Casis Elementary School

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Casis Elementary School

2012-2013

Campus Improvement Plan

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Austin Independent School District

Strategic Plan 2010-2015

The Campus Improvement Plan directly supports the AISD Strategic Plan.

Mission

In partnership with parents and our community, AISD exists to provide a comprehensive educational experience that is high quality, challenging, and inspires all students to make a positive contribution to society.

Vision

AISD will be nationally recognized as an outstanding school district, instilling a passion for life-long learning in all students.

Values

 Focus on Children  Excellence  Integrity  Equity  Respect

 Health and Safety

Goals

1. All students will perform at or above grade level.

2. Achievement gaps among all student groups will be eliminated.

3. All students will graduate ready for college, career, and life in a globally competitive economy.

4. All schools will meet or exceed state accountability standards, and the district will meet federal standards and exceed state standards.

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CAMPUS ADVISORY COUNCIL: Membership

According to state law and district policy, the Campus Improvement Plan (CIP) was developed in collaboration with the Campus Advisory Council (CAC). Following are the names of all members currently on the CAC. Add lines for any members over the minimum positions required by CAC bylaws. Also, note if any positions are currently vacant. This list will be reviewed for compliance with CAC membership requirements.

Membership Category Member Names Co-Chair _() Secretary _()

Principal (non-voting) Patty Martin

PTA President or Designee Julie Lewis

Parent2 Cari Ezell

Parent2 Chris Merritt

Parent2 Kelley Mucci

Parent2 Lindsey Sartain X

Parent2 Darrell May

Parent2 Katherine Madianos

Professional Staff Member3 Mary Allen

Professional Staff Member3 Lynne Johnson

Professional Staff Member3 Chris Lengle

Professional Staff Member3 Martha Olvera X

Professional Staff Member3 Sarah Ward

Professional Staff Member3 Jaynelle Nestle

Professional Staff Member3 Rebekah Parker

Professional Staff Member3 Suzanna Ammenheuser

Professional Staff Member3 Gretchen Reed

Professional Staff Member with

Expertise in Special Education4 Sheri Bryant

Classified Staff Member3 Jo Hammons

Community Representative2 Lilla Ezell

Business Representative2 Courtney Houston

1

Director of a magnet, academy, or institute collocated with the school 2

Selected by Membership Committee (principal, CAC officers, and one non-staff CAC member); at least 2/3 of professional staff must be classroom teachers

3

Elected by peers (elections not required if no competition for positions) 4

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CAMPUS ADVISORY COUNCIL: CAC Database Information

Email Addresses of CAC Co-Chairs:

Staff Co-Chair Email Address: Non-Staff Co-Chair Email Address:

Schedule for Regular CAC meetings:

Normal Day of the Month: First Tuesdays Normal Time: 3:00 pm

CAMPUS ADVISORY COUNCIL: Orientation of New CAC Members

According to CAC Bylaws, the principal shall ensure that new CAC members receive orientation to service. Use the following form to document that orientation was provided to new CAC members.

Check Any As Applicable

Method of Orientation Date

As Applicable

X New Member Self-Orientation Using Materials on CAC Web Site Before September 4, 2012 X Orientation Session Provided by Campus or CAC September 4, 2012

Orientation Session Provided by Campus and District Accountability Orientation Session Provided by District Advisory Council (DAC) Members Other (please describe):

CAMPUS ADVISORY COUNCIL: Level of Participation in 2012-2013 CIP Development

The following documentation is in accordance with District Advisory Council (DAC) Resolution to ensure that the CAC is meaningfully and actively involved in CIP development. For each category, fill in the estimated hours spent on 2012-2013 CIP development. Note that development refers to time spent on putting the CIP together or revising it; development does not refer to time spent on

discussing implementation of the CIP.

Estimated Hours Spent on CIP Development

Full CAC CAC

Subcommittee

Campus Staff or Leadership Team

Principal Other

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ACTION PLAN FOR 2012-2013

Explanation

The action plan includes individual tables that represent separate performance objectives, in the following format:

Performance Objective #

Applicable Strategic Plan Goal(s): [Performance objective statement]

Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence

Each performance objective in the action plan is based on areas for improvement, as identified through analysis of related data (i.e., a needs assessment). Each performance objective is also aligned with at least one of the goals in the district’s Strategic Plan, as listed on Page 2.

Following is additional explanation of certain columns in the action plan tables:

Improvement Strategies

 Each performance objective has at least one improvement strategy; additional rows may be added to the tables as necessary to accommodate additional improvement strategies. (As appropriate, certain improvement strategies may be repeated under different performance objectives.)

 There is a clear link between the strategy and the performance objective. (For example, “Administering benchmark assessments bi-weekly in reading and writing” is not a strategy, since testing itself does not improve achievement. Instead, a strategy can be, “Use bi-weekly assessment data to differentiate instruction and target interventions for students.” Administering the assessments can be an implementation step.)

Key Implementation Steps

 This information answers the question, “What steps will result in the strategy being implemented?” In other words, specific steps are identified that need to occur that will cumulatively result in the strategy being implemented with fidelity.

 As applicable, any funding sources are included (e.g., Title I, State Compensatory Education, grants), as well as materials, parent and community involvement (required for Title I schools), communications, professional development (required for Title I schools), or other requirements to accomplish the related improvement strategies.

 As applicable, professional development may include scheduled district, vertical team, and campus professional development days, as well as embedded professional learning time, late start day activities, and other professional development or training.  Timeframes for completion are assumed to be the 2012-2013 school year. However, if certain Improvement strategies relate to

more specific timeframes (e.g., a specific day, month, quarter, semester), those timeframes are indicated. This may be useful in explaining status.

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Implementation Evidence

 This information answers the question, “How are you measuring implementation success?”

 Measures for each implementation step are noted. (For example, if the implementation step is “Provide training in reading and writing intervention to all teachers by January 15”, then the measure for this step might be “X of Y teachers trained.” This might be just one of several implementation steps, as training alone is not sufficient evidence of implementation of a strategy.)

 Observation protocols may serve well for measuring improved skills of teachers. (For example, you can note that “5 of 7 teachers observed used reading strategies from professional development”. Ideally, the level of implementation is noted, such as proficient or beginning.)

 End-of-year TAKS results are not appropriate measures of an implementation step. Measures of a step are identified that will provide guidance during the year in order to make mid-course corrections if necessary. Interim or benchmark assessments would be appropriate.

 Different types of measures for different stages of implementation are considered. (For example, if the strategy involves teachers learning and implementing a particular instructional approach, evidence in September might be X of Y teachers trained, evidence in November might be classroom observation data, and evidence throughout might be different assessments, such as benchmark assessments in the fall and the MOY assessment in the winter.)

Status

 The status column is not filled out for submittal of the plan. It is to be used for subsequent implementation monitoring purposes during the school year (i.e., formative and summative evaluations).

T

he completed action plan is used as a template for status reports.

 Status reports are to be provided to the Campus Advisory Council at regular monthly meetings, and are to be attached to the minutes of those meetings. In addition, everyone on campus should be familiar with the Campus Improvement Plan.

 Under status, the appropriate symbol is inserted, as described below (color or black and white symbols may be used).  Text may be inserted below a table to explain status and to provide next steps.

Status Symbols Description of Status Symbols



or solid green

On track and being implemented as designed.



or solid yellow

Generally on track, or initiation pending as described in action plan.



or solid red

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ACTION PLAN FOR 2012-2013

Performance Objective #1

Applicable Strategic Plan Goal(s): 1,2

Establish goals at each school to prepare children to be healthy, fit, and ready to learn.

a. All elementary teachers will teach five health and/or five CATCH lessons each nine-weeks.

Classroom teachers Utilize the developed

Health/CATCH curriculum per grade level, K-5.

Teachers will include in weekly, monthly lesson plans evidence of the health/CATCH lessons taught.

b. The campus will show evidence of an environmental change using Coordinated School Health materials.

Campus staff Utilize CATCH posters, flyers, marketing materials.

Inclusion of CATCH and health information in campus

newsletters, parent

correspondence, classrooms, cafeteria, gym, and campus events.

c. Elementary campuses will have two family fitness fun nights annually.

Administrators PE Teachers Classroom teachers

Utilize existing events to integrate a health message through a coordinated school wide event.

Flyers, email, newsletters, marketing the event to include health, physical activity, nutrition, and parent/community

involvement. d. 85% of students in grades

K-8 will pass the identified skill movement, physical activity, health concept, and social development assessments.

PE Teachers Students will complete various

assessments during a grading period.

Students’ data will be entered in Grade Speed according to grade level and teacher.

e. 100% of students in grades 3-12 of the identified non-restricted students (under the health classification for physical education) will be assessed using Fitnessgram.

PE Teachers This will occur once in the Fall and once in the Spring.

All students’ data will be entered in Fitnessgram according to teacher and campus.

f. Identify students in the 85th to 99th plus percentile to receive health and wellness

information and case management for obesity.

PE Teachers Nurse

Administrators

The PE teacher will assess students BMI using Fitnessgram. The PE teacher will collaborate with the nurse to identify students according to their height/weight to determine their BMI percentile. The nurse will

Using Fitnessgram, the campus will be able to identify the groups of students that fall within identified categories. The students in the 99th plus percentile (with parental

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provide information to the student and parent in

accordance with AISD’s case management plan for obesity.

case managed using AISD case management plan for obesity.

g. Annually Principals will provide campus staff, teachers, and parents the campuses Fitnessgram report/results.

Principal Include distribution of data on

school calendar.

Spot checks to see if data were received.

h. All elementary teachers will participate in providing students with 135 minutes of physical activity weekly.

Classroom Teachers Teachers may follow the master schedule of the A, B, and C rotation to identify areas where they can block the time to engage students in physical activity breaks.

Teachers may use the WOW Integrated Academic activity games

Teachers and students being physically active during the school day.

Identification of WOW lessons used written into teachers’ daily lesson plans.

i. Campuses will comply with nutrition policy (CO, Legal) and wellness policy (FAA, Local).

Principal

Classroom teachers

Principals will share the nutrition memo (dated August 2009) with staff, teachers, PTA, and parents.

Principals will communicate contents of the policy across stakeholders.

Principals will identify the three exempted days and email the information to AISD Health Coordinator.

Teachers will use alternative rewards instead of food.

No compliance issues reported from Texas Department of Agriculture, campus staff, parents, or from food services.

j. Campuses will comply with nutrition policy (CO, Legal) and wellness policy (FAA, Local).

Administrators Classroom teachers

Principals will share the nutrition memo (dated August 2009) with staff, teachers, PTA, and parents.

Principals will communicate contents of the policy across stakeholders.

No compliance issues reported from Texas Department of Agriculture, campus staff, parents, or from food services.

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Principals wil identify the three exempted days and email the information to AISD Health Coordinator. Teachers will use alternative rewards instead of food.

Applicable Strategic Plan Goal(s): 1, 2, 4

Implement strategies to align campus special education data with district targets.

Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence

a. Review student and campus data provided by SPED department on LRE for targeting reviews of individual placement decisions and staffing decisions. Special Education teachers General Education teachers Administrators

Teachers and administrators will collaborate to determine the most appropriate educational setting for each student identified as special education

66% of special education students will be served in the general education population for 80% or more of the day.

b. Increase the number of students taking the regular assessments (STAAR or STAAR-A) Special Education teachers General Education teachers Administrators

Testing decisions are made for students based on the

instruction provided.

97% of students take STAAR or STAAR-A.

c. Provide parents notice of ARD meetings at least 7 days in advance

Special Education Teachers

Administrators

At the beginning of each month, administrators will send a list of ARD meetings

scheduled to occur in that month to Special Education teachers. Parent invitations will then be filed and sent to parents at least 7 days in advance of the meeting.

100% of parents receive written notice of ARD meetings at least 7 days in advance.

Applicable Strategic Plan Goal(s): 1, 2, 4

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Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence 1. Review data pertaining to

currently identified African American students and determine whether special

education services are appropriate.

Special Education Teachers

Administrators

All African American students served by Special Education have data to support need for services.

2. Ensure that appropriate interventions are in place

to support African

American students before Special Education

services are needed.

Administrators General Education Teachers

Using data to ensure mastery of curriculum

Providing research-based interventions when needed

Students will perform at or above grade level.

Performance Objective # 4

Applicable Strategic Plan Goal(s): 1,2,4

Increase the number of students with an LRE of 80% or more of the day to > 66%.

1. Provide ongoing staff development on topics such as how to differentiate instruction, provide multi-level instruction individualized

instruction, and how to make instructional accommodations. 2. Monitor student

progress on IEP goals and objectives.

Classroom teachers Special Education Teachers

Administrators

Provide campus-based staff development

Provide opportunities for staff to attend staff development within and outside district. Disseminate Fall and Spring Dept. of ELLS catalog Provide support through linguistically accommodated instruction.

Collect data of student progress on IEP goals weekly or biweekly.

Teachers will collaborate with grade level teams and special education staff weekly. Students set academic goals. Students track own progress in academic areas, such as tracking their own fluency.

Lesson plans Walkthrough Student Work

Students demonstrate mastery of curriculum on regular assessments and benchmark tests

Data notebooks, Progress reports

Lesson plans and weekly notes.

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3. Provide administrative support and funding for planning, staff training, release time for team meetings,

consultations, and data/record keeping. 4. Share goals with

individual students, in order to create an awareness of what is expected, and an enthusiasm for reaching his/her goals.

Student planning and goal-setting records.

Student progress monitoring tools.

Applicable Strategic Plan Goal(s): 1,2,3,4

Decrease % of ELL students scoring at beginning level on TELPAS Reading.

1. Identify all ELL students at Casis within 20 days of enrollment

2. Provide training and support for instructional purposes to enhance the education of identified ELL students.

3. Provide rigorous instruction that meets the needs of a culturally diverse classroom with differentiated

instruction, multi level instruction and instructional accommodation

4. Identify students needing

Assistant Principal

Classroom teachers

Administer pre-LAS, LAS links

Communicate to teachers district staff development available

Instruction includes scaffolding for language and concept development.

Teachers provide interventions

LPAC minutes

ESL Teachers will attend training that provides them tools to meet the needs of their students.

Students demonstrate mastery of academics on regular assessments.

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Tier II interventions based on universal screening measures.

1. Analyze data to determine specific areas of need for each individual student. 2. Design and implement

specific interventions based on areas of need.

3. Ensure that the school is welcoming, staff is accessible and that the campus team

acknowledges , understands and respects diverse family networks and child rearing customs and practices.

4. Give parents clear information and

feedback as to their role and the purposes of the interventions for their child.

5. Monitor students’ response to interventions to

determine next steps in intervention (continue, modify or discontinue. Reading Specialists Administrators Classroom teachers Reading Specialists Administrators Classroom teachers Reading Specialists Administrators Administrators All staff Classroom teachers Administrators Classroom teachers Reading Specialists Administrators

within the classroom and monitor progress weekly.

Communicate routines, expectations and services. Respond to phone calls and email communications, and be available as needed to parents.

Include parents in meetings and decisions regarding their child, keeping them informed about progress.

Parents have an active role in addressing instructional needs. Progress monitoring

Use of eCST

Analyze 2011, 2012 TELPAS data

Use Student Progress Monitoring Checklist specifically for ELLs.

are tracked through CST

Parents are engaged in the school community and participate actively in their child’s education.

ELLs master goals.

Student Progress Monitoring Checklist for ELLs.

Weekly classroom

assessments for Reading, Math, and Science.

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Applicable Strategic Plan Goal(s): 1,2,3,4

Improve performance of ELLs on Science State of Texas Assessments of Academic Readiness (STAAR)

1. Provide rigorous instruction in Science that meets the needs of a culturally diverse classroom with

differentiated instruction, multi level instruction and instructional

accommodation

2. Identify students needing

Tier II interventions based on universal screening

Classroom teachers Administrators

Use Curriculum Road Maps, Adopted Science materials, and STAARScopes for instruction

Provide reteach within classroom and after school tutoring

All ELLs will demonstrate mastery of grade level science skills on classroom assessments and

benchmark assessments.

All ELLs will pass STAAR Science

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APPENDIX A

Use of State Compensatory Education Funds for Improved Student Achievement

Programs and services currently being implemented on this campus that are partially or fully supported through State Compensatory Education (SCE) or grant funding include the following (if not applicable, indicate “N/A” under Use and $0” under Amount):

Program/Service Source Use Amount

After-School Tutorials BTO1 supplement/AFL2 $

General Supplies for at-risk students BTO1 $

Transition Services BTO1 supplement Teaching Assistant $55,770

Middle School reading and math initiatives BTO1 supplement $

After-school detention BTO1 supplement $

Reading specialists BTO1 Reading Interventions $28,398

Elementary Counselors BTO1 $104,717

Dropout prevention services BTO1 supplement $

DELTA BTO1 $

Parent Support Specialist AFL2 $

9th Grade Initiatives BTO1 supplement $

TOTAL 188,885.00

The figures above include the salaries (in part or whole) of the equivalent of [number] full-time staff members (FTEs), added to the faculty in order to support the supplemental programs and services funded through State Compensatory Education.

1_{Basic Table of Organization} 2

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APPENDIX B

Highly Qualified Teacher Recruitment and Retention Plan

Area 1: Increase percentage of highly qualified (HQ) teachers to meet and/or maintain 100%. Strategies (check all that apply): X Work with staffing coordinator, identify staff not meeting HQ standards

X Notify staff of deficit area(s)

X Agree with staff on appropriate ways to meet the standard

X Provide adequate time for staff to attend trainings and/or take needed exams Other:

Area 2: Ensure low-income students and minority students are not taught at higher rates than other student groups by teachers who are not HQ. Strategies (check all that apply):

X Offer early-bird signing bonuses to teachers at Title I campuses X Provide bilingual and special education stipends

X Collaborate with HR to identify staffing needs so that qualified candidates are available Other:

Area 3: Attract and retain HQ teachers. Strategies (check all that apply): X Participate in district-sponsored job fairs

Participate in recruiting trips

X Provide mentors to first and second year teachers X Offer high-quality professional development X Provide leadership opportunities for teachers X Encourage participation in National Board program

x Meet on a regular basis with new teachers to review needs/issues Other:

Area 4: Assist teachers not currently HQ to meet the HQ requirements in a timely manner. Strategies (check all that apply): Assign teachers to areas in which already meet HQ

Provide high-quality professional development in area(s) needed Pay for study courses for required exams

Pay for passed exams

Provide substitutes or stipends for professional development Other:

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APPENDIX G

Additional NCLB Requirements

Parent Notice

By the date required by the Texas Education Agency, all parents will be informed of individual student academic assessment results and AYP status via letters sent home in both English and Spanish. Assistance to families seeking choice and/or SES options will be provided. Student assessment results will be shared with parents in both English and Spanish whenever possible.

Support

This Campus Improvement Plan was developed collaboratively with Campus Advisory Council members and central office support. The district is committed to providing the campus support in school improvement efforts. Support includes but is not limited to:

Guidance, Leadership, and Monitoring Associate Superintendent

Compliance and Fiscal Monitoring as per Section 1120A Departments of State and Federal Accountability and Finance

Data Analysis Campus and District Accountability

Curriculum and Benchmark Data, Professional Development Department of Curriculum

Professional Development and Support in Determining Student Needs Department of Special Education and Bilingual Education

Dropout Recovery School Community Liaisons

Parental Involvement Planning and Training Opportunities Family Resource Center

TEA, through the School Improvement Resource Center, provides technical assistance in the areas of needs assessment, scientifically based research, and best practices. The technical assistance provider (TAP), approved by SIRC, will support the principal in improvement efforts.

As evidenced throughout this plan, the campus, in working with central office support, is implementing policies and practices that have the greatest likelihood of ensuring that all groups of students will meet proficiency levels of achievement as set by the state by no later than 2013-2014. Programs and practices are based on current scientifically based research.

Enhancing rigor and relevance in [specify subject(s) missed in AYP] especially for [specify the student group(s) that missed the standards] is critical since performance was not within NCLB standards. Also, the participation rates and/or attendance rate, or graduation rate was/were below standard so it will be essential to focus on this/these area/areas as well.

Evaluation and Outcomes

The ultimate goal for this plan is to significantly improve student achievement for all students, including those served in special programs. The principal, CAC, and campus staff will monitor action plans and strategies on a regular basis to determine the level of implementation and the effectiveness in bringing about desired student outcomes. These outcomes target closing any disparity in achievement levels among student groups. Strategies, if successful, will create a positive learning environment in which all students are actively engaged in a challenging meaningful curriculum, based on TEKS and Principles of Learning. Specific evaluation measures and performance targets are included in the Long-Range Matrix for Student Achievement and in the Action Plan.

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APPENDIX I

Data Reviewed and Needs Assessment

DATA REVIEWED

A description of the types and sources of data reviewed in developing the Campus Improvement Plan.

 Teacher lesson plans

 STAAR

data

 Fitnessgram

data

 Special

Education Rosters

 Special Education IEPs

 Special Education Meeting Invitations

NEEDS ASSESSMENT

Based on review of applicable data, the strategic areas of improvement for the campus in 2012-2013.

 Student

health

 Special

education

 ELLs

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Long-Range Matrix for Student Achievement

Annual Performance Objectives: Academic Excellence Indicator System

The following tables indicate performance results for STAAR 2012, EOC 2012, and TAKS 2004 through 2012. 2012-13 Improvement Goals are to be completed by working with the appropriate Associate Superintendent. High achievement for all students, including each student group and students served in special programs, is the ultimate goal.

End Goal Targets - Targets were developed using 2011 TAKS at the Panel Recommended standard and the 2011 Gold Performance Acknowledgement Standards set by the Texas Education Agency.

* 2010 Standard is at Panel Recommendation for Grades 3 through 11. As of 2010, grade 3 Reading is no longer an SSI grade/subject

* 6th Grade Spanish is no longer available as of the 2009-2010 TAKS administration. * Starting in 2012, TAKS is administerred for G10 and 11 only.

* Starting in 2010-2011 AEIS, "Asian" no longer includes "Pacific Islander". New Student Group, "2 or More" is added.

STAAR, EOC, TAKS Estimated Accountability Subset Data was prepared from contractor's electronic files by the Management Information Systems (MIS) department.

Other Measures

It should be noted that assessments other than state-mandated academic assessments (e.g., benchmarks, 6-9 week tests) are administered during the year as instructional tools, to assist in identifying areas needing focused instruction.

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TAKS-STAAR Reading Met Standard

2004 AEIS 2005 AEIS 2006 AEIS 2007 AEIS 2008 AEIS 2009 AEIS 2010 AEIS 2011 AEIS 2012 Est End Goal Target Exemplary 90% 90% 90% 90% 90% 90% 90% 90% n/a TBD Recognized 70% 70% 70% 75% 75% 75% 80% 80% n/a TBD Acceptable 50% 50% 60% 65% 70% 70% 70% 70% n/a TBD AYP 47% 53% 53% 60% 60% 67% 73% 80% 87% 100%

All Students 98% 98% >99% >99% >99% 98% 99% 99% 100% n/a Asian - >99% >99% >99% >99% 100% >99% * 100% n/a African-American 86% 71% >99% 90% 86% 83% 92% 88% 100% n/a Hispanic 95% >99% >99% >99% >99% 100% >99% 100% 97% n/a White 98% 99% >99% >99% >99% 99% 99% 100% 100% n/a 2 or More 100% n/a EcD 92% 92% >99% * * 94% 92% 92% 91% n/a LEP - * * >99% >99% 100% >99% 100% * n/a

Special Ed. 89% 90% 95% >99% >99% 100% 94% 100% 100% n/a

3rd Grade English 100% 100% 100% 99% 100% 100% 99% 99% 99% n/a

3rd Grade Spanish - n/a n/a n/a n/a

4th Grade English 96% 98% 100% 100% 99% 94% 99% 100% 100% n/a

4th Grade Spanish - n/a n/a n/a n/a

6th Grade English - n/a n/a n/a n/a

Data Source, Current Year and Below Gray Line: Contractor's Electronic Files; TAKS data includes 1st and 2nd administrations at SSI grades. Data Source, Prior Years: AEIS

STAAR at TAKS Equivalent Cut Score is used for 2012. Office of Campus and District Accountability

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TAKS-STAAR Math Met Standard

2004 AEIS 2005 AEIS 2006 AEIS 2007 AEIS 2008 AEIS 2009 AEIS 2010 AEIS 2011 AEIS 2012 Est End Goal Target Exemplary 90% 90% 90% 90% 90% 90% 90% 90% n/a TBD Recognized 70% 70% 70% 75% 75% 75% 80% 80% n/a TBD Acceptable 35% 35% 40% 45% 50% 55% 60% 65% n/a TBD AYP 33% 42% 42% 50% 50% 58% 67% 75% 83% 100%

All Students 98% 98% 99% 97% 99% 98% 99% 99% 99% n/a Asian - >99% >99% >99% >99% 100% 89% * 100% n/a African-American 83% 83% 83% 73% >99% 67% >99% 88% 100% n/a Hispanic 91% >99% 92% 94% 96% 100% 98% 100% 100% n/a White 99% 98% >99% 99% >99% 99% >99% 99% 99% n/a 2 or More 100% n/a EcD 92% 92% 83% * * 87% >99% 92% 100% n/a LEP - * * 83% 86% 100% 86% 100% * n/a

Special Ed. 84% >99% >99% 95% >99% 100% >99% 92% 95% n/a

3rd Grade English 98% 99% 98% 96% 98% 97% 99% 98% 100% n/a

3rd Grade Spanish - n/a n/a n/a n/a

6th Grade English - n/a n/a n/a n/a

STAAR at TAKS Equivalent Cut Score is used for 2012. Office of Campus and District Accountability

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TAKS-STAAR Writing Met Standard

2004 AEIS 2005 AEIS 2006 AEIS 2007 AEIS 2008 AEIS 2009 AEIS 2010 AEIS 2011 AEIS 2012 Est End Goal Target Exemplary 90% 90% 90% 90% 90% 90% 90% 90% n/a TBD Recognized 70% 70% 70% 75% 75% 75% 80% 80% n/a TBD Acceptable 50% 50% 60% 65% 65% 70% 70% 70% n/a TBD

AYP n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

All Students 98% >99% 99% 98% 99% 97% 98% 100% n/a n/a

Asian - * * * * * * * n/a n/a

African-American - * * * * * 80% * n/a n/a

Hispanic - >99% >99% >99% >99% 100% >99% 100% n/a n/a White 98% >99% 99% 98% 98% 98% 99% 100% n/a n/a

2 or More n/a n/a

EcD - * * * * * * * n/a n/a

LEP - * * * * * * * n/a n/a

Special Ed. - >99% >99% * 80% * * 100% n/a n/a

4th Grade English 98% 100% 99% 98% 99% 97% 98% 100% n/a n/a

Comparable STAAR Data for 2012 not available. Office of Campus and District Accountability

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TAKS-STAAR Science Met Standard

2004 AEIS 2005 AEIS 2006 AEIS 2007 AEIS 2008 AEIS 2009 AEIS 2010 AEIS 2011 AEIS 2012 Est End Goal Target Exemplary 90% 90% 90% 90% 90% 90% 90% 90% n/a TBD Recognized 70% 70% 70% 75% 75% 75% 80% 80% n/a TBD Acceptable 25% 25% 35% 40% 45% 50% 55% 60% n/a TBD

AYP n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

All Students 83% 97% 98% 97% 95% 97% 98% 98% n/a n/a

Asian - * * * * * * n/a n/a n/a

African-American - * * * * * * * n/a n/a

Hispanic 75% >99% >99% 91% 80% 91% >99% 94% n/a n/a

White 84% 98% 98% 99% 97% 98% 99% 100% n/a n/a

2 or More n/a n/a

EcD - 80% * * * * >99% * n/a n/a

LEP - * * * * * 80% * n/a n/a

Special Ed. 60% 88% * * >99% 75% * 67% n/a n/a

5th Grade English 83% 97% 98% 97% 95% 97% 98% 98% n/a n/a

Comparable STAAR Data for 2012 not available. Office of Campus and District Accountability

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Reading TAKS Commended - STAAR Advanced

2009 AEIS 2010 AEIS 2011 AEIS 2012 Est. End Goal Target All Students 70% 70% 71% n/a n/a

Asian 64% 78% * n/a n/a

African-American 33% 23% 13% n/a n/a

Hispanic 69% 65% 59% n/a n/a

White 72% 73% 74% n/a n/a

2 or More n/a n/a

EcD 44% 46% 25% n/a n/a

LEP 33% 33% 29% n/a n/a

Special Ed. 25% 25% 32% n/a n/a Data Source, Current Year: Contractor's Electronic Files Data Source, Prior Years: AEIS

Commended information is not available in 2012

Math TAKS Commended - STAAR Advanced

Asian 64% 67% * n/a n/a

African-American 33% 8% 38% n/a n/a

White 63% 65% 71% n/a n/a

2 or More n/a n/a

EcD 33% 36% 42% n/a n/a

LEP 25% 14% 57% n/a n/a

Special Ed. 43% 23% 20% n/a n/a Data Source, Current Year: Contractor's Electronic Files Data Source, Prior Years: AEIS

Commended information is not available in 2012 Office of Campus and District Accountability

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Writing TAKS Commended - STAAR Advanced

Asian * * * n/a n/a

African-American * 40% * n/a n/a

White 49% 57% 57% n/a n/a

2 or More n/a n/a

EcD * * * n/a n/a

LEP * * * n/a n/a

Special Ed. * * 20% n/a n/a

Data Source, Current Year: Contractor's Electronic Files Data Source, Prior Years: AEIS

Commended information is not available in 2012

Science TAKS Commended - STAAR Advanced

Asian * * n/a n/a n/a

African-American * * * n/a n/a

White 75% 74% 75% n/a n/a

2 or More n/a n/a

EcD * 50% * n/a n/a

LEP * 20% * n/a n/a

Special Ed. 50% * 0% n/a n/a

Data Source, Current Year: Contractor's Electronic Files Data Source, Prior Years: AEIS

Commended information is not available in 2012 Office of Campus and District Accountability

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Primary Reading Assessment

EOY On or Above Grade Level

2010 Actual 2011 Actual 2012 Actual 2013 Improvement Goal End Goal Target Kinder DRA English 92% 94% 92% 95 >=90%

Kinder DRA Spanish n/a n/a * 95 >=90%

1st DRA English 92% 90% 91% 95 >=90%

1st DRA Spanish n/a n/a * 95 >=90%

2nd DRA English 68% 94% 96% 97 >=90%

2nd DRA Spanish n/a n/a n/a 95 >=90%

Data Source: AIMS, EOY Assessment

On grade level for KG is at least 3, for grade 1 is at least 16, and for grade 2, at least 28.

Estimated Attendance

Estimated Improvement Goal End Goal Target 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 All Students 95.7% 96.5% 96.5% 96.1% 97% 97.2% 98 >=97% African American 96.3% 96.7% 96.7% 97.1% 96.7% 97.3% 98 >=97% Asian 97.9% 96.8% 95.6% 95.5% 96.4% 97.3% 98 >=97% Hispanic 95.5% 96.7% 96.7% 95.9% 97% 97.1% 98 >=97% Native American 98.3% 96.9% 98 >=97% White 95.5% 96.4% 96.5% 96.1% 96.9% 97.1% 98 >=97% 2 or More 97.4% 98.1% 99 >=97% EcD 94.6% 96.5% 95.5% 95.9% 96.3% 96.7% 98 >=97%

Data Source: AISD Student Information System Office of Campus and District Accountability

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All A-A Asian Hisp N-A White 0 20 40 60 80 100

All A-A Asian Hisp N-A White

HS - - -

-Campus Suspension to Home

Student Discipline Aggregate Counts

Student Group Enrollment 2011-12 All Students 867 African American 14 Asian 22 Hispanic 82 Native American 3 White 710

Counts as of discipline report date, June 2012. Includes both active and inactive students.

0 20 40 60 80 100

Removals - - -

-Campus Discretionary Removals

0 20 40 60 80 100

ISS - - -

-Campus ACES or ISS

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Discipline Targets

Campus Discretionary Removals

Estimated Improvement Goal End Goal

Target

2009-10 2010-11 2011-12 2012-13

# Discretionary Removals to Alt. Ed. Program

% Ethnic Group Removed

% Ethnic Group Removed % Ethnic Group Removed All Students 0 No student group disciplined at a greater rate than another African American 0 Asian 0 Hispanic 0 Native American 0 White 0

The rate reflects the number of students in each ethnic group receiving the stated disciplinary action divided by the number of students in the ethnic group active and inactive when this report was run.

Source: Student System Discipline Data for PEIMS. 2011-2012 data are draft. Final data reports will be disseminated in August 2012.

Campus Suspensions to Home

Target 2009-10 2010-11 2011-12 2012-13 # Campus Suspensions to Home % Campus Suspensions to Home # Campus Suspensions to Home % Campus Suspensions to Home # Campus Suspensions to Home % Campus Suspensions to Home % Ethnic Group Removed All Students 0 No student group disciplined at a greater rate than another African American 0 Asian 0 Hispanic 0 Native American 0 White 0

Source: Student System Discipline Data for PEIMS. 2011-2012 data are draft. Final data reports will be disseminated in August 2012. Office of Campus and District Accountability

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Campus ACES or In School Suspensions

Target 2009-10 2010-11 2011-12 2012-13 # Campus Suspensions to ISS % Campus Suspensions to ISS # Campus Suspensions to ISS % Campus Suspensions to ISS # Campus Suspensions to ISS % Campus Suspensions to ISS % Ethnic Group Removed All Students 2 .24% 1 .12% 0 No student group disciplined at a greater rate than another African American 1 3.45% 0 Asian 0 Hispanic 1 1.04% 0 Native American 0 White 1 .15% 0

Source: Student System Discipline Data for PEIMS. 2011-2012 data are draft. Final data reports will be disseminated in August 2012.

Fall Enrollment (PEIMS Snapshot)

2007-08 2008-09 2009-10 2010-11 2011-12 All Students 780 829 817 826 847 African American 24 31 28 15 13 Asian 25 26 27 19 22 Hispanic 77 86 95 87 76 Native American 2 1 White 654 686 667 665 695 2 or More 38 40

Data Source: PEIMS Submission 1. Office of Campus and District Accountability

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Participation Rates: Adequate Yearly Progresss (AYP)

AYP Reading Participation

AYP Improvement Goal End Goal Target 2008-09 2009-10 2010-11 2011-12 2012-2013 All >99% 99% >99% 99% 99 >=95% African American >99% >99% >99% >99% 99 >=95% Hispanic >99% >99% >99% >99% 99 >=95% White >99% 99% >99% 99% 99 >=95% EcD >99% >99% >99% >99% 99 >=95% LEP >99% >99% >99% >99% 99 >=95% Special Ed. >99% >99% >99% 96% 99 >=95% Data Source:

TEA AYP Campus Data Tables

2011-12 data to be released in Summer 2012.

AYP Math Participation

AYP Improvement Goal End Goal Target 2008-09 2009-10 2010-11 2011-12 2012-2013 All >99% >99% >99% 99% 99 >=95% African American >99% >99% >99% >99% 99 >=95% Hispanic >99% >99% >99% >99% 99 >=95% White >99% >99% >99% 99% 99 >=95% EcD >99% >99% >99% >99% 99 >=95% LEP >99% >99% >99% >99% 99 >=95% Special Ed. >99% >99% >99% 96% 99 >=95% Data Source:

2011-12 data to be released in Summer 2012. Office of Campus and District Accountability

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Performance Rates: Adequate Yearly Progresss (AYP)

AYP Reading Performance

AYP Improvement Goal End Goal Target 2008-09 2009-10 2010-11 2011-12 2012-2013 All 98% 98% 99% >99% 100 >=95% African American 86% 92% 75% >99% 100 >=95% Hispanic 98% 98% >99% 97% 100 >=95% White 99% 98% 99% >99% 100 >=95% EcD 89% 81% 83% 92% 95 >=95% LEP 85% 85% >99% 88% 95 >=95% Special Ed. 88% 74% 88% >99% 100 >=95% Data Source:

2011-12 data to be released in Summer 2012.

AYP Math Performance

AYP Improvement Goal End Goal Target 2008-09 2009-10 2010-11 2011-12 2012-2013 All 97% 97% 98% 99% 100 >=95% African American 64% 92% 75% >99% 100 >=95% Hispanic 95% 93% >99% >99% 100 >=95% White 99% 99% 98% 99% 100 >=95% EcD 74% 81% 83% >99% 100 >=95% LEP 85% 77% >99% >99% 100 >=95% Special Ed. 72% 74% 80% 91% 95 >=95% Data Source:

2011-12 data to be released in Summer 2012. Office of Campus and District Accountability

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TELPAS Reading Performance

Group 2010 2011 2012 12-13 End Goal

# Tested # Beginning % # Tested # Beginning % # Tested # Beginning % Improvement Goal Target

All Students 23 1 4% 23 3 13% 13 1 8% 5 Decrease % ELL students scoring at beginning level on TELPAS Reading African American - - <1% - - <1% - - <1% 0 Hispanic 13 1 8% 12 2 17% 8 1 13% 10 White * * * * * * * * * 0 EcD 9 0 <1% 8 1 13% * * * 10 Special Ed * * * * * * * * * 0

Data Source: Contractor's Electronic Files

Student Fitness

Sex Ethnicity

2009 2010 2011

Body Composition: Body Mass Index

Cardiovascular: Mile Run/Pacer

Cardiovascular: Mile Run/Pacer Tested Healthy Zone % Tested Healthy Zone % Tested Healthy Zone % Tested Healthy Zone % Tested Healthy Zone % Tested Healthy Zone % F Asian * * * * * * - - - -F African American 6 3 50% 6 5 83% * * * * * * * * * - - -F Hispanic 19 12 63% 19 18 95% 17 9 53% 8 4 50% 17 12 71% 12 10 83% F White 113 86 76% 109 108 99% 136 110 81% 65 61 94% 133 109 82% 66 65 98% F 141 103 73% 137 134 98% 173 136 79% 83 75 90% 168 137 82% 87 83 95% M Asian 8 6 75% 8 8 >99% - - - -M African American 7 6 86% 8 6 75% * * * * * * * * * * * * M Hispanic 26 15 58% 23 15 65% 28 22 79% 17 15 88% 23 18 78% 14 13 93% M White 165 124 75% 150 132 88% 148 115 78% 91 89 98% 189 147 78% 98 96 98% M 206 151 73% 189 161 85% 185 142 77% 115 110 96% 222 171 77% 117 113 97% Total 347 254 73% 326 295 90% 358 278 78% 198 185 93% 390 308 79% 204 196 96%

Data Source: AISD Fitnessgram

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Gifted and Talented Program Participation by Student Groups

Student Group 2010 2011 2012 End Goal Target Campus Enrollment Campus Participation Campus Enrollment Campus Participation Campus Enrollment Campus Participation All Students 100.0% 3.9% 100.0% 4.8% 100.0% 4.1% Increase Gifted and Talented program participation by students in under-represented groups. Asian 3.2% 4.8% 1.9% 0.0% 2.3% 0.0% Native American 0.0% - 0.0% - 0.2% * African American 3.5% 0.0% 1.8% 0.0% 1.5% 0.0% Hispanic 11.1% 4.1% 11.5% 7.8% 10.4% 1.4% White 82.3% 4.1% 81.0% 4.0% 81.4% 3.9% 2 or More - - - - 4.2% 17.9% EcD 3.8% 0.0% 3.1% 0.0% 2.9% 0.0% LEP 2.9% 0.0% 3.0% 0.0% 2.1% 0.0%

Data Source: PEIMS Submission 1 Office of Campus and District Accountability