 5th Grade student are required to take a Fitness Gram Exam which measures a variety of physical strengths and weaknesses. Also, the PE teacher is a member of the School Health Advisory Council the council supports the implementation of all school health policies and practices.


Funding

Resources



__Met Strategy

__Continue Strategy

Use of daily activities that will ensure success on Fitness Gram. Continue the Mileage Club. Yearly Field Day events for each grade.

PE Teacher

PE Aide

Campus Teachers

Parents

Volunteers

General Budget

2016-2017

Fitness Gram Exam May 2017

Lesson Plan and observation of daily activities that will ensure student success on Fitness Gram.

100% of students will be reflected in the Health Fitness Health Zone

__Met Strategy

__Continue Strategy

Campus Plan 2016 – 2017 24

Implementation of all recommendations of SHAC/Student Wellness will be a focus. CPR/AED will be taught.

PE Teacher

Counselor

Principal

Nurse

General Budget

2016-2017

All recommendations will be met

Implementation of all recommendation from SHAC

__Met Strategy

__Continue Strategy

CATCH Curriculum will be followed. Good eating habits and good manners will be encouraged. Ron Clarks Essential 55 Rules, The Leader in Me, & 8 Keys to Excellence will be used. Grab –N- Go breakfast is offered to all students. 8 Keys to Excellence & 7 Habits

PE Teacher

Principal

Counselor

Staff

General Budget

2016-2017

Lesson Plans

Daily announcement

Breakfast count

Meals eaten by students, observation of manners

__Met Strategy

__Continue Strategy

TEKS will be used and a scope and sequence will be followed in teaching skills. Equipment needed will be available for skills

PE Teacher General Budget

2016-2017

Lesson Plans

Equipment

Observation

Health Awareness __Met Strategy

__Continue Strategy

Art Contest on campus and off campus. Field Trips to the community theater, symphony, and UIL competition. Skits, plays, & a Variety Show.

Fine Art Teacher

GT teachers

M. Harry

General Budget

GT Funds

2016-2017

Lesson Plans Results of contest posted.

UIL awards

__Met Strategy

__Continue Strategy

Continue Hoops for Hearts as a project.

P/E. Teacher None 2016-2017

Lesson Plans

Daily announcements/newsletters

Money collected __ Met Strategy

__Continue Strategy

Campus Plan 2016 – 2017 25

Goal: (2) All students will be provided a well-balanced and appropriate curriculum, keeping abreast of the development of creative and innovative instructional techniques, to improve learning. Area(s) from Needs Assessment: Curriculum and Instruction Objective(s) from Needs Assessment:

• Rusk Intermediate will work toward providing curriculum and instruction to meet the needs of all learners, so the State’s challenging standards are met.


Responsible

Funding Resources


Formative/ Summative Evaluation Data


Provide specialized reading programs such as Rally to Read, Read 180 System 44 Instructional Labs, and Dyslexia programs that are researched-based.

Principals Teachers RtI Teacher C. Turner Cadi Collins

SCE Funds See Attached Budget Labs $81,339 Dyslexia $33,540

August 2016 – May 2017

Master Schedule STAAR scores


Provide a teacher to administer intervention to Tier II and Tier III students.

Principals B. Collins T. Gates RtI Teacher

General SCE Funds See attached budget $53,170


Master Schedule STAAR scores RtI Progress monitoring


Provide individualized and small group instruction. (STAAR lab, grade-level labs Targeted Interventions), during/ after school tutoring and targeted intervention. (Eagle Camp)Summer School (SSI & 90% rule) & Fast Track. Provide Catch for 5th graders who have passed the STAAR.

Principals Teachers Paras

SCE Funds See attached budget Labs $135,401 Targeted Instruction/ intervention $96,743 SS $3,619 General


Master Schedule STAAR scores


Stetson Model training Day 1, Day 2 and Day 3 to increase access to general education curriculum for sped and struggling students

Instructional department

Principal

Teachers

Paras

General Oct-Nov 2016

Sign in

Form 1 and Form 2

ARDs

Master Schedule

__Met Strategy

__Continue Strategy

Provide Disciplinary Alternative Education Program (DAEP) services including teacher, assistant, supplies, etc. when needed. Use of ISS and Grade level discipline.

Principals Teachers

General August 2016– May 2017

Master Schedule Discipline referrals and STAAR scores


Provide Mentorship Program for At-Risk students(Adopt a student/Eagle Encouragers)

Principals Counselor

General August 2016 – May 2017

Master Schedule STAAR scores Teacher and student,& parent feedback


Provide instructional supplies and reading

Principals T. Gates

SCE Funds See attached


PO documentation STAAR scores


Campus Plan 2016 – 2017 26


Funding Resources




materials for Eagle Camp and Instructional Labs.

B. Collins Teachers

budget $1500 IMA

Provide appropriate modifications for 504 students, Special Educations, Dyslexia, RtI,& ESL students. Provide STAAR A practice test on the computer.

Principal Counselor Teachers RtI Teacher C. Collins N. De La Sancha

General

2016-2017 Master Schedule Updated documentation

Improvement in STAAR scores, Report Cards, Quick Checks

_Met Strategy _Continue Strategy

Goal: (3) All students will be taught by highly qualified staff current in professional development. Area from Needs Assessment: Highly Qualified Staff/Professional Development Objective from Needs Assessment:

• Increase the % of HQ core academic subject area teachers to 100%. • Increase the % of core academic subject area classes taught by HQ teachers on each campus to 100%. • Increase or maintain the % of teachers receiving high-quality professional development on each campus to meet 100%. • Ensure low-income students and minority students are not taught at higher rates than other student groups by inexperienced, out-

of-field or non-HQ teachers (NA). • Attract and retain HQ teachers.


Responsible

Funding Resources




Recruit HQ applicants for all Intermediate positions. Post-employment opportunities in multiple locations including Region VII database, local colleges, and on an active Rusk ISD available link on our RISD website.

Principals Superintendent

General April 2016 – August 2017

100% of new hires are HQ

100% reported on HQ report


Assist teachers to gain HQ status in a timely manner by notifying teachers of specific HQ requirements and monitoring progress toward meeting the established timelines.

B. Collins Principals Superintendent Teachers


100% of all teachers evaluated are HQ



Provide monetary incentive for high-academic performance, longevity and/or attendance to aid in the recruitment and retention of HQ personnel.

Superintendent


Number of new hires notified on incentive plan

Amount paid for incentive plan to HQ teachers


Use reporting options to assist in monitoring HQ

B. Collins General August 2016– July 2017

100% of teachers evaluated are HQ



Campus Plan 2016 – 2017 27


Funding Resources




progress and reporting accurately. Provide high-quality staff development to ensure staff is HQ including preparation workshops and TEXES exams.

B. Collins Principals Teachers

General August 2016 – July 2017

100% of teachers evaluated are HQ



Participate in local, regional and state professional development including:

Writing Workshop training, travel and subs

B. Collins Principal Clayton 4th Grade Teachers

Title I, Part A

June 2016 Teachers implement knowledge gained into classroom

STAAR scores above state average


Conference for Advancement of Math Teaching (CAMT) registration, travel and Extra Duty pay.

B. Collins Principals District Teachers

Title I, Part A

June 29-July1 2016

Teachers implement knowledge gained into classroom



Conference for the Advancement of Science Teaching (CAST) registration, travel and subs.

B. Collins Principals District Teachers

Title I, Part A

Nov. 6-9, 2016




Attend Space Exploration Educators Conference (SEEC) registration, travel and subs.


Title I, Part A

Feb. 7-9, 2017 Teachers implement knowledge gained into classroom



Continue Gifted & Talented 30-Hour Certification.

T. Gates Principals Teachers

General June-July 31, 2016 for current year

Certificates from Region VII

Delivery of GT instruction


Gifted and Talented Annual 6-Hour Update yearly.

T. Gates Principals Teachers

General 2015-2017 Sign-in Sheets Delivery of GT instruction


Skillful Leader Book Study/Learning By Doing & The Leader in Me.

Scott Davis Principals, B. Collins T. Gates

General Aug.8, 2016-May 31, 2017

Book Study Completed as noted by Admin agenda/Campus



Continue to reference Margaret Kilgo Data Driven Decision Making Training..


General 2016-2017 Teachers implement knowledge gained into classroom



Attend Summer Staff Development for Curriculum, Instruction and Assessment (ELA, Math, Social Studies & Science) with focus on collaboration between Special Ed. and Regular Ed teachers to increase AYP math and reading scores. Teachers make decisions regarding

B. Collins T. Gates Principals Teachers

Title I, Part A

June 4-5, 2016

Scope and Sequence, Instructional Practice and benchmark assessments (modified and general) reviewed



Campus Plan 2016 – 2017 28


Funding Resources




the use of Quick Checks tests for academic testing. Region VII Math/ Science Region VII Admin Leadership Coop Region VII ELA/Social Studies Title I Contracted Service (Para training). T-Tess Training Stetson Training,Guizmoes


Title II, Part A Title I, Part A

Aug. 1, 2016– July 31, 2017




Provide staff development in the use of DMAC to analyze state assessment and Quick Check data to aid in instructional planning in preparation for STAAR.

T. Gates B. Collins


Sign-in sheets Agendas Quick Checks Reflection meetings E-mails with instruction sheets

STAAR scores


Provide Staff Dev. Snacks through the year.

B. Collins T. Gates

General Aug 2016 – June 2017

Sign-in sheets PO documentation

STAAR scores


Attend TEPSA Principal General Summer 2017 PO Documentation

STAAR scores


Attend TSUG Conference to enhance use of Skyward programs.

Lesa Jones

General Fall 2017 PO Documentation

Variety of Reports for PEIMS data


Continue training in Bullying prevention and awareness.

B. Collins General 2016-2017 Sign in Sheets Agendas

Discipline reports


Goal: (4) All students in the community will have families that are full partners with educators in the education of their children.

Area(s) from Needs Assessment: Family and Community Involvement Objective(s) from Needs Assessment:

• District will develop and utilize strategies to ensure communication with 100% of targeted parent and community members regarding student achievement, meetings and training sessions.


Responsible

Funding Resources




Parent Newsletters provided for Intermediate students’ parents. Remind .com

B. Collins Counselor Teachers

Title I, Part A

Aug 2016 – May 2017

Newsletters distributed to parents

Increased parental communication


Parent Institute Electronic Library for Intermediate students.

B. Collins

Title I, Part A

Aug 2016 – May 2017

Electronic Library accessed

Increased parental communication


Contact parents by Principals General Oct. 2016 – Communication Focused __Met Strategy

Campus Plan 2016 – 2017 29

letter, newspaper, phone, Global Connect, email, and website concerning STAAR information and dates.

T. Gates July 2017 completed participation on STAAR with a positive increase in results

__Continue Strategy

Provide to families access to student information and grades through the internet. AR Finder Online programs, Conference times available. Veterans Day and Lunch Buddies, & Grandparent Day.

N. Boucher Teachers


Student information and grades updated

Increase of positive benchmark scores, progress reports, grades, STAAR scores


Conduct parent and community outreach information meetings.

Principals General August 2016 –2017

Meeting agendas Positive Parent and Community feedback


Conduct an annual evaluation of parent and community involvement through surveys.

Principals General August 2016 – May 2017

Evaluations completed

Positive evaluations


Provide Internet safety seminars for students & parents

• SAD Program

Director of Instructional Programs, Lab Teachers J. Patton

General 2016-2017 Internet usage on student laptops

Increase parent awareness & decrease inappropriate use of internet


Student programs, awards, and recognition throughout the year. Meet the Teacher, SSI Night, and Curriculum Nights planned throughout the year. ESL Family Night

Teams SSI Teachers Principal Counselor N. De La Sancha

General 2016-2017 Newsletter, e-mails Sign in sheets

Increase parent awareness.


Goal: (5) All students will be educated in a school culture and climate that is safe, drug-free, and conducive to learning Area(s) from Needs Assessment: School Culture and Climate Objective(s) from Needs Assessment:

• The Intermediate will attend required trainings during August in-service days. • The Intermediate will work toward reducing the number of conduct problems referred to office.


Responsible

Funding Resources




Maltreatment training from B. Greene with the CCACC.

T. Gates B. Collins

General Fund

August 2016

Sign-in sheets

Accurate reporting of maltreatment


Bullying training from Brandon Green with the Crisis Center of Anderson and Cherokee counties. Bully Prevention for students/DARE

T. Gates B. Collins

General Fund

August 2016

Sign-in sheets

Accurate reporting of bullying


Campus Plan 2016 – 2017 30

Grade Level Discipline Plan Guidance and counseling services will be provided at each campus.

Principals Counselors

SCE Funds See attached budget $300


Master Schedule PEIMS 425 record

Reduction in the number of office referrals


Emergency Management Plan in place in district and on each campus, including annual drills.

Principals T. Gates

General August 2016– May 2017

Drills documented Emergency Management Plan notebooks

Positive reporting during annual August meeting of community stakeholders


Radios will be maintained for all campus administrators.

Principals T. Gates

General


Radios in excellent working condition

Positive reporting during annual August meeting of community stakeholders


Character Education, including the Honor Code and bullying prevention on each campus. The DARE program for 5th graders & Motivational Productions.

Counselors Principal PE Teacher DARE Officer


Annual Character Education report in September DEIC meeting

PEIMS 425 Record Annual Safe and Drug Free Report


Focus on bus behavior and campus discipline.

Principal Transportation Dept. Staff


Bus Reports / Observation of Bus Procedures

Fewer bus write ups


Goal: (6) All students will have the benefit of technology that is implemented and used to increase the effectiveness of student learning, instructional management, staff development and administration. Area(s) from Needs Assessment: Technology Objective(s) from Needs Assessment:

• The Intermediate will continue to work toward teachers integrating the current technologies within their curriculum which will enhance student performance.

• All students and staff will have the benefit of Technology that is implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration.

• Increase the appropriate use of technology for staff through staff development. Strategies/Actions Person

Responsible

Funding Resources




Reflex Math for Intermediate students.

B. Collins Principal Math Teachers Computer lab

Title I, Part A

Aug 2016 – May 2017

Software installed and students able to use

Increase in STAAR Math scores


IStation and Think Through Math will be used to assist in the assessment, instruction and intervention of Reading 4 - 5 and Math 4 - 5 .

Principals Teachers T. Gates B. Collins

General (PK – 2) Texas Success


Istation Reports Pre-and Post-Test results on ISIP and STAAR scores


Provide additional licenses and supplies

Principals B. Collins

General IMA

August 2016 –

PO documentation STAAR scores


Campus Plan 2016 – 2017 31

for READ 180/System 44

May 2017 READ 180/System 44 reports

Provide Internet Safety information for teachers, students and parents.

B. Collins Tech Dept. Technology Integration Specialists


Agendas

Appropriate use of the internet


Provide students with classroom sets of laptops.

Tech Dept. General 2016-2017 Enrollment reports Monthly Spot checks


Continue Campus Tech. Coach. Attend Tots For Technology Conference.

C. Mabry Grade level Tech .Coach Christy Ruiz

General 2016-2017 Campus Plan Sign in Sheet

Campus Plan Broader and update knowledge


Campus will maintain an informative and updated webpage.

C. Mabry R. Thompson Teachers

General 2016-2017 RISD Web Site Semester Checks


Utilize campus-based teams that will meet to share effective use of technology. Promote digital learners on campus. Increase the Wi-Fi to enhance student, staff, and parent usage.

Principal C. Mabry Teachers Teams

General 2016-2017 Sign In sheets Agendas Wi-Fi Use

Campus sign in sheets and meeting notes. Wi-fi use


Encourage 21st Century workforce. 100% Star Chart completed by staff.

C. Mabry B. Collins G. Cruseturner

General 2016-2017 Star Chart Report Gauge knowledge about technology. (Teacher Survey)


Goal: (7) All students will be educated in a school context and organization which ensures processes, structures, decision-making and overall leadership address quality teaching and learning. Area(s) from Needs Assessment: School Context and Organization Objective(s) from Needs Assessment:

• District will work toward putting processes and structures in place to support intervention of targeted students • The Intermediate will continue to use and encourage staff leadership roles.


Responsible

Funding Resources




Targeted Intervention for all students before, during or after school.


General SCE Funds See attached budget Targeted Instruction $96,743 Extended Day $2,402

August 2016– May 2017

Attendance at targeted intervention sessions during school or after school

Progress monitoring of Extended Day and STAAR scores


DEIC, CIC, PLC, Grade level teaming, and Administrative meetings.

T. Gates B. Collins Principals Superintendent


Sign-in sheets Agendas

School Organization Surveys conducted in DEIC


Campus Plan 2016 – 2017 32

Increase communication and ownership among campus leadership. teams.

Principal CIC Teams

General August 2016-2017

Minutes of meetings Teacher Survey


Continue to encourage all staff to become involved in an area of interest (Adopt a Student).

Principal Teams CIC

General August 2016-2017

Schedule after school activities

After school Activities survey


Create within the organization a climate where personal growth is expected, recognized and rewarded.

Principal Staff

General 2016-2017 Team Meeting Notes, Agendas, PLC notes

Sign In Sheets & Posted Notes


Continue to offer campus-based on demand technology support including, but not limited to, hardware and software training, of-trainer workshops.

Technology Integration Specialists, Director of Technology, & Director of Instructional Programs, and Program of Special.

General 2016-2017 Payroll information Surveys and evaluations


Campus Plan 2016 – 2017 33

Parent Involvement Policy Rusk I.S.D. 2016-2017

Statement of Purpose

Rusk I.S.D. is dedicated to providing quality education for every student in our district. To accomplish this objective, we will develop and maintain partnerships with parents and community members. Each student will benefit from supportive, active involvement of all members of the population. A positive link between home and school will create the most conducive learning condition for every child. These open communication lines will expand and enhance learning opportunities for everyone involved. Grade level learning objectives and goals will be distributed to all parents throughout the year. All students will be expected to work toward mastering these objectives. Our district recognizes the fact that some students will need extra assistance to achieve their full potential. The extra assistance is available to all students through the Title I program and various other educational services offered through the district. Rusk I.S.D. intends to include parents in all aspects of the Title I program. Students will be given every opportunity for success through the development and enhancement of the home-school partnership.

Parent Involvement in Developing the Policy

An advisory committee comprised of parents, members of the community, teachers and the principal will meet to discuss the design and implementation of the Parent Involvement Policy. Rusk I.S.D. will actively recruit volunteers for the advisory committee through various avenues of publicity. Committee selections will produce a diverse parent population that will include all student groups serviced by the district. Meetings will be planned at convenient times and locations for all concerned parties.

Annual Meeting for Title I Parents

Rusk I.S.D. will hold two meetings for parents during each school year. Parents will be informed of new Title I guidelines and the variations from the previous year’s program. Copies of the district’s current Parent Involvement Policy will be distributed. Parents will be encouraged to become involved in the revising and updating the Policy as necessary. Volunteers will be recruited for the district-wide and campus advisory committees. The meeting will be held at a convenient time and location. Written notices, telephone calls and media attention will all be directed at attracting as many parents as possible.

Campus Plan 2016 – 2017 34

School-Parent Compacts

In accordance with Title I regulations, each school must develop a parent-student compact with the parents of students participating in the program. This compact will enable the school and parents to share responsibility for student performance and success. The compact must explain how students, parents, and staff will share responsibility for promoting student achievement. Members of the school’s Advisory Committee will be consulted in the design and implementation of the compact. All parents will be given a copy of the compact detailing the responsibilities that teachers, parents and students have in helping students accomplish their goals. Student’s responsibilities will vary by grade level.

Types of Parent Involvement

The school will support many varied ways of parental involvement as it strives to develop and maintain an optimum learning environment for all students. Parents contribute through volunteer programs at school as well as creating a supportive home atmosphere. The community participates through an array of activities that promote student success. Each school and family will develop and maintain parental involvement activities best suited to meet the individual needs of everyone involved.

Staff/Parent Communication

Communication with parents will include news notes at the bottom of children’s report cards, telephone calls, e-mail, Skyward Family Access, Ruskisd.net, teacher web pages and meeting notification. There will also be notices and activity packets sent home with children. Parents are encouraged to take the initiative in calling their child’s teacher when they are concerned about a problem. Staff will be receiving training on how to improve home-school communication; some parents will be asked to participate in these training sessions.

Evaluation

There will be an annual evaluation of the content and effectiveness of the Title I parental involvement program, and parents will be asked for their input. The evaluation will include an assessment of how much parental involvement is increasing and what barriers to parental participation still need to be overcome. The school district will revise its Parental Involvement policy on the basis of this annual review.

Campus Plan 2016 – 2017 35

Retention Rates

Percent of Attendance and Average Daily Attendance

Rusk Intermediate 4t h and 5t h Graders

The percentage of attendance for the district increased slightly (0.18%) during the 2011-2012 school year when compared to the previous year. The district average remains above the 94% standard set by the State by 2.02%. There is still need for improvement to make progress toward the 97% state goal. The following chart reflects a ten-year history of percentage of attendance by grade and district.

Grade→ EC PK K 1 2 3 4 5 Year↓ P e r c e n t a g e A t t e n d a n c e

2002-03 79.40 93.50 94.44 95.32 94.88 96.22 95.87 96.33 2003-04 91.69 93.60 95.35 96.28 96.37 96.18 96.68 96.20 2004-05 85.19 94.91 96.22 96.87 96.48 97.22 96.04 97.14 2005-06 90.12 94.50 95.63 96.20 96.84 96.80 97.13 96.58 2006-07 78.92 94.28 95.65 95.91 96.93 97.27 97.04 97.38 2007-08 87.50 94.08 95.57 96.17 96.24 96.75 97.01 96.41 2008-09 79.66 94.65 95.74 96.43 96.37 96.60 96.97 97.13 2009-10 87.14 93.95 94.77 95.81 96.27 95.92 96.14 96.16 2010-11 76.32 93.67 94.91 95.65 96.26 96.40 97.07 96.23 2011-12 83.68 92.36 95.44 96.07 96.86 96.75 96.69 97.17 2012-13 97.15 96.62

Grade→ 6 7 8 9 10 11 12 District Year↓ P e r c e n t a g e A t t e n d a n c e 2002-03 95.79 94.60 94.47 94.00 94.48 95.09 94.16 94.96 2003-04 96.21 95.82 95.45 93.72 94.22 95.45 94.43 95.48 2004-05 96.57 95.97 95.48 94.10 93.79 94.45 94.55 95.75 2005-06 96.86 96.49 95.84 94.75 93.75 93.85 93.82 95.72 2006-07 96.62 96.63 96.63 94.56 93.51 95.82 93.45 95.85 2007-08 96.62 95.55 95.90 93.39 93.17 93.30 92.87 95.26 2008-09 96.26 96.76 96.02 94.79 94.16 92.75 91.88 95.56 2009-10 96.16 95.83 96.08 95.12 95.04 94.24 92.70 95.37 2010-11 96.74 96.77 96.19 96.60 95.40 95.38 93.01 95.84 2011-12 96.39 96.68 96.31 95.93 96.04 94.12 93.66 96.02 2012-13

The following table shows the percentage of growth in average daily attendance used for funding over a ten-year period. The average daily attendance used for funding increased during the 2011-2012 school year when compared to the previous year. The percentage of growth for the ten-year period is 14.71%.

Year: 2002-03 2003-04 2004-05 2005-06 2006-07 2007-2008 2008-09 2009-10 2010-11 2011 - 2012 ADA: 1782.87 1810.71 1767.03 1780.74 1826.44 1862.38 1891.60 1975.16 1995.92 2044.97

-1.93% +1.56% -2.41% +0.78% +2.57% +1.97% +1.57 +4.42 +20.76 +49.05

Campus Plan 2016 – 2017 36

STATE COMPENSATORY EDUCATION FUNDS (SCE)

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

HIGH SCHOOL JR. HIGH INTERMEDIATE ELEMENTARY PRIMARY

Individualized Instruction/ Small Group

X Basse, Brummett, Crysup, Forsythe,

Kearney, Marshall, Moore, A. Nimitz, S. Nimitz, M. Sunday,

Whitesides (EOC)

Payroll Costs $37,001 FTE’s-.77

X CM- Allison, Barnes,

Garner, Tropp $45,240

FTE’s-1.06 Targeted Instruction-

Balkcom, Besson, Boyett, Burkhalter, Christopher, Day,

Dyess, Eckel, Ford, Garner, Gates, C.

Guidry, Greene, B. Hancock, Kellis, Matlock, Moore,

Norman, Thompson, Watson, B Williams

$71,363 FTE’s-1.54

Math-Day, Dyess, Gates, Kellis, Watson

$50,773 FTE’s-1.14

X Reading Lab/Small

Group-Clark, Turner $81,339

FTE’s-1.46 Math Lab/Small Group-

Franklin $54,062

FTE’s-1.0 Targeted Instruction-A. Acker, N. Acker, Bixler,

Boudreaux, Bowman, Carroll, Cox, Guthrie,

Newman, Oliver, Pepin, Pierce, Priest, C Ruiz,

Watkins $96,743 FTE’s-2.03

X Lab/Small Group- Frazer, Hoffman, Nichols, Stanley

$126,163 FTE’s-2.24

Targeted Instruction-Beck, Bernard, Cook,

Jinkins, Kadlecek, Kirkpatrick, Moore,

Peters, Shuttlesworth, Sunday, Tucker, Wick,

S. Williams $43,181

FTE’s-.91

X Targeted Instruction-

Bass, Berryman, Blackmon, Blalack,

Britton, Carroll, Covngton, Goff, Johnson, Killion,

Sanders, Simpson, Thornton, Y’Barbo

$37,982 FTE’s-.86

Specialized Reading Program

X Reading Lab-

Burkhalter, Greene, C Guidry, A. Renner,

Thompson $52,920

FTE’s-1.14

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

X Teachers and Aides-

Payroll Costs-$185,435 FTE’s-6.27

Pre-Kindergarten-3 Year Old Program

X Teachers and Aides-

Payroll Costs-$69,348 FTE’s-2.0

Pre-Kindergarten X Reading Material - $100

Supplies-$2,000 Misc Oper Costs-$8,150

TOTAL:$10,250 Targeted Interventionist Program

X McCown $48,233

FTE’s-.86

X M. Black $53,170

FTE’s-1.0

X Morgan $46,877

FTE’s-1.0

X Eckel, McNew

$71,027 FTE’s-1.48

Teacher Aides/Assistants X $36,208

FTE’s-1.89

X $26,592

FTE’s-1.45

X $34,956

FTE’s-1.62

X $93,293

FTE’s-4.50 Extended Day X

Payroll Costs-$518 (EOC)

X Payroll Costs-$2,098

Misc Oper Costs-$100 TOTAL:$2,198


Supplies-$100 Misc Oper Costs-$100

TOTAL:$2,402





Extended Year (Summer School)


(EOC)



TOTAL:$3,619



TOTAL:$3,619

X Payroll Costs-$312

X Payroll Costs-$312

Disciplinary Alternative Education Program (DAEP)-Basic Services

X Payroll Costs-Teacher and Assistant-$40,501

Supplies-$500 Janitorial-$1,785

Utilities-$770

X Payroll Costs-Teacher and Assistant-$10,162

Supplies-$250 Janitorial-$1,785

Utilities-$770

Campus Plan 2016 – 2017 37

ACTIVITIES/ STRATEGIES

HIGH SCHOOL JR. HIGH INTERMEDIATE ELEMENTARY PRIMARY

TOTAL-$43,556 FTE’s-1.18

TOTAL-$12,967 FTE’s-.29

Dyslexia Program X Supplies-$300 Travel-$172 TOTAL-$472

X Dyslexia-Collins,

Washburn $33,540

Supplies-$920 Travel-$689

TOTAL-$35,149 FTE’s-.75

X Dyslexia-Collins

Washburn $33,440 Supplies-$950

Testing Materials-$500 Travel-$689

TOTAL-$35,579 FTE’s-.75

X Supplies-$150

Testing Materials-$250 Travel-$172

TOTAL-$572

Contracted Services-Instructional

X $250

Supplies-Instructional X $650

X Supplies-$1,000

Reading Material-$500

X Supplies $1,000

Reading Materials $250

X $600

Guidance & Counseling X Testing Materials-

$250

X Testing Materials-$300



Campus Plan 2016 – 2017 38

S taf f Pr ov id ing Supp le me n t a l S e r v i ce s

STAFF PROVIDING SUPPLEMENTAL SERVICES

% Salary charged to SCE

FTE=days presentxcontact hrs/days taughtx6 JUSTIFICATION FOR SCE

INT (ECO DISADV>=40%) Teachers: ACKER, AMY 17% 0.17 TARGETED INSTRUCTION BASED ON SCHEDULE ACKER, ANDREA 8% 0.08 TARGETED INSTRUCTION BASED ON SCHEDULE BIXLER, KENZIE 17% 0.17 TARGETED INSTRUCTION BASED ON SCHEDULE BLACK, MELANIE 100% 1.00 TARGETED INTERVENTIONIST BASED ON SCHEDULE BOUDREAUX, JILL 8% 0.08 TARGETED INSTRUCTION BASED ON SCHEDULE BOWMAN, SHANNA 17% 0.17 TARGETED INSTRUCTION BASED ON SCHEDULE CARROLL, CARMEN 17% 0.17 TARGETED INSTRUCTION BASED ON SCHEDULE CLARK, CHRISTY 46% 0.46 READING LAB/IMPROVEMENT BASED ON SCHEDULE COLLINS, CADI 50% 0.50 DYSLEXIA INTERVENTION BASED ON SCHEDULE COX, MELYSSA 17% 0.17 TARGETED INSTRUCTION BASED ON SCHEDULE FRANKLIN, TERRI 100% 1.00 MATH SMALL GROUP BASED ON SCHEDULE GUTHRIE, LORETTA 8% 0.08 TARGETED INSTRUCTION BASED ON SCHEDULE NEWMAN, HEIDI 9% 0.09 TARGETED INSTRUCTION BASED ON SCHEDULE OLIVER, ASHLEY 17% 0.17 TARGETED INSTRUCTION BASED ON SCHEDULE PEPIN, LAEIL 17% 0.17 TARGETED INSTRUCTION BASED ON SCHEDULE PIERCE, BECKY 17% 0.17 TARGETED INSTRUCTION BASED ON SCHEDULE PRIEST, JEAN 9% 0.09 TARGETED INSTRUCTION BASED ON SCHEDULE RUIZ, CHRISTY 8% 0.08 TARGETED INSTRUCTION BASED ON SCHEDULE TURNER, CHRISTY 100% 1.00 GRADE 5-READING LAB BASED ON SCHEDULE WASHBURN, ELIZABETH 25% 0.25 DYSLEXIA INTERVENTION BASED ON SCHEDULE WATKINS, MAKAYLA 17% 0.17 TARGETED INSTRUCTION BASED ON SCHEDULE Aides: HARRY, MELISSA 79% 0.79 TEACHER ASSISTANT BASED ON SCHEDULE JOYNER, KAREN 9% 0.09 TEACHER ASSISTANT BASED ON SCHEDULE PRUITT, LINDA 8% 0.08 TEACHER ASSISTANT BASED ON SCHEDULE RENFROE, REBECCA 40% 0.40 TEACHER ASSISTANT BASED ON SCHEDULE WILKERSON, KANDI 9% 0.09 TEACHER ASSISTANT BASED ON SCHEDULE TOTAL INT FTEs 7.69

Campus Plan 2016 – 2017 39

R U S K I NTE R MEDI AT E ST ATE CO M PEN SA TO R Y B U D GE T

2 0 16 -2 01 7 2 0 1 6 - 1 7

A C C O U N T N U M B E R A C C O U N T D E S C R I P T I O N B U D G E T

1 9 9 E 1 1 6 1 1 9 0 0 1 0 0 0 3 0 0 0 0

P R O F P E R S O N N E L I N T S C E S W

2 5 7 , 1 5 7 . 0

0 1 9 9 E 1 1 6 1 1 9 0 0 1 0 0

0 3 0 8 7 0 P R O F P E R S O N N E L L O N G E V I T Y I N T S C E

S W

6 , 0 3 0 . 0 0 1 9 9 E 1 1 6 1 1 9 0 0 1 0 0

0 3 0 8 7 5 P R O F P E R S O N N E L P E R F O R M A N C

E P A Y I N T S C E

S W

2 , 7 4 0 . 0 0 1 9 9 E 1 1 6 1 1 9 0 0 1 0 0

0 3 0 8 9 6 P R O F P E R S O N N E L I N C E N T I V E

P A Y I N T S C E

S W

2 3 2 . 0 0 1 9 9 E 1 1 6 1 1 9 0 0 1 0 0

0 3 0 8 9 7 P R O F P E R S O N N E L E X T D A Y I N T S C E

S W

1 , 6 0 0 . 0 0 1 9 9 E 1 1 6 1 1 9 0 0 1 0 0

0 3 0 9 1 2 P R O F P E R S O N N E L D Y S L E X I A I N T S C E

S W

2 9 , 9 2 0 . 0 0 1 9 9 E 1 1 6 1 1 9 0 1 1 0 0

0 3 0 9 1 2 P R O F P E R S O N N E L S T A F F

D E V D Y S L E X I A I N T S C E

S W

3 0 0 . 0 0 1 9 9 E 1 1 6 1 2 9 0 0 1 0 0

0 3 0 0 0 0 S U P P O R T P E R S O N N E L I N T S C E

S W

2 3 , 5 2 6 . 0 0 1 9 9 E 1 1 6 1 2 9 0 0 1 0 0

0 3 0 8 7 5 S U P P O R T P E R S O N N E L P E R F O R M A N C

E P A Y I N T S C E

S W

4 7 7 . 0 0 1 9 9 E 1 1 6 1 2 9 0 0 1 0 0

0 3 0 8 9 7 S U P P O R T P E R S O N N E L E X T D A Y I N T S C E

S W

1 0 0 . 0 0 1 9 9 E 1 1 6 1 4 1 0 0 1 0 0

0 3 0 0 0 0 S O C I A L S E C U R I T Y / M E D I C A R E I N T S C E

S W

3 , 6 3 0 . 0 0 1 9 9 E 1 1 6 1 4 1 0 0 1 0 0

0 3 0 8 7 0 S O C I A L S E C U R I T Y / M E D I C A R E L O N G E V I T Y I N T S C E

S W

8 9 . 0 0 1 9 9 E 1 1 6 1 4 1 0 0 1 0 0

0 3 0 8 7 5 S O C I A L S E C U R I T Y / M E D I C A R E P E R F O R M A N C

E P A Y I N T S C E

S W

4 6 . 0 0 1 9 9 E 1 1 6 1 4 1 0 0 1 0 0

0 3 0 8 9 6 S O C I A L S E C U R I T Y / M E D I C A R E I N C E N T I V E

P A Y I N T S C E

S W

3 . 0 0 1 9 9 E 1 1 6 1 4 1 0 0 1 0 0

0 3 0 8 9 7 S O C I A L S E C U R I T Y / M E D I C A R E E X T D A Y I N T S C E

S W

2 4 . 0 0 1 9 9 E 1 1 6 1 4 1 0 0 1 0 0

0 3 0 9 1 2 S O C I A L S E C U R I T Y / M E D I C A R E D Y S L E X I A I N T S C E

S W

4 3 4 . 0 0 1 9 9 E 1 1 6 1 4 1 0 1 1 0 0

0 3 0 9 1 2 S O C I A L S E C U R I T Y / M E D I C A R E S T A F F

D E V D Y S L E X I A I N T S C E

S W

4 . 0 0 1 9 9 E 1 1 6 1 4 2 0 0 1 0 0

0 3 0 0 0 0 G R O U P H E A L T H & L I F E

I N S U R A N C E I N T S C E

S W

1 1 , 8 2 6 . 0 0 1 9 9 E 1 1 6 1 4 2 0 0 1 0 0

0 3 0 9 1 2 G R O U P H E A L T H & L I F E

I N S U R A N C E D Y S L E X I A I N T S C E

S W

1 , 3 5 0 . 0 0 1 9 9 E 1 1 6 1 4 5 0 0 1 0 0

0 3 0 0 0 0 U N E M P L O Y M E N T C O M P E N S A T I O N

I N T S C E S W

1 6 5 . 0 0

1 9 9 E 1 1 6 1 4 5 0 0 1 0 0 0 3 0 8 7 0

U N E M P L O Y M E N T C O M P E N S A T I O N

L O N G E V I T Y I N T S C E S W

3 . 0 0

1 9 9 E 1 1 6 1 4 5 0 0 1 0 0 0 3 0 8 9 7


E X T D A Y I N T S C E S W

1 . 0 0

1 9 9 E 1 1 6 1 4 5 0 0 1 0 0 0 3 0 9 1 2


D Y S L E X I A I N T S C E S W

1 7 . 0 0

1 9 9 E 1 1 6 1 4 6 0 0 1 0 0 0 3 0 0 0 0

T E A C H E R R E T I R E M E N T / T R S C A R E

I N T S C E S W

6 , 4 9 9 . 0 0

1 9 9 E 1 1 6 1 4 6 0 0 1 0 0 0 3 0 8 7 0


L O N G E V I T Y I N T S C E S W

1 4 0 . 0 0

1 9 9 E 1 1 6 1 4 6 0 0 1 0 0 0 3 0 8 7 5


P E R F O R M A N CE P A Y

I N T S C E S W

6 7 . 0 0

1 9 9 E 1 1 6 1 4 6 0 0 1 0 0 0 3 0 8 9 7


E X T D A Y I N T S C E S W

3 6 . 0 0

Campus Plan 2016 – 2017 40

1 9 9 E 1 1 6 1 4 6 0 0 1 0 0 0 3 0 9 1 2



6 8 4 . 0 0

1 9 9 E 1 1 6 1 4 6 0 1 1 0 0 0 3 0 9 1 2


S T A F F D E V


7 . 0 0

1 9 9 E 1 1 6 1 - - - - - - - - - - - - -

* P A Y R O L L C O S T S 3 4 7 , 1 0 7 . 0

0 1 9 9 E 1 1 6 2 9 9 0 0 1 0 0

0 3 0 0 0 0 M I S C C O N T R A C T E D S E R V I C E S I N T S C E

S W

2 5 0 . 0 0 1 9 9 E 1 1 6 2 - - - - - - - -

- - - - - * C O N T R A C T E D & P R O F .

S E R V I C E S

2 5 0 . 0 0 2 0 1 6 - 1 7


1 9 9 E 1 1 6 3 2 9 0 0 1 0 0 0 3 0 0 0 0

R E A D I N G M A T E R I A L S I N T S C E S W

5 0 0 . 0 0

1 9 9 E 1 1 6 3 9 9 0 0 1 0 0 0 3 0 0 0 0

G E N E R A L S U P P L I E S I N T S C E S W

1 , 0 0 0 . 0 0

1 9 9 E 1 1 6 3 9 9 0 0 1 0 0 0 3 0 8 9 7

G E N E R A L S U P P L I E S E X T D A Y I N T S C E S W

1 0 0 . 0 0

1 9 9 E 1 1 6 3 9 9 0 0 1 0 0 0 3 0 9 1 2

G E N E R A L S U P P L I E S D Y S L E X I A I N T S C E S W

9 2 0 . 0 0

1 9 9 E 1 1 6 3 - - - - - - - - - - - - -

* S U P P L I E S & M A T E R I A L S 2 , 5 2 0 . 0 0

1 9 9 E 1 1 6 4 9 9 0 0 1 0 0 0 3 0 8 9 7

M I S C O P E R A T I N G C O S T S E X T D A Y I N T S C E S W

1 0 0 . 0 0

1 9 9 E 1 1 6 4 - - - - - - - - - - - - -

* O T H E R O P E R A T I N G C O S T S 1 0 0 . 0 0

1 9 9 E 1 1 - - - - - - - - - - -- - - -

* I N S T R U C T I O N 3 4 9 , 9 7 7 . 0

0 1 9 9 E 1 3 6 4 1 1 0 0 1 0 0

0 3 0 9 1 2 T R A V E L - E M P L O Y E E O N L Y D Y S L E X I A I N T S C E

S W

6 8 9 . 0 0 1 9 9 E 1 3 6 4 - - - - - - - -

- - - - - * O T H E R O P E R A T I N G C O S T S

6 8 9 . 0 0 1 9 9 E 1 3 - - - - - - - - - - -

- - - - * C U R R I C U L U M D E V . & I N S T . S T F

D E V

6 8 9 . 0 0 1 9 9 E 2 1 6 1 1 9 0 0 1 0 0


S W

1 0 0 . 0 0 1 9 9 E 2 1 6 1 4 1 0 0 1 0 0


S W

1 . 0 0 1 9 9 E 2 1 6 1 4 6 0 0 1 0 0

0 3 0 8 9 7 T E A C H E R R E T I R E M E N T / T R S

C A R E E X T D A Y I N T S C E

S W

3 . 0 0 1 9 9 E 2 1 6 1 - - - - - - - -

- - - - - * P A Y R O L L C O S T S

1 0 4 . 0 0 1 9 9 E 2 1 - - - - - - - - - - -

- - - - * I N S T R U C T I O N A L L E A D E R S H I P

1 0 4 . 0 0 1 9 9 E 2 3 6 1 1 9 0 0 1 0 0


S W

1 0 0 . 0 0 1 9 9 E 2 3 6 1 2 9 0 0 1 0 0

0 3 0 8 9 7 S U P P O R T P E R S O N N E L E X T D A Y I N T S C E

S W

1 0 0 . 0 0 1 9 9 E 2 3 6 1 4 1 0 0 1 0 0


S W

2 . 0 0 1 9 9 E 2 3 6 1 4 6 0 0 1 0 0

0 3 0 8 9 7 T E A C H E R R E T I R E M E N T / T R S

C A R E E X T D A Y I N T S C E

S W

6 . 0 0 1 9 9 E 2 3 6 1 - - - - - - - -

- - - - - * P A Y R O L L C O S T S

2 0 8 . 0 0 1 9 9 E 2 3 - - - - - - - - - - -

- - - - * S C H O O L L E A D E R S H I P

2 0 8 . 0 0 1 9 9 E 3 1 6 1 4 9 0 0 1 0 0

0 3 0 9 1 2 E M P L O Y E E B E N E F I T S D Y S L E X I A I N T S C E

S W

1 0 0 . 0 0 1 9 9 E 3 1 6 1 - - - - - - - - * P A Y R O L L C O S T S

Campus Plan 2016 – 2017 41

- - - - - 1 0 0 . 0 0

1 9 9 E 3 1 6 3 3 9 0 0 1 0 0 0 3 0 0 0 0

T E S T I N G M A T E R I A L S I N T S C E S W

3 0 0 . 0 0

1 9 9 E 3 1 6 3 - - - - - - - - - - - - -

* S U P P L I E S & M A T E R I A L S 3 0 0 . 0 0

1 9 9 E 3 1 - - - - - - - - - - -- - - -

* G U I D A N C E & C O U N S E L I N G 4 0 0 . 0 0

1 9 9 E - - - - - - - - - - - - - - - - -

* E x p e n s e 3 5 1 , 3 7 8 . 0

0 1 9 9 - - - - - - - - - - - - - - -

- - - * G E N E R A L F U N D

3 5 1 , 3 7 8 . 00

T R A N S P O R T A T I O N - E X T E N D E D D A Y

1 2 9 . 0 0

S C E B U D G E T E X C L U D I N G S U M M E R S C H O O L

3 5 1 , 5 0 7 . 0

0 2 0 1 6 - 1 7


S U M M E R S C H O O L

1 9 9 E 1 1 6 1 1 9 0 0 6 9 9 0 3 0 1 0 0

P R O F P E R S O N N E L I N T E R M E D I A TE

S U MM

S C E S W

3 , 0 0 0 . 0 0

1 9 9 E 1 1 6 1 2 9 0 0 6 9 9 0 3 0 1 0 0

S U P P O R T P E R S O N N E L I N T E R M E D I A TE

S U MM

S C E S W

1 0 0 . 0 0

1 9 9 E 1 1 6 1 4 1 0 0 6 9 9 0 3 0 1 0 0

S O C I A L S E C U R I T Y / M E D I C A R E I N T E R M E D I A TE

S U MM

S C E S W

4 5 . 0 0

1 9 9 E 1 1 6 1 4 5 0 0 6 9 9 0 3 0 1 0 0


I N T E R M E D I A TE

S U MM

S C E S W

2 . 0 0

1 9 9 E 1 1 6 1 4 6 0 0 6 9 9 0 3 0 1 0 0



S U MM

S C E S W

6 5 . 0 0

1 9 9 E 1 1 6 1 - - - - - - - - - - - - -

* P A Y R O L L C O S T S 3 , 2 1 2 . 0 0

1 9 9 E 1 1 6 3 9 9 0 0 6 9 9 0 3 0 1 0 0

G E N E R A L S U P P L I E S I N T E R M E D I A TE

S U MM

S C E S W

1 0 0 . 0 0

1 9 9 E 1 1 6 3 - - - - - - - - - - - - -

* S U P P L I E S & M A T E R I A L S 1 0 0 . 0 0

1 9 9 E 1 1 6 4 9 9 0 0 6 9 9 0 3 0 1 0 0

M I S C O P E R A T I N G C O S T S I N T E R M E D I A TE

S U MM

S C E S W

1 0 0 . 0 0

1 9 9 E 1 1 6 4 - - - - - - - - - - - - -

* O T H E R O P E R A T I N G C O S T S 1 0 0 . 0 0

1 9 9 E 1 1 - - - - - - - - - - -- - - -

* I N S T R U C T I O N 3 , 4 1 2 . 0 0

1 9 9 E 2 1 6 1 1 9 0 0 6 9 9 0 3 0 1 0 0

P R O F P E R S O N N E L I N T E R M E D I A TE

S U MM

S C E S W

1 0 0 . 0 0

1 9 9 E 2 1 6 1 4 1 0 0 6 9 9 0 3 0 1 0 0

S O C I A L S E C U R I T Y / M E D I C A R E I N T E R M E D I A TE

S U MM

S C E S W

1 . 0 0

1 9 9 E 2 1 6 1 4 6 0 0 6 9 9 0 3 0 1 0 0



S U MM

S C E S W

3 . 0 0

1 9 9 E 2 1 6 1 - - - - - - - - - - - - -

* P A Y R O L L C O S T S 1 0 4 . 0 0

1 9 9 E 2 1 - - - - - - - - - - -- - - -

* I N S T R U C T I O N A L L E A D E R S H I P 1 0 4 . 0 0

1 9 9 E - - - - - - - - - - - - - - - - -

* E x p e n s e 3 , 5 1 6 . 0 0

1 9 9 - - - - - - - - - - - - - - - - - -

* G E N E R A L F U N D 3 , 5 1 6 . 0 0

Campus Plan 2016 – 2017 42

T R A N S P O R T A T I O N - S U M M E R S C H O O L

1 0 3 . 0 0

S C E S U M M E R S C H O O L B U D G E T 3 , 6 1 9 . 0 0

T O T A L S T A T E C O M P E N S A T O R Y B U D G E T

3 5 5 , 1 2 6 . 0

0

Rusk Intermediate School State Compensatory Education Funds

Additional Information as Required By Section 42.152, Texas Education Code 2016-2017

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 $351,067 7.69 Professional and Contracted Services 250 Supplies and Materials 2,920 Other Operating Costs 889 Debt Service 0 Capital Outlay 0 TOTAL $355,126

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 52014-2015 60 82 73% 7 7 8

Math 2011-2012 21 66 32% 9 10 242012-2013 32 67 48% 7 9 172013-2014 44 65 68% 11 6 42014-2015 30 48 63%

Writing 2011-2012 4 20 20% 6 1 92012-2013 7 20 35% 1 2 102013-2014 7 18 39% 4 3 42014-2015 13 20 65% 3 1 3

Science 2011-2012 15 29 52% 3 4 72012-2013 21 27 78% 5 0 12013-2014 26 30 87% 1 2 12014-2015 22 28 79% 3 1 2

Social Studies 2011-2012 0 9 0% 0 2 12012-2013 1 9 11% 1 2 52013-2014 8 19 42% 1 2 82014-2015 11 20 55% 1 1 7

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

*Math Data Not Included 2014-2015 136 198 69% 14 10 20Elementary Level II %age Yellow Orange Pink

Reading 2011-2012 4 10 40% 2 2 22012-2013 9 11 82% 0 1 12013-2014 9 11 82% 1 1 02014-2015 9 11 82% 2 0 0

Math 2011-2012 1 10 10% 2 5 22012-2013 5 11 45% 3 0 32013-2014 8 11 73% 2 1 02014-2015 9 10 90%

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

*Math Data Not Included 2014-2015 18 21 86% 2 0 0

Summary Of Level II Phase-in 1 Performance of Campus SubPops compared to State Average

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 42014-2015 16 22 73% 0 2 4

Writing 2011-2012 1 10 10% 1 1 72012-2013 1 10 10% 0 2 72013-2014 0 10 0% 4 3 32014-2015 7 11 64% 1 1 2

Math 2011-2012 9 21 43% 4 3 52012-2013 9 19 47% 1 4 52013-2014 11 20 55% 5 3 12014-2015 3 11 27%

Science 2011-2012 7 11 64% 1 0 32012-2013 9 9 100% 0 0 02013-2014 8 10 80% 0 1 12014-2015 8 9 89% 0 0 1


*Math Data Not Included 2014-2015 34 53 64% 1 3 7Jr. High Level II %age Yellow Orange Pink

Reading 2011-2012 14 28 50% 10 3 12012-2013 13 28 46% 6 2 72013-2014 20 25 80% 4 1 02014-2015 19 30 63% 4 3 4

Writing 2011-2012 3 10 30% 5 0 22012-2013 6 10 60% 1 0 32013-2014 7 8 88% 0 0 12014-2015 6 9 67% 2 0 1

Math 2011-2012 10 27 37% 3 2 122012-2013 17 28 61% 2 3 62013-2014 17 25 68% 3 2 32014-2015 11 18 61%

Science 2011-2012 3 9 33% 1 1 42012-2013 9 9 100% 0 0 02013-2014 9 10 90% 0 1 02014-2015 5 9 56% 2 1 1

Social Studies 2011-2012 0 9 0% 0 2 72012-2013 1 9 11% 1 2 52013-2014 0 10 0% 0 2 82014-2015 1 10 10% 1 1 7


*Math Data Not Included 2014-2015 42 76 55% 9 5 13

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 12014-2015 16 19 84% 1 2 0

Algebra I 2011-2012 1 8 13% 0 0 5(JH Scores Included) 2012-2013 1 9 11% 1 2 3

2013-2014 8 9 89% 1 0 02014-2015 7 9 78% 1 0 1

Biology 2011-2012 5 9 56% 1 3 02012-2013 3 9 33% 5 0 12013-2014 9 10 90% 1 0 02014-2015 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 02014-2015 10 10 100% 0 0 0

Campus Summary All Tests 2011-2012 11 25 44% 3 3 62012-2013 12 36 33% 8 6 72013-2014 41 47 87% 4 1 12014-2015 42 48 88% 3 2 1

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

RISD Level II

# of SubPops at

or above State Ave Total SubPops %age Yellow Orange Pink

Reading 2015-2016 45 81 56% 16 8 122016-2017

Math 2015-2016 54 71 76% 6 3 82016-2017

Writing 2015-2016 4 20 20% 2 5 92016-2017

Science 2015-2016 21 31 68% 3 1 62016-2017

Social Studies 2015-2016 9 19 47% 1 0 92016-2017

District Summary All Tests 2015-2016 133 222 60% 28 17 442016-2017

Elementary Level II %age Yellow Orange PinkReading 2015-2016 7 11 64% 2 0 2

2016-2017Math 2015-2016 8 11 73% 1 0 2

2016-2017Campus Summary All Tests 2015-2016 15 22 68% 3 0 4

2016-2017Intermediate Level II %age Yellow Orange Pink

Reading 2015-2016 11 21 52% 5 3 22016-2017

Writing 2015-2016 0 11 0% 0 4 72016-2017

Math 2015-2016 20 21 95% 1 0 02016-2017

Science 2015-2016 8 11 73% 1 0 22016-2017

Campus Summary All Tests 2015-2016 39 64 61% 7 7 112016-2017

Jr. High Level II %age Yellow Orange PinkReading 2015-2016 12 29 41% 7 3 7

2016-2017Writing 2015-2016 4 9 44% 2 1 2

2016-2017Math 2015-2016 18 29 62% 4 3 4

2016-2017Science 2015-2016 8 9 89% 1 0 0

2016-2017Social Studies 2015-2016 0 9 0% 0 0 9

2016-2017Campus Summary All Tests 2015-2016 42 85 49% 14 7 22

2016-2017High School Level II %age Yellow Orange Pink

English I/II 2015-2016 15 20 75% 2 2 12016-2017

Algebra I 2015-2016 8 10 80% 0 0 2(JH Scores Included) 2016-2017

Biology 2015-2016 5 11 45% 1 1 42016-2017

US History 2015-2016 9 10 90% 1 0 02016-2017

Campus Summary All Tests 2015-2016 37 51 73% 4 3 72016-2017

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 102014-2015 14 73 19% 27 14 182015-2016 20 81 25% 30 19 12

Math 2011-2012 12 66 18% 18 13 232012-2013 12 65 18% 13 27 132013-2014 16 66 24% 20 14 122014-20152015-2016 15 71 21% 20 21 15

Writing 2011-2012 1 20 5% 15 1 32012-2013 4 19 21% 11 4 02013-2014 1 18 6% 12 4 12014-2015 7 17 41% 7 2 12015-2016 5 20 25% 9 4 2

Science 2011-2012 7 29 24% 13 7 22012-2013 15 27 56% 9 1 22013-2014 9 30 30% 9 7 52014-2015 8 28 29% 10 1 92015-2016 10 31 32% 10 7 4

Social Studies 2011-2012 0 9 0% 5 2 22012-2013 0 9 0% 3 2 42013-2014 7 19 37% 6 1 52014-2015 10 18 56% 3 3 22015-2016 9 19 47% 1 0 9

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

*Math Data Not Included 2014-2015 45 144 31% 50 25 242015-2016 59 222 27% 70 51 42

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 22014-2015 0 10 0% 3 2 52015-2016 2 11 18% 5 3 1

Math 2011-2012 2 10 20% 6 1 12012-2013 10 11 91% 1 0 02013-2014 4 11 36% 3 4 02014-20152015-2016 5 11 45% 3 1 2


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


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 22014-2015 3 18 17% 6 5 42015-2016 1 21 5% 6 10 4

Writing 2011-2012 0 10 0% 9 1 02012-2013 1 9 11% 6 2 02013-2014 0 10 0% 8 2 02014-2015 3 9 33% 4 1 12015-2016 2 11 18% 3 4 2

Math 2011-2012 2 20 10% 5 7 62012-2013 1 19 5% 2 12 42013-2014 4 20 20% 7 4 52014-20152015-2016 9 21 43% 4 6 2

Science 2011-2012 3 11 27% 4 4 02012-2013 7 9 78% 2 0 02013-2014 3 10 30% 4 3 02014-2015 6 9 67% 3 0 02015-2016 7 11 64% 2 1 1



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 52014-2015 5 26 19% 9 4 82015-2016 7 29 24% 12 4 6

Writing 2011-2012 1 10 10% 6 0 32012-2013 3 10 30% 5 2 02013-2014 1 8 13% 4 2 12014-2015 4 8 50% 3 1 02015-2016 3 9 33% 6 0 0

Math 2011-2012 8 27 30% 5 4 102012-2013 1 27 4% 9 13 42013-2014 7 26 27% 9 8 22014-20152015-2016 1 29 3% 12 7 9

Science 2011-2012 2 9 22% 3 2 22012-2013 3 9 33% 5 0 12013-2014 2 10 20% 1 3 42014-2015 2 9 22% 4 1 22015-2016 2 9 22% 5 2 0

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

2014-2015 1 9 11% 3 3 22015-2016 0 9 0% 0 0 9



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 12014-2015 6 19 32% 9 3 12015-2016 10 20 50% 7 2 1

Algebra I 2011-2012 0 9 0% 2 1 6(JH Scores Included) 2012-2013 0 8 0% 1 2 5

2013-2014 1 9 11% 1 2 52014-2015 0 9 0% 0 5 42015-2016 0 10 0% 1 7 2

Biology 2011-2012 2 9 22% 6 1 02012-2013 5 9 56% 2 1 12013-2014 4 10 40% 4 1 12014-2015 0 10 0% 3 0 72015-2016 1 11 9% 3 4 3

US History 2011-2012 NA NA NA NA NA NA2012-2013 NA NA NA NA NA NA2013-2014 5 9 56% 3 0 12014-2015 9 9 100% 0 0 02015-2016 9 10 90% 1 0 0

Campus Summary All Tests 2011-2012 5 27 19% 13 3 62012-2013 9 35 26% 12 6 82013-2014 18 47 38% 17 4 82014-2015 15 47 32% 12 8 122015-2016 20 51 39% 12 13 6

STAAR Scores - Reading Level II Phase-in 1

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 632015 Phase-In I Lev II 77 76 86 66 60 89 73 71 69 87 84 92 83 77 100 75 75 80 80 78 93 68 65 71 52 53 50 70 69 84 64 62 74

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 502015 Phase-In I Lev II 74 73 75 60 54 64 69 66 80 85 81 76 81 76 50 71 70 71 77 76 78 58 57 50 44 44 50 65 64 68 55 54 49

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 602015 Phase-In I Lev II 78 76 85 67 60 72 73 68 73 89 85 90 86 81 67 75 74 80 80 78 90 57 54 25 44 44 100 70 68 80 61 60 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 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 702015 Phase-In I Lev II 76 76 80 67 62 60 69 68 63 88 84 85 85 81 100 74 74 79 78 78 80 46 43 17 39 46 * 67 68 68 56 56 65

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 672015 Phase-In I Lev II 75 76 80 68 63 95 68 68 59 87 84 84 85 83 50 72 73 75 78 79 84 36 35 * 35 40 * 66 69 74 53 55 64

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 752015 Phase-In I Lev II 78 79 84 69 62 55 73 73 87 90 88 89 87 83 83 76 77 81 81 82 88 39 36 33 38 41 100 70 71 72 61 61 70

English I 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 42

R/W 2014 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 56R/W 2015 Phase-In I Lev II 63 64 74 52 46 65 55 53 67 80 77 78 77 65 86 56 57 68 71 73 81 17 15 * 18 21 * 51 54 65 41 42 59

At-RiskMale Female ELL SPED ECODISAll AA His. White 2+

All AA His. White

His. White 2+ ELL SPED

All AA

At-Risk

At-Risk

At-Risk

ELL SPED ECODIS At-Risk

2+

2+ ELL SPED ECODIS

ELL SPED ECODISMale Female

All AA ECODIS

His. White 2+

Male Female

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 SPED

8 Reading

3 Reading

4 Reading

5 Reading

6 Reading

7 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. RISD 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 50R/W 2015 Phase-In I Lev II 66 68 71 54 48 54 58 58 61 83 79 77 80 71 100 61 62 62 72 74 80 18 13 * 21 22 40 55 57 63 43 43 36

At-RiskAll AA His. White 2+ ELL SPED ECODISMale FemaleEnglish 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. RISD2012 Phase In 2 Level II 58 34 38 70 * 49 67 18 60 46 302013 Phase In 2 Level II 72 67 64 76 50 76 68 58 78 66 432014 Phase In 2 Level II 69 42 68 73 71 66 71 56 57 62 442015 Phase In 2 Level II 68 66 76 55 48 83 62 59 62 80 75 79 75 66 100 66 64 74 70 68 79 56 52 59 41 41 * 58 57 73 52 49 58

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 2 Level II 60 42 50 67 * 54 65 40 45 53 342013 Phase In 2 Level II 59 14 41 72 * 54 63 13 40 48 302014 Phase In 2 Level II 64 58 52 67 * 61 67 29 40 54 352015 Phase In 2 Level II 66 65 69 51 44 55 59 57 73 80 74 70 75 66 * 63 62 67 69 68 70 47 46 38 36 35 * 55 55 63 44 43 42


2012 Phase In 2 Level II 58 38 38 65 33 57 59 0 20 42 312013 Phase In 2 Level II 57 29 50 69 * 58 57 * 63 46 312014 Phase In 2 Level II 69 50 55 74 * 68 70 43 80 55 472015 Phase In 2 Level II 67 66 73 54 47 50 60 55 59 82 76 80 78 69 * 65 63 67 70 68 78 42 38 13 33 33 * 57 55 61 46 45 54

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 2 Level II 53 50 50 55 40 52 54 * 60 43 212013 Phase In 2 Level II 57 24 36 64 * 49 66 * * 39 222014 Phase In 2 Level II 67 55 53 74 * 66 67 * * 63 432015 Phase In 2 Level II 65 64 67 54 47 40 56 53 47 80 74 74 77 68 * 63 62 70 67 66 63 30 26 * 28 34 * 53 54 53 40 39 43

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 2 Level II 64 40 58 70 60 64 64 * 33 57 302013 Phase In 2 Level II 64 67 53 64 83 60 68 * 33 59 242014 Phase In 2 Level II 67 38 64 72 * 60 75 * * 55 472015 Phase In 2 Level II 66 67 72 58 52 74 58 55 52 81 77 77 78 75 * 64 65 68 69 69 74 25 21 * 26 29 * 55 58 65 40 41 49

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. 75 St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2012 Phase In 2 Level II 71 59 62 75 * 73 68 * * 63 422013 Phase In 2 Level II 78 78 68 83 40 72 83 * 57 70 502014 Phase In 2 Level II 74 56 72 79 67 72 76 * * 71 602015 Phase In 2 Level II 69 70 75 57 50 35 61 61 87 83 80 79 80 74 83 66 67 67 72 73 82 25 20 * 27 28 * 58 59 60 45 46 53

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 2 Level II2013 Phase In 2 Level II2014 Phase In 2 Level II 69 53 59 76 80 59 79 * 55 63 462015 Phase In 2 Level II 59 60 69 47 40 50 50 48 62 77 73 74 73 59 86 52 52 63 66 69 75 13 12 * 14 17 0 46 48 60 35 36 54

At-Risk2+ Male Female

At-Risk

Eng. I All AA His. White ELL SPED ECODIS

68 ELL SPED ECODIS8 Reading

All AA His. White

SPED

2+ Male Female ELL

2+ Male Female ELL

2+ Male

ECODIS

SPED ECODIS At-Risk

ECODIS At-Risk

At-Risk

7 ReadingAll AA His. White


5 ReadingAll AA White 2+ Male

Male Female ELL SPED

Female ELL SPED

ECODIS At-Risk4 Reading

All AA His. White 2+

At-Risk3 Reading

All AA His. White 2+ Male Female ELL SPED ECODIS




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 2 Level II2013 Phase In 2 Level II2014 Phase In 2 Level II 61 26 50 71 * 52 71 * 14 54 372015 Phase In 2 Level II 60 60 62 46 39 50 51 49 58 78 73 65 75 65 * 54 54 53 65 67 71 13 8 * 15 16 30 47 49 55 34 33 23

SPED ECODIS At-RiskEng. II

All AA His. White 2+ Male Female ELL

STAAR Scores - Reading Level II Standard ProgressionBeginning with 2016 Data will include STAAR STAAR A data combined



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. RISD2015 Phase In 2 Level II 68 66 76 55 48 83 62 59 62 80 75 79 75 66 100 66 64 74 70 68 79 56 52 59 41 41 * 58 57 73 52 49 58

2016 Standard Progression YR 1 72 69 76 60 54 50 67 61 80 83 79 81 80 71 80 69 65 73 75 74 79 61 52 79 37 33 24 63 62 69 58 54 552017 Standard Progression YR 22018 Standard Progression YR 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. RISD2015 Phase In 2 Level II 66 65 69 51 44 55 59 57 73 80 74 70 75 66 * 63 62 67 69 68 70 47 46 38 36 35 * 55 55 63 44 43 42



2015 Phase In 2 Level II 67 66 73 54 47 50 60 55 59 82 76 80 78 69 * 65 63 67 70 68 78 42 38 13 33 33 * 57 55 61 46 45 542016 Standard Progression YR 1 72 70 73 61 53 56 67 63 73 84 79 75 80 73 * 69 67 71 76 74 74 50 47 50 30 26 33 63 62 64 55 53 512017 Standard Progression YR 22018 Standard Progression YR 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. RISD2015 Phase 2 Level II 65 64 67 54 47 40 56 53 47 80 74 74 77 68 * 63 62 70 67 66 63 30 26 * 28 34 * 53 54 53 40 39 43


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. RISD2015 Phase In 2 Level II 66 67 72 58 52 74 58 55 52 81 77 77 78 75 * 64 65 68 69 69 74 25 21 * 26 29 * 55 58 65 40 41 49

2016 Standard Progression YR 1 69 67 68 59 51 35 63 60 63 81 76 74 78 72 * 65 62 60 74 73 76 34 33 * 22 18 7 59 58 58 46 45 482017 Standard Progression YR 22018 Standard Progression YR 3

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. 75 St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2015 Phase In 2 Level II 69 70 75 57 50 35 61 61 87 83 80 79 80 74 83 66 67 67 72 73 82 25 20 * 27 28 * 58 59 60 45 46 53


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. RISD2015 Phase In 2 Level II 59 60 69 47 40 50 50 48 62 77 73 74 73 59 86 52 52 63 66 69 75 13 12 * 14 17 0 46 48 60 35 36 54

2016 Standard Progression YR 1 60 61 68 49 43 44 53 53 61 76 71 72 73 65 83 52 51 55 69 72 84 19 16 * 13 12 9 49 51 53 39 40 422017 Standard Progression YR 22018 Standard Progression YR 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. RISD2015 Phase In 2 Level II 60 60 62 46 39 50 51 49 58 78 73 65 75 65 * 54 54 53 65 67 71 13 8 * 15 16 30 47 49 55 34 33 23

2016 Standard Progression YR 1 64 65 70 52 45 57 56 56 68 80 76 73 77 68 83 57 57 60 71 73 80 17 17 * 16 14 0 52 55 60 41 43 472017 Standard Progression YR 22018 Standard Progression YR 3

At-Risk3 Reading


ECODIS At-Risk4 Reading


Male


Female ELL SPED5 Reading

All AA White 2+



ECODIS

SPED ECODIS At-Risk

ECODIS At-Risk

At-Risk

His. White

SPED

2+ Male Female ELL

2+ Male Female ELL

2+ Male At-Risk

Eng. I All AA His. White ELL SPED ECODIS

Female ELL SPED ECODIS8 Reading

All AA

SPED ECODIS At-Risk

At-Risk

Eng. II All AA His. White 2+ Male Female ELL

2+ Male Female

STAAR Scores - Reading Level IIIBeginning with 2016, data will include STAAR and STAAR A combined



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 32015 Level III 22 19 14 12 8 11 15 12 0 31 25 19 29 20 20 20 18 8 23 20 21 11 7 0 9 11 * 13 12 9 9 7 22016 Level III 23 20 21 14 10 8 18 13 15 34 27 26 31 23 0 21 18 19 25 22 24 14 7 21 7 7 6 15 13 15 11 8 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. 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 62015 Level III 21 18 20 11 7 18 14 11 10 33 25 24 29 15 * 19 17 15 23 20 24 7 5 0 8 8 * 12 11 17 6 5 32016 Level III 19 16 12 11 7 13 14 11 7 28 21 13 26 16 0 16 14 11 22 18 13 7 4 0 5 4 0 12 10 8 7 4 0


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 12015 Level III 24 21 16 14 9 11 16 12 5 37 29 20 34 22 * 22 19 13 26 23 19 6 4 0 7 9 * 14 13 12 6 6 92016 Level III 24 20 16 15 10 19 17 13 20 35 28 15 32 16 * 21 18 14 26 22 18 6 5 0 4 4 0 14 12 12 7 6 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 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 02015 Level III 19 16 10 11 7 0 12 9 0 30 22 14 28 18 * 18 16 5 19 16 14 3 1 0 5 5 * 10 9 4 4 3 32016 Level III 18 16 16 10 6 14 12 8 8 30 23 18 27 17 0 17 14 10 20 18 21 3 2 0 3 2 0 9 9 10 4 3 4

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 32015 Level III 19 17 17 11 6 5 11 9 3 31 24 24 28 20 * 18 16 14 19 18 20 2 1 * 4 3 * 9 10 9 3 3 02016 Level III 21 18 14 12 7 0 14 11 0 32 25 19 30 20 * 18 15 13 24 21 14 2 2 * 3 1 0 11 11 7 4 4 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. 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 32015 Level III 23 22 22 12 8 15 15 14 13 35 31 24 32 24 17 20 20 19 25 25 25 2 1 * 4 6 * 13 13 13 5 5 22016 Level III 19 16 20 10 6 3 12 10 8 29 22 28 27 18 * 16 13 13 21 19 26 1 1 * 2 1 0 10 10 13 3 3 3

MaleAll AA His. White 2+

All AA His. White 2+ At-Risk

Female ELL SPED ECODIS At-Risk

Male Female ELL SPED ECODIS


All AA His. White 2+ Male

All AA White 2+ Male Female

All AA His. White 2+ ECODIS At-Risk


Male


All AA His. White 2+ Female ELL SPED ECODIS At-Risk

3 Reading

4 Reading

5 Reading

6 Reading

7 Reading

8 Reading




All AA His. White 2+ ECODIS At-RiskMale Female ELL SPED




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 2

R/W 2014 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 1R/W 2015 Level III 8 6 5 4 2 0 4 3 0 15 10 6 14 7 14 6 4 5 11 8 5 0 0 * 1 0 0 3 3 4 1 1 1R/W 2016 Level III 7 5 9 3 1 12 4 3 6 13 8 9 14 8 0 4 3 5 11 8 14 0 0 * 0 0 0 3 2 5 1 1 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. 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 2R/W 2015 Level III 5 3 2 2 1 0 2 1 0 8 5 3 8 3 * 3 2 4 6 4 0 0 0 * 0 0 0 2 1 2 1 0 0R/W 2016 Level III 7 5 4 3 1 0 3 2 0 12 8 5 13 5 17 5 3 3 10 7 5 0 0 * 0 0 0 2 2 0 1 1 0


Eng. I

Eng. II All AA His. White 2+ Male

STAAR Scores - Mathematics Level II Phase-in 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 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 642015 Phase-In I Lev II 77 75 85 61 53 67 74 72 95 86 82 88 82 79 80 77 75 83 77 74 88 74 69 100 52 51 * 70 68 82 67 62 75

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

2012 Phase-In I Lev II 68 65 69 52 45 33 64 64 67 78 73 79 73 64 * 68 64 63 68 66 73 61 57 58 41 39 73 60 57 60 52 46 382013 Phase-In I Lev II 68 65 63 52 45 23 64 63 52 79 72 73 74 70 * 68 65 60 69 66 66 60 52 33 41 40 54 60 58 53 55 50 432014 Phase-In I Lev II 70 68 72 53 49 55 66 64 76 80 74 75 76 66 * 70 67 76 71 68 68 62 60 57 44 44 43 62 60 69 52 49 482015 Phase-In I Lev II 73 70 63 57 52 58 70 68 76 83 77 61 79 67 20 74 71 59 73 70 66 64 63 43 44 41 * 66 63 62 57 53 43

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

2012 Phase-In I Lev II 77 75 77 65 57 54 74 71 71 86 81 83 83 77 50 77 74 72 78 76 83 64 55 40 47 45 80 71 67 69 59 54 522013 Phase-In I Lev II 75 86 88 61 73 69 71 84 76 85 91 96 81 75 * 75 72 82 75 74 82 62 54 * 46 67 89 68 82 83 76 71 612014 Phase-In I Lev II 79 76 80 65 60 67 75 73 70 87 83 84 84 75 * 78 76 81 79 77 80 67 63 57 52 53 80 72 70 70 64 62 682015 Phase-In I Lev II 79 88 83 73 92 * 86 90 50 * 82 77


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 682015 Phase-In I Lev II 75 74 71 62 57 67 71 70 68 86 80 72 83 73 * 75 73 74 75 74 69 58 55 67 44 43 * 67 66 63 58 56 52

All AA His. ELLSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD

2012 Phase-In I Lev II 71 72 60 56 52 38 65 69 52 83 78 65 83 74 * 70 71 59 71 72 61 45 48 * 34 36 25 63 63 51 46 49 192013 Phase-In I Lev II 71 74 78 58 55 59 66 70 73 83 81 80 78 72 100 71 73 44 72 75 50 49 48 * 37 43 88 64 67 73 49 51 572014 Phase-In I Lev II 67 67 65 54 46 33 61 61 57 81 76 70 75 70 * 67 66 62 68 68 69 41 34 * 34 33 * 58 58 49 44 42 442015 Phase-In I Lev II 72 73 82 58 53 68 67 68 68 84 82 88 80 75 * 72 73 81 73 73 83 48 46 * 35 44 * 64 66 73 51 52 66


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 852015 Phase-In I Lev II 75 88 65 93 92 67 86 90 * * 81 81

White ELL SPED ECODIS At-RiskSt. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD

2012 Phase-In I Lev II 83 81 70 75 73 57 79 79 79 90 85 69 89 80 * 81 80 59 84 83 80 60 58 * 50 49 33 77 76 60 66 64 442013 Phase-In I Lev II 78 79 75 69 67 65 74 75 74 88 83 77 86 79 * 76 76 71 81 81 80 51 53 * 43 45 * 71 73 73 59 60 562014 Phase-In I Lev II 81 81 88 72 71 90 77 78 88 90 86 86 87 77 100 79 79 89 83 84 87 56 53 * 46 50 100 75 76 88 67 68 782015 Phase-In I Lev II 81 82 86 70 69 100 77 79 62 89 87 88 86 82 100 78 79 79 83 85 93 57 53 * 41 45 * 74 76 80 67 68 73

Male

Male Female

Male Female

Male Female

Female

3 Math

6 Math

7 Math

8 Math

Algebra I

5 Math

4 Math

All AA His. 2+

His.AAAll

His.

His.AAAll

AA 2+

2+

2+

White

His.AAAll

His.AAAll

2+

2+

2+

At-RiskECODISSPED

At-RiskECODISSPEDMale Female

Male Female

Male Female

At-RiskECODISSPED

At-RiskECODISSPED

At-RiskECODISSPEDELL

At-RiskECODISSPEDELL

White

White

White

White

White

STAAR Scores - Mathematics Level 2 Phase-in 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. RISD2012 Phase In 2 Level II 49 21 29 61 * 53 46 30 50 39 292013 Phase In 2 Level II 67 38 64 74 50 73 61 67 44 61 412014 Phase In 2 Level II 62 42 72 62 57 61 62 63 40 59 412015 Phase In 2 Level II 66 62 71 49 40 39 62 58 77 78 72 77 73 65 80 67 64 73 66 61 68 61 55 77 41 40 * 57 68 65 53 47 54

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 2 Level II 48 16 43 58 * 42 52 * 27 40 282013 Phase In 2 Level II 51 23 41 59 * 52 51 25 40 45 302014 Phase In 2 Level II 59 35 57 64 * 58 59 14 43 52 262015 Phase In 2 Level II 61 57 47 42 35 33 56 53 59 74 65 47 68 51 20 62 58 45 61 55 49 49 48 29 33 29 * 52 48 42 41 36 24

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 2 Level II 52 33 50 58 33 55 48 0 80 42 282013 Phase In 2 Level II 68 46 41 78 * 67 69 * 67 61 482014 Phase In 2 Level II 64 44 60 67 * 63 64 29 60 45 442015 Phase In 2 Level II 79 61 73 83 * 77 80 50 * 73 59

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 2 Level II 54 31 44 59 80 54 54 * 38 47 252013 Phase In 2 Level II 54 23 21 64 * 52 57 * * 40 242014 Phase In 2 Level II 66 36 43 77 * 61 68 * * 55 432015 Phase In 2 Level II 63 59 57 47 40 47 56 55 42 76 67 61 72 59 * 63 60 62 62 59 52 41 36 17 29 29 * 52 51 40 40 37 34

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 2 Level II 48 29 42 52 80 48 48 * 25 39 102013 Phase In 2 Level II 63 47 60 65 83 60 67 * 44 56 372014 Phase In 2 Level II 53 29 29 59 * 48 58 * * 40 302015 Phase In 2 Level II 59 58 63 44 36 37 53 50 43 74 69 75 68 58 * 59 58 58 60 58 68 32 26 * 24 27 * 49 49 49 34 31 38

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 2 Level II 75 53 75 80 * 76 75 * * 68 512013 Phase In 2 Level II 54 72 65 47 40 55 52 * 67 55 552014 Phase In 2 Level II 84 79 83 84 100 82 86 * 60 81 722015 Phase In 2 Level II 78 55 80 82 67 74 83 * * 70 64

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 2 Level II 53 33 60 55 * 48 58 * 0 49 242013 Phase In 2 Level II 67 47 65 69 * 64 70 * * 60 412014 Phase In 2 Level II 71 68 60 75 100 68 74 * 75 66 512015 Phase In 2 Level II 70 71 74 55 53 67 65 67 46 82 79 79 78 71 80 68 68 64 73 74 82 41 36 * 26 32 * 61 63 62 50 51 53

SPED ECODIS At-Risk


ELLAll AA His. White 2+

At-Risk

All AA His. White 2+ ELL SPED ECODIS At-Risk

2+ ELL SPED ECODISFemale

ELL SPEDFemale ECODIS At-Risk


All AA His. White 2+ ELL SPED ECODIS At-Risk

Algebra IMale Female


All AA

7 MathMale Female

8 MathMale FemaleHis. White 2+

5 MathMale

6 MathMale


All AA His. White

3 MathMale Female

4 MathMale Female

STAAR Scores - Math Level II Standard ProgressionBeginning with 2016 Data Includes STAAR STAAR A Results Combined








2015 Phase In 2 Level II 79 61 73 83 * 77 80 50 * 73 592016 Standard Progression YR 1 76 73 85 61 54 88 73 71 87 85 81 84 80 70 * 75 72 88 77 75 83 63 61 83 37 33 52 69 66 80 61 58 762017 Standard Progression YR 22018 Standard Progression YR 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. RISD2015 Phase In 2 Level II 63 59 57 47 40 47 56 55 42 76 67 61 72 59 * 63 60 62 62 59 52 41 36 17 29 29 * 52 51 40 40 37 34


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. RISD2015 Phase In 2 Level II 59 58 63 44 36 37 53 50 43 74 69 75 68 58 * 59 58 58 60 58 68 32 26 * 24 27 * 49 49 49 34 31 38


St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. 75 St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD2015 Phase In 2 Level II 78 55 80 82 67 74 83 * * 70 64


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. RISD2015 Phase In 2 Level II 70 71 74 55 53 67 65 67 46 82 79 79 78 71 80 68 68 64 73 74 82 41 36 * 26 32 * 61 63 62 50 51 53

2016 Standard Progression YR 1 77 79 85 65 66 77 73 77 79 86 84 88 83 80 * 73 75 80 80 83 91 55 53 40 32 31 20 70 72 79 63 65 772017 Standard Progression YR 22018 Standard Progression YR 3

At-Risk3 Math


ECODIS At-Risk4 Math


Male


Female ELL SPED5 Math

All AA White 2+

6 MathAll AA His. White

ECODIS At-Risk

At-Risk

7 MathAll AA His. White 2+ Male Female ELL

2+ Male Female ELL SPED ECODIS

SPED ECODIS At-Risk

2+ Male

Alg 1All AA His. White

8 MathAll AA His. White Female ELL SPED ECODIS At-Risk

At-Risk2+ Male Female ELL SPED ECODIS

STAAR Scores Mathematics - 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 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 52015 Level III 16 13 8 7 4 6 11 9 0 23 17 12 21 13 0 17 13 8 14 12 9 12 7 0 7 6 * 9 8 5 7 5 02016 Level III 18 15 17 9 6 0 14 11 25 27 20 20 24 13 0 19 15 20 17 14 13 14 8 14 6 5 6 11 10 13 9 6 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. RISD2012 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 102015 Level III 17 12 7 7 3 0 12 10 10 26 17 7 23 8 0 18 13 7 16 11 7 9 7 0 7 6 * 10 8 4 6 4 02016 Level III 20 16 23 9 5 20 15 13 26 30 21 24 27 16 0 21 17 17 20 15 30 11 8 27 6 4 0 13 11 22 8 5 8

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 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 72015 Level III 17 0 14 22 * 16 19 0 * 13 102016 Level III 19 14 14 8 5 13 14 11 10 28 19 16 26 12 * 20 15 14 19 14 15 8 5 0 4 3 0 11 9 12 6 4 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 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 12015 Level III 14 9 2 6 3 0 8 7 0 21 12 3 20 6 * 14 10 3 13 9 1 3 2 0 4 2 * 7 5 0 3 2 02016 Level III 15 11 4 7 4 0 10 9 4 24 14 4 21 11 0 16 12 1 15 11 6 4 2 0 2 1 0 8 7 3 3 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 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 02015 Level III 12 10 9 5 3 0 8 6 4 19 15 12 18 9 * 13 10 6 12 11 11 2 1 * 3 3 * 6 6 4 2 1 12016 Level III 16 13 8 7 4 0 10 9 0 24 17 11 22 10 * 16 12 12 16 13 4 3 2 * 2 1 0 8 7 2 3 2 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 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 22015 Level III 8 5 7 9 0 6 10 * * 4 02016 Level III 8 7 4 3 2 7 5 5 4 13 9 3 12 9 * 8 7 1 8 7 6 2 2 * 1 1 0 4 4 3 2 1 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. RISD2012 Level III 17 12 14 8 5 7 11 9 5 24 16 17 24 14 * 17 13 16 16 12 13 4 1 * 3 2 0 9 7 9 3 2 02013 Level III 16 13 7 7 5 0 10 9 9 24 16 8 23 13 * 16 12 9 16 13 5 3 1 * 2 1 * 8 8 3 3 2 22014 Level III 18 14 10 8 6 5 12 10 9 28 19 13 25 15 0 17 13 9 19 15 12 3 2 * 2 2 29 10 8 9 3 2 12015 Level III 21 18 15 10 7 0 15 13 0 31 23 21 28 19 0 20 17 15 22 19 16 5 2 * 3 4 * 13 11 7 5 3 02016 Level III 23 11 16 11 8 5 17 16 4 34 25 21 32 21 * 22 18 14 25 22 20 6 3 0 2 2 0 15 13 9 6 5 1

Male Female

3 Math

4 Math

5 Math

6 Math

7 Math

8 Math

Algebra I

Male Female

Male Female

Male Female

Male

At-RiskECODISSPEDELL2+ Male FemaleWhiteHis.AAAll

All AA His. White

WhiteHis.AAAll

2+ ELL SPED ECODIS At-Risk

At-RiskECODISSPEDELL2+ Male Female

All

At-RiskECODISSPEDELL2+WhiteHis.AAAll

At-RiskECODISSPEDELL2+His.AA

FemaleWhiteHis.AAAll

At-RiskECODISSPEDELL2+WhiteHis.AAAll

At-RiskECODISSPEDELL2+

White

STAAR Scores - Writing Level II Phase-in 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. 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 3770 66 71 59 52 64 65 62 72 78 73 72 76 64 50 64 60 61 76 73 78 58 54 43 31 29 50 61 58 66 51 49 51

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 5672 74 75 63 58 74 65 67 62 83 81 79 81 79 50 65 67 65 78 80 83 35 35 * 26 29 * 62 66 69 48 76 54

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 and Beyone 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 and Beyond Phase-In (Combined with Reading- Scores reported with Reading)

Female

Male Female

His. White 2+

AA His. White

Male

2+ SPED EcoDis At-Risk

SPEDELL

ELL

EcoDis At-Risk

2+ ELL

2+ ELL SPED

SPED EcoDis At-Risk

Male Female

Male Female

All AA His. White

AA His. White

4 Writing2012 Phase-In I Lev II

2014 Phase-In I Lev II

7 Writing2012 Phase-In I Lev II




Eng. I Writing

2013 Phase-In I Lev II2012 Phase-In I Lev II

Eng. II Writing



AA

All

All



EcoDis At-Risk

STAAR Scores - Writing Level 2 Phase-in 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. RISD51 32 55 57 * 45 55 40 18 43 2946 35 27 53 * 31 57 0 20 38 1854 30 35 59 40 45 61 14 33 46 26

55 50 54 43 35 36 49 44 55 66 59 55 62 46 * 49 44 44 62 57 61 40 36 14 21 20 * 44 41 48 33 30 26

St. 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. RISD55 25 48 64 40 44 65 * 29 45 2451 35 47 54 67 39 65 * 25 44 2164 33 57 71 * 55 76 * * 49 40

59 60 59 49 42 47 51 52 48 73 70 66 70 64 * 52 52 49 67 68 67 21 18 * 17 19 * 48 51 46 32 33 33

At-Risk4 Writing

All AA His. White 2+ Male Female ELL SPED EcoDis

2012 Phase In 2 Level II2013 Phase in 2 Level II

2015 Phase in 2 Level II2014 Phase in 2 Level II

2012 Phase In 2 Level II2013 Phase in 2 Level II

2015 Phase in 2 Level II2014 Phase in 2 Level II

7 WritingAll AA His. White EcoDis At-Risk2+ Male Female ELL SPED

STAAR Scores - Writing Level II Standard ProgressionBeginning with 2016 Data Includes STAAR STAAR A Results Combined

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 50 54 43 35 36 49 44 55 66 59 55 62 46 * 49 44 44 62 57 61 40 36 14 21 20 * 44 41 48 33 30 2667 64 58 58 51 53 63 57 56 77 72 60 74 63 40 62 59 50 73 69 68 50 46 47 25 23 6 59 56 53 49 43 33

St. 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. RISD59 60 59 49 42 47 51 52 48 73 70 66 70 64 * 52 52 49 67 68 67 21 18 * 17 19 * 48 51 46 32 33 3367 67 68 57 52 40 61 59 81 80 75 71 77 71 * 67 58 63 60 76 74 32 32 * 18 14 13 57 58 56 45 45 48

At-Risk4 Writing


2016 Standard Progression YR 12017 Standard Progression YR 2

2015 Phase in 2 Level II

7 WritingAll

2018 Standard Progression YR 3At-Risk

2015 Phase in 2 Level II2016 Standard Progression YR 1

AA His. White 2+ Male Female


ELL SPED EcoDis

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 07 4 3 3 1 9 4 2 7 10 6 2 10 4 * 5 3 2 9 5 5 1 2 0 2 1 * 3 2 3 1 1 0

15 11 7 9 5 13 11 8 4 21 15 8 19 9 0 11 8 3 19 14 13 5 3 7 3 2 0 9 7 5 6 3 2All

St. 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. RISD7 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

10 7 9 5 2 0 5 3 7 15 11 12 16 8 * 6 4 6 13 11 12 0 0 * 1 1 * 4 4 6 1 1 112 7 13 7 2 5 8 5 6 19 11 15 18 6 * 9 9 9 17 6 17 1 2 * 1 1 0 6 5 5 2 2 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. 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 and Beyond 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 and Beyond Level III (Combined with Reading- Scores reported with Reading)

2015 Level III

Female ELL SPED EcoDis

2013 Level III

Male Female ELL

2014 Level III

4 Writing2012 Level III

2014 Level III

7 Writing2012 Level III

2016 Level III

At-Risk

2013 Level III

AA His. White

MaleAll AA His. White 2+

2015 Level III

At-RiskSPED EcoDis2+

ELL2+

EcoDis

SPED EcoDisMale

2+ Male

At-RiskHis. White

2012 Level IIIEng. I Writing

Female2016 Level III

2012 Level III2013 Level III

At-RiskFemale ELL SPEDEng. II Writing

2013 Level III

All AA His. White

All AA

STAAR Scores - Science Level II Phase-in 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. 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 7172 70 82 56 49 63 66 60 68 85 80 89 80 72 * 73 71 83 70 68 81 52 48 25 41 42 * 62 60 75 53 52 69

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 6770 67 72 58 48 50 64 59 60 82 77 78 80 70 50 71 68 73 69 66 71 38 25 * 30 29 * 61 58 62 48 43 54

St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD St. Reg. RISD87 88 86 83 83 77 82 84 86 94 91 86 93 87 * 86 87 80 88 89 92 58 62 * 57 57 63 81 82 81 73 76 7885 85 84 80 75 67 80 79 79 93 91 90 93 90 * 84 85 81 86 85 91 55 51 * 54 57 73 79 79 82 71 70 6891 92 95 86 86 91 88 90 93 96 95 95 95 95 100 89 91 94 92 93 96 69 71 * 66 74 100 87 89 93 83 85 8892 93 95 87 88 94 89 91 87 96 96 97 96 93 100 90 92 93 93 94 97 72 74 * 65 73 83 88 91 93 85 87 912015 Phase-In I Lev II

At-RiskAll AA Male Female EcoDis


At-Risk



ELL SPEDAll AA His. White


At-Risk2015 Phase-In I Lev II

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



STAAR Scores - Science Level II Phase-in 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. RISD65 38 43 74 40 70 59 0 67 55 3964 39 50 73 * 68 60 * 50 54 3968 47 43 76 * 71 66 25 33 52 51

2015 Phase in 2 Level II 61 58 71 43 35 47 54 47 50 76 70 80 71 60 * 63 61 71 59 55 71 38 34 13 31 31 * 50 48 61 39 38 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. RISD60 29 45 68 * 62 58 * 20 51 2580 72 71 73 * 79 80 * 80 72 5568 50 72 70 83 69 67 * 40 66 50

2015 Phase in 2 Level II 61 57 63 47 38 30 54 48 53 75 68 70 71 61 50 62 59 66 60 56 60 27 16 * 23 20 * 51 47 49 36 30 39

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. RISD72 38 71 77 * 68 76 * 38 65 5675 38 55 85 * 72 79 * 60 68 4986 80 80 89 100 86 86 * 75 80 71

2015 Phase in 2 Level II 84 86 89 76 75 78 80 81 83 93 91 93 91 86 100 83 85 84 86 87 94 54 54 * 46 54 50 78 81 82 71 73 84

At-Risk5 Science


2012 Phase In 2 Level II2013 Phase In 2 Level II2014 Phase In 2 Level II

8 ScienceAll

2014 Phase In 2 Level II

His. White 2+ MaleAA SPED EcoDis At-Risk

2012 Phase In 2 Level II2013 Phase In 2 Level II

Female ELL

At-RiskBiology


2012 Phase In 2 Level II2013 Phase In 2 Level II2014 Phase In 2 Level II

STAAR Scores - Science Level II Standard ProgressionBeginning with 2016 Data Includes STAAR STAAR A Results Combined

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. RISD2015 Phase in 2 Level II 61 58 71 43 35 47 54 47 50 76 70 80 71 60 * 63 61 71 59 55 71 38 34 13 31 31 * 50 48 61 39 38 56

72 70 78 57 49 47 68 63 80 84 80 82 79 66 60 73 71 81 71 68 74 54 48 67 35 33 43 64 62 73 56 53 58

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. RISD2015 Phase in 2 Level II 61 57 63 47 38 30 54 48 53 75 68 70 71 61 50 62 59 66 60 56 60 27 16 * 23 20 * 51 47 49 36 30 39

73 70 80 61 53 62 68 66 81 84 78 85 81 71 * 72 69 75 74 72 84 42 36 * 26 21 24 64 63 72 53 49 64

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. RISD2015 Phase in 2 Level II 84 86 89 76 75 78 80 81 83 93 91 93 91 86 100 83 85 84 86 87 94 54 54 * 46 54 50 78 81 82 71 73 84

87 88 88 81 78 74 83 85 68 94 93 94 92 90 83 84 86 87 89 91 90 60 59 14 46 49 27 82 83 79 77 79 78

At-Risk5 Science



8 ScienceAll AA SPED EcoDis At-Risk


His. White 2+ Male Female ELL

At-RiskBiology



2018 Standard Progression YR 3



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 2 511 9 13 4 2 11 7 4 5 19 13 16 17 8 * 12 10 12 10 7 15 3 1 0 4 5 * 5 4 10 2 2 610 7 9 4 2 7 7 5 10 16 11 10 14 6 0 11 9 9 9 6 10 3 2 17 2 1 5 5 5 9 3 2 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. RISD12 9 5 4 2 6 6 5 0 19 12 6 19 11 * 14 11 4 9 7 7 1 1 * 2 2 20 5 4 4 2 1 014 11 11 5 2 6 8 6 10 23 15 13 21 8 * 16 13 13 12 8 9 1 0 * 3 2 0 7 6 6 2 2 220 15 13 9 5 0 13 9 0 31 21 20 27 14 0 22 17 16 17 13 11 2 1 * 4 2 20 11 9 11 4 2 217 13 12 8 4 10 11 8 0 25 17 12 24 16 33 18 15 16 15 11 7 2 0 * 4 2 * 9 7 8 3 2 2

2 14 18 8 4 0 12 9 4 28 19 27 26 16 * 19 14 17 18 14 19 2 1 * 2 1 0 10 8 8 3 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. 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 1 218 14 3 9 5 0 11 8 0 29 19 5 27 13 0 19 16 5 18 13 2 2 1 * 4 4 0 9 8 4 4 3 018 15 12 9 5 4 11 8 0 30 20 14 28 19 17 18 15 12 18 14 12 2 0 0 2 1 0 9 8 9 4 2 0

2015 Level III

2015 Level III

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

2012 Level III

Male Female ELL

FemaleWhite 2+ Male

2013 Level III

All AA His.


At-Risk

EcoDis At-RiskELL SPED

AA His. ELL SPED EcoDisWhite 2+2016 Level III

2016 Level III

2014 Level III

2014 Level III

2014 Level III

8 Science2012 Level III


BiologyMale Female

2013 Level III

All

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 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 19

63 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 2664 60 55 53 43 30 56 51 53 78 69 60 75 62 33 67 63 59 62 57 52 28 19 * 29 26 100 53 50 41 41 36 29

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 9191 88 96 86 79 87 88 84 95 96 93 98 95 91 100 92 90 95 89 87 96 64 55 * 63 59 83 86 83 93 83 77 882015 Phase-In I Lev II

EcoDis At-RiskWhite 2+ Male Female ELL SPED


US History

Female ELL SPED At-RiskEcoDis

STAAR Scores - Social Studies Level II Phase-in 1


All AA


His.2015 Phase-In I Lev II

8 Soc. Studies2+All AA His. White Male



STAAR Scores - Social Studies Level II Phase-in 2St. 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

32 18 20 36 * 40 24 * 0 19 933 28 16 38 * 39 28 * 40 27 1530 28 22 32 33 34 27 * 20 30 14

52 46 45 39 29 20 43 38 40 67 55 50 64 51 33 55 50 47 48 42 42 17 10 * 20 19 * 39 36 33 26 22 19

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

88 82 94 88 * 87 89 * 50 86 8284 79 92 76 66 73 79 73 85 92 86 96 91 84 * 86 83 88 81 76 96 48 33 * 49 47 67 77 72 85 71 63 76





At-Risk8 Soc. Studies



US HistoryAll AA EcoDis At-Risk


White 2+ Male Female ELL SPEDHis.

STAAR Scores - Social Studies Level II Standard ProgressionBeginning with 2016 Data Includes STAAR STAAR A Results Combined

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. RISD52 46 45 39 29 20 43 38 40 67 55 50 64 51 33 55 50 47 48 42 42 17 10 * 20 19 * 39 36 33 26 22 1961 58 50 50 41 31 54 51 38 75 67 58 72 63 * 63 61 49 60 56 51 27 20 * 19 18 5 51 49 37 38 34 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. RISD84 79 92 76 66 73 79 73 85 92 86 96 91 84 * 86 83 88 81 76 96 48 33 * 49 47 67 77 72 85 71 63 7691 89 95 86 81 91 89 87 96 95 92 95 94 91 100 91 88 90 91 90 100 65 55 * 54 49 75 87 85 92 83 79 85

At-Risk8 Soc. Studies


EcoDis At-Risk

2015 Phase In 2 Level II2016 Standard Progression YR 1

AA His. White 2+ Male FemaleUS History

All



ELL SPED

2016 Standard Progression YR 12017 Standard Progression YR 22018 Standard Progression YR 3



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 2 211 8 5 5 3 0 6 5 7 19 11 6 18 10 0 13 10 8 9 6 2 1 0 * 3 3 * 5 4 3 2 1 016 12 12 8 4 0 10 8 4 24 16 18 23 13 * 17 14 12 14 10 12 2 1 * 2 1 0 8 7 6 3 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. 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 3 728 21 44 17 10 27 21 14 25 41 28 50 40 24 * 34 27 43 22 16 45 4 2 * 9 7 17 18 14 32 13 8 2428 21 38 18 10 18 21 15 16 41 27 51 38 22 20 33 26 42 23 16 35 4 2 * 5 3 25 18 14 26 11 7 9

SPED EcoDis At-Risk8 Soc. Studies

All AA His. White 2+ Male Female ELL

2012 Level III

2012 Level III

White 2+ Male


US HistoryAll

2015 Level III

AA His.2016 Level III

2016 Level III

EcoDis At-Risk


Female ELL SPED

2015 Level III

Accountability Indexes

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


Texas RISD RHS RJH Int Elem Texas RISD RHS RJH Int Elem Texas RISD RHS RJH Int Elem Texas RISD RHS RJH Int Elem2012-2013 77 77 76 78 77 83 34 35 21 39 40 NA 71 68 69 71 68 79 85 81 81 NA NA NA2013-2014 77 80 84 78 79 80 40 37 NA 35 36 59 38 38 43 39 38 44 69 61 64 29 26 282014-2015 77 81 84 78 81 87 37 31 12 35 38 41 40 41 42 37 43 53 75 65 69 24 22 402015-2016 75 77 78 74 81 79 40 40 20 37 51 65 39 37 43 34 46 49 75 67 71 26 36 29

Comparison to State Index score can only be made at the district level.

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

GapsIndex 4 - Postsecondary

Readiness

Distinction Designation

Year RHS RJH Int Elem RHS RJH Int Elem RHS RJH Int Elem RHS RJH Int Elem RHS RJH Int Elem RHS RJH Int Elem RISD RHS RJH Int Elem2012-2013 33% 0% 0% 0% 33% 25% 0% 0% NA NA NA NA NA Q3 Q2 Q2 NA NA NA NA NA NA NA NA NA NA2013-2014 0% 25% 33% 67% 17% 25% 33% 100% 0% *50% *50% 33% *50% NA Q2 Q4 Q1 Q2 Q2 Q3 Q2 10% 14% 0% 0% 0%2014-2015 33% 0% 20% 0% 25% 0% NA NA 40% 0% 100% 25% 0% Q4 Q4 Q3 Q3 Q3 Q3 Q2 Q1 27% 38% 0% 0% 0%2015-2016 44% 33% 0% 50% 13% 14% 50% 50% 20% 0% 0% 25% 0% Q4 Q2 Q1 Q1 Q2 Q3 Q1 Q1 36% 38% 0% 100% 0%

Distinction Earned

RISD RHS RJH Int Elem>33% >50% >50% >50%>33% >50% >50% >50%>33% >50% >50%>33% >50%

Q1 Q1 Q1 Q1Q1 Q1 Q1 Q1

>70% >33% >50% >50% >50%

*Attendance cannot be the sole measure used by a campus to obtain a distinction

Academic Achivement in Social StudiesTop 25% Student ProgressTop 25% in Closing the Achievment gapPostsecondary Readiness

DistinctionsAcademic Achievement in Reading/ELAAcademic Achievement in MathAcademic Achievement in Science

Postsecondary ReadinessAcademic Achievement in

Social StudiesTop 25% in Closing Performance Gaps

Academic Achievement in Reading/ELA

Top 25% Student Progress

Academic Achievement in Math

Academic Achievement in Science

System Safeguards

State Region RISD RHS RJH Int Elem State Region RISD RHS RJH Int Elem State Region RISD RHS RJH Int Elem State Region RISD RHS RJH Int Elem State Region RISD RHS RJH Int Elem2012-2013 95% 91% 94% 90% 91% 100% 100% 100% 100% 100% 100% 100% 100% 100% 82% 90% 100% 100% NA NA NA 100% NA 0% NA NA NA NA 94% 93% 94% 93% 94% 100% 100%2013-2014 96% 94% 100% 100% 86% 100% 100% 100% 100% 100% 100% 100% 100% 100% 91% 90% 100% 100% NA NA NA 0% NA 0% NA NA NA NA 96% 95% 98% 100% 91% 100% 100%2014-2015 89% 82% 92% 100% 88% 100% 100% 100% 100% 100% 100% 100% 100% 100% 82% 100% 100% 100% NA NA NA NA NA NA NA NA NA NA 91% 89% 95% 100% 92% 100% 100%2015-2016 85% 77% 74% 83% 70% 95% 88% 100% 100% 100% 100% 100% 100% 100% 64% 90% 100% 100% NA NA NA NA NA NA NA NA NA NA 85% 85% 81% 90% 80% 97% 94%

System Safeguards not met

Total System Safeguards ScoreParticipation Rates Graduation RatesMet 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%2014-2015 Rpt Cat 1 67% Rpt Cat 1 63% Rpt Cat 1 70% Rpt Cat 1 68% Rpt Cat 1 65% Rpt Cat 1 76% Rpt Cat 1 58% Rpt Cat 1 56%2015-2016 Rpt Cat 1 71% Rpt Cat 1 74% Rpt Cat 1 73% Rpt Cat 1 74% Rpt Cat 1 72% Rpt Cat 1 77% Rpt Cat 1 56% Rpt Cat 1 54%

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 ) NT2014-2015 5 ( A ) 4 ( A ) 64% 2 ( A ) 73% 2 ( A ) 56% 2 ( A ) NT 2 ( A ) 81% 2 ( A ) 66% 1 ( A ) NT 1 ( A ) 71%2015-2016 5 ( A ) 4 ( A ) 75% 2 ( A ) 86% 2 ( A ) NT 2 ( A ) 89% 2 ( A ) 73% 2 ( A ) 85% 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%2014-2015 6 ( C ) 5 ( B ) 4 ( B ) 64% 2 ( B ) 66% 2 ( B ) 80% 2 ( B ) 73% 2 ( B ) 62% 2 ( B ) 84% 1 ( B ) 88% 1 ( B ) 90%2015-2016 6 ( C ) 5 ( B ) 4 ( B ) 71% 2 ( B ) 77% 2 ( B ) 74% 2 ( B ) 80% 2 ( B ) 82% 2 ( B ) 71% 1 ( B ) 94% 1 ( B ) 49%

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 ) NT2014-2015 5 ( C ) 6 ( D ) 5 ( C ) 4 ( C ) 83% 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 2 ( C ) NE 1 ( C ) NE 1 ( C ) NT2015-2016 5 ( C ) 6 ( D ) 5 ( C ) 4 ( C ) 71% 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 ) NT2014-2015 4 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 2 ( D ) NE 1 ( D ) NT 1 ( D ) NT2015-2016 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%2014-2015 5 ( D ) 6 ( E ) 5 ( D ) 4 ( E ) NE 2 ( E ) NT 2 ( E ) 75% 2 ( E ) 75% 2 ( E ) 70% 2 ( E ) 86% 1 ( E ) NT 1 ( E ) NT2015-2016 5 ( D ) 6 ( E ) 5 ( D ) 4 ( E ) NE 2 ( E ) 76% 2 ( E ) 70% 2 ( E ) 87% 2 ( E ) 74% 2 ( E ) 78% 1 ( E ) 78% 1 ( E ) 89%

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 ) NT2014-2015 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 ) NT2015-2016 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 ) NE2014-2015 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 ) NE2015-2016 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




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


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 ) NE

2013-2014 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

2014-2015 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 ) NE2015-2016 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




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 ) NE2014-2015 14 ( A ) NE 12 ( A ) NE 12 ( A ) NE 11 ( A ) NT 11 ( A ) NE 11 ( A ) NT 11 ( A ) NE 11 ( A ) NE2015-2016 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 ) NT2014-2015 11 ( E ) NE 10 ( D ) NE 10 ( D ) NE 10 ( D ) NE 9 ( D ) NT 9 ( D ) NT2015-2016 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%2014-2015 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 ) 66% Fig 19 ( B ) 72%2015-2016 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 ) 66% Fig 19 ( B ) 72%

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%

2014-2015 Fig 19 ( F ) Fig 19 ( F ) Fig 19 ( F ) Fig 19 ( F ) NE Fig 19 ( F ) 58% Fig 19 ( F ) 62% Fig 19 ( F ) 60% Fig 19 ( F ) 58% Fig 19 ( F ) 71%2015-2016 Fig 19 ( F ) Fig 19 ( F ) Fig 19 ( F ) Fig 19 ( F ) NE Fig 19 ( F ) 68% Fig 19 ( F ) 71% Fig 19 ( F ) 67% Fig 19 ( F ) 68% Fig 19 ( F ) 78%

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.


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 Rpt Cat 2 68% Rpt Cat 2 68% Rpt Cat 2 64% Rpt Cat 2 65% Rpt Cat 2 68% Rpt Cat 2 69% Rpt Cat 2 65% Rpt Cat 2 57%2014-2015 Rpt Cat 2 65% Rpt Cat 2 70% Rpt Cat 2 74% Rpt Cat 2 70% Rpt Cat 2 67% Rpt Cat 2 69% Rpt Cat 2 69% Rpt Cat 2 69%2015-2016 Rpt Cat 2 71% Rpt Cat 2 66% Rpt Cat 2 71% Rpt Cat 2 68% Rpt Cat 2 68% Rpt Cat 2 75% Rpt Cat 2 61% Rpt Cat 2 76%

2012-2013 4 4 3 2 NT2013-2014 4 4 3 2 NT2014-2015 4 4 3 2 NT2015-2016 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%2014-2015 4 ( B ) 4 ( B ) 3 ( B ) 2 (B ) 89%2015-2016 4 ( B ) 4 ( B ) 3 ( B ) 2 (B ) 69%

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%2014-2015 6 7 6 5 67% 3 61% 3 71% 3 70% 3 73% 3 NT 2 NT 2 NT2015-2016 6 7 6 5 54% 3 74% 3 63% 3 71% 3 63% 3 61% 2 NT 2 NT

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 ) NE2014-2015 6 ( B ) 7 ( A ) 6 ( A ) 5 ( A ) 43% 3 ( A ) NT 3 ( A ) NE 3 ( A ) NT 3 ( A ) NT 3 ( A ) NE 2 ( A ) NE 2 ( A ) NE2015-2016 6 ( B ) 7 ( A ) 6 ( A ) 5 ( A ) 88% 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 ) NT2014-2015 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 ) NT2015-2016 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 ) NT2014-2015 3 ( C ) NT 3 ( C ) NE 3 ( C ) NT 3 ( C ) NT 2 ( C ) NT 2 ( C ) NT2015-2016 3 ( C ) NT 3 ( C ) NE 3 ( C ) NT 3 ( C ) NT 2 ( C ) 49% 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%2014-2015 7 8 7 6 69% 4 71% 4 67% 4 71% 4 62% 4 60% 3 NT 3 NT2015-2016 7 8 7 6 75% 4 69% 4 78% 4 74% 4 67% 4 NT 3 NT 3 NT

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%2014-2015 7 ( A ) 8 ( A ) 7 ( A ) 6 ( A) 76% 4 ( A ) NT 4 ( A ) NT 4 ( A ) 66% 4 ( A ) NT 4 ( A ) NT 3 ( A ) NT 3 ( A ) 66%2015-2016 7 ( A ) 8 ( A ) 7 ( A ) 6 ( A) 79% 4 ( A ) 73% 4 ( A ) NT 4 ( A ) 68% 4 ( A ) 51% 4 ( A ) NT 3 ( A ) NT 3 ( A ) NT

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 NT2014-2015 8 7 NE 5 NT 5 76% 5 NT 5 83% 5 NT 4 NT 4 NT2015-2016 8 7 NE 5 70% 5 NT 5 NT 5 NT 5 78% 4 NT 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 ) NT2014-2015 8 ( A ) 7 ( A ) NE 5 ( A ) NT 5 ( A ) NT 5 ( A ) NT 5 ( A ) 72% 5 ( A ) NT 4 ( A ) NT 4 ( A ) NT2015-2016 8 ( A ) 7 ( A ) NE 5 ( A ) 52% 5 ( A ) NT 5 ( A ) NT 5 ( A ) NT 5 ( A ) 71% 4 ( A ) NT 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%2014-2015 8 9 9 8 57% 6 77% 6 63% 6 71% 6 62% 6 71% 5 NT 5 NT2015-2016 8 9 9 8 72% 6 59% 6 67% 6 61% 6 72% 6 72% 5 74% 5 82%

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 ) NT2014-2015 8 ( A ) 9 ( A ) 9 ( A ) 8 ( A ) 63% 6 ( A ) 59% 6 ( A ) 81% 6 ( A ) 80% 6 ( A ) 83% 6 ( A ) 76% 5 ( A ) NT 5 ( A ) 79%2015-2016 8 ( A ) 9 ( A ) 9 ( A ) 8 ( A ) 70% 6 ( A ) 58% 6 ( A ) 67% 6 ( A ) 60% 6 ( A ) 72% 6 ( A ) 80% 5 ( A ) NT 5 ( A ) 75%

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 ) NT2014-2015 8 ( B ) 9 ( B ) 9 ( B ) 8 ( B ) 72% 6 ( B ) 80% 6 ( B ) 81% 6 ( B ) NT 6 ( B ) 48% 6 ( B ) 71% 5 ( B ) 70% 5 ( B ) NT2015-2016 8 ( B ) 9 ( B ) 9 ( B ) 8 ( B ) 72% 6 ( B ) 62% 6 ( B ) 74% 6 ( B ) NT 6 ( B ) 54% 6 ( B ) 75% 5 ( B ) 61% 5 ( B ) 84%

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%2014-2015 8 ( C ) NE 6 ( C ) 64% 6 ( C ) NT 6 ( C ) 53% 6 ( C ) NT 6 ( C ) 90% 5 ( C ) 64% 5 ( C ) 63%2015-2016 8 ( C ) NE 6 ( C ) NT 6 ( C ) NT 6 ( C ) 60% 6 ( C ) 67% 6 ( C ) 90% 5 ( C ) NT 5 ( C ) 54%

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 NT2014-2015 10 10 9 64% 7 67% 7 NT 7 68% 7 NT 7 66% 6 NT 6 NT2015-2016 10 10 9 64% 7 NT 7 60% 7 73% 7 72% 7 NT 6 63% 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 ) NT2014-2015 10 ( A ) 10 ( A ) 9 ( A ) NT 7 ( A ) NE 7 ( A ) NT 7 ( A ) NE 7 ( A ) NE 7 ( A ) NT 6 ( A ) 71% 6 ( A ) NT2015-2016 10 ( A ) 10 ( A ) 9 ( A ) NT 7 ( A ) NE 7 ( A ) 74% 7 ( A ) NE 7 ( A ) NE 7 ( A ) NT 6 ( A ) 55% 6 ( A ) 76%

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%2014-2015 11 10 70% 8 64% 8 NT 8 NT 8 NT 8 74% 7 NT 7 NT2015-2016 11 10 73% 8 NT 8 NT 8 84% 8 88% 8 77% 7 67% 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%2014-2015 11 ( A ) 10 ( A ) 45% 8 ( A ) NT 8 ( A ) 68% 8 ( A ) 74% 8 ( A ) 69% 8 ( A ) 68% 7 ( A ) NT 7 ( A ) 72%2015-2016 11 ( A ) 10 ( A ) 69% 8 ( A ) 59% 8 ( A ) 72% 8 ( A ) 69% 8 ( A ) 57% 8 ( A ) 76% 7 ( A ) NT 7 ( A ) NT

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 NT2014-2015 12 16 16 16 61% 14 NT 14 NT 13 68% 13 NE 13 NE 12 NT 12 NT2015-2016 12 16 16 16 64% 14 NT 14 65% 13 NT 13 NE 13 NE 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 ) NT2014-2015 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 ) NT2015-2016 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 ) NE2014-2015 14 ( C ) NT 13 ( B ) NT 13 ( C ) NT 13 ( C ) NT 12 ( C ) NE 12 ( C ) NE2015-2016 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


2014-2015 16 ( C ) 16 ( C ) NE 14 ( C ) NE 14 ( D ) NE 13 ( D ) NE 13 ( D ) NE 13 ( D ) NE 12 ( D ) NT 12 ( D ) NT2015-2016 16 ( C ) 16 ( C ) NE 14 ( C ) NE 14 ( D ) NE 13 ( D ) NE 13 ( D ) NE 13 ( D ) NE 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%2014-2015 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) 66% Fig 19 ( D ) 67% Fig 19 ( D ) 73% Fig 19 ( D ) 68% Fig 19 ( D ) 68% Fig 19 ( D ) 69% Fig 19 ( B ) 66% Fig 19 ( B ) 72%2015-2016 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) 66% Fig 19 ( D ) 66% Fig 19 ( D ) 69% Fig 19 ( D ) 68% Fig 19 ( D ) 69% Fig 19 ( D ) 68% Fig 19 ( B ) 66% Fig 19 ( B ) 72%

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 ) NE2014-2015 Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) 46% Fig 19 ( E ) 67% Fig 19 ( E ) 65% Fig 19 ( E ) 63% Fig 19 ( E ) 56% Fig 19 ( E ) 73% Fig 19 ( A ) NE Fig 19 ( A ) NE2015-2016 Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) NT Fig 19 ( E ) 61% Fig 19 ( E ) 51% Fig 19 ( E ) 68% Fig 19 ( E ) 65% Fig 19 ( E ) 64% 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%2014-2015 Rpt Cat 3 68% Rpt Cat 3 65% Rpt Cat 3 68% Rpt Cat 3 64% Rpt Cat 3 67% Rpt Cat 3 71% Rpt Cat 3 68% Rpt Cat 3 71%2015-2016 Rpt Cat 3 63% Rpt Cat 3 65% Rpt Cat 3 68% Rpt Cat 3 65% Rpt Cat 3 68% Rpt Cat 3 66% Rpt Cat 3 69% Rpt Cat 3 63%

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 NT2014-2015 9 13 13 12 65% 10 68% 10 72% 9 69% 9 72% 9 78% 8 NT 8 NT2015-2016 9 13 13 12 60% 10 53% 10 NT 9 68% 9 74% 9 59% 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%2014-2015 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 ) 66% 8 ( A ) 82%2015-2016 9 ( A ) 13 ( A ) 13 ( A ) 12 ( A ) NE 10 ( A ) NT 10 ( A ) 77% 9 ( A ) NE 9 ( A ) NE 9 ( A ) NE 8 ( A ) 63% 8 ( A ) 61%

2012-2013 10 14 14 13 58% 11 NT 11 60% 10 67% 10 65% 10 72% 9 NT 9 NT

2013-2014 10 14 14 13 65% 11 NT 11 65% 10 69% 10 56% 10 52% 9 NT 9 NT

2014-2015 10 14 14 13 35% 11 65% 11 75% 10 60% 10 64% 10 74% 9 NT 9 NT2015-2016 10 14 14 13 59% 11 64% 11 61% 10 63% 10 67% 10 61% 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

2014-2015 10 ( A ) 14 ( A ) 14 ( A ) 13 ( A ) 66% 11 ( A ) 59% 11 ( A ) 49% 10 ( A ) 66% 10 ( A ) 73% 10 ( A ) 72% 9 ( A ) 45% 9 ( A ) 53%2015-2016 10 ( A ) 14 ( A ) 14 ( A ) 13 ( A ) 65% 11 ( A ) 64% 11 ( A ) 68% 10 ( A ) 66% 10 ( A ) 81% 10 ( A ) 67% 9 ( A ) 54% 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 ) NT2014-2015 10 ( A ) 14 ( B ) 14 ( B ) 13 ( B ) 74% 11 ( B ) 90% 11 ( B ) NT 10 ( B ) NT 10 ( B ) 83% 10 ( B ) 58% 9 ( B ) 48% 9 ( B ) NT2015-2016 10 ( A ) 14 ( B ) 14 ( B ) 13 ( B ) 66% 11 ( B ) 83% 11 ( B ) NT 10 ( B ) NT 10 ( B ) 85% 10 ( B ) 96% 9 ( B ) NT 9 ( B ) 39%

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%2014-2015 10 ( B ) 14 ( C ) 14 ( C ) 13 ( C ) 76% 11 ( C ) 69% 11 ( C ) 56% 10 ( C ) 54% 10 ( C ) 56% 10 ( C ) 64% 9 ( C ) 51% 9 ( C ) 66%2015-2016 10 ( B ) 14 ( C ) 14 ( C ) 13 ( C ) 68% 11 ( C ) 60% 11 ( C ) 66% 10 ( C ) NT 10 ( C ) 72% 10 ( C ) 60% 9 ( C ) 81% 9 ( C ) 70%

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 ) NT2014-2015 10 ( D ) 14 ( D ) 14 ( D ) 13 ( D ) 65% 11 ( D ) 58% 11 ( D ) 73%2015-2016 10 ( D ) 14 ( D ) 14 ( D ) 13 ( D ) 54% 11 ( D ) 80% 11 ( D ) 74%

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 ) NE2014-2015 11 ( E ) 63% 10 ( D ) 61% 10 ( D ) 58% 10 ( D ) 62% 9 ( D ) NE 9 ( D ) NE2015-2016 11 ( E ) 67% 10 ( D ) 61% 10 ( D ) 75% 10 ( D ) 53% 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%2014-2015 14 NE 12 NE 12 NT 11 NT 11 NT 11 NT 10 NT 10 NT2015-2016 14 NE 12 NE 12 60% 11 NT 11 52% 11 77% 10 NT 10 62%

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%2014-2015 14 ( A ) NE 12 ( A ) NE 12 ( A ) NT 11 ( A ) NE 11 ( A ) NT 11 ( A ) NE 10 ( A ) 81% 10 ( A ) NT2015-2016 14 ( A ) NE 12 ( A ) NE 12 ( A ) 69% 11 ( A ) NE 11 ( A ) NT 11 ( A ) NE 10 ( A ) 71% 10 ( A ) NT

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 ) NE2014-2015 12 ( B ) NT 11 ( B ) NT 11 ( B ) NT 11 ( B ) NT 10 ( B ) NT 10 ( B ) NE2015-2016 12 ( B ) 59% 11 ( B ) 58% 11 ( B ) 42% 11 ( B ) 81% 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%2014-2015 11 15 15 15 76% 13 NT 13 NT 12 NT 12 NT 12 NT 11 NT 11 NT2015-2016 11 15 15 15 NT 13 NT 13 NT 12 NT 12 NT 12 NT 11 NT 11 73%

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%2014-2015 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 ) 77% 11 ( A ) NT2015-2016 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 ) NT

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 ) NT2014-2015 11 ( B ) 15 ( B ) 15 ( B ) 15 ( B ) NT 13 ( B ) NT 13 ( B ) NT 12 ( B ) 84% 12 ( B ) 71% 12 ( B ) NT 11 ( B ) NT 11 ( B ) NT2015-2016 11 ( B ) 15 ( B ) 15 ( B ) 15 ( B ) NT 13 ( B ) NT 13 ( B ) NT 12 ( B ) NT 12 ( B ) NT 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 NT

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

2014-2015 12 16 16 16 NT 14 63% 14 82% 13 NT 13 86% 13 NT 12 NT 12 NT2015-2016 12 16 16 16 NT 14 NT 14 NT 13 NT 13 70% 13 45% 12 70% 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

2014-2015 12 ( A ) 16 ( A ) 16 ( A ) 16 ( A ) NE 14 ( A ) NE 14 ( A ) NE 13 ( A ) 67% 13 ( A ) NT 13 ( A ) NT 12 ( A ) NT 12 ( A ) NT

2015-2016 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 ) 77%

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 ) NE2014-2015 14 ( C ) NT 13 ( B ) NT 13 ( C ) NT 13 ( C ) NT 12 ( C ) NE 12 ( C ) NE2015-2016 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 ) NT 13 ( D ) NE 12 ( D ) NT 12 ( D ) NT


2013-2014 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

2014-2015 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 ) NT2015-2016 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%2014-2015 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) 66% Fig 19 ( D ) 67% Fig 19 ( D ) 73% Fig 19 ( D ) 68% Fig 19 ( D ) 68% Fig 19 ( D ) 69% Fig 19 ( B ) 66% Fig 19 ( B ) 72%2015-2016 Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) Fig 19 ( D ) 66% Fig 19 ( D ) 66% Fig 19 ( D ) 69% Fig 19 ( D ) 68% Fig 19 ( D ) 69% Fig 19 ( D ) 68% Fig 19 ( B ) 66% Fig 19 ( B ) 72%

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 ) NE2014-2015 Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) 46% Fig 19 ( E ) 67% Fig 19 ( E ) NT Fig 19 ( E ) 63% Fig 19 ( E ) NT Fig 19 ( E ) 73% Fig 19 ( A ) NE Fig 19 ( A ) NE2015-2016 Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) Fig 19 ( E ) 59% Fig 19 ( E ) 61% Fig 19 ( E ) NT Fig 19 ( E ) NT Fig 19 ( E ) 65% Fig 19 ( E ) 64% 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%2014-2015 Rpt Cat 1 54% Rpt Cat 1 57% Rpt Cat 4 60% Rpt Cat 4 56%2015-2016 Rpt Cat 1 47% Rpt Cat 1 56% Rpt Cat 4 52% Rpt Cat 4 51%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 )2014-2015 13 ( B ) 17 ( B ) 17 ( B ) 17 ( B ) 15 ( B ) 15 ( B ) 14 ( B ) 14 ( B ) 14 ( B ) 13 ( B ) 13 ( B )2015-2016 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 )2014-2015 13 ( C ) 17 ( C ) 17 ( C ) 17 ( C ) 15 ( C ) 15 ( C ) 14 ( C ) 14 ( C ) 14 ( C ) 13 ( C ) 13 ( C )2015-2016 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 )2014-2015 13 ( D ) 17 ( D ) 17 ( D ) 17 ( D ) 15 ( D ) 15 ( D ) 14 ( D ) 14 ( D ) 14 ( D ) 13 ( D ) 13 ( D )2015-2016 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) NE 14 NE2013-2014 14 18 18 18 16 NE 16 15 15 NE 15 14(Literary) NE 14 NE2014-2015 14 18 18 18 16 NE 16 15 15 NE 15 14(Literary) NE 14 NE2015-2016 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 ) NE2014-2015 14 ( A ) 18 ( A ) 18 ( A ) 18 ( A ) 16 ( A ) NE 16 ( A ) 15 ( A ) 15 ( A ) NE 15 ( A ) 14 ( A ) 14 ( A ) NE2015-2016 14 ( A ) 18 ( A ) 18 ( A ) 18 ( A ) 16 ( A ) NE 16 ( A ) 15 ( A ) 15 ( A ) NE 15 ( A ) 14 ( A ) 14 ( A ) NE2012-2013 19 17 (Narrative) 17 16 16(Narrative) 162013-2014 19 17 (Narrative) 17 16 16(Narrative) 162014-2015 19 17 (Narrative) 17 16 16(Narrative) 162015-2016 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 )2014-2015 19 ( A ) 17 ( A ) 0% 17 ( A ) 16 ( A ) 16 ( A ) NT 16 ( A )2015-2016 19 ( A ) 17 ( A ) 17 ( A ) 16 ( A ) 16 ( A ) NT 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) NE2014-2015 15 19 19 20 18(Expository) 18 17 17(Expository) 17 15(Expository) 15(Expository) NE2015-2016 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 )2014-2015 15 ( A ) 19 ( A ) 19 ( A ) 20 ( A ) 18 ( A ) 18 ( A ) 17 ( A ) 17 ( A ) 17 ( A ) 15 ( A ) 15 ( A )2015-2016 15 ( A ) 19 ( A ) 19 ( A ) 20 ( A ) 18 ( A ) 18 ( A ) 17 ( A ) 17 ( A ) 17 ( A ) 15 ( A ) 15 ( A )2012-2013 20 ( A ) i 18 ( A ) i2013-2014 20 ( A ) i 18 ( A ) i2014-2015 20 ( A ) i 18 ( A ) i2015-2016 20 ( A ) i 18 ( A ) i



2012-2013 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 ) i2014-2015 20 ( A ) iii 18 ( A ) iii 18 ( A ) i 17 ( A ) i 17 ( A ) i 17 ( A ) i 15 ( A ) i 15 ( A ) i2015-2016 20 ( A ) iii 18 ( A ) iii 18 ( A ) i 17 ( A ) i 17 ( A ) i 17 ( A ) i 15 ( A ) i 15 ( A ) i2012-2013 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 ) ii2014-2015 18 ( A ) iv 17 ( A ) iv 17 ( A ) v 17 ( A ) v 15 ( A ) ii 15 ( A ) ii2015-2016 18 ( A ) iv 17 ( A ) iv 17 ( A ) v 17 ( A ) v 15 ( A ) ii 15 ( A ) ii2012-2013 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 ) iii2014-2015 18 ( A ) ii 17 ( A ) ii 17 ( A ) ii 17 ( A ) ii 15 ( A ) iii 15 ( A ) iii2015-2016 18 ( A ) ii 17 ( A ) ii 17 ( A ) ii 17 ( A ) ii 15 ( A ) iii 15 ( A ) iii2012-2013 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 ) iv2014-2015 20 ( A ) ii 18 ( A ) ii 18 ( A ) iii 17 ( A ) iii 17 ( A ) iii 17 ( A ) iii 15 ( A ) iv 15 ( A ) iv2015-2016 20 ( A ) ii 18 ( A ) ii 18 ( A ) iii 17 ( A ) iii 17 ( A ) iii 17 ( A ) iii 15 ( A ) iv 15 ( A ) iv2012-2013 17 ( A ) iv 17 ( A ) iv

2013-2014 17 ( A ) iv 17 ( A ) iv

2014-2015 17 ( A ) iv 17 ( A ) iv

2015-2016 17 ( A ) iv 17 ( A ) iv2012-2013 15 ( A ) v 15 ( A ) v2013-2014 15 ( A ) v 15 ( A ) v2014-2015 15 ( A ) v 15 ( A ) v2015-2016 15 ( A ) v 15 ( A ) v2012-2013 15 ( A ) vi2013-2014 15 ( A ) vi NE2014-2015 15 ( A ) vi2015-2016 15 ( A ) vi2012-2013 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%2014-2015 20 21 19 NE 19 18 18 NE 18 16 NE 16(Persuasive)2015-2016 20 21 19 NE 19 18 18 NE 18 16 NE 16(Persuasive)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 ) NE2014-2015 20 ( A ) 21 ( A ) 19 ( A ) NE 19 ( A ) 18 ( A ) 18 ( A ) NE 18 ( A ) 16 ( A ) NE 16 ( A )2015-2016 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 ) NE2014-2015 18 ( C ) NE 18 ( C ) 16 ( D ) NE 16 ( D )2015-2016 18 ( C ) NE 18 ( C ) 16 ( D ) NE 16 ( D )2012-2013 16 ( E ) NE 16 ( E )

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

2014-2015 16 ( E ) NE 16 ( E )

2015-2016 16 ( E ) NE 16 ( E )


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%2014-2015 Rpt Cat 2 65% Rpt Cat 2 66% Rpt Cat 5 70% Rpt Cat 5 67%2015-2016 Rpt Cat 2 66% Rpt Cat 2 74% Rpt Cat 5 67% Rpt Cat 5 74%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%2014-2015 13 ( C ) 17 ( C ) 17 ( C ) 15 ( C ) 64% 14 ( C ) 72% 13 ( C ) 77% 13 ( C ) 64%2015-2016 13 ( C ) 17 ( C ) 17 ( C ) 15 ( C ) 66% 14 ( C ) 71% 13 ( C ) 74% 13 ( C ) 79%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%2014-2015 15 ( A ) 19 ( A ) 19 ( A ) 18 ( A ) 67% 17 ( A ) 58% 15 ( A ) 64% 15 ( A ) 68%2015-2016 15 ( A ) 19 ( A ) 19 ( A ) 18 ( A ) NT 17 ( A ) 82% 15 ( A ) 70% 15 ( A ) 69%2012-2013 18 ( A ) i NT2013-2014 18 ( A ) i NT2014-2015 18 ( A ) i NT2014-2015 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 NT2014-2015 18 ( A ) iii NT 17 ( A ) i NT 15 ( A ) i NT 15 ( A ) i NT2015-2016 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 NT2014-2015 17 ( A ) v NT 15 ( A ) ii NT 15 ( A ) ii NT2015-2016 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 NT2014-2015 17 ( A ) ii NT 15 ( A ) iii NT 15 ( A ) iii NT2015-2016 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 NT2014-2015 18 ( A ) ii NT 17 ( A ) iii NT 15 ( A ) iv NT 15 ( A ) iv NT2015-2016 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 NT2014-2015 17 ( A ) iv NT2015-2016 17 ( A ) iv NT2012-2013 15 ( A ) v NT 15 ( A ) v NT2013-2014 15 ( A ) v NT 15 ( A ) v NT2014-2015 15 ( A ) v NT 15 ( A ) v NT2015-2016 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 NT2014-2015 15 ( A ) vi NE 15 ( A ) vi NT2015-2016 15 ( A ) vi NE 15 ( A ) vi NT

17 ( A ) iv

17 ( A ) ii

20 ( A ) ii 18 ( A ) iii 17 ( A ) iii 17 ( A ) iii20 ( A ) ii

18 ( A ) ii18 ( A ) ii 17 ( A ) ii 17 ( A ) ii

20 ( A ) ii 18 ( A ) iii 17 ( A ) iii 17 ( A ) iii

17 ( A ) i 17 ( A ) i

18 ( A ) iv 17 ( A ) iv 17 ( A ) v

20 ( A ) iii 18 ( A ) i 17 ( A ) i 17 ( A ) i

17 ( A ) iii

17 ( A ) iii17 ( A ) iv

17 ( A ) ii

17 ( A ) ii

18 ( A ) ii 17 ( A ) ii

14 ( C )

14 ( C )17 ( A )

17 ( A )

17 ( A ) i

17 ( A ) i17 ( A ) v

17 ( A ) v

14 ( C )

17 ( A )

14 ( C )

17 ( A )

18 ( A ) iv 17 ( A ) iv 17 ( A ) v

14 ( C )

20 ( A ) 18 ( A ) 17 ( A )

17 ( A )

17 ( A )

20 ( A )

20 ( A )

17 ( A ) i

17 ( A ) i

20 ( A ) iii

18 ( A ) ii

20 ( A ) iii

20 ( A ) iii 18 ( A ) i

17 ( A ) ii

17 ( A ) iv

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

18 ( A ) iii 17 ( A ) iii

17 ( A ) iv

18 ( A ) iv

18 ( A ) iv

18 ( A ) i

18 ( A ) i17 ( A ) iv

17 ( A ) iv

17 ( A ) ii

18 ( A ) i

18 ( A ) i

18 ( A ) i18 ( A ) i

17 ( C )

17 ( C )

15 ( C )

15 ( C )18 ( A )

18 ( A )

14 ( C )

14 ( C )

17 ( C ) 15 ( C ) 14 ( C )

20 ( A ) 18 ( A ) 17 ( A )

17 ( C ) 15 ( C )


STAAR Writing Vertical AlignmentReporting Category 2/5 Revising

2012-2013 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%2014-2015 20 ( A ) 19 ( A ) NE 18 ( A ) 49% 16 ( A ) NT 16 ( A ) 59%2015-2016 20 ( A ) 19 ( A ) NE 18 ( A ) NT 16 ( A ) 66% 16 ( A ) NT2012-2013 16 ( C ) NT 16 ( C ) NT2013-2014 16 ( C ) NT 16 ( C ) NT2014-2015 16 ( C ) NT 16 ( C ) NT2015-2016 16 ( C ) 56% 16 ( C ) NT2012-2013 18 ( C ) 49% 16 ( D ) 69% 16 ( D) NT2013-2014 18 ( C ) 73% 16 ( D ) 77% 16 ( D) 87%2014-2015 18 ( C ) 56% 16 ( D ) NT 16 ( D) 75%2015-2016 18 ( C ) NT 16 ( D ) 44% 16 ( D) NT2012-2013 16 ( E ) 70% 16 ( E ) NT2013-2014 16 ( E ) NT 16 ( E ) NT2014-2015 16 ( E ) NT 16 ( E ) 89%2014-2015 16 ( E ) NT 16 ( E ) NT2012-2013 16 ( F ) NT2013-2014 16 ( F ) NT2014-2015 16 ( F ) NT2014-2015 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%.

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

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

21 ( A )

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

18 ( A )

18 ( C )18 ( C )

19 ( A ) 18 ( A )

18 ( C )18 ( C )

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%2014-2015 Rpt Cat 3 60% Rpt Cat 3 68% Rpt Cat 6 64% Rpt Cat 6 74%2015-2016 Rpt Cat 3 65% Rpt Cat 3 75% Rpt Cat 6 69% Rpt Cat 6 63%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%2014-2015 13 ( D ) 17 ( D ) 17 ( D ) 15 ( D ) 61% 14 ( D ) 67% 13 ( D ) 59% 13 ( D ) 71%2015-2016 13 ( D ) 17 ( D ) 17 ( D ) 15 ( D ) 77% 14 ( D ) 84% 13 ( D ) 73% 13 ( D ) 69%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%2014-2015 16 ( A ) 20 ( A ) 21 ( A ) 20 ( A ) 62% 19 ( A ) 82% 17 ( A ) NT 17 ( A ) 77%2015-2016 16 ( A ) 20 ( A ) 21 ( A ) 20 ( A ) 81% 19 ( A ) 75% 17 ( A ) NT 17 ( A ) NT2012-2013 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 19 ( A ) i NT 17 ( A ) i NT 17 ( A ) i NT2014-2015 16 ( A ) i 20 ( A ) i 21 ( A ) i 20 ( A ) i NT 19 ( A ) i NT 17 ( A ) i NT 17 ( A ) i NT2015-2016 16 ( A ) i 20 ( A ) i 21 ( A ) i 20 ( A ) i NT 19 ( 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 NT2014-2015 16 ( A ) ii 20 ( A ) ii 21 ( A ) ii 20 ( A ) ii NT2015-2016 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 NT2014-2015 16 ( A ) iii 20 ( A ) iii 21 ( A ) iii 20 ( A ) iii NT2015-2016 16 ( A ) iii 20 ( A ) iii 21 ( A ) iii 20 ( A ) iii NT2012-2013 19 ( A ) ii NT2013-2014 19 ( A ) ii NT2014-2015 19 ( A ) ii NT2015-2016 19 ( A ) ii NT2012-2013 19 ( A ) iii NT2013-2014 19 ( A ) iii NT2014-2015 19 ( A ) iii NT2015-2016 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 NT2014-2015 20 ( A ) iv 21 ( A ) iv 20 ( A ) iv NT 19 ( A ) iv NT2015-2016 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 NT2014-2015 16 ( A ) iv 20 ( A ) v 21 ( A ) v 20 ( A ) v NT 19 ( A ) v NT2015-2016 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 NT

19 ( A ) i

19 ( A ) ii

19 ( A ) iii

22 ( A ) iv 20 ( A ) iv 19 ( A ) iv

22 ( A ) ii 20 ( A ) ii 19 ( A ) ii

22 ( A ) iii 20 ( A ) iii 19 ( A ) iii

22 ( A ) ii 20 ( A ) ii 19 ( A ) ii

22 ( A ) iii 20 ( A ) iii 19 ( A ) iii

22 ( A ) iv22 ( A ) v

20 ( A ) iv

20 ( A ) iv20 ( A ) v

22 ( A ) v22 ( A ) vii

20 ( A ) v

19 ( A ) ii

22 ( A ) iii

22 ( A ) iii

22 ( A ) v 20 ( A ) v 19 ( A ) v

20 ( A ) vii22 ( A ) vii 20 ( A ) vii 19 ( A ) vii

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

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

19 ( A ) ii

19 ( A ) ii19 ( A ) iii

19 ( A ) iii

19 ( A ) v

22 ( A ) v 20 ( A ) v 19 ( A ) v

22 ( A ) iv

19 ( A ) v

19 ( A ) iv

19 ( A ) iv19 ( A ) v

19 ( A ) v19 ( A ) vii

19 ( A ) iv

20 ( A ) iii

20 ( A ) iii

22 ( A ) ii

19 ( A ) ii

19 ( A ) ii19 ( A ) iii

19 ( A ) iii

19 ( A ) iii

22 ( A ) iv 20 ( A ) iv

22 ( A ) i

20 ( A ) i

20 ( A ) i

19 ( A ) i

19 ( A ) i

20 ( A ) 19 ( A )

20 ( A ) ii

20 ( A ) ii

22 ( A ) i 20 ( A ) i

22 ( A ) ii

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

22 ( A ) i 20 ( A ) i 19 ( A ) i 19 ( A ) i

Eng I

19 ( A ) i 19 ( A ) i

22 ( A )22 ( A ) i

19 ( A )19 ( A ) i

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

22 ( A ) 20 ( A ) 19 ( A ) 19 ( A )22 ( A )

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

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


2014-2015 20 ( A ) vii NT 19 ( A ) vii NT2015-2016 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 NT

2014-2015 20 ( A ) vii 21 ( A ) vii 20 ( A ) viii NT 19 ( a ) viii NT

2015-2016 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 NT2014-2015 16 (A ) v 20 ( A ) vi 21 ( A ) vi 20 ( A ) vi NT 19 ( A ) vi NT 17 ( A ) ii NT 17 ( A ) ii NT2015-2016 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 NT2014-2015 17 ( A ) iii NT 17 ( A ) iii NT2015-2016 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 ) NT2014-2015 16 ( B ) 20 ( B ) 21 ( B ) 20 ( B ) 61% 19 ( B ) NT2015-2016 16 ( B ) 20 ( B ) 21 ( B ) 20 ( B ) 26% 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%2014-2015 16 ( C ) 20 ( C ) NT 19 ( C ) 61% 17 ( C ) 58% 17 ( C ) 73%2015-2016 16 ( C ) 20 ( C ) NT 19 ( C ) 65% 17 ( C ) 62% 17 ( C ) 70%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%2014-2015 17 ( B ) 21 ( B ) 22 ( B ) 21 ( B ) NT 20 ( A ) 77% 18 ( A ) NT 18 ( A ) 79%2015-2016 17 ( B ) 21 ( B ) 22 ( B ) 21 ( B ) NT 20 ( A ) 70% 18 ( A ) 63% 18 ( A ) 69%2012-2013 21 ( B ) i NT2013-2014 21 ( B ) i NT2014-2015 21 ( B ) i NT2015-2016 21 ( B ) i NT2012-2013 21 ( B ) ii NT2013-2014 21 ( B ) ii NT2014-2015 21 ( B ) ii NT2015-2016 21 ( B ) ii NT2012-2013 21 ( B ) iii NT2013-2014 21 ( B ) iii NT2014-2015 21 ( B ) iii NT2015-2016 21 ( B ) iii NT2012-2013 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%2014-2015 17 ( C ) 21 ( C ) 22 ( C ) 21 ( C ) 75% 20 ( B ) 20 ( B ) 60% 18 ( B ) 68% 18 ( B ) 68%2015-2016 17 ( C ) 21 ( C ) 22 ( C ) 21 ( C ) 65% 20 ( B ) 20 ( B ) 73% 18 ( B ) 61% 18 ( B ) 44%2012-2013 21 ( C ) i NT 20 ( B ) i 20 ( B ) i NT 18 ( B ) ii NT 18 ( B ) i NT

21 ( B ) 20 ( B )

23 ( B ) 21 ( A ) 20 ( A ) 20 ( A )

23 ( B ) ii

21 ( A ) 20 ( A )

23 ( B ) ii

23 ( B ) ii

21 ( A )23 ( B ) 20 ( A )

23 ( B ) ii

20 ( A )

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

22 ( C ) 20 ( C ) 19 ( C ) 19 ( C )22 ( C )

22 ( A ) viii 20 ( A ) viii 19 ( A ) viii

22 ( A ) vi 20 ( A ) vi 19 ( A ) vi 19 ( A ) iv19 ( A ) vi

22 ( A ) viii22 ( A ) vi

20 ( A ) vi

19 ( B )

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

20 ( B )

22 ( A ) vii

20 ( A ) viii

20 ( A )

20 ( C )

19 ( C )

19 ( C )22 ( C )

22 ( B )22 ( C ) 20 ( C )

20 ( B )

20 ( A )23 ( B ) 20 ( A )21 ( A )

19 ( A ) viii20 ( A ) vii20 ( A ) viii22 ( A ) viii

22 ( A ) vii 20 ( A ) vii 19 ( A ) vii 19 ( A ) v

20 ( B ) i

19 ( A ) iv

19 ( A ) iv

19 ( C )19 ( B )

19 ( C )

19 ( A ) iv

22 ( A ) viii

19 ( A ) vi

22 ( B )

21 ( A )

23 ( C )

23 ( C )23 ( C ) ii

20 ( B )

20 ( B )21 ( B ) 20 ( B )

20 ( A ) viii 19 ( A ) viii

22 ( A ) vi

20 ( A )

20 ( A )

21 ( B ) i

21 ( B )

21 ( B )

21 ( A ) 20 ( A )

23 ( C )

21 ( A )

23 ( C )

23 ( B ) 21 ( A ) 20 ( A )

19 ( A ) viii

22 ( A ) vi

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

20 ( A ) vi

20 ( A ) vi 19 ( A ) vi

19 ( A ) v19 ( A ) vii


2013-2014 21 ( C ) i NT 20 ( B ) i 20 ( B ) i NT 18 ( B ) ii NT 18 ( B ) i NT2014-2015 21 ( C ) i NT 20 ( B ) i 20 ( B ) i NT 18 ( B ) ii NT 18 ( B ) i NT2015-2016 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 NE2014-2015 20 ( B ) iii 20 ( B ) ii NT 18 ( B ) iii NE 18 ( B ) iii NE2015-2016 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 NT2014-2015 21 ( C ) ii NT 21 ( B ) ii 20 ( B ) ii 18 ( B ) i NT 18 ( B ) ii NT2015-2016 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 )2014-2015 18 ( B ) 22 ( B ) 23 ( B ) 24 ( B ) 22 ( A ) NT 22 ( A )2015-2016 18 ( B ) 22 ( B ) 23 ( B ) 24 ( B ) 22 ( A ) 72% 22 ( A )2012-2013 22 ( A ) i NT2013-2014 22 ( A ) i NT2014-2015 22 ( A ) i NT2015-2016 22 ( A ) i NT2012-2013 22 ( A ) ii NT2013-2014 22 ( A ) ii NT2014-2015 22 ( A ) ii NT2015-2016 22 ( A ) ii NT2012-2013 24 ( B ) iv 22 ( A ) iii NT2013-2014 22 ( A ) iii NT2014-2015 22 ( A ) iii NT2015-2016 22 ( A ) iii NT2012-2013 22 ( A ) iv NT2013-2014 22 ( A ) iv NT2014-2015 22 ( A ) iv NT2015-2016 22 ( A ) iv NT2012-2013 22 ( A ) v NT 22 ( A ) iii2013-2014 22 ( A ) v NT 22 ( A ) iii2014-2015 22 ( A ) v NT 22 ( A ) iii2015-2016 22 ( A ) v NT 22 ( A ) iii2012-2013 22 ( D ) 23 ( D ) 22 ( B ) 66% 22 ( B ) i - iv2013-2014 22 ( D ) 23 ( D ) 22 ( B ) NT 22 ( B ) i - iv2014-2015 22 ( D ) 23 ( D ) 22 ( B ) 54% 22 ( B ) i - iv2015-2016 22 ( D ) 23 ( D ) 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 )2014-2015 24 ( E ) 22 ( C ) 51% 22 ( C ) 21 ( A )2015-2016 24 ( E ) 22 ( C ) 62% 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%21 ( A )

23 ( C ) ii 21 ( B ) i 20 ( B ) i23 ( C ) ii 21 ( B ) i 20 ( B ) i

20 ( B ) ii

20 ( B ) i20 ( B ) ii

23 ( C ) ii

20 ( B ) ii

21 ( B ) i

20 ( B ) ii


2013-2014 22 ( E ) 24 ( F ) 24 ( G ) 22 ( D ) NT 22 ( D ) 21 ( B ) 21 ( A ) 80% 19 ( A ) 61% 19 ( A ) 77%2014-2015 22 ( E ) 24 ( F ) 24 ( G ) 22 ( D ) NT 22 ( D ) 21 ( B ) 21 ( A ) 72% 19 ( A ) 78% 19 ( A ) 82%2015-2016 22 ( E ) 24 ( F ) 24 ( G ) 22 ( D ) 63% 22 ( D ) 21 ( B ) 21 ( A ) 80% 19 ( A ) 85% 19 ( A ) 72%

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 )

21 ( A )

STAAR Math Vertical AlignmentReporting Category 1

Years K 1st 2nd2014-2015 Rpt Cat 1 68% Rpt Cat 1 68% Rpt Cat 1 70% Rpt Cat 1 44% Rpt Cat 1 53% Rpt Cat 1 71% Rpt Cat 1 57%2015-2016 Rpt Cat 1 74% Rpt Cat 1 84% Rpt Cat 1 73% Rpt Cat 1 47% Rpt Cat 1 57% Rpt Cat 1 71% Rpt Cat 1 58%

2014-2015 2(A) 30% 2(A) 35% 2(A) NT2015-2016 2(A) 27% 2(A) 53% 2(A) NT

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

2(B) NT2(F) 3(B) NT 2(C) 47% 2(B) 75%3(A)3(D)3(C)

2(B) NT2(F) 3(B) NT 2(C) 60% 2(B) 81%

2(l) 2(B) 2(A)2( C) 2(B) 2(B) 72%

2(B) 31% 2(A) NT2(E) 49%

2(l) 2(B) 2(A)2( C) 2(B) 2(B) 88%

2(B) 40% 2(A) NT2(E) 69%

2(G)2(H)

2(F)2(G)

2(F) 51%2(G)2(H)

2(F)2(G)

2(F) 69%

2(D) NT4(G) C22(D) NT

2014-20153(A) 87%

2(G) 69%

2(C) 77%2(A) 83%

C2

55%

2(C) 79%4(B)

2(E)2(D) 2(D) 73% 2(C) 82%

2(B) 73%

2(C)

2(D) 2(D) 68%

4(B) C2

3(A) 94%

2(G) 89%

2(A) 70%

68%

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

64%2(D) 79% 2(C) 88%

2(D)2(D)2(B) 73% 55%

2(C) 81%2(A)

2(A) 77%

83%

2015-2016

2015 2016

2(E)2(D)

2015-2016

2015-2016

2014-2015

2014-2015

2014-2015


4(G) C2

2(F) 2(E)2(H) 78%

2(F) 2(E)2(H) 88%

2014-2015 3(B) 3(C) NT2015-2016 3(B) 3(C) NT

3(A) 65% 2(E) NT3(B) NT3(A) 68% 2(E) NT3(B) NT

2014-2015 3(C) 3(E) 48%2015-2016 3(C) 3(E) 64%

2014-2015 3(F) 86%2015-2016 3(F) 77%

2014-2015 3(G) NT 3(C) NT2015-2016 3(G) NT 3(C) NT

2014-2015 3(H) 64% 3(D) 70%2015-2016 3(H) 78% 3(D) 89%

2014-2015 3(G) NT2015-2016 3(G) NT

2014-2015 6(A) 75%2015-2016 6(A) 67%

2014-2015 6(C) 47%2015-2016 6(C) 36%

2014-2015 6(D) 59%2015-2016 6(D) 58%

2014-2015 6(E) 71%2015-2016 6(E) 71%

2014-2015 6(H) 37%2015-2016 6(H) 74%

2014-2015 6(I) 40%

2015-2016

2014-2015 3(D) NT

2016-2016

2014-2015 2(C) NT

NT

C2

NT

2(C)

2(C) 79%4(B)

3(D)

2015-2016


2015-2016 6(I) 41%

2014-2015 4(C) NT2015-2016 4(C) NT

2014-2015 4(D) 66% 4(A) C22015-2016 4(D) 67% 4(A) C2

4(E) 34%4(F) 15%4(G) 46%

2(G) 69%4(D) C2

4(E) 34%4(F) 21%4(G) 44%

2(G) 89%4(D) C2

2014-2015 5(B) 7(A) 4(A) 74%2015-2016 5(B) 7(A) 4(A) 79%

2014-2015 4(I) 60%2015-2016 4(I) 68%

5(C) C2 4(E) NT4(F) 57%

5(C) C2 4(E) NT4(F) 62%

5(D)5(E)

5(B) C25(D)5(E)

5(B) C2

2014-2015 7(C) NT2015-2016 7(C) NT

2014-2015 7(D) 32%2015-2016 7(D) 38%

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

5(A) C2

2014-2015 9(C) 7(A) NT 11(A) C3

2014-2015 7(A) 58%

5(A) C2

4(D) C2

5(C) NT

2015-2016C2

2014-2015

2015-2016

2015-20167(C)

7(A) 62%

2014-20157(C) 5(A) C2

4(D)

5(C) NT

7(B) NT4(B) C25(A) C2

4(B) C2 7(B) NT


8(C) C3 10(C) C38(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) C32015-2016 9(C) 7(A) NT


Years K 1st 2nd2014-2015 Rpt Cat 2 65% Rpt Cat 2 56% Rpt Cat 2 68% Rpt Cat 2 49% Rpt Cat 2 60% Rpt Cat 2 62% Rpt Cat 2 64%2015-2016 Rpt Cat 2 67% Rpt Cat 2 69% Rpt Cat 2 67% Rpt Cat 2 51% Rpt Cat 2 62% Rpt Cat 2 61% Rpt Cat 2 64%2015-2016 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 2 Rpt Cat 22014-2015 4(A) 44%2015-2016 4(A) 43%2015-20162014-2015 4(B) 89%2015-2016 4(B) 93%2015-2016

2014-2015 4(C) 54%

2015-2016 4(C) 65%2015-2016

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

3(F) NT 3(K) 66%6(A) 4(D) NT

4(E) 59%4(F) NT4(G) 73% 4(C) NT4(K) 65% 4(E) NT

4(F) 63%4(H) 38%

3(J) 40%4(J) 85% 3(A) 60%

3(C) NT3(D) 43%

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

3(F) NT 3(K) 70%6(A) 4(D) NT

4(E) 61%4(F) NT4(G) 75% 4(C) NT4(K) 64% 4(E) NT

4(F) 87%4(H) 50%

3(J) 39%

3(A) 58%3(E) 38%

4(B) 78%3(B) 89%

3(C) 74%

2014-2015

4(A) 64% 4(A) 50% 3(A) 58%

70%3(C)

59%

4(B) 96%3(B)

2015-201687%

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

3(A)4(A)4(A) 64% 63%

3(A)3(E) 49%

58%


4(J) 80% 3(A) 76%3(C) NT3(D) 43%

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

3(E) 51% 3(H) 83%

4(G) 73% 4(D) 72%

4(H) 38%3(D) 88%3(E) 50%3(I) 53%3(F) 38%3(G) 76%3(L) 65%

3(B) NT

3(A) 4(C)3(D) 4(A)3(F) 4(D)

3(E) 57% 3(H) 87%

4(G) 75% 4(D) 87%

4(H) 50%3(D) 75%3(E) 54%3(I) 48%3(F) 35%3(G) 80%3(L) 64%

3(B) NT2015-2016

4(D) C14(G) 69%4(D) C14(G) 83%

2014-2015 4(B) 60% 2(C) C1

3(B) 70%

3(B) 89%

3(E) 38%

2014-2015

4(A) 64% 4(A) 50% 3(A) 58%

3(B)

3(B) 87%

2015-2016

2015-2016

59%

74%

3(E) 49%

64% 63%4(A) 4(A) 3(A)

2(C) C14(B) 73%


2014-2015 6(B) 4(H) 85%2015-2016 6(B) 4(H) 83%

4(D) C15(A) 71%

5(E) 49% 4(C) 77% 5(A) NT4(D) 54% 4(C) NT 5(E) 37%

4(D) C15(A) 71%

5(E) 64% 4(C) 68% 5(A) NT4(D) 48% 4(C) NT 5(E) 28%

2015-20162014-2015 4(B) 94%2015-2016 4(B) 90%2015-2016

6(A) 77% 5(B) 42%6(C) 59% 5(F) 92%6(B) 67% 5(I) 63%6(A) 75% 5(B) 39%6(C) 59% 5(F) 83%6(B) 68% 5(I) 58%

2015-20162014-2015 4(B) 39%2015-2016 4(B) 35%2015-2016

4(E) C14(F) C14(G) C15(B) 51%5(C) C14(E) C14(F) C14(G) C15(B) 52%5(C) C1

2015-20162014-2015 5(G) 57%2015-2016 5(G) 54%2015-20162014-2015 5(H) 45%

2014-2015 7(A) 49%

2014-2015 4(D) 66%

2015-2016

2015-2016 65%

7(A)

4(D)

2014-2015 4(A) 72%

5(B) 69% 4(A) 55%

2015-20164(A) 55%

4(A) 81%

5(B) 88%

49%


2015-2016 5(H) 22%2015-20162014-2015 9(A) 25% 10(A) 66% 8(A) 51%2015-2016 9(A) 31% 10(A) 65% 8(A) 55%2015-20162014-2015 9(B) NT 10(B) NT2015-2016 9(B) NT 10(B) NT2015-20162014-2015 9(C) 50% 10(C) 81% 8(B) NT2015-2016 9(C) 51% 10(C) 76% 8(B) NT2015-2016

5(F) 7(C) 5(A) 68% 10(A) 53% 11(A) 34% 8(C) 58%5(G) 5(D) 93%

5(B) 52%5(D)5(E)

5(B) 52%5(F) 7(C) 5(A) 67% 10(A) 53% 11(A) 37% 8(C) 59%5(G) 5(D) 91%

5(B) 50%5(D)5(E)

5(B) 50%

2014-2015 5(C) NT 4(E) C1 7(A) C12015-2016 5(C) NT 4(E) C1 7(A) C1


2014-2015 5(A) 52% 4(B) 82%10(B) 17% 11(B) 20%

7(C)

82%

9(A) 82%

5(A) 68%7(B) C1

2015-2016 5(A) 61% 4(B) 81%

7(B) C1

10(B) 11(B)15% 45% 9(A)

7(C) 5(A) 67%


Years K 1st 2nd2014-2015 Rpt Cat 3 69% Rpt Cat 3 42% Rpt Cat 3 67% Rpt Cat 3 37% Rpt Cat 3 46% Rpt Cat 3 59% Rpt Cat 3 59%2015-2016 Rpt Cat 3 74% Rpt Cat 3 56% Rpt Cat 3 68% Rpt Cat 3 43% Rpt Cat 3 47% Rpt Cat 3 57% Rpt Cat 3 55%2015-2016 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) 28% 3(A) 79%6(B) 72% 3(B) NT6(C) 59%

6(A) 6(C) 6(A) 41% 3(A) 74%6(B) 64% 3(B) NT6(C) 80%

2014-2015 6(D) 63%2015-2016 6(D) 64%

6(G)6(H)6(G)6(H)

8(A) 62% 3(C) 50%

8(B) NT

8(C) 74% 10(C) 53%

8(A) 56% 3(C) 41%

8(B) NT

8(C) 70% 10(C) 48%2015-20162014-2015 7(C) 31%2015-2016 7(C) 70%

2014-2015 7(D) NT2015-2016 7(D) NT

2014-2015 7(E) 50%2015-2016 7(E) 62%

8(A) 77%8(B) 35%8(C) 27%8(A) 72%

4(E) 65%

11(A) 39%

2014-2015 7(A) 60% 4(H) 52%

2014-2015 8(A) 6(B) NT6(D) 6(D)

6(D)6(D)2015-2016

6(E) NT2015-2016

2014-2015 6(E) NT

2014-2015 9(C) 7(A) C1

2015-2016

8(A) 6(B) 56%

11(A)9(C)


51%7(A) C1


8(B) 52%8(C) 34%

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

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

9(E) 7(B) 68%7(E) 9(G) 7(C) 45%

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

9(E) 7(B) 67%7(E) 9(G) 7(C) 67%

2014-2015 5(A) 79%2015-2016 5(A) 74%2015-20162014-2015 5(B) NT2015-2016 5(B) NT2015-20162014-2015 5(C) 48%2015-2016 5(C) 46%2015-20162014-2015 5(C) NE 4(G) NE 8(B) NT 8(A) NE 6(A) 63%2015-2016 5(C) NE 4(G) NE 8(B) NT 8(A) NE 6(A) 62%2015-20162014-2015 8(C) NE 6(C) 49%2015-2016 8(C) NE 6(C) 44%2015-2016

8(C) 36%9(A) 45% 7(A) 82%9(B) 38%

8(C) 38%9(A) 48% 7(A) 80%9(B) 45%

2015-20169(C) 34%9(D) 39% 7(B) 65%

4(H) 62%8(D) 31%

2014-2015 8(D) 31%

2014-2015 8(C) 27%9(A)

63%

66%4(H)

2015-2016 7(A)

8(D) 37%

4(E) 67%4(H) 64%

9(A)8(C) 34%2015-2016

2015-20165(D) 57%

2014-20155(D) 44%


9(C) 35%9(D) 36% 7(B) 74%

2015-20162014-2015 7(C) 52%2015-2016 7(C) 56%2015-20162014-2015 7(D) 40%2015-2016 7(D) 31%2015-20162014-2015 8(A) 17% 11(C) 63% 8(D) 55%2015-2016 8(A) 1% 11(C) 50% 8(D) 67%2015-20162014-2015 6(C) 6(B) 10(A) 75%2015-2016 6(C) 6(B) 10(A) 83%2015-20162014-2015 10(B) 37%2015-2016 10(B) 24%2015-20162014-2015 10(C) 53%2015-2016 10(C) 48%2015-2016

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

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

7(D) 83% 10(D) 35%7(E) NT

7(B)7(D) 88% 10(D) 30%7(E) NT

7(B)

2014-2015 9(F) 6(A) 51% 10(D) 35%2015-2016 9(F) 6(A) 62% 10(D) 30%

2014-2015 6(C) 65% 6(B) 72%2015-2016 6(C) 75% 6(B) 77%

5(A) 75%

2014-20157(A)

8(C) 27%

2014-2015 6(A) 81% 6(D) 33%

5(A) 75%6(D) 41%6(A) 80%

8(D) 37%

34%2015-2016

2015-2016

7(A)8(C)

2015-2016




Years K 1st 2nd2014-2015 Rpt Cat 4 68% Rpt Cat 4 57% Rpt Cat 4 63% Rpt Cat 4 47% Rpt Cat 4 39% Rpt Cat 4 66% Rpt Cat 4 46%2015-2016 Rpt Cat 4 71% Rpt Cat 4 73% Rpt Cat 4 68% Rpt Cat 4 57% Rpt Cat 4 52% Rpt Cat 4 69% Rpt Cat 4 67%2015-2016 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) 97%2015-2016 4(C) 5(A) 4(C) 90%

2014-2015 5(C) 87%2015-2016 5(C) 92%2015-20162014-2015 5(D) 68%2015-2016 5(D) 69%2015-2016

2014-2015 9(B) 86% 11(A) 87%

2015-2016 9(B) 88% 11(A) 86%2015-20162014-2015 6(G) 43%2015-2016 6(G) 45%2015-20162014-2015 8(B) 8(B) 10(B) 8(A) 80% 9(A) 77% 9(A) NT 12(A) 66%2015-2016 8(B) 8(B) 10(B) 8(A) 80% 9(A) 93% 9(A) NT 12(A) 85%2015-2016

12(B) NT12(C) 50% 11(B) 49%12(D) 45%12(B) NT12(C) 57% 11(B) 53%12(D) 56%

2015-20162014-2015 12(B) NT2015-2016 12(B) NT2015-20162014-2015 12(C) NT 11(C) NE2015-2016 12(C) NT 11(C) NE2015-2016

8(C) 8(C) 10(D)10(C) 8(B) 58% 9(B) 20% 9(C) 57%

8(C) 8(C) 10(D)10(C) 8(B) 47% 9(B) 38% 9(C) 62%

2015-20162014-2015 13(B) NT2015-2016 13(B) NT2015-2016

2014-2015 12(A) 37%

2014-2015 13(A) 44%

13(A) 50%2015-2016

2015-2016 12(A) 63%



2014-2015 11(C) 10(D) NE 10(D) NE 14(A) 37%2015-2016 11(C) 10(D) NE 10(D) NE 14(A) 37%2015-20162014-2015 11(D) 9(D) 43% 10(E) NT 10(C) NE 14(B) NT 12(A) NT2015-2016 11(D) 9(D) 72% 10(E) NT 10(C) NE 14(B) NT 12(A) NT2015-20162014-2015 14(C) 42%2015-2016 14(C) 55%2015-20162014-2015 11(D) 14(E) NT 12(E) NE2015-2016 11(D) 14(E) NT 12(E) NE2015-20162014-2015 11(E) 14(F) NT2015-2016 11(E) 14(F) NT2015-20162014-2015 11(D) 14(G) NT2015-2016 11(D) 14(G) NT2015-20162014-2015 9(A) 9(A) 9(A) 48% 10(A) 64% 10(A) 58% 13(A) 13%2015-2016 9(A) 9(A) 9(A) 60% 10(A) 79% 10(A) 64% 13(A) 43%2015-20162014-2015 10(F) 62% 13(B) 73%2015-2016 10(F) 71% 13(B) 70%2015-20162014-2015 11(F) 9(B) NT 10(B) 46%2015-2016 11(F) 9(B) NT 10(B) 61%

2014-2015 13(C) 41%2015-2016 13(C) 43%2015-21062014-2015 13(D) NT2015-2016 13(D) NT2015-20162014-2015 11(B) 9(C) NE 13(F) 30% 12(C) NT2015-2016 11(B) 9(C) NE 13(F) 41% 12(C) NT2015-20162014-2015 9(C) 11(A) 9(E) NT 10(C) NE 13(E) 31% 12(D) 67%2015-2016 9(C) 11(A) 9(E) NT 10(C) NE 13(E) 57% 12(D) 73%2015-20162014-2015 9(D) 9(B) 10(B) NT 14(H) 52% 12(G) 36%2015-2016 9(D) 9(B) 10(B) NT 14(H) 63% 12(G) 36%2015-20162014-2015 10(E) NT2015-2016 10(E) NT


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

ISIP Universal Screener - Overall Reading - % Students in Tier 1

BOY - SeptemberMOY - JanuaryEOY - May



BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 58% 71% 75%2015-20162016-20172017-2018





BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 6%2015-20162016-20172017-2018

BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 6% 24% 0%2015-2016


Female ELL SPED ECODIS

5th ReadingAll AA His. White

SPED ECODIS

4th ReadingAll AA His. White 2+ Male

3rd ReadingAll AA His. White 2+ Male Female ELL

2+

ELL SPED ECODIS


2nd ReadingAll AA His. White

1st ReadingAll AA White 2+ MaleHis.

2+ Male Female

Male Female ELL SPED ECODISK Reading


Male Female ELL SPED ECODISPK Reading

All AA His. White 2+ At-Risk

At-Risk

At-Risk

At-Risk

At-Risk

At-Risk

At-Risk

ISIP Universal Screener - Overall Reading - % Students in Tier 1




2016-20172017-2018

BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-20152015-20162016-20172017-2018





8th ReadingAll AA His. White

SPED ECODIS

7th ReadingAll AA His. White 2+ Male

6th ReadingAll AA His. White 2+ Male Female ELL

2+ At-Risk

At-Risk

At-Risk

ISIP Universal Screener by Subtest - % Students in Tier 1




BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 58% 71% 75% 55% 66% 71% 70% 80% 78%2015-20162016-20172017-2018

BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 57% 61% 72% 52% 65% 81% 67% 77% 88% 59% 75% 62% 58% 58%2015-20162016-20172017-2018

BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 56% 57% 59% 71% 71% 58% 71% 72% 83% 45% 54% 62% 51% 61% 69% 55% 58% 60% 56% 63% 61% 90% 61%2015-20162016-20172017-2018

BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 30% 46% 48% 39% 58% 54% 35% 41% 49% 35% 37% 43% 39% 46% 50%2015-20162016-20172017-2018


BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 6% 0% 22% 10% 0% 44% 17% 0%2015-20162016-20172017-2018

Vocabulary Spelling Listening Text Fluency Word Analysis4th Reading

Overall Reading Letter Knowledge Phonemic Aware Alpha Decoding Comrehension

Vocabulary Spelling Listening Text Fluency Word Analysis3rd Reading


Vocabulary Spelling Listening Text Fluency Word Analysis2nd Reading


Vocabulary Spelling Listening Text Fluency Word Analysis1st Reading


Vocabulary Spelling Listening Text Fluency Word AnalysisK Reading


Vocabulary Spelling Listening Text Fluency Word AnalysisPK Reading


ISIP Universal Screener by Subtest - % Students in Tier 1





BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 6% 19% 38% 21% 6% 6% 100% 75% 21% 53%2015-20162016-20172017-2018


BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 17% 0% 17% 50% 40%2015-20162016-20172017-2018









RenLearn Star Early Literacy Universal Screener - Overall Reading

% Scoring 50th Percentile or AboveBOY - SeptemberMOY - JanuaryEOY - May



BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 0% 4% 28%2015-2016 3% 5% 21%2016-2017 0%2017-2018

BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 23% 60% 67%2015-2016 18% 44% 76%2016-2017 8.90%2017-2018

BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 56% 94% 97%2015-2016 63% 88% 97%2016-2017 58.00%2017-2018


BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 0%2015-2016 0% 63% 75%2016-2017 50.00%2017-2018

PK3, P4 and Kindergarten percentage represents percent of students that scored Late Emergent Reader or Higher1st grade percentage represents percent of students that scored Transitional Reader or Higher2nd grade percentage represents percent of students that scored Probable Reader or Higher*This data reflects the results of students that have not graduated from Star Early Literacy to Star Reading.

At-RiskPK3 Reading


At-RiskK Reading


At-Risk1st Reading


At-Risk*2nd Reading


At-RiskPK4 Reading


RenLearn Star Reading Universal Screener - Overall Reading




BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 77%2015-2016 30% 71%2016-20172017-2018

BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 40% 66% 63%2015-2016 48% 71% 802016-2017 56%2017-2018





BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 27% 29% 26%2015-2016 31% 33% 30%

At-Risk7th Reading


At-Risk6th Reading


At-Risk5th Reading


At-Risk4th Reading


At-Risk3rd Reading


At-Risk2nd Reading


At-Risk1st Reading


RenLearn Star Reading Universal Screener - Overall Reading




2016-2017 38%2017-2018


At-Risk8th Reading


RenLearn Star Math Universal Screener - Overall Math










BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY2014-2015 54% 59% 57%2015-2016 51% 59% 67%

At-Risk8th Math


At-Risk7th Math


At-Risk6th Math


At-Risk5th Math


At-Risk4th Math


At-Risk3rd Math


At-Risk2nd Math


RenLearn Star Math Universal Screener - Overall Math




2016-2017 50%2017-2018

SPI/SRI - Overall Reading - % Students in




BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY2015-20162016-20172017-2018

BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY BOY MOY MOY EOY2015-20162016-20172017-2018






At-Risk8th Reading


At-Risk7th Reading


At-Risk6th Reading


At-Risk5th Reading


At-Risk4th Reading


At-Risk3rd Reading


At-Risk2nd Reading


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RUSK I.S.D. 2016-2017 · 2017-01-25 · Angela Raiborn Community Representative Gene Brown Business...

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