Welcome to Abbett Elementary!Curriculum Night 2015

Arrival and Dismissal•School hours 8:00 a.m.-3:10 p.m.

•Doors open at 7:30 a.m.

•K-2nd grade children go to the gym

•3rd-5th grade children go to the cafeteria

•The students are tardy at 8:01. They will need to come to the office for a tardy slip.

•6 Weeks incentive for no tardies

•Order of Dismissal 3:00 Daycare and Car Riders 3:05 GISD Bus Riders 3:10 Walkers

Title 1 and Campus Improvements

•What is Title 1?A federal program that:

*improves student achievement for all children

*improves the quality of professional development

*improves parental and community involvement

Our Commitments to Parents

•School Parent Compact Establishes a partnership with families to ensure student success

Should be reviewed with parents at Fall conferences and will be posted on the website

The school, parents, and students mutually agree to participate actively to support student learning

•Parent Involvement Policy Thoughtful and regular communication between school and families

Professional development for staff to support families Authentic parent participation in campus improvement efforts

Opportunities for parental involvement in school activities Posted on our website

Parental Notification of Teacher Qualifications

•Annually, campuses notify parents of the qualifications of staff at each school, including: The status of the teacher certification as it relates to the teaching assignment

Status of advanced degrees on the campus Qualifications of paraprofessional staff who work with students

Campus Improvement Plan

•Primary Areas of Emphasis Differentiated and Small Group Instruction to meet individual learning needs

School wide Management Plan focused on developing positive relationships

Integrating Technology

Closing Achievement Gaps

Increase Student and Staff Recognition

2015 ACCOUNTABILITY SYSTEMOVERVIEWAbbett Elementary

ACCOUNTABILITY CAMPUS DEMOGRAPHICSCampus Type Elementary School

Campus Size _702___ Students

Grade Span KN – 05

Percent EconomicallyDisadvantaged ___36.5_%

Percent English LanguageLearners __19.4__%

Mobility Rate _11.2__%

Two Systems1) State Accountability System: based on student

performance - STAAR, high school graduation, and indicators of postsecondary readiness; components include: a) Performance Index

Reports student performance based on STAAR assessment results and graduation results

Basis for campus ratings

b) Distinction Designations Intended to acknowledge campuses for performing at high levels of

achievement when compared to like campuses

c) System Safeguards Intended to comply with federal regulations (NCLB) System Safeguard targets set to satisfy state AND federal

requirements

2) Community and Student Engagement Evaluation: based on evaluation of nine programs using indicators other than student performance/test results

STATE ACCOUNTABILITY SYSTEM:

Performance IndexComponent #1

PERFORMANCE INDEX

Index 1: Student AchievementThis index provides an overall summary of the school’s performance at the Phase-in Level II performance standard on the STAAR across all grade levels and subject areas tested.

Index 2: Student ProgressThis index credits schools for demonstrating progress on the student growth measure developed for the STAAR assessments.

Index 3: Closing Performance GapsThis index focuses on academic performance at the Final Level III Advanced performance standard of the economically disadvantaged student group and the two lowest performing race/ethnicity groups on the campus or district.

Index 4: Postsecondary ReadinessThis index includes indicators of secondary completion, such as graduation rates and percent graduating with recommended and advanced diploma plans. Beginning in 2014, Final Level II performance on STAAR is included in Index 4.

INDEX 1: Student Achievement• Only one group contributes points: All Students

• Combines performance for all students and all subject area tests (i.e., Reading, Writing, Science, & Social Studies) administered on our campus

• Includes the following tests: All versions of STAAR End-of-Course assessments (does include retests)

STAAR and STAAR L

• Includes tests administered Spring 2015

Our campus earned _84__ out of 100 possible points in Index 1 (_84_%)

INDEX 2: Student Progress• Ten groups contribute points: All Students, seven race/ethnicity groups, Special Education student group, and Limited English Proficiency (LEP) student group

• Calculates percentage of students meeting and/or exceeding STAAR growth expectations One point for students that “meet” growth expectations Two points for students that “exceed” growth expectations

• Two types of student progress measures: STAAR Progress Measure points calculated/earned based on

student change in performance in three content areas: a) reading progress from year to year, b) progress from grade 7 math to Algebra I, and c) progress from grade 4 writing to grade 7 writing

ELL Progress Measure points calculated/earned based on student performance relative to adjusted scale score expectations (applies to LEP students in years 2-4 in US schools) on the following EOC assessments: reading, Algebra I, and writing

INDEX 3: Closing Performance Gaps• Calculates percentage of historically low-performing students that are achieving satisfactory & advanced performance levels on STAAR assessments

• Three groups contribute points: Economically Disadvantaged, and the two lowest performing race/ethnicity groups from the prior accountability year (2014)

• Includes STAAR and STAAR L End-of-Course assessments (does include retests)

• Points calculated/earned from THREE content areas: Reading, Writing, and Science

Our campus earned _48__ out of 100 possible points in Index 3 (_48_%)

INDEX 4: Postsecondary Readiness• STAAR Score: Points earned based on percentage of students meeting Recommended Level II Satisfactory performance on two or more STAAR content area assessments

• Eight groups contribute points: All Students, seven race/ethnicity groups

• Includes only STAAR English & Spanish assessments (no other test versions)

All Students

AfricanAmerican

Hispanic

White

AmericanIndian

Asian

PacificIslander

Two +Race

SPED

ELL

Total Points

Max. Points

STAAR Score (i.e., Final Level II Performance)

47% 19% 31% 60% 60% 217.0 500

(calculate percentage: Total Points Earned / Max. Points) 43.4%

So, did our campus perform well?

Index 1Student

Achievement

Index 2Student Progress

Index 3Closing

Performance Gaps

Index 4Postsecondary

Readiness

0

10

20

30

40

50

60

70

80

90

100

84 50 48 43

60

2812

Our campus earned a rating of

Met Standard

30

STATE ACCOUNTABILITY SYSTEM:

Distinction DesignationsComponent #2

Distinction Designations

Chapter 5

YOUR SCHOOL

CAMPUS COMPARISON GROUP40 unique campuses across the

state that are most similar to YOU … type, size, low/high grade,

% ECDIS, mobility, & % LEP

Your Score:

42

39

39

39

39

39

39

38

38

38

37

35

35

35

35

34

34

33

33

32

31 (lowest)

47 (highest)

47

45

44

44

44

43

42

42

41

41

41

41

41

40

40

40

40

39

39

Distinctions are earned based on the performance of your campus relative to

your Campus Comparison Group!

Chapter 5

DISTINCTION DESIGNATIONS•Five Distinction Designations available to elementary school campuses in 2015: Academic Achievement in Reading/ELA (6 indicators)

Academic Achievement in Science (2 indicators) Top 25% Student Progress (based on Index 2) Top 25% Closing Performance Gaps (based on Index 3)

Postsecondary Readiness (based on Index 4)

•Middle school campus performance must be within the same range as the top quartile (i.e., top 10 of 40 comparison campuses) on at least 50% of the indicators

STATE ACCOUNTABILITY SYSTEM:

System SafeguardsComponent #3

SYSTEM SAFEGUARDS: Performance Rates

Intended to ensure that low student performance by student groups is not “masked” in the collapsed Performance Index

values

Our campus met __21_ out of __22_ performance safeguard indicators (__95_%)

Indicators

All Students

AfricanAmerican

Hispanic

White

AmericanIndian

Asian

PacificIslander

2 + Races

Economically Disadvantaged

Special Education

ELL/LEP

TARGETS 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60%

Reading/ELA Y Y Y Y Y Y Y

Math/Algebra I

Science Y Y Y

Social Studies

SYSTEM SAFEGUARDS: Participation Rates

Intended to ensure that all students are participating in the assessment programs and that students are being selectively

excluded

Our campus met _7__ out of __7_ participation safeguard indicators (_100__%)

Indicators

All Students

AfricanAmerican

Hispanic

White

AmericanIndian

Asian

PacificIslander

2 + Races

Economically Disadvantaged

Special Education

ELL/LEP

TARGETS 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%

Reading Y Y Y Y Y Y

Math

COMMUNITY & STUDENT ENGAGEMENTEVALUATION

2014-2015 Community & Student Engagement Evaluation Results

Program Area/Domain Rating

OVERALL CAMPUS RATING

Fine Arts Recognized

Wellness & Physical Education Recognized

Community & Parental Involvement Exemplary

21st Century Workforce Development Exemplary

2nd Language Acquisition Acceptable

Digital Learning Environment Exemplary

Educational Programs for Gifted & Talented Students

Recognized

Compliance & Policy Reporting Requirements

Recognized

Questions? Please visit the following resources for additional

accountability information

GISD: http://bit.ly/1SLExn3

TEA: http://bit.ly/1MwzmbM