Grapevine Colleyville ISD Annual Report

2016

Contents

Web Page Images

2015-2016 Texas Academic Performance Report (TAPR)

2016 TAPR Glossary

PEIMS Financial Standard Report

Accreditation Status

District Accountability Summary

Performance Objectives, Accountability Summary, & Comparability Group by Campus

Safe and Healthy Schools Wellness Administrative Regulation & Incident Report

Student Performance in Postsecondary Institutions Grapevine Colleyville ISD Annual Report 2016

The Texas Education Code (TEC) §39.306 requires each district's Board of Trustees to publish an annual report that includes the school district's Texas Annual Performance Report (TAPR), accreditation status, campus performance objectives, information on violent or criminal incidents, PEIMS Financial Standard Reports, and information on the performance of the previous year's graduates in their first year of college, as reported by the Texas Higher Education Coordinating Board.

Grapevine Colleyville ISD 2015-2016 Preliminary Texas Academic Performance Report (GCISD Preliminary TAPR)

To view the Preliminary Texas Academic Performance Report for individual campuses, please visit the TEA Performance Reporting website. The 2016 Accountability Summaries, TAPRs, and School Report Cards for each GCISD campus are posted on our Assessment and Accountability website as they become available from TEA.

The final TAPR for each campus and district in Texas is scheduled for release from TEA by December 2nd, 2016.

Grapevine Colleyville ISD 2015-2016 Final Texas Academic Performance Report (GCISD Final TAPR)

Prior to the 2012-2013 school year, TAPR was known as the Academic Excellence Indicator System (AEIS). Those reports, for school years 1990-91 through 2011-12, are available in the AEIS Archives.

Glossary for the 2015-2016 Texas Academic Performance Report (TAPR Glossary)

Spanish translation of the glossary will be available in January 2017 from TEA.

Grapevine Colleyville ISD PEIMS Financial Standard Reports (2014-2015 Financial Actual Report) The financial section of the TAPR is provided by the Office of School Finance. These reports can be accessed from a link on the last page of each district's TAPR. The 2014- 2015 Financial Actual Report summarizes revenue, expenditures, and the fund balance. Grapevine Colleyville ISD's General Fund Unassigned Fund Balance was $38,202,792.

District 2015-2016 Accreditation Status: Accredited Accreditation statuses for all Texas Public School Districts, as well as the Accreditation Status Matrix which outlines how accreditation is determined, can be accessed on-line at the TEA Accreditation Status website.

Campus Performance Objectives Campus Performance Objectives are part of each GCISD Campus Improvement Plan (CIP) and are approved by the Board of Trustees annually. The 2016-2017 Campus Performance Objectives for each GCISD campus are available here: Bear Creek Elementary Bransford Elementary Bridges Alternative Cannon Elementary Collegiate Academy Colleyville Elementary Colleyville Heritage High School Colleyville Middle School Cross Timbers Middle School Dove Elementary Glenhope Elementary Grapevine Elementary Grapevine High School Grapevine Middle School Heritage Elementary Heritage Middle School iUniversity Prep O.C. Taylor Elementary Silver Lake Elementary Timberline Elementary

Campus Progress towards meeting Performance Objectives is evidenced by student performance on state and national assessments.

Report on Violent or Criminal Incidents (Incident Report)

Grapevine Colleyville ISD maintains a secure perimeter at all campuses through controlled entry points and electronically locking external doors. Visitors are buzzed into the front office and screened using a visitor management system. District personnel have proximity badges to gain entrance into the buildings. The campuses do have security cameras. Campuses regularly conduct drills based on a Standard Response Protocol.

Officers from the Grapevine and Colleyville Police Departments serve as School Resource Officers (SROs) for the Grapevine Colleyville ISD schools. Each SRO brings specialized knowledge of the law, crime trends, and safety procedures to the campuses. In this specialized role, our SROs protect the school community and support our educational mission.

The district also uses trained dogs to alert school officials to the presence of prohibited or illegal items, including drugs and alcohol. At any time, trained dogs may be used around lockers and the areas around vehicles parked on school property. Searches of classrooms, common areas, or student belongings may also be conducted by trained dogs when students are not present. An item in a classroom, locker, or a vehicle to which a trained dog alerts may be searched by school officials.

Students participating in competitive extracurricular activities will be required to submit to random drug testing. Students and parents must sign a consent form annually agreeing to be subject to the rules and procedures of the drug testing program.

GCISD students participate in Fitness Gram requirements, as well as, in national campaigns such as Red Ribbon Week and Rachel's Challenge in partnership with our Parent Teacher Associations and our community. Additionally, our School Health Advisory Council, which consists of community members, parents, health professionals, and district employees, provides input into the district's heath education program.

For more information, please see the Student Parent Handbook and the Student Code of Conduct for 2016-2017 or the Grapevine Colleyville ISD Nutrition and Wellness Administrative Regulation (AR Wellness).

Student Performance in Post-Secondary Institutions (THECB Report) This information is provided to districts from the Texas Higher Education Coordinating Board and reports student performance in post-secondary institutions during the first year enrolled after graduation from high school. Student performance is measured by the GPA earned by the Class of 2014 Graduates who attended public 4 year or 2 year institutions of higher education in the Fall of 2014, Spring of 2015, and Summer of 2015.

To download a pdf of the GCISD 2016 Annual Report, click here. Please note that the entire report is approximately 250 pages.

A pdf of the 2016 Annual Report Presentation will be posted here following presentation to our Board of Trustees.

2015-16 Texas Academic Performance Report

District Name: GRAPEVINE-COLLEYVILLE ISD District Number: 220906

2016 Accountability Rating: Met Standard

2016 Special Education Determination Status: Meets Requirements This page intentionally left blank. TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Performance District Number: 220906

Two or Region African American Pacific More Special Econ State 11 District American Hispanic White Indian Asian Islander Races Ed Disadv ELL^ STAARPercent at Level II Satisfactory Standard or Above Grade 3 Reading 2016 73% 75% 88% 79% 78% 93% * 94% * 82% 59% 75% 75%

Mathematics 2016 75% 76% 88% 71% 78% 92% * 97% * 88% 61% 72% 76%

STAARPercent at Level II Satisfactory Standard or Above Grade 4 Reading 2016 75% 76% 87% 75% 71% 92% * 98% * 89% 47% 70% 58%

Mathematics 2016 73% 74% 84% 62% 70% 89% * 96% * 82% 50% 65% 62%

Writing 2016 69% 71% 84% 73% 69% 89% * 94% * 90% 58% 68% 57%

STAARPercent at Level II Satisfactory Standard or Above Grade 5 ** Reading 2016 81% 82% 93% 88% 85% 96% * 99% - 90% 53% 81% 61%

Mathematics 2016 86% 86% 95% 83% 91% 97% * 100% - 96% 66% 89% 77%

Science 2016 74% 75% 87% 71% 76% 92% * 94% - 86% 49% 68% 51%

STAARPercent at Level II Satisfactory Standard or Above Grade 6 Reading 2016 69% 73% 85% 60% 71% 90% 83% 92% * 96% 51% 64% 28%

Mathematics 2016 72% 74% 86% 71% 72% 91% * 96% * 91% 50% 66% 39%

STAARPercent at Level II Satisfactory Standard or Above Grade 7 Reading 2016 71% 74% 87% 70% 70% 93% 88% 95% - 90% 42% 65% 33%

Mathematics 2016 69% 70% 76% 62% 61% 84% 100% 89% - 76% 36% 56% 35%

Writing 2016 69% 73% 85% 79% 68% 91% 88% 94% - 80% 35% 63% 30%

STAARPercent at Level II Satisfactory Standard or Above Grade 8 ** Reading 2016 87% 89% 95% 86% 88% 98% * 97% * 97% 60% 84% 45%

TEA Division of Performance Reporting Page 1 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Performance District Number: 220906

Two or Region African American Pacific More Special Econ State 11 District American Hispanic White Indian Asian Islander Races Ed Disadv ELL^ STAARPercent at Level II Satisfactory Standard or Above Grade 8 ** Mathematics 2016 82% 82% 91% 75% 79% 95% * 99% * 98% 62% 73% 53%

Science 2016 75% 76% 83% 58% 64% 89% * 99% * 91% 47% 53% 29%

Social Studies 2016 63% 67% 78% 51% 57% 86% * 96% * 71% 36% 51% 23%

STAARPercent at Level II Satisfactory Standard or Above End of Course English I 2016 65% 69% 83% 73% 68% 89% * 94% * 80% 41% 62% 34%

English II 2016 67% 72% 86% 81% 73% 90% * 98% - 88% 38% 63% 37%

Algebra I 2016 78% 80% 88% 67% 78% 93% * 97% * 87% 49% 74% 54%

Biology 2016 87% 90% 93% 88% 83% 96% * 100% * 90% 56% 80% 60%

U.S. History 2016 91% 92% 96% 85% 91% 98% 100% 99% * 98% 60% 83% 77%

STAARPercent at Level II Satisfactory Standard or Above All Grades All Subjects 2016 75% 77% 87% 73% 75% 92% 79% 96% 75% 88% 50% 69% 53%

Reading 2016 73% 76% 88% 76% 75% 92% 76% 96% 75% 89% 48% 70% 50%

Mathematics 2016 76% 78% 87% 70% 76% 92% 77% 97% 67% 89% 53% 71% 60%

Writing 2016 69% 72% 85% 76% 68% 90% 77% 94% * 85% 44% 66% 46%

Science 2016 79% 81% 88% 74% 75% 92% 80% 98% * 89% 51% 68% 47%

Social Studies 2016 77% 80% 88% 70% 75% 92% 91% 97% * 85% 46% 66% 46%

STAARPercent at Postsecondary Readiness Standard All Grades Two or More Subjects 2016 45% 48% 66% 42% 46% 72% 71% 84% 50% 62% 19% 35% 9%

Reading 2016 46% 50% 68% 45% 48% 74% 61% 83% * 65% 23% 37% 11%

TEA Division of Performance Reporting Page 2 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Performance District Number: 220906

Two or Region African American Pacific More Special Econ State 11 District American Hispanic White Indian Asian Islander Races Ed Disadv ELL^ STAARPercent at Postsecondary Readiness Standard All Grades Mathematics 2016 43% 45% 60% 32% 41% 65% 52% 84% * 54% 20% 32% 10%

Writing 2016 41% 44% 61% 52% 38% 67% 75% 79% * 56% 17% 33% 12%

Science 2016 47% 49% 62% 43% 42% 67% * 81% * 63% 21% 34% 7%

Social Studies 2016 47% 51% 66% 40% 49% 72% 91% 81% * 67% 19% 39% *

STAARPercent at Advanced Standard All Grades All Subjects 2016 18% 19% 30% 16% 18% 34% 27% 52% 25% 27% 7% 12% 10%

Reading 2016 17% 19% 33% 18% 19% 37% 24% 52% * 30% 8% 13% 11%

Mathematics 2016 19% 19% 29% 11% 16% 31% 27% 56% * 26% 7% 13% 14%

Writing 2016 15% 16% 28% 20% 16% 30% * 48% * 25% 8% 11% 8%

Science 2016 16% 17% 25% 13% 13% 28% * 45% * 18% 6% 10% 5%

Social Studies 2016 22% 25% 37% 20% 24% 41% 45% 54% * 35% 6% 14% *

STAARPercent Met or Exceeded Progress All Grades All Subjects 2016 62% 62% 66% 60% 60% 67% 63% 76% * 63% 56% 57% 58%

Reading 2016 60% 61% 65% 63% 60% 66% * 75% * 65% 56% 57% 57%

Mathematics 2016 63% 64% 66% 58% 59% 68% * 78% * 62% 56% 58% 59%

STAARPercent Exceeded Progress All Grades All Subjects 2016 17% 16% 19% 15% 17% 18% 12% 29% * 16% 13% 16% 19%

Reading 2016 16% 16% 18% 18% 18% 17% * 25% * 19% 15% 17% 19%

Mathematics 2016 17% 17% 19% 13% 16% 20% * 33% * 14% 11% 15% 19%

TEA Division of Performance Reporting Page 3 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Performance District Number: 220906

Two or Region African American Pacific More Special Econ State 11 District American Hispanic White Indian Asian Islander Races Ed Disadv ELL^ Progress of Prior-Year Non-Proficient Students Sum of Grades 4-8 Reading 2016 35% 35% 46% 40% 39% 55% * 62% - 50% 20% 36% 26%

TEA Division of Performance Reporting Page 4 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Performance District Number: 220906

Two or Region African American Pacific More Special Econ State 11 District American Hispanic White Indian Asian Islander Races Ed Disadv ELL Student Success Initiative

Grade 5 Reading Students Meeting Level II Standard on First STAARAdministration 2016 73% 75% 87% 76% 76% 92% * 93% - 88% 42% 67% 41% Students Requiring Accelerated Instruction 2016 27% 25% 13% 24% 24% 8% 50% 7% - 12% 58% 33% 59% STAARCumulative Met Standard 2016 80% 82% 93% 88% 85% 96% * 99% - 90% 51% 80% 62% STAARNon-Proficient Students Promoted by Grade Placement Committee 2015 95% 95% 100% 100% 100% 100% * * - - 100% 100% 100% STAARMet Standard (Non-Proficient in Previous Year) Promoted to Grade 6 2016 11% 10% * * * * * * - - * * *

Grade 5 Mathematics Students Meeting Level II Standard on First STAARAdministration 2016 77% 77% 89% 79% 80% 92% * 99% - 91% 48% 74% 56% Students Requiring Accelerated Instruction 2016 23% 23% 11% 21% 20% 8% 0% * - 9% 52% 26% 44% STAARCumulative Met Standard 2016 85% 86% 95% 83% 91% 97% * 100% - 96% 65% 88% 77%

TEA Division of Performance Reporting Page 5 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Performance District Number: 220906

Two or Region African American Pacific More Special Econ State 11 District American Hispanic White Indian Asian Islander Races Ed Disadv ELL Student Success Initiative

Grade 8 Reading Students Meeting Level II Standard on First STAARAdministration 2016 80% 83% 91% 71% 78% 96% * 97% * 95% 44% 71% 26% Students Requiring Accelerated Instruction 2016 20% 17% 9% 29% 22% 4% * * * * 56% 29% 74% STAARCumulative Met Standard 2016 86% 89% 95% 85% 87% 98% * 97% * 97% 57% 83% 44% STAARNon-Proficient Students Promoted by Grade Placement Committee 2015 97% 98% 100% * 100% 100% - * - * 100% 100% 100% STAARMet Standard (Non-Proficient in Previous Year) Promoted to Grade 9 2016 12% 15% * * * * - * - * * * *

Grade 8 Mathematics Students Meeting Level II Standard on First STAARAdministration 2016 71% 72% 84% 57% 70% 89% * 98% * 92% 47% 60% 44% Students Requiring Accelerated Instruction 2016 29% 28% 16% 43% 30% 11% * * * * 53% 40% 56% STAARCumulative Met Standard 2016 81% 82% 91% 73% 79% 95% * 99% * 98% 59% 72% 54%

TEA Division of Performance Reporting Page 6 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Performance District Number: 220906 Bilingual Education/English as a Second Language (Current Year ELL Students)

Region Bilingual BE-Trans BE-Trans BE-Dual BE-Dual ESL ESL LEP No LEP With Total State 11 District Education Early Exit Late Exit Two-Way One-Way ESL Content Pull-Out Services Services ELL STAARPercent at Level II Satisfactory Standard or Above All Grades All Subjects 2016 75% 77% 87% 66% - - 64% 67% 46% 61% 39% * 53% 53%

Reading 2016 73% 76% 88% 67% - - 67% 67% 42% 56% 36% * 51% 50%

Mathematics 2016 76% 78% 87% 71% - - 66% 78% 52% 67% 45% * 60% 60%

Writing 2016 69% 72% 85% 53% - - 57% 44% 41% 61% 32% - 46% 46%

Science 2016 79% 81% 88% 55% - - * 58% 44% 47% 42% * 47% 47%

Social Studies 2016 77% 80% 88% - - - - - 45% 91% 36% * 45% 46%

STAARPercent at Postsecondary Readiness Standard All Grades Two or More Subjects 2016 45% 48% 66% 19% - - 30% 13% 4% * 3% * 9% 9%

Reading 2016 46% 50% 68% 21% - - 29% 16% 7% * 6% - 11% 11%

Mathematics 2016 43% 45% 60% * - - * * 9% 24% 7% - 10% 10%

Writing 2016 41% 44% 61% 19% - - * * 9% * 8% - 12% 12%

Science 2016 47% 49% 62% * - - - * 6% * * * 7% 7%

Social Studies 2016 47% 51% 66% - - - - - * * * * * *

STAARPercent at Advanced Standard All Grades All Subjects 2016 18% 19% 30% 16% - - 21% 11% 7% 19% 2% * 10% 10%

Reading 2016 17% 19% 33% 18% - - 23% 12% 6% 15% 2% * 11% 11%

Mathematics 2016 19% 19% 29% 19% - - 22% 15% 10% 27% * * 14% 14%

Writing 2016 15% 16% 28% 11% - - 13% * 5% * * - 8% 8%

Science 2016 16% 17% 25% * - - * * 6% * * * 5% 5%

TEA Division of Performance Reporting Page 7 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Performance District Number: 220906 Bilingual Education/English as a Second Language (Current Year ELL Students)

Region Bilingual BE-Trans BE-Trans BE-Dual BE-Dual ESL ESL LEP No LEP With Total State 11 District Education Early Exit Late Exit Two-Way One-Way ESL Content Pull-Out Services Services ELL STAARPercent at Advanced Standard All Grades Social Studies 2016 22% 25% 37% - - - - - * * * * * *

STAARPercent Met or Exceeded Progress All Grades All Subjects 2016 62% 62% 66% 69% - - 64% 76% 52% 64% 46% - 59% 59%

Reading 2016 60% 61% 65% 67% - - 61% 76% 51% 60% 47% - 57% 57%

Mathematics 2016 63% 64% 66% 70% - - 66% 76% 54% 69% 46% - 60% 60%

STAARPercent Exceeded Progress All Grades All Subjects 2016 17% 16% 19% 31% - - 34% 26% 16% 34% 7% - 22% 22%

Reading 2016 16% 16% 18% 30% - - 32% 27% 18% 32% 11% - 22% 22%

Mathematics 2016 17% 17% 19% 31% - - 35% 26% 15% 36% 4% - 21% 21%

Progress of Prior-Year Non-Proficient Students Sum of Grades 4-8 Reading 2016 35% 35% 46% 36% - - 38% 35% 24% 26% 23% - 26% 26%

TEA Division of Performance Reporting Page 8 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Participation District Number: 220906

Two or Region African American Pacific More Special Econ State 11 District American Hispanic White Indian Asian Islander Races Ed Disadv ELL 2016 STAARParticipation (All Grades)

All Tests Test Participant 99% 99% 98% 98% 98% 97% 96% 96% 97% 98% 99% 98% 98% Included in Accountability 94% 94% 93% 90% 91% 95% 86% 93% 75% 93% 95% 90% 77% Not Included in Accountability Mobile 4% 4% 3% 8% 4% 2% 10% 2% 22% 4% 3% 5% 6% Other Exclusions 1% 1% 1% 1% 4% 0% 0% 2% 0% 1% 2% 4% 15% Not Tested 1% 1% 2% 2% 2% 3% 4% 4% 3% 2% 1% 2% 2% Absent 1% 0% 0% 1% 1% 0% 2% 0% 3% 0% 0% 1% 1% Other 0% 0% 2% 1% 1% 2% 3% 4% 0% 2% 0% 1% 1%

TEA Division of Performance Reporting Page 9 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Attendance and Postsecondary Readiness District Number: 220906

African American Pacific Two or Special Econ State Region 11 District American Hispanic White Indian Asian Islander More Races Ed Disadv ELL

Attendance Rate 2014-15 95.7% 95.8% 96.5% 96.0% 96.1% 96.6% 96.4% 97.7% 94.4% 96.5% 95.4% 95.8% 96.4% 2013-14 95.9% 95.9% 96.8% 96.7% 96.3% 96.8% 96.7% 98.0% 94.5% 96.6% 95.3% 96.0% 96.9%

Annual Dropout Rate (Gr 7-8) 2014-15 0.3% 0.3% 0.0% 0.0% 0.2% 0.0% 0.0% 0.0% * 0.0% 0.0% 0.2% 0.0% 2013-14 0.5% 0.2% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% * 0.0% 0.0% 0.0% 0.0%

Annual Dropout Rate (Gr 9-12) 2014-15 2.1% 1.6% 0.7% 1.2% 1.1% 0.5% 0.0% 0.3% 0.0% 1.0% 2.3% 1.9% 2.6% 2013-14 2.2% 1.6% 0.2% 0.0% 0.9% 0.1% 0.0% 0.0% 12.5% 0.0% 0.6% 0.6% 0.7%

4-Year Longitudinal Rate (Gr 9-12) Class of 2015 Graduated 89.0% 89.3% 96.2% 96.0% 90.7% 97.6% 100.0% 97.8% * 97.9% 85.7% 89.7% 79.2% Received GED 0.6% 0.6% 0.7% 0.0% 1.3% 0.6% 0.0% 1.1% * 0.0% 1.4% 1.9% 0.0% Continued HS 4.1% 4.6% 1.6% 2.0% 4.4% 1.0% 0.0% 0.0% * 0.0% 8.6% 3.8% 12.5% Dropped Out 6.3% 5.5% 1.5% 2.0% 3.5% 0.8% 0.0% 1.1% * 2.1% 4.3% 4.5% 8.3% Graduates and GED 89.6% 89.9% 96.9% 96.0% 92.1% 98.2% 100.0% 98.9% * 97.9% 87.1% 91.7% 79.2% Grads, GED, & Cont 93.7% 94.5% 98.5% 98.0% 96.5% 99.2% 100.0% 98.9% * 97.9% 95.7% 95.5% 91.7% Class of 2014 Graduated 88.3% 88.7% 96.4% 94.1% 93.8% 96.9% * 100.0% - 95.2% 84.9% 90.5% 76.9% Received GED 0.8% 0.7% 0.8% 0.0% 0.0% 0.9% * 0.0% - 4.8% 1.4% 0.7% 0.0% Continued HS 4.3% 4.2% 1.8% 2.9% 3.4% 1.6% * 0.0% - 0.0% 12.3% 3.4% 15.4% Dropped Out 6.6% 6.4% 1.1% 2.9% 2.8% 0.7% * 0.0% - 0.0% 1.4% 5.4% 7.7% Graduates and GED 89.1% 89.4% 97.2% 94.1% 93.8% 97.7% * 100.0% - 100.0% 86.3% 91.2% 76.9% Grads, GED, & Cont 93.4% 93.6% 98.9% 97.1% 97.2% 99.3% * 100.0% - 100.0% 98.6% 94.6% 92.3%

5-Year Extended Longitudinal Rate (Gr 9-12) Class of 2014 Graduated 90.4% 90.8% 97.3% 94.1% 96.0% 97.6% * 100.0% - 95.2% 88.9% 92.6% 76.9% Received GED 1.0% 0.9% 0.9% 0.0% 0.0% 1.0% * 0.0% - 4.8% 1.4% 1.3% 0.0% Continued HS 1.3% 1.4% 0.7% 2.9% 0.0% 0.9% * 0.0% - 0.0% 8.3% 0.7% 0.0% Dropped Out 7.2% 6.8% 1.2% 2.9% 4.0% 0.6% * 0.0% - 0.0% 1.4% 5.4% 23.1% Graduates and GED 91.5% 91.8% 98.1% 94.1% 96.0% 98.6% * 100.0% - 100.0% 90.3% 94.0% 76.9% Grads, GED, & Cont 92.8% 93.2% 98.8% 97.1% 96.0% 99.4% * 100.0% - 100.0% 98.6% 94.6% 76.9% Class of 2013 Graduated 90.4% 90.7% 98.9% 98.0% 97.8% 99.2% 100.0% 99.1% * 100.0% 98.5% 96.7% 81.8% Received GED 1.1% 1.1% 0.2% 0.0% 0.5% 0.1% 0.0% 0.0% * 0.0% 0.0% 0.7% 0.0% Continued HS 1.3% 1.2% 0.3% 0.0% 0.0% 0.3% 0.0% 0.9% * 0.0% 1.5% 0.7% 0.0% Dropped Out 7.2% 7.0% 0.6% 2.0% 1.6% 0.4% 0.0% 0.0% * 0.0% 0.0% 2.0% 18.2% Graduates and GED 91.5% 91.8% 99.1% 98.0% 98.4% 99.3% 100.0% 99.1% * 100.0% 98.5% 97.4% 81.8% Grads, GED, & Cont 92.8% 93.0% 99.4% 98.0% 98.4% 99.6% 100.0% 100.0% * 100.0% 100.0% 98.0% 81.8%

TEA Division of Performance Reporting Page 10 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Attendance and Postsecondary Readiness District Number: 220906

African American Pacific Two or Special Econ State Region 11 District American Hispanic White Indian Asian Islander More Races Ed Disadv ELL

6-Year Extended Longitudinal Rate (Gr 9-12) Class of 2013 Graduated 90.9% 91.3% 98.8% 96.1% 97.3% 99.2% 100.0% 100.0% * 100.0% 97.1% 95.5% 81.8% Received GED 1.4% 1.3% 0.3% 0.0% 1.1% 0.1% 0.0% 0.0% * 0.0% 0.0% 1.3% 0.0% Continued HS 0.6% 0.5% 0.2% 2.0% 0.0% 0.1% 0.0% 0.0% * 0.0% 2.9% 0.6% 0.0% Dropped Out 7.2% 6.8% 0.7% 2.0% 1.6% 0.6% 0.0% 0.0% * 0.0% 0.0% 2.6% 18.2% Graduates and GED 92.3% 92.7% 99.1% 96.1% 98.4% 99.3% 100.0% 100.0% * 100.0% 97.1% 96.8% 81.8% Grads, GED, & Cont 92.8% 93.2% 99.3% 98.0% 98.4% 99.4% 100.0% 100.0% * 100.0% 100.0% 97.4% 81.8% Class of 2012 Graduated 90.9% 91.2% 98.1% 100.0% 96.4% 98.4% 90.0% 100.0% * 100.0% 89.8% 95.6% 85.7% Received GED 1.5% 1.6% 0.4% 0.0% 0.0% 0.5% 0.0% 0.0% * 0.0% 0.0% 0.7% 0.0% Continued HS 0.6% 0.7% 0.5% 0.0% 0.0% 0.7% 0.0% 0.0% * 0.0% 6.8% 0.0% 0.0% Dropped Out 7.0% 6.6% 1.0% 0.0% 3.6% 0.4% 10.0% 0.0% * 0.0% 3.4% 3.7% 14.3% Graduates and GED 92.4% 92.7% 98.5% 100.0% 96.4% 99.0% 90.0% 100.0% * 100.0% 89.8% 96.3% 85.7% Grads, GED, & Cont 93.0% 93.4% 99.0% 100.0% 96.4% 99.6% 90.0% 100.0% * 100.0% 96.6% 96.3% 85.7%

4-Year Federal Graduation Rate Without Exclusions (Gr 9-12) Class of 2015 89.0% 89.3% 95.6% 96.0% 89.2% 97.3% 100.0% 97.8% * 95.9% 85.7% 89.2% 70.4% Class of 2014 88.3% 88.7% 95.9% 94.3% 91.7% 96.9% * 98.6% - 95.2% 84.9% 89.4% 58.8%

5-Year Extended Federal Graduation Rate Without Exclusions (Gr 9-12) Class of 2014 90.4% 90.8% 97.0% 94.3% 94.5% 97.6% * 100.0% - 95.2% 88.9% 92.1% 70.6% Class of 2013 90.4% 90.7% 98.0% 98.0% 93.8% 98.9% 100.0% 99.1% * 100.0% 98.5% 93.7% 52.9%

RHSP/DAP Graduates (Longitudinal Rate) Class of 2015 86.1% 85.8% 86.6% 77.1% 76.2% 89.5% 55.6% 97.8% * 83.0% 28.8% 67.9% 52.6% Class of 2014 85.5% 85.0% 84.2% 65.6% 72.9% 87.3% * 95.8% - 75.0% 45.2% 68.7% 40.0%

FHSP-E Graduates (Longitudinal Rate) Class of 2015 3.5% 8.0% * - - * - - - - * - -

FHSP-DLA Graduates (Longitudinal Rate) Class of 2015 38.7% 25.1% * - - * - - - - * - -

RHSP/DAP/FHSP-E/FHSP-DLA Graduates (Longitudinal Rate) Class of 2015 84.1% 84.2% 86.5% 77.1% 76.2% 89.4% 55.6% 97.8% * 83.0% 28.3% 67.9% 52.6%

RHSP/DAP Graduates (Annual Rate) 2014-15 84.3% 84.4% 85.5% 76.5% 75.6% 87.9% 62.5% 96.7% * 84.8% 33.3% 66.4% 52.4% 2013-14 83.8% 83.3% 83.6% 64.5% 70.9% 87.3% * 94.5% - 74.4% 37.3% 63.5% 27.3%

FHSP-E Graduates (Annual Rate) 2014-15 3.5% 7.4% * - - * - - - - * - -

FHSP-DLA Graduates (Annual Rate) 2014-15 37.3% 24.9% * - - * - - - - * - -

TEA Division of Performance Reporting Page 11 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Attendance and Postsecondary Readiness District Number: 220906

African American Pacific Two or Special Econ State Region 11 District American Hispanic White Indian Asian Islander More Races Ed Disadv ELL

RHSP/DAP/FHSP-E/FHSP-DLA Graduates (Annual Rate) 2014-15 82.2% 82.6% 85.4% 76.5% 75.6% 87.7% 62.5% 96.7% * 84.8% 32.7% 66.4% 52.4%

Advanced Course/Dual Credit Course Completion (Grades 11-12) Any Subject 2014-15 54.5% 55.7% 70.6% 52.2% 57.3% 73.4% 33.3% 91.5% 80.0% 72.5% 15.7% 48.5% 27.1% 2013-14 53.2% 53.7% 69.0% 43.4% 54.6% 72.0% 55.6% 95.1% * 67.1% 19.6% 47.2% 18.5% English Language Arts 2014-15 29.0% 30.7% 51.8% 30.6% 34.6% 54.5% 25.0% 83.9% 60.0% 52.6% 6.3% 23.7% 4.8% 2013-14 28.9% 30.0% 53.8% 34.7% 37.6% 56.2% 33.3% 84.0% * 47.6% 7.3% 26.0% 2.1% Mathematics 2014-15 43.8% 45.4% 58.4% 44.4% 44.9% 59.9% 25.0% 84.4% 80.0% 58.5% 17.9% 39.1% 22.8% 2013-14 42.4% 43.3% 53.9% 26.8% 37.2% 56.8% 37.5% 79.0% * 54.7% 23.4% 34.5% 13.6% Science 2014-15 12.7% 13.6% 24.3% 11.1% 18.5% 24.4% * 50.9% * 22.7% 0.0% 13.4% 3.7% 2013-14 13.4% 14.7% 22.6% 13.3% 11.0% 23.5% 12.5% 45.7% * 22.1% 4.9% 10.5% 0.0% Social Studies 2014-15 28.4% 30.0% 40.4% 25.6% 25.7% 40.6% 22.2% 72.8% * 48.1% 3.5% 17.7% 6.4% 2013-14 27.8% 28.7% 39.3% 25.0% 25.3% 40.3% 22.2% 73.2% * 36.9% 2.6% 15.3% 0.0%

Advanced Course/Dual Credit Course Completion (Grades 9-12) Any Subject 2014-15 34.6% 35.2% 50.3% 32.6% 41.7% 51.8% 25.9% 72.8% 71.4% 50.8% 7.5% 33.0% 22.4% 2013-14 33.1% 33.2% 47.1% 26.7% 33.0% 49.1% 26.9% 79.6% 42.9% 48.4% 10.7% 28.2% 16.1% English Language Arts 2014-15 15.7% 15.3% 27.2% 15.3% 20.3% 28.4% 7.7% 43.3% 42.9% 28.6% 2.8% 15.6% 5.9% 2013-14 15.4% 14.9% 25.7% 14.2% 17.2% 27.6% 11.5% 39.2% 28.6% 22.9% 3.3% 10.7% 1.6% Mathematics 2014-15 19.4% 20.3% 29.1% 21.6% 20.4% 30.0% 7.7% 47.8% 57.1% 31.5% 6.6% 16.7% 9.7% 2013-14 18.8% 19.3% 25.3% 10.9% 15.9% 27.2% 12.0% 41.3% 33.3% 24.9% 9.0% 12.8% 5.6% Science 2014-15 5.2% 5.9% 11.2% 5.6% 7.1% 11.3% 7.7% 28.2% 50.0% 13.9% 0.0% 5.1% 1.4% 2013-14 5.6% 6.2% 9.9% 4.7% 4.4% 10.5% 4.0% 21.2% 16.7% 9.3% 1.7% 3.7% 0.0% Social Studies 2014-15 19.5% 21.5% 38.6% 26.0% 23.1% 39.4% 31.6% 74.8% 66.7% 46.2% 1.9% 13.8% 3.4% 2013-14 18.3% 20.1% 32.0% 17.8% 17.4% 32.9% 15.4% 68.4% 50.0% 32.8% 2.4% 12.3% 3.0%

College-Ready Graduates English Language Arts 2014-15 42.0% 51.0% 73.0% 38.0% 67.0% 76.0% 40.0% 77.0% * 65.0% 41.0% 48.0% 25.0% Mathematics 2014-15 38.0% 45.0% 70.0% 35.0% 61.0% 72.0% 80.0% 81.0% * 63.0% 18.0% 42.0% 38.0% Both Subjects 2014-15 35.0% 42.0% 68.0% 35.0% 60.0% 71.0% 40.0% 76.0% * 58.0% 18.0% 40.0% 25.0% Either Subject 2014-15 45.0% 53.0% 75.0% 38.0% 69.0% 78.0% 80.0% 82.0% * 70.0% 41.0% 51.0% 38.0%

TEA Division of Performance Reporting Page 12 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Attendance and Postsecondary Readiness District Number: 220906

African American Pacific Two or Special Econ State Region 11 District American Hispanic White Indian Asian Islander More Races Ed Disadv ELL

College and Career Ready Graduates 2014-15 74.5% 72.2% 84.2% 70.6% 77.0% 86.3% 50.0% 94.4% * 84.8% 48.1% 69.3% 38.1%

Texas Success Initiative Assessment (TSIA) English Language Arts 2014-15 10.6% 12.6% 11.9% 11.8% 14.8% 12.1% 0.0% 4.4% * 13.0% 13.5% 13.1% 9.5% Mathematics 2014-15 7.1% 8.4% 9.2% 9.8% 10.5% 9.1% 25.0% 4.4% * 10.9% 5.8% 9.5% 9.5%

Completion of Two or More Advanced/Dual Credit Courses in Current and/or Prior Year (Annual Graduates) 2014-15 48.1% 50.6% 72.3% 56.9% 61.7% 74.6% 37.5% 91.1% * 69.6% 17.3% 55.5% 33.3%

Completion of Twelve or More Hours of Postsecondary Credit (Annual Graduates) Any Subject 2014-15 10.6% 7.5% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% * 0.0% 0.0% 0.0% 0.0%

AP/IB Course Completion (Annual Graduates) 2014-15 43.4% 46.5% 65.1% 49.0% 57.4% 66.0% 37.5% 91.1% * 58.7% 5.8% 44.5% 23.8%

CTE Coherent Sequence (Annual Graduates) 2014-15 46.6% 36.3% 35.8% 19.6% 33.5% 37.9% 12.5% 31.1% * 45.7% 36.5% 29.2% 9.5% 2013-14 46.4% 36.3% 46.9% 1.4% 7.8% 32.4% * 3.5% - 1.7% 1.8% 6.2% 0.2%

AP/IB Results (Participation) All Subjects 2015 24.9% 28.0% 54.8% 34.6% 38.7% 57.6% 20.0% 83.1% 60.0% 55.6% n/a 29.5% n/a 2014 23.5% 26.0% 50.6% 30.0% 34.1% 52.9% 50.0% 83.9% * 47.6% n/a 24.0% n/a English Language Arts 2015 15.1% 16.9% 43.2% 27.1% 28.7% 44.4% 10.0% 76.7% 60.0% 45.5% n/a 19.3% n/a 2014 15.0% 16.7% 38.7% 25.0% 26.3% 39.1% 25.0% 74.5% * 36.9% n/a 18.3% n/a Mathematics 2015 6.8% 8.0% 19.7% 5.6% 11.3% 19.2% 10.0% 50.8% 40.0% 20.2% n/a 8.7% n/a 2014 6.5% 7.3% 16.7% 10.0% 5.6% 18.0% 12.5% 39.8% * 10.7% n/a 5.4% n/a Science 2015 10.2% 12.9% 34.7% 15.0% 18.3% 35.9% 10.0% 70.9% 60.0% 42.4% n/a 15.8% n/a 2014 6.9% 7.7% 17.1% 10.0% 7.1% 18.0% 12.5% 38.5% * 17.9% n/a 7.6% n/a Social Studies 2015 14.4% 16.7% 35.4% 20.6% 22.5% 36.0% 20.0% 68.8% 60.0% 36.4% n/a 16.1% n/a 2014 13.8% 15.9% 35.8% 23.8% 22.4% 36.5% 25.0% 69.6% * 35.7% n/a 13.9% n/a

AP/IB Results (Examinees >= Criterion) All Subjects 2015 49.1% 53.1% 71.1% 45.9% 61.7% 71.8% * 83.4% * 70.9% n/a 57.9% n/a 2014 51.3% 56.8% 72.5% 66.7% 57.9% 74.3% * 77.8% * 75.0% n/a 52.6% n/a English Language Arts 2015 43.7% 53.6% 67.6% 51.7% 54.8% 69.6% * 75.2% * 62.2% n/a 38.7% n/a 2014 44.7% 53.8% 67.6% 50.0% 56.5% 70.5% * 66.7% * 67.7% n/a 43.1% n/a

TEA Division of Performance Reporting Page 13 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Attendance and Postsecondary Readiness District Number: 220906

African American Pacific Two or Special Econ State Region 11 District American Hispanic White Indian Asian Islander More Races Ed Disadv ELL

AP/IB Results (Examinees >= Criterion) Mathematics 2015 51.7% 52.7% 69.0% 16.7% 51.0% 70.8% * 76.0% * 65.0% n/a 57.1% n/a 2014 53.6% 58.3% 74.2% 62.5% 60.9% 73.2% * 85.9% * 55.6% n/a 64.7% n/a Science 2015 35.4% 33.9% 42.4% 12.5% 35.4% 42.3% * 54.5% * 26.2% n/a 31.4% n/a 2014 45.7% 49.6% 65.3% 37.5% 51.7% 67.6% * 62.9% * 73.3% n/a 45.8% n/a Social Studies 2015 40.1% 45.2% 66.8% 31.8% 46.4% 68.9% * 75.4% * 83.3% n/a 50.0% n/a 2014 41.6% 46.9% 65.5% 36.8% 56.5% 67.5% * 69.6% * 56.7% n/a 54.5% n/a

SAT/ACT Results Tested Class of 2015 68.3% 69.4% 79.4% 64.7% 60.8% 84.0% 50.0% 97.8% * 78.3% n/a 52.8% n/a Class of 2014 66.3% 68.4% 77.5% 80.6% 50.0% 83.6% * 91.8% - 64.1% n/a 42.5% n/a At/Above Criterion Class of 2015 24.3% 30.8% 53.6% 18.2% 43.3% 54.9% * 72.7% * 52.8% n/a 29.3% n/a Class of 2014 25.1% 31.2% 54.8% 20.0% 43.0% 56.9% * 70.1% - 48.0% n/a 31.6% n/a

Average SAT Score All Subjects Class of 2015 1394 1444 1630 1438 1552 1632 * 1787 * 1609 n/a 1478 n/a Class of 2014 1417 1453 1624 1338 1541 1631 - 1751 - 1657 n/a 1464 n/a English Language Arts and Writing Class of 2015 912 948 1077 965 1023 1080 * 1169 * 1058 n/a 974 n/a Class of 2014 925 951 1069 890 1022 1073 - 1135 - 1102 n/a 957 n/a Mathematics Class of 2015 482 496 553 473 529 551 * 618 * 551 n/a 504 n/a Class of 2014 491 501 555 448 519 557 - 616 - 555 n/a 507 n/a

Average ACT Score All Subjects Class of 2015 20.6 21.9 24.8 20.8 23.5 24.9 * 27.3 * 24.6 n/a 22.4 n/a Class of 2014 20.6 21.9 24.5 19.4 23.4 24.7 * 27.1 - 22.9 n/a 22.2 n/a English Language Arts Class of 2015 20.1 21.6 24.7 20.4 23.7 24.7 * 27.2 * 24.1 n/a 22.2 n/a Class of 2014 20.0 21.5 24.2 18.5 23.3 24.3 * 26.4 - 22.7 n/a 21.5 n/a Mathematics Class of 2015 20.9 22.0 24.8 21.2 23.3 24.7 * 28.2 * 25.2 n/a 22.4 n/a Class of 2014 21.2 22.3 24.8 20.7 23.1 24.9 * 27.9 - 22.8 n/a 23.0 n/a Science Class of 2015 20.7 21.9 24.5 20.9 22.8 24.7 * 26.0 * 24.4 n/a 22.1 n/a Class of 2014 20.7 21.9 24.4 18.8 23.2 24.6 * 27.0 - 22.8 n/a 22.0 n/a

Graduates Enrolled in TX Institution of Higher Education (IHE) 2013-14 57.5% 57.6% 62.8% n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 2012-13 56.9% 57.0% 61.9% n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

TEA Division of Performance Reporting Page 14 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Attendance and Postsecondary Readiness District Number: 220906

African American Pacific Two or Special Econ State Region 11 District American Hispanic White Indian Asian Islander More Races Ed Disadv ELL

Graduates in TX IHE Completing One Year Without Remediation 2013-14 70.5% 73.2% 85.4% n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 2012-13 70.8% 74.9% 89.9% n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

TEA Division of Performance Reporting Page 15 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Profile District Number: 220906

------District ------State ------Student Information Count Percent Count Percent

Total Students: 13,768 100.0% 5,284,252 100.0%

Students by Grade: Early Childhood Education 42 0.3% 13,009 0.2% Pre-Kindergarten 189 1.4% 220,390 4.2% Kindergarten 884 6.4% 376,505 7.1% Grade 1 921 6.7% 409,767 7.8% Grade 2 964 7.0% 411,080 7.8% Grade 3 953 6.9% 409,157 7.7% Grade 4 981 7.1% 396,895 7.5% Grade 5 995 7.2% 393,941 7.5% Grade 6 1,068 7.8% 390,379 7.4% Grade 7 1,174 8.5% 389,411 7.4% Grade 8 1,088 7.9% 386,455 7.3% Grade 9 1,137 8.3% 428,470 8.1% Grade 10 1,092 7.9% 386,290 7.3% Grade 11 1,146 8.3% 351,888 6.7% Grade 12 1,134 8.2% 320,615 6.1%

Ethnic Distribution: African American 744 5.4% 666,933 12.6% Hispanic 3,203 23.3% 2,760,302 52.2% White 7,787 56.6% 1,507,225 28.5% American Indian 60 0.4% 20,855 0.4% Asian 1,236 9.0% 212,973 4.0% Pacific Islander 15 0.1% 7,392 0.1% Two or More Races 723 5.3% 108,572 2.1%

Economically Disadvantaged 3,136 22.8% 3,118,758 59.0% Non-Educationally Disadvantaged 10,632 77.2% 2,165,494 41.0% English Language Learners (ELL) 1,271 9.2% 979,868 18.5% Students w/ Disciplinary Placements (2014-2015) 100 0.7% 76,611 1.4% At-Risk 3,568 25.9% 2,645,402 50.1%

Graduates (Class of 2015): Total Graduates 1,109 100.0% 313,397 100.0% By Ethnicity (incl. Special Ed.): African American 51 4.6% 39,692 12.7% Hispanic 209 18.8% 148,966 47.5% White 702 63.3% 104,377 33.3% American Indian 8 0.7% 1,335 0.4% Asian 90 8.1% 13,090 4.2% Pacific Islander 3 0.3% 486 0.2% Two or More Races 46 4.1% 5,451 1.7%

TEA Division of Performance Reporting Page 16 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Profile District Number: 220906

------District ------State ------Student Information Count Percent Count Percent

By Graduation Type (incl. Special Ed.): Minimum H.S. Program 161 14.5% 46,723 14.9% Recommended H.S. Program/DAP 947 85.4% 251,524 80.3% Foundation High School Plan (No Endorsement) 1 0.1% 8,982 2.9% Foundation High School Plan (Endorsement) 0 0.0% 523 0.2% Foundation High School Plan (DLA) 0 0.0% 5,645 1.8%

Special Education Graduates 52 4.7% 23,541 7.5%

TEA Division of Performance Reporting Page 17 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Profile District Number: 220906

- Non-Special Education Rates - - Special Education Rates - Student Information District State District State

Retention Rates by Grade:

Kindergarten 4.4% 1.9% 12.0% 8.2% Grade 1 0.9% 4.1% 5.4% 7.4% Grade 2 0.5% 2.7% 0.0% 3.4% Grade 3 0.8% 2.0% 1.3% 1.6% Grade 4 0.2% 1.0% 0.0% 0.8% Grade 5 0.2% 0.9% 1.0% 1.0% Grade 6 0.0% 0.6% 1.0% 0.8% Grade 7 0.1% 0.8% 0.0% 0.9% Grade 8 0.1% 0.8% 0.0% 1.3%

------District ------State ------Count Percent Count Percent

Data Quality: PID Errors (students) ## - - - - Underreported Students 78 1.1% 7,834 0.3%

Class Size Information District State

Class Size Averages by Grade and Subject (Derived from teacher responsibility records):

Elementary: Kindergarten 20.4 18.9 Grade 1 17.6 19.1 Grade 2 18.5 19.1 Grade 3 18.8 19.1 Grade 4 17.9 19.0 Grade 5 20.9 20.8 Grade 6 20.1 20.4

Secondary: English/Language Arts 18.9 17.1 Foreign Languages 17.1 19.1 Mathematics 21.6 18.1 Science 22.7 19.1 Social Studies 23.8 19.5

TEA Division of Performance Reporting Page 18 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Profile District Number: 220906

------District ------State ------Staff Information Count Percent Count Percent

Total Staff 1,764.9 100.0% 688,142.2 100.0%

Professional Staff: 1,190.6 67.5% 442,538.0 64.3% Teachers 931.6 52.8% 347,272.1 50.5% Professional Support 186.6 10.6% 67,755.2 9.8% Campus Administration (School Leadership) 55.2 3.1% 20,170.5 2.9% Central Administration 17.1 1.0% 7,340.2 1.1%

Educational Aides: 68.6 3.9% 65,803.2 9.6%

Auxiliary Staff: 505.7 28.7% 179,800.9 26.1%

Total Minority Staff: 371.3 21.0% 331,599.3 48.2%

Teachers by Ethnicity and Sex: African American 15.2 1.6% 34,949.8 10.1% Hispanic 77.8 8.4% 90,214.9 26.0% White 815.6 87.5% 211,190.4 60.8% American Indian 6.0 0.6% 1,242.9 0.4% Asian 8.0 0.9% 5,134.3 1.5% Pacific Islander 0.0 0.0% 819.3 0.2% Two or More Races 9.0 1.0% 3,720.6 1.1%

Males 198.0 21.3% 81,756.8 23.5% Females 733.6 78.7% 265,515.3 76.5%

Teachers by Highest Degree Held: No Degree 6.5 0.7% 3,524.0 1.0% Bachelors 631.7 67.8% 259,559.7 74.7% Masters 281.5 30.2% 82,029.5 23.6% Doctorate 12.0 1.3% 2,158.9 0.6%

Teachers by Years of Experience: Beginning Teachers 29.8 3.2% 27,995.4 8.1% 1-5 Years Experience 225.3 24.2% 94,786.9 27.3% 6-10 Years Experience 177.2 19.0% 75,285.1 21.7% 11-20 Years Experience 328.4 35.2% 94,649.7 27.3% Over 20 Years Experience 170.9 18.3% 54,555.0 15.7%

Number of Students per Teacher 14.8 n/a 15.2 n/a

TEA Division of Performance Reporting Page 19 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Profile District Number: 220906

Staff Information District State

Average Years Experience of Teachers: 12.6 10.9 Average Years Experience of Teachers with District: 8.0 7.3

Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers $50,140 $45,507 1-5 Years Experience $50,864 $47,996 6-10 Years Experience $52,347 $50,459 11-20 Years Experience $54,117 $53,794 Over 20 Years Experience $61,237 $60,613

Average Actual Salaries (regular duties only): Teachers $54,172 $51,891 Professional Support $64,194 $61,145 Campus Administration (School Leadership) $80,424 $75,654 Central Administration $102,481 $99,111

Instructional Staff Percent: 64.7 64.5

Turnover Rate for Teachers: 14.4 16.5

Staff Exclusions: Shared Services Arrangement Staff: Professional Staff 0.0 1,116.6 Educational Aides 0.0 230.6 Auxiliary Staff 0.0 493.6

Contracted Instructional Staff: 0.0 1,914.4

TEA Division of Performance Reporting Page 20 TEXAS EDUCATION AGENCY District Name: GRAPEVINE-COLLEYVILLE ISD Texas Academic Performance Report County Name: TARRANT 2015-16 District Profile District Number: 220906

------District ------State ------Program Information Count Percent Count Percent

Student Enrollment by Program: Bilingual/ESL Education 1,639 11.9% 968,569 18.3% Career & Technical Education 3,598 26.1% 1,284,748 24.3% Gifted & Talented Education 3,013 21.9% 404,540 7.7% Special Education 1,000 7.3% 453,955 8.6%

Teachers by Program (population served): Bilingual/ESL Education 17.0 1.8% 20,650.0 5.9% Career & Technical Education 15.8 1.7% 15,311.2 4.4% Compensatory Education 0.0 0.0% 10,066.4 2.9% Gifted & Talented Education 10.1 1.1% 6,656.1 1.9% Regular Education 825.6 88.6% 252,100.4 72.6% Special Education 63.1 6.8% 30,567.0 8.8% Other 0.0 0.0% 11,921.0 3.4%

Link to: PEIMS Financial Standard Reports/ 2014-2015 Financial Actual Report

'^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. '*' Indicates results are masked due to smallnumbers to protect student confidentiality. '-' Indicates zero observations reported for this group. 'n/a' Indicates data reporting is not applicable for this group. '**' Indicates that rates for Reading and Mathematics are based on the cumulative results from the first and second administrations of STAAR. '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '##' Indicates that PID Error rate information cannot be reported in 2015-16 due to the transition from PEIMS Edit+ to TSDS.

TEA Division of Performance Reporting Page 21 Glossary November 2016 2015–16 Texas Academic Performance Report

Accountability Rating: The labels assigned to districts and campuses by the state academic accountability system that indicate acceptable and unacceptable performance or that a district or campus is not rated. Possible ratings are as follows: • Met Standard • Met Alternative Standard • Improvement Required • Not Rated • Not Rated: Data Integrity Issues For a detailed explanation of this year’s accountability system, see the 2016 Accountability Manual, available at http://tea.texas.gov/2016accountabilitymanual.aspx.

Accountability Subset: The collection of STAAR assessment results that are used to determine district and campus accountability ratings. Campus-level accountability subset: Campuses are held accountable for the performance of only those students enrolled in the campus on both the snapshot date (the last Friday in October) and the testing date. For example, if a student was enrolled at one campus on October 30, 2015* then moved to another campus before the testing date, that student’s performance is not included in the accountability results for either campus. District-level accountability subset: A district is held accountable for the performance of only those students enrolled in the district on both the snapshot date (the last Friday in October) and the testing date. For example, if a student was enrolled in one district on October 30, 2015* then moved to another district before the testing date, that student’s performance is not included in the accountability results for either district. If that student had moved from one campus to another in the same district, however, his or her performance would have been included in the district’s results, even though it was not included in the results for either campus. This can cause districts performance results to vary from the aggregate of its campuses’ results. *In the case of STAAR End-of-Course exams administered in July 2015, the accountability subset date is for the prior year, October 31, 2014.

Advanced/Dual-Credit Course Completion: The percentage of students who complete and receive credit for at least one advanced course. TAPR includes separate completion percentages for grades 9–12 and grades 11–12. Decisions about awarding high school credit for college courses is described in Texas Administrative Code §74.25. Appendix B lists all courses identified as advanced, with the exception of courses designated only as dual-credit. Courses for which a student can earn dual credit are not listed because they vary from campus to campus. Course completion information is reported by districts through the Public Education Information Management System (PEIMS) after the close of the school year. For example, the values, expressed as percentages for grades 11–12, are calculated as follows:

Texas Education Agency | Academics | Performance Reporting 1 of 29 2015–16 TAPR Glossary November 2016

number of students in grades 11 and 12 in 2014–15 who received credit for at least one advanced/dual-credit course number of students in grades 11–12 who received credit for least one course in 2014–15

This indicator was used in awarding distinction designations to high schools in 2016. For a detailed explanation of distinction designations, see Chapter 5 of the 2016 Accountability Manual . (Source of data : PEIMS; Record 415, Course Completion Data – Student; Submission 3).

Advanced Placement Examinations: Please see AP/IB Results.

Annual Dropout Rate: The percentage of students who drop out of school during a school year. Annual dropout rates are shown for districts and campuses that serve grades 7–8 and/or 9–12. State law prohibits including a student who meets any of the following criteria from campus and district annual dropout rate calculations: • Is ordered by a court to attend a high school equivalency certificate program but has not earned a high school equivalency certificate • Was previously reported to the state as a dropout • Was in attendance but not in membership for purposes of average daily attendance (i.e., students for whom school districts are not receiving state Foundation School Program [FSP] funds) • Was initially enrolled in a school in the United States in any grade 7 through 12 as an unschooled refugee or asylee as defined by TEC §39.027(a-1) • Attends a district exclusively as a function of having been detained at a county detention facility and is not otherwise a student of the district in which the facility is located • Is incarcerated in a state jail or federal penitentiary as an adult or as a person certified to stand trial as an adult

Annual Dropout Rate (Gr 7–8). This includes only grades 7 and 8. It is calculated as follows: number of dropouts in grades 7 and 8 during the 2014–15 school year number of students in grades 7 and 8 in attendance at any time during the 2014–15 school year

Annual Dropout Rate (Gr 9–12). This includes grades 9 through 12. It is calculated as follows: number of dropouts in grades 9 through 12 during the 2014–15 school year number of students in grades 9–12 in attendance at any time during the 2014–15 school year Both annual rates appear on campus, district, region, and state TAPRs. The state and region annual dropout rates that are reported on district and campus TAPRs, however, are calculated without the exclusions required for campus and district calculation. Note that with all annual dropout rate calculations, a cumulative count of students is used in the denominator. This method for calculating the dropout rate neutralizes the effect of mobility by including in the denominator every student ever reported in attendance at the district or

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campus throughout the school year, regardless of length of enrollment. For a more complete description of dropout rates and exclusions, see the Secondary School Completion and Dropouts in Texas Public Schools, 2014–15 reports, available on the TEA website at http://tea.texas.gov/acctres/dropcomp_index.html. For detailed information on data sources, see Appendix K in the 2016 Accountability Manual. See also Dropout and Leaver Record. (Source of data: PEIMS; Record 203, Student – School Leaver; Record 400, Student – Basic Attendance; Record 500, Student – Flexible Attendance Data, Submissions 1, 3, and 4)

Annual Graduates: The count of students who graduate from a district or campus in a school year regardless of cohort. This is separate from, and may include different students than, the longitudinal graduation rates. (Source of data: PEIMS; Record 203, Student – School Leaver; Submissions 1 and 3)

AP/IB Course Completion: The percentage of annual graduates who completed at least one Advanced Placement (AP) course and/or the International Baccalaureate’s (IB) course in the 2011–12 to 2014–15 school years. number of 2014–15 annual graduates who completed at least one AP or IB course in the 2011–12 to 2014–15 school years Number of 2014–15 annual graduates

AP/IB Results (Participation): The percentage of students in grades 11 and 12 who took the College Board’s Advanced Placement (AP) examinations and/or the International Baccalaureate’s (IB) Diploma Program examinations.

The percentage of students in grades 11 and 12 taking at least one AP or IB examination number of 11th and 12th graders in the 2014–15 school year taking at least one AP or IB examination total students enrolled in 11th and 12th grades

AP/IB Results (Examinees >= Criterion): The percentage of students in grades 11 and 12 with at least one AP or IB score at or above the criterion score. High school students may take one or more of these examinations, ideally upon completion of AP or IB courses, and may receive advanced placement or credit, or both, upon entering college. Generally, colleges will award credit or advanced placement for scores of 3, 4, or 5 on AP examinations and scores of 4, 5, 6, or 7 on IB examinations. Requirements vary by college and by subject tested.

The percentage of students in grades 11 and 12 with at least one AP or IB score at or above the criterion score (3 on AP or 4 on IB) number of 11th and 12th graders with at least one AP or IB score at or above criterion number of 11th and 12th graders with at least one AP or IB examination

This indicator was used in determining the 2016 postsecondary readiness distinction designation for campuses and districts. For a detailed explanation of distinction designations, see Chapter 5 of the 2016 Accountability Manual. (Sources of data: The College Board, Aug. 2015,

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Jan. 2015; The International Baccalaureate Organization, Aug. 2015, Aug. 2014; and PEIMS; Record 101, Student – Demographic, Submission 1) At-Risk: The count and percentage of students identified as being at risk of dropping out of school as defined by TEC §29.081(d) and (d-1).

number of students in the 2014–15 school year considered as at risk total number of students (Source of data: PEIMS; Record 110, Student – Enrollment, Submission 1)

Attendance Rate: The percentage of days that students were present in 2014–15 based on student attendance for the entire school year. Only students in grades 1–12 are included in the calculation. Attendance is calculated as follows: total number of days that students in grade 1–12 were present in 2014–15 total number of days that students in grade 1–12 were in membership in 2014–15 This indicator was used in awarding distinction designations in 2016. For a detailed explanation of distinction designations, see Chapter 5 of the 2016 Accountability Manual. (Source of data: PEIMS; Record 400, Student – Basic Attendance, Submission 1)

Auxiliary Staff (not on campus profile): The count of full-time equivalent (FTE) staff reported in PEIMS employment and payroll records who are not reported in the PEIMS 090 Staff – Responsibilities record. The auxiliary staff (and educational aide who performs routine classroom tasks under the general supervision of a certified teacher or teaching team) are expressed as a percentage of total staff. For auxiliary staff, the FTE is the value of the percent of day worked. (Source of data: PEIMS; Record 060, Staff Data – Employment Payroll Accounting, Record 090, Staff – Responsibilities, Submission 1)

Average Actual Salaries (regular duties only): For each category, the total salary for that category divided by the total FTE count for that category. Only payment for regular duties is included in the total salary; supplemental payments for extra duties (e.g., coaching, band and orchestra assignments, club sponsorships) are not included. See Appendix A for lists of the PEIMS role IDs included in each category. • Teachers. Teachers, special duty teachers, and substitute teachers. Substitute teachers are people who are either temporarily hired to replace a teacher or hired permanently on an as-needed basis. • Campus Administration. Principals, assistant principals, and other administrators reported with a specific school ID. • Central Administration. (not on campus profile) Superintendents, presidents, chief executive officers, chief administrative officers, business managers, athletic directors, and other administrators reported with a central office ID and not a specific school ID. • Professional Support. Therapists, nurses, librarians, counselors, and other campus professional personnel.

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Average Teacher Salary by Years of Experience (regular duties only): Total pay for all teachers in each category divided by the total teacher FTE count in that category. For the purpose of this calculation, the total actual salary amount is pay for regular duties only and does not include supplemental pay. For teachers who also have non-teaching roles, only the portion of time and pay dedicated to classroom responsibilities is factored into the average teacher salary calculation. (Source of data: PEIMS; Record 060, Staff Data – Employment Payroll Accounting, Submission 1)

Average Years’ Experience of Teachers: The average number of completed years of professional experience, regardless of district. Weighted averages are calculated by multiplying each teacher’s FTE coefficient (1 for a full-time teacher, .75 for a three-quarter-time teacher, and .5 for a half-time teacher, for example) by his or her years of experience. These amounts are added together and divided by the sum of all teachers’ FTE coefficients. (Source of data: PEIMS; Record 040, Staff – Identification/Demographic, Record 050, Staff – Employment – Payroll Summary, Record 090, Staff – Responsibilities, Submission 1)

Average Years’ Experience of Teachers with District: The average number of years employed in the district regardless of any interruption in service. Weighted averages are calculated by multiplying each teacher’s FTE coefficient by his or her years of experience in the district. These amounts are added together and divided by the sum of all teacher’s coefficients. (Source of data: PEIMS; Record 050, Staff – Employment – Payroll Summary, Submission 1)

Bilingual Education (BE) Dual-language program that enables English language learners to become competent in listening, speaking, reading, and writing in English through the development of literacy and academic skills in both the primary language and English. This category includes the transitional bilingual/early exit, the transitional bilingual/late exit, the dual language immersion/one-way, and the dual language immersion/two-way instructional models.

Bilingual Education/English as a Second Language Reports: The performance for selected indicators disaggregated by bilingual and English as a second language (ESL) instructional models. The TAPR shows the statutorily-required performance indicators disaggregated by eleven columns for students identified as limited English proficient (LEP) in the current school year. For definitions of the BE/ESL instructional programs, see the PEIMS Data Standards, available at http://tea.texas.gov/index4.aspx?id=25769817517.

Campus Number: A unique nine-digit number assigned to every public school. It is comprised of a three-digit county number (assigned alphabetically from 001 to 254), followed by a three-digit district number (9XX is used primarily for traditional campuses, 8XX for charter campuses), and ending with a three-digit campus number (typically 00X_ for high schools, 04Xfor middle schools, and 1XX for elementary schools).

Class Size Averages by Grade and Subject: The average class size by grade (elementary) or selected subjects (secondary classes). For secondary classes, averages are determined by totaling the number of students served (in a given subject at the campus) and dividing that sum by the count of classes for that subject.

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For elementary classes, how the average is determined depends on the instructional model. If an elementary teacher teaches all subjects to the same group of fourth graders all day, the class size average is simply the numbers of fourth grade students served by that teacher. If an elementary teacher teaches a single subject to five different sections of fourth graders each day, however, the average is calculated the same way as it is for secondary subjects. For example, one fourth grade science teacher teaches five science classes each day with 18, 20, 19, 21, and 22 students in each class. The total of 100 students divided by the five classes produces an average class size of 20 students for that teacher. The following rules apply to the average class sizes: • Classes identified as serving regular, compensatory/remedial, gifted and talented, career and technical, and honors students are included in the calculation. • Subjects in the areas of English language arts (ELA), mathematics, science, social studies, languages other than English, computer science, and career and technical education are included in the calculation, as are self-contained classrooms. • Classes where the number of students served is reported to be zero are not included. • Service codes with the “SR” prefix are not included. • Teacher roles coded as “teacher” and/or “substitute teacher” are included. • Only class settings coded as “regular class” are included. • Missing partial FTE counts are not included. • Elementary classes in which the number of students exceeds 100 are not included. • Mixed grade-level class averages are not included. (Source of data: PEIMS; Record 090, Staff Data – Responsibilities, Submission 1)

Cohort: a group of students who begin grade 9 for the first time in the same school year plus any students who, in the next three school years, enter the Texas public school system in the grade level expected for the cohort A cohort is formed when a group of students begins ninth grade, regardless of whether the school that they attend has students in any other grades. • A student transfers into a campus, district, or state cohort when he or she moves into the cohort from another high school in Texas, from another district in Texas, or from out of state. • A student transfers out of a campus or district cohort when he or she moves to another public high school in Texas or moves to another district in Texas. Note that these students are transferred into the cohort of the high school or district to which they moved. There are also students who move out of state or out of the country and students who transfer to private schools or who are home-schooled. These types of transfer students cannot be tracked and are not included in longitudinal rate calculations.

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• A student does not change cohorts if he or she repeats or skips a grade. A student who begins with the 2011–12 ninth-grade cohort remains with that cohort. A student who started the ninth grade in 2011–12 but takes 5 years to graduate (i.e., graduates in May 2016) is still part of the 2015 cohort; he or she is not switched to the 2016 cohort. This student would be considered a continuing student and counted as part of the Continued HS number for the class of 2015. This is also true for the five-year and six-year extended longitudinal cohorts.

College Admissions Tests: Please see SAT/ACT Results.

College-Ready Graduates: The percentage of graduates that meet or exceed the college- ready criteria on the Texas Success Initiative Assessment (TSIA), the SAT test, or the ACT test. The criteria for each are as follows: Subject TSIA SAT ACT at least 500 on Critical at least 19 on English Reading ELA at least 351 on Reading OR OR AND AND at least 23 Composite at least 1070 Total at least 500 on Math at least 19 on Math Math at least 350 on Mathematics OR AND OR AND at least 1070 Total at least 23 Composite

The percentages are calculated as follows: English Language Arts. number of graduates who scored at or above the college-ready criterion for ELA in 2014–15 number of 2014–15 annual graduates with ELA results to evaluate Mathematics. number of graduates who scored at or above the college-ready criterion for mathematics in 2014–15 number of 2014–15 annual graduates with mathematics results to evaluate Both Subjects. number of graduates who scored at or above the college-ready criteria on both ELA & mathematics in 2014–15

number of 2014–15 annual graduates with results in both subjects to evaluate Either Subject. number of graduates who scored at or above the college-ready criteria on either ELA or mathematics in 2014–15

number of 2014–15 annual graduates with results in either subjects to evaluate

Performance is shown for the classes of 2015 and 2014. (Sources of data: The Texas Higher Education Coordinating Board (THECB), The College Board, Aug. 2015, Aug. 2014, ACT, Inc. Oct. 2015, Oct. 2014; and PEIMS; Record 203, Student – School Leaver, Submissions 1 and 3)

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College and Career Ready Graduates: The number of 2014–15 annual graduates who demonstrate preparedness for postsecondary success in one of three ways: • Meeting the TSI criteria in both ELA/reading and mathematics, as described above for College-Ready Graduates • Completing and earning credit for at least two advanced/dual-credit courses in the 2013–14 or 2014–15 school year • Enrolling in a coherent sequence of career and technical education (CTE) courses as part of a four-year plan of study to take two or more CTE courses for three or more credits (Sources of data: consolidated accountability file [CAF], THECB, College Board, and ACT)

Completion of Two or More Advanced/Dual Credit Courses in Current and/or Prior Year: The percentage of annual graduates who complete two or more advanced or dual-credit courses. number of 2014–15 annual graduates who completed 2 or more advanced/dual credit courses in the current and/or prior school year Number of 2014–15 annual graduates (Source of data: PEIMS; Record 415, Course Completion Data – Student; Submission 3 and Record 203, Student – School Leaver, Submissions 1 and 3)

Completion of Twelve or More Hours of Postsecondary Credit: The percentage of annual graduates who earn at least 12 hours of postsecondary credit in the 2011–12 to 2014– 15 school years. number of 2014–15 annual graduates who completed 12 or more hours of postsecondary credit in the 2011–12 to 2014–15 school years Number of 2014–15 annual graduates (Source of data: PEIMS; Record 415, Course Completion Data – Student; Submission 3 and Record 203, Student – School Leaver, Submissions 1 and 3)

Completion Rate: Please see Longitudinal Rates.

County District Number (CDN): Please see District Number

County District Campus Number (CDCN): Please see Campus Number

CTE Coherent Sequence Graduate: The percentage of annual graduates enrolled in a coherent sequence of career and technical education (CTE) courses as part of a four-year plan of study. number of 2014–15 annual graduates who were enrolled in a CTE-coherent sequence of courses as part of a four-year plan of study to take two or more CTE courses for three or more credits number of 2014–15 annual graduates

(Source of data: PEIMS; Record 101, Student – Demographic, Submission 1; Record 203, Student – School Leaver, Submissions 1 and 3; Record 400, Student – Basic Attendance, Submission 1)

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Data Quality (not on campus profile): The percentage of errors made by district in two key data submissions: the PID in PEIMS Student Data and the PEIMS Student Leaver Data. (1) The PID Error Rate cannot be reported for the 2015-16 school year due to the transition from PEIMS Edit+ to TSDS.

(2) Percent of Underreported Students. Underreported students are 7th–12th graders who were enrolled at any time during the prior year, who are not accounted for through district records or TEA processing in the current year, and for whom the district did not submit a leaver record. A district is required to submit a leaver record for any student served in grades 7–12 the previous year unless the student received a GED certificate by August 31, is a previous Texas public school graduate, moved to and enrolled in another Texas public school district, or returned to the district by the end of the school start window. (For 2014–15, the end of the school-start window was September 25, 2015.) (For a more complete definition of leavers, see Leaver Records.)

number of underreported students number of students in grades 7–12 who were served in the district in the 2014–15 school year (Source of data: General Educational Development Information File; PEIMS; Record 101, Student – Demographic, Submission 1; Record 110, Student – Enrollment, Submission 1; Record 400, Student – Basic Attendance, Submission 3; Record 500, Student – Flexible Attendance Data, Submission 3)

Distinction Designations: Recognitions for outstanding achievement in the following academic areas: • Academic Achievement in English Language Arts/Reading (campus only) • Academic Achievement in Mathematics (campus only) • Academic Achievement in Science (campus only) • Academic Achievement in Social Studies (campus only) • Top 25 Percent: Student Progress (campus only) • Top 25 Percent: Closing Performance Gaps (campus only) • Postsecondary Readiness (district and campus) Only those districts and campuses that receive a Met Standard rating are eligible for distinction designations. Charter districts and alternative education campuses evaluated by alternative education accountability (AEA) provisions are not eligible for distinction designations. See Chapter 5 in the 2016 Accountability Manual for more information.

Distinguished Achievement Program: Please see RHSP/DAP Graduates.

District Number: A unique six-digit number assigned to every public school district. It is comprised of a three-digit county number (assigned alphabetically from 001 to 254) followed by a three-digit district number (9XX for traditional districts, 8XX for charter operators).

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Dropout: A student who was enrolled in public school in grade 7–12 during the previous year, did not return to public school in current year, was not expelled, and did not graduate, receive a high school equivalency certificate, continue school outside the public school system, begin college, or die. Dropout counts are obtained from PEIMS records. For more information, see Annual Dropout Rate. (Source of data: PEIMS; Record 203, Student – School Leaver, Submissions 1, 3)

Dropout Rate: Please see Annual Dropout Rate.

Economically Disadvantaged: The count and percentage of students eligible for free or reduced-price lunch or eligible for other public assistance.

number of students eligible for free or reduced-price lunch or other public assistance total number of students

See also Total Students. (Source of data: PEIMS; Record 101, Student – Demographic, Submission 1; and TEA Student Assessment Division)

Educational Aides: The count and percentage of paraprofessional staff who are reported with a role of 033 (Educational Aide) or 036 (Certified Interpreter). The FTE counts of educational aides are expressed as a percentage of the total staff FTEs. See Appendix A for all PEIMS Role IDs. (Source of data: PEIMS; Record 090, Staff Data – Responsibilities, Submission 1)

English as a Second Language (ESL): An intensive program designed to develop proficiency in listening, speaking, reading, and writing in the English language. This category includes both ESL content and ESL pull-out instructional models.

English Language Learners (ELLs): The count and percentage of students whose primary language is other than English and who are in the process of acquiring English. The terms “English Language Learner,” “English Learner,” and “Limited English Proficient” (LEP) are used interchangeably. Inclusion and exclusion of ELL performance varies by indicator: • ELL performance of students who are in their first year in U.S. schools is excluded from all STAAR indicators. Exclusion of other ELL performance varies, depending on the indicator. For detailed information on the inclusion and exclusion of ELL performance, see Appendix I in the 2016 Accountability Manual. • ELL performance is included in all other non-STAAR indicators, regardless of years in U.S. schools. In the Profile section of the reports, the percentage of ELLs is calculated by dividing the number of ELLs by the total number of students in the district or campus. Not all students identified as ELLs receive bilingual or English as a second language instruction. (Source of data: PEIMS; Record 110, Student – Enrollment, Submission 1)

Enrollment: Please see Total Students.

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Ethnic Distribution: The number and percentage of students and staff who are identified as belonging to one of the following groups: African American, Hispanic, White, American Indian, Asian, Pacific Islander, and Two or More Races. (Source of data: PEIMS; Record 101, Student – Demographic, Record 040, Staff – Identification/Demographic, Record 050, Staff – Employment – Payroll Summary, Record 090, Staff – Responsibilities, Submission 1; The College Board; ACT Inc.; The International Baccalaureate Organization; and TEA Student Assessment Division)

Expenditure Information: Information available on the PEIMS Financial Standard Reports at http://tea.texas.gov/financialstandardreports/.

Foundation High School Program (FHSP): Please see Graduation Plan.

Full Time Equivalent (FTE): A measure of the extent to which a person (or responsibility) occupies a full-time position; it is calculated for each staff member reported in PEIMS. FTE values are used in various staff reports as well as input to the Budget and Actual financial allocation process. An employee who works half time and has a reported actual salary of $30,000 has a full-time equivalent salary of $60,000. All average salaries are expressed in full-time equivalent form by dividing the sum of the actual salaries earned by the total FTE count. (Source of data: PEIMS; Record 050, Staff – Employment – Payroll Summary, Record 060, Staff Data – Employment Payroll Accounting, Record 090, Staff – Responsibilities, Submission 1)

Fund Balance Information: Information is available on the PEIMS Financial Standard Reports at http://tea.texas.gov/financialstandardreports/.

Graduates: The count and percentage of students who graduate at some time during the school year. It includes summer graduates and is reported by districts in the fall of the following school year. It includes all students in grade 12 who graduated, as well as graduates from other grades. Students served by special education who graduate are included in the totals. Counts of students graduating under the following graduation types in 2014–15 are also shown: • Minimum High School Program (MHSP) • Recommended High School Program (RHSP) • Distinguished Achievement Program (DAP) • Foundation High School Plan (FHSP) See also College-Ready Graduates, Longitudinal Rate, RHSP/DAP Graduates, RHSP/DAP/FHSP-E/FHSP- DLA Graduates. (Source of data: PEIMS; Record 203, Student – School Leaver; Submissions 1 and 3)

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Graduation Plan: The percentage of students who graduated under one of the following:

• FHSP-DLA Graduates (Longitudinal Rate) (Class of 2015) The percentage of graduates who, after four years, satisfied the course requirements for the Foundation High School Program at the distinguished level of achievement.

number of graduates in the Class of 2015 who complete a 4-year FHSP-DLA number of graduates in the Class of 2015 with reported FHSP graduation plans)

• FHSP-E Graduates (Longitudinal Rate) (Class of 2015) The percentage of graduates who, after four years, satisfied the course requirements for the Foundation High School Program with an endorsement.

number of graduates in the Class of 2015 who complete a 4-year FHSP-E number of graduates in the Class of 2015 with reported FHSP graduation plans

• RHSP/DAP Graduates (Longitudinal Rate) (Class of 2015, Class of 2014) The percentage of graduates who, after four years, satisfied the course requirements for the Recommended High School Program or Distinguished Achievement Program.

number of graduates in the Class of 2015 who complete a 4-year RHSP or DAP number of graduates in the Class of 2015 with reported graduation plans

• RHSP/DAP/FHSP-E/FHSP-DLA Graduates (Longitudinal Rate) (Class of 2015) The percentage of graduates who, after four years, satisfied the course requirements for the Recommended High School Program, Distinguished Achievement Program, or the Foundation High School Program with an endorsement or at the distinguished level of achievement.

number of graduates from the Class of 2015 who complete a 4-year RHSP or DAP or FHSP-E or FHSP-DLA number of graduates in the Class of 2015 with reported graduation plans

• FHSP-DLA Graduates (Annual Rate) (2014–15) The percentage of graduates in 2015 who satisfied the course requirements for the Foundation High School Program at the distinguished level of achievement.

number of graduates in SY 2014–15 who earn an FHSP-E number of graduates in SY 2014-15 with reported FHSP graduation plans (excludes graduates with RHSP and DAP degree plans)

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• FHSP-E Graduates (Annual Rate) (2014–15) The percentage of graduates in 2015 who satisfied the course requirements for the Texas State Board of Foundation High School Program with an endorsement.

number of graduates in SY 2014–15 who earn an FHSP-E number of graduates in SY 2014–15 with reported FHSP graduation plans

• RHSP/DAP Graduates (Annual Rate) (2014–15) The percentage of graduates in 2015 who satisfied the course requirements for the Recommended High School Program or Distinguished Achievement Program.

number of graduates in SY 2014–15 reported with graduation codes for RHSP or DAP

number of graduates in SY 2014–15 with reported graduation plans

• RHSP/DAP/FHSP-E/FHSP-DLA Graduates (Annual Rate) (2014–15) The percentage of graduates in 2015 who satisfied the course requirements for the Recommended High School Program, Distinguished Achievement Program, or at the Foundation High School Program with an endorsement or the distinguished level of achievement.

number of graduates in SY 2014–15 reported with graduation codes for RHSP or DAP or FHSP-E or FHSP-DLA

number of graduates in SY 2014–15 with reported graduation plans

RHSP graduates have graduation type codes of 19, 22, 25, 28, or 31; DAP graduates have graduation type codes of 20, 23, 26, 29, or 32; FHSP graduates are students with graduation type codes of 34, 35, 54, 55, 56, or 57. See the PEIMS Data Standards for more information. Results are shown for the Class of 2015 and the Class of 2014. See also Graduates. (Source of data: PEIMS; Record 203, Student – School Leaver and Graduation Program, Submissions 1 and 3)

For additional information about graduation programs please see http://tea.texas.gov/graduation.aspx

Graduates Enrolled in Texas Institution of Higher Education (TX IHE): The percentage of students who enroll and begin instruction at an institution of higher education in

Texas for the school year following high school graduation. number of graduates during the 2013–14 school year who attended a public or independent college or university in Texas in the 2014–15 academic year number of graduates during the 2013–14 school year

Students who enrolled in independent colleges or universities in Texas, out-of-state colleges or universities, or any non-public career school are not included. Students who attend public community colleges in Texas are included. (Source of data: Texas Higher Education Coordinating Board)

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Graduates in TX IHE Completing One Year Without Remediation: The percentage of students who enrolled and began instruction at an institution of higher education in Texas for the school year following high school graduation and did not require a developmental education

course.

number of graduates during the 2013–14 school year who enrolled in a public college or university in Texas for the school year following the year they graduated and met the Texas Success Initiative requirement in all subject areas (reading, writing, and mathematics) number of graduates during the 2013–14 school year who enrolled in a public college or university in Texas for the school year following the year they graduated Students who attended Texas public two- or four-year institutions of higher education are included.

Students who enrolled in independent colleges or universities in Texas, out-of-state colleges or universities, or any non-public career school are not included. Additional reports showing students enrolled in Texas public colleges and universities are available on the Texas Higher Education Coordinating Board (THECB) site at http://www.txhighereddata.org/generatelinks.cfm?Section=HS2Col. For more information on the data used in this indicator, contact the Texas Higher Education Coordinating Board at (512) 427-6153. (Source of data: Texas Higher Education Coordinating Board, Fall 2016)

Graduation Rate: Please see Longitudinal Rates.

Instructional Expenditure Ratio (2014–15): This information is available on the PEIMS Financial Standard Reports at http://tea.texas.gov/financialstandardreports/.

Instructional Staff Percent (district profile only): The percentage of the district's FTEs whose job function was to provide classroom instruction directly to students during the 2014–15 school year. The instructional staff percent is a district-level measure and is calculated as

follows:

total number of hours for district staff who were reported under expenditure object codes 6112, 6119, and 6129, and function codes 11, 12, 13, and 31 total number of hours worked by all district employees

Contact the Division of Financial Compliance at (512) 463-9095 for further details about this measure. (Source of data: PEIMS; Record 040, Staff – Identification/Demographic, Record 050, Staff – Employment – Payroll Summary, Record 090, Staff – Responsibilities, Submission 1)

International Baccalaureate (IB) Results: See AP/IB Results.

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Leaver Record: The PEIMS record that reports the status of prior year grade 7–12 students who are no longer enrolled at a Texas public school. Districts are required to submit a leaver record for each student who graduated, enrolled in school in another state, returned to his or her home country, died, or dropped out. See Data Quality. (Source of data: PEIMS; Record 203, Student – School Leaver; Submissions 1 and 3); Secondary School Completion and Dropouts in Texas Public Schools, 2014–15, Texas Education Agency)

LEP (Limited English Proficient): Please see English Language Learner.

Longitudinal Rates: The status of a group (cohort) of students after four years in high school (4-Year Longitudinal Rate), after five years in high school (5-Year Extended Longitudinal Rate), or after six years in high school (6-Year Extended Longitudinal Rate). For the 4-Year Longitudinal Rate, the cohort consists of students who first attended ninth grade in 2011–12. They are followed through their expected graduation with the class of 2015. For the 5-Year Extended Longitudinal Rate, the cohort consists of students who first attended ninth grade in 2010–11. They are followed for five years and included if they graduated within a year after their expected graduation with the class of 2014. For the 6-Year Extended Longitudinal Rate, the cohort consists of students who first attended ninth grade in 2009–10. They are followed for six years, and included if they graduated within two years after their expected graduation with the class of 2013. Additional Information on Cohorts: • A student transfers into a campus, district, or state cohort when he or she moves into the cohort from another high school in Texas, from another district in Texas, or from out of state. • A student transfers out of a campus or district cohort when he or she moves to another public high school in Texas or moves to another district in Texas. Note that these students are transferred into the cohort of the high school or district to which they moved. There are also students who move out of state or out of the country and students who transfer to private schools or who are home-schooled. These types of transfer students cannot be tracked and are not included in longitudinal rate calculations. • A student does not change cohorts if he or she repeats or skips a grade. A student who begins with the 2011–12 ninth-grade cohort remains with that cohort. A student who started the ninth grade in 2011–12 but takes 5 years to graduate (i.e., graduates in May 2016) is still part of the 2015 cohort; he or she is not switched to the 2016 cohort. This student would be considered a continuing student and counted as part of the Continued HS number for the class of 2015. This is also true for the five-year and six-year extended longitudinal cohorts.

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There are four student outcomes used in computing each longitudinal rate: 4-Year Longitudinal Rate

(1) Graduated: The percentage who received their high school diploma in four years or

fewer by August 31, 2015 for the 2015 cohort.

number of students from the cohort who received a high school diploma by August 31, 2015 number of students in the 2015 cohort*

(2) Received GED: For the 2015 cohort, the percentage who received a General Educational

Development (GED) certificate by August 31, 2015. It is calculated as follows:

number of students from the cohort who received a GED by August 31, 2015 number of students in the 2015 cohort*

(3) Continued High School: The percent of the 2015 cohort still enrolled as students in the

fall of the 2015–16 school year. It is calculated as follows:

number of students from the cohort who were enrolled in the fall of the 2014–15 school year number of students in the 2015 cohort*

(4) Dropped Out: The percent of the 2015 cohort who dropped out and did not return by

the fall of the 2015–16 school year. It is calculated as follows:

number of students from the cohort who dropped out before fall of the 2014–15 school year number of students in the 2015 cohort*

(5) Graduates & GED: The percentage of graduates and GED recipients in the 2015 cohort. It is calculated as follows: number of students from the 2015 cohort who received a high school diploma by August 31, 2015 plus number of students from the cohort who received a GED by August 31, 2015 number of students in the 2015 cohort*

(6) Graduates, GED & Cont: The percentage of graduates, GED recipients, and continuers in the 2015 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2015 plus number of students from the cohort who received a GED by August 31, 2015 plus number of students from the cohort who were enrolled in the fall of the 2015–16 school year number of students in the 2015 cohort*

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5-Year Extended Longitudinal Rate (1) Graduated: The percentage who received their high school diploma by August 31, 2015, for the 2014 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2015 number of students in the 2014 cohort*

(2) Received GED: For the 2014 cohort, the percentage who received a GED certificate by August 31, 2015. It is calculated as follows: number of students from the cohort who received a GED by August 31, 2015 number of students in the 2014 cohort*

(3) Continued High School: The percent of the 2014 cohort still enrolled as students in the fall of the 2015–16 school year. It is calculated as follows: number of students from the cohort who were enrolled in the fall of the 2014–15 school year number of students in the 2014 cohort*

(4) Dropped Out: The percent of the 2014 cohort who dropped out and did not return by the fall of the 2015–16 school year. It is calculated as follows: number of students from the cohort who dropped out before fall of the 2014–15 school year number of students in the 2014 cohort*

(5) Graduates & GED: The percentage of graduates and GED recipients in the 2014 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2015 plus number of students from the cohort who received a GED by August 31, 2015 number of students in the 2014 cohort*

(6) Graduates, GED & Cont: The percentage of graduates, GED recipients, and continuers in the 2014 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2015 plus number of students from the cohort who received a GED by August 31, 2015 plus number of students from the cohort who were enrolled in the fall of the 2015–16 school year number of students in the 2014 cohort* Six-year Extended Longitudinal Rate (1) Graduated: The percentage who received their high school diploma by August 31, 2015, for the 2013 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2015 number of students in the 2013 cohort*

(2) Received GED: For the 2013 cohort, the percentage who received a GED certificate by August 31, 2015. It is calculated as follows: number of students from the cohort who received a GED by August 31, 2015 number of students in the 2013 cohort*

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(3) Continued High School: The percent of the 2013 cohort still enrolled as students in the fall of the 2015–16 school year. It is calculated as follows: number of students from the cohort who were enrolled in the fall of the 2014–15 school year number of students in the 2013 cohort*

(4) Dropped Out: The percent of the 2013 cohort who dropped out and did not return by the fall of the 2015–16 school year. It is calculated as follows: number of students from the cohort who dropped out before fall of the 2014–15 school year number of students in the 2013 cohort*

(5) Graduates & GED. The percentage of graduates and GED recipients in the 2013 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2015 plus number of students from the cohort who received a GED by August 31, 2015 number of students in the 2013 cohort*

(6) Graduates, GED & Cont. The percentage of graduates, GED recipients, and continuers in the 2013 cohort. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2015 plus number of students from the cohort who received a GED by August 31, 2015 plus number of students from the cohort who were enrolled in the fall of the 2015–16 school year number of students in the 2013 cohort* * The cohort in the denominator of the formulas shown above includes those students who graduated, continued in school, received a GED, or dropped out. It does not include data errors or leavers with the leaver reason codes 03, 16, 24, 60, 66, 78, 81, 82, 83, 85, 86, 87, 88, 89 or 90. See Annual Dropout Rate for a list of all the exclusions mandated by state statute for districts and campuses. The graduation, continuation, GED recipient, and dropout rates sum to 100% (some totals may not equal exactly 100% due to rounding). Students served through special education who graduate with an individualized education program (IEP) are included as graduates.

Additional Information about Federal Graduation Rates In addition to the detailed breakdown of the four-, five- and six-year longitudinal rates, the district and campus TAPRs show federal graduation rates for the following: (1) 4-Year Federal Graduation Rate. Cohort of students who first attended ninth grade in 2011–12. They are followed through their expected graduation with the class of 2015. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2015 number of students in the 2015 cohort **

(2) 5-Year Extended Federal Graduation Rate. Cohort of students who first attended ninth grade in 2010–11. They are followed for five years to see if they graduated within a year after their expected graduation with the class of 2014. It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2015 number of students in the 2014 cohort**

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** The cohort in the denominator above includes those students who graduated, continued in school, received a GED, or dropped out. It does not include data errors or leavers with leaver reason codes 03, 16, 24, 60, 66, 78, 81, 82, 83, 85, 86, 87, or 90. Students with leaver codes 88 and 89 are included in the federal rates. A student in a Texas Juvenile Justice Department facility or residential treatment facility served by a Texas public school district is excluded from district and campus graduation rates calculated for federal accountability purposes. Students served by special education who graduate with an individualized education program (IEP) are included as graduates. For further information on these rates, see the report Secondary School Completion and Dropouts in Texas Public Schools, 2014–15. (Sources: PEIMS; Record 203, Student – School Leaver; Submissions 1 and 3 and General Educational Development Information File)

Masking: Concealing the performance results of small groups of students to comply with the Federal Educational Rights and Privacy Act (FERPA)

Please see Special Symbols for additional information.

Membership: The count of enrolled students that does not include those students who are served for less than two hours per day. For example, the count of Total Students excludes students who attend a nonpublic school but receive some services, such as speech therapy—for less than two hours per day—from their local public school district. (Source of data: PEIMS; Record 110, Student Data – Demographic, Submission 1)

Mobility (campus profile only): The count and percentage of students who have been in membership at a school for less than 83% of the school year (i.e., missed six or more weeks). number of mobile students in 2014–15

number of students who were in membership at any time during the 2014–15 school year This rate is calculated at the campus level. The mobility rate shown in the “district” column is based on the count of mobile students identified at the campus level. The district mobility rate reflects school-to-school mobility within the same district or from outside the district. (Source of data: PEIMS; Record 400, Student – Basic Attendance, Submission 1)

Non-Educationally Disadvantaged: Those students not eligible to participate in free or reduced-price lunch or to receive any other public assistance. This is the complementary count and percentage to Economically Disadvantaged.

Number of Students per Teacher: The total number of students divided by the total teacher FTE count. (Source of data: PEIMS; Record 040, Staff – Identification/Demographic, Record 050, Staff – Employment – Payroll Summary, Record 090, Staff – Responsibilities, Submission 1)

Paired Schools: Two campuses that are combined virtually for the purpose of assigning accountability ratings. All campuses serving prekindergarten (PK) through grade 12 must receive an accountability rating. A campus that does not serve grade levels at which STAAR is administered is paired with another campus in the same district for accountability purposes. For example, Travis Primary (K–2) feeds students into Navarro Elementary (3–5). The district pairs

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these two campuses for accountability purposes. This means that the performance index outcome of Navarro Elementary is also used as the rating Travis Primary. For more information about paring, please see Chapter 6 in the 2016 Accountability Manual.

Professional Staff: The full-time equivalent (FTE) count of teachers, professional support staff, campus administrators, and on the district profile, central office administrators. Staff are grouped according to roles as reported in PEIMS. Each type of professional staff is shown as a percentage of the total staff FTE. See also Appendix A. (Source of data: PEIMS; Record 040, Staff – Identification/Demographic, Record 050, Staff – Employment – Payroll Summary, Record 090, Staff – Responsibilities, Submission 1)

Progress of Prior-Year Non-Proficient Students (Percent of students who did not reach the satisfactory standard on at least one STAAR assessment in the previous year): The percentage of students in grades 4–8 who did not reach the satisfactory standard on STAAR (including STAAR Alt 2 and STAAR A) in the prior year but passed the corresponding assessment in the current year. For 2016, rates for ELA/reading and mathematics are calculated as follows:

number of matched students who did not reach the satisfactory standard in 2015 but passed in 2016 number of matched students who did not reach the satisfactory standard in 2015

For 2016, students in grades 4–8 included in these measures are those who

• took the spring 2016 STAAR, STAAR A or STAAR Alt 2 in ELA/reading and/or mathematics. This indicator does not include grade 3 test takers because that is the first STAAR test; • are part of the 2016 accountability subset; • can be matched to the spring 2015 STAAR administration—anywhere in the state—to find their prior year score for ELA/reading and/or mathematics; and • did not reach the satisfactory standard on the 2015 STAAR administration of ELA/reading and/or mathematics. (Source of data: TEA Student Assessment Division)

Recommended High School Program: Please see Graduation Plan.

Retention Rates by Grade (not on campus profile): The percentage of students in Texas public schools who enrolled in fall 2015 in the same grade in which they were reported for the last six-week period of the prior school year (2014–15).

the number of students enrolled in the same grade from one school year to the next the number of students enrolled from one school year who return the next year or who graduate

Special education retention rates are calculated and reported separately because local retention practices differ for students served by special education.

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The TAPR shows retention rates only for grades K–8. Retention rates for all grades can be found in Grade-Level Retention in Texas Public Schools, 2014–15, available from TEA. (Source of data: PEIMS; Record 110, Student Data – Enrollment, Submission 1)

Revenue Information: Please see the PEIMS Financial Standard Reports at http://tea.texas.gov/financialstandardreports/.

SAT/ACT Results: Participation and performance of graduating seniors from all Texas public schools on the College Board’s SAT and ACT, Inc.’s ACT assessment. Only one record is sent per student. If a student takes an ACT and/or SAT test more than once, the agency receives the record for the most recent examination taken. Four values are calculated for this indicator: (1) Tested: The percentage of graduates who took either college admissions test: number of graduates who took either the SAT or the ACT Total number of graduates reported

(2) At/Above Criterion: The percentage of examinees who scored at or above the criterion score on either test (1110 on the SAT critical reading and mathematics sections combined, or 24 on the ACT composite): number of graduating examinees who scored at or above the criterion score number of graduating examinees taking either the SAT or the ACT

(3) Average SAT Score: The average score for the SAT critical reading, writing, and mathematics combined. The maximum score is 2400. It is calculated as follows: sum of total scores (critical reading + writing + mathematics) of all students who took the SAT number of students who took the SAT

(4) Average ACT Score: The average score for the ACT composite. The maximum score is 36. It is calculated as follows: sum of total composite scores of all students who took the ACT number of students who took the ACT See also Criterion Score. (Sources: The College Board, Aug. 2015, Jan. 2015; ACT, Inc. (ACT) Oct. 2015, Oct. 2014; and PEIMS; Record 203, Student – School Leaver and Graduation Program, Submissions 1 and 3)

School Type: A specific label given to a campus for the purposes of determining its index targets. How it is labeled—elementary, middle, elementary/secondary, or high—is determined by the grades served by the campus as reported in the fall PEIMS enrollment snapshot. For more information about school types and how they are used in accountability, see Chapter 2 of the 2016 Accountability Manual.

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Snapshot Date: The first submission of data to PEIMS of a new school year. Enrollment information submitted by this date is used for accountability. It is the last Friday of October. October 30, 2015, is the PEIMS snapshot date for the 2015–16 school year.

Special Education: The population of students served by special education programs. Assessment decisions for students in special education programs are made by their admission, review, and dismissal (ARD) committees. In the 2015–16 school year, a student in special education may have been administered the STAAR, STAAR A, or STAAR Alt 2.

Other indicators that include the performance of students served by special education are advanced course/dual-credit course completion, attendance rate, annual dropout rates, college- ready graduates, longitudinal rates, and RHSP/DAP/FHSP rates. Information that would allow the separation of performance of students in special education on college admissions tests and on Advanced Placement and International Baccalaureate examinations is not available. Note that in the Profile section of the report, retention rates (district profile only) for students receiving special education services are shown separately. See STAAR Special Education Assessments and STAAR Participation. (Source of data: PEIMS; Record 163, Student – Special Education Program, Submission 1)

Special Education Determination Status (district TAPR only): The 2015–16 TAPR provides the 2015–16 special education integrated intervention stage/determination status for each district on the cover page of the report. This label represents an integrated determination status based on an evaluation of each district’s Performance-Based Monitoring Analysis (PBMAS) indicators in the special education program area; the State Performance Plan (SPP) compliance indicators 9, 10, 11, 12, and 13; data integrity; uncorrected noncompliance; and audit findings. Districts receive one of four special education determination statuses: • Meets Requirements • Needs Assistance • Needs Intervention • Needs Substantial Intervention For more information, see the special education intervention guidance and resources documents at the following link: http://tea.texas.gov/Student_Testing_and_Accountability/Monitoring_and_Interventions/Progra m_Monitoring_and_Interventions/Special_Education_Intervention_Guidance_and_Resources/. Additional resources include the PBMAS Manual and the State Performance Plan at the following links: http://tea.texas.gov/pbm/PBMASManuals.aspx http://tea.texas.gov/Reports_and_Data/Data_Submission/State_Performance_Plan/State_Perfor mance_Plan_and_Annual_Performance_Report_and_Requirements/

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Special Symbols: Characters used to indicate certain, specific circumstances. The 2015–16 TAPR uses special symbols in the following circumstances: • '^' Indicates that ELL rates at met or exceeded standard and exceeded standard include current and monitored students. • An asterisk (*) is used to mask small numbers in order to comply with the federal Family Educational Rights and Privacy Act (FERPA). • '-' Indicates zero observations reported for this group. • n/a indicates that the data are not available or not applicable. • '**' Indicates that rates for Reading and Mathematics are based on the cumulative results from the first and second administrations of STAAR. • A question mark (?) indicates data that are statistically improbable or were reported outside of a reasonable range. • '##' Indicates that PID Error rate information cannot be reported in 2015–16 due to the transition from PEIMS Edit+ to TSDS. For more information, see the Explanation of Masking at https://rptsvr1.tea.texas.gov/perfreport/tapr/2016/masking.html

STAAR (State of Texas Assessments of Academic Readiness): A comprehensive testing program for public school students in grades 3–8 or high school courses with end-of­ course (EOC) assessments. The STAAR program is designed to measure to what extent a student has learned, understood, and is able to apply the concepts and skills expected at each grade level or after completing each course for which an EOC assessment exists. Each STAAR test is linked directly to the Texas Essential Knowledge and Skills (TEKS). The TEKS are the state-mandated content standards that describe what a student should know and be able to do upon completion of a course. For more information on the TEKS, see the Texas Essential Knowledge and Skills website at http://tea.texas.gov/curriculum/teks/ The performance section of the TAPR shows STAAR performance in different ways: • By Grade and Subject: . Grade 3 – reading and mathematics . Grade 4 – reading, mathematics and writing . Grade 5 – reading, mathematics (1st and 2nd administration cumulative) and science . Grade 6 – reading and mathematics . Grade 7 – reading, mathematics and writing . Grade 8 – reading, mathematics (1st and 2nd administration cumulative), science, and social studies • By End-of-Course (EOC) Subject: . English I . English II . Algebra I . U.S. History . Biology

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• All Grades: . STAAR Percentage at Level II Satisfactory Standard or Above (All Grades). The accountability indicator used to determine the scores for Indices 1 and 3. The first measure under this indicator, All Subjects, combines all subjects and all grades. . STAAR Percentage at Postsecondary Readiness Standard. The percentage of students who are determined to be sufficiently prepared for postsecondary success by achieving the Final Level II performance standard on two or more assessments. The measure Two or More Subjects includes the performance of 1) students who took only one assessment and scored at the postsecondary level or better and 2) students who scored at the postsecondary level or better on two or more assessments. A student who took more than one assessment and scored at the postsecondary level on only one of them is not included in the count of postsecondary-ready students. This measure is part of determining the score for Index 4. . STAAR Percentage at Advanced Standard. The percentage of tests that met or exceeded the Advanced Level III performance standard. This indicator was part of determining the score for Index 3. . STAAR Percentage Met or Exceeded Progress. The percentage of tests that met or exceeded the STAAR or ELL progress measure expectations. See Chapter 4 of the 2016 Accountability Manual for more information. This indicator was used in determining the score for Index 2. . STAAR Percentage Exceeded Progress. The percentage of tests that exceeded the progress measure expectations. This indicator was used in determining the score for Index 2.

Other Important Information • The Texas English Language Learner Progress Measure. Often referred to simply as the ELL progress measure, it provides year-to-year performance expectations on the State of Texas Assessments of Academic Readiness (STAAR®) content-area assessments for ELL students. The progress measure is based on a student’s level of English language proficiency and the amount of time he or she has attended school in the United States. Year-to-year performance expectations for the STAAR content-area tests identify ELL progress as meeting or exceeding an individual year-to-year expectation plan. An ELL’s plan is determined by the number of years the student has been enrolled in U.S. schools and the student’s Texas English Language Proficiency Assessment System (TELPAS) composite proficiency level. For detailed information regarding inclusion and exclusion of ELL performance, see Appendix I in the 2016 Accountability Manual. • Substitute Assessments. Certain, specific assessments that students may take in place of an EOC assessment. Performance on the substitute assessments is used in calculating Index 1 and Index 4. For more information, see the Texas Administrative Code, §101.4002, at http://ritter.tea.state.tx.us/rules/tac/chapter101/ch101dd.html. • Special Education. STAAR and STAAR A results are included in all indices. STAAR Alt 2 results are included in Index 1, Index 2, and Index 3. • Spanish STAAR. All STAAR tests in grades 3, 4, and 5 are available in both English and Spanish. The TAPR performance includes performance on the Spanish STAAR tests.

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• Rounding of STAAR results. STAAR performance shown on the TAPR is rounded to whole numbers. For example, 49.877% is rounded to 50%; 49.4999% is rounded to 49%; and 59.5% is rounded to 60%. • Masking. STAAR performance rates are masked when necessary to comply with FERPA. For more information, see the Explanation of Masking at https://rptsvr1.tea.texas.gov/perfreport/account/2016/masking.html See STAAR Participation and Student Success Initiative. (Source of data: TEA Student Assessment Division)

STAAR Participation: The percentage of students who were administered a STAAR assessment. Includes STAAR, STAAR A, STAAR Alt 2, TELPAS, and STAAR-L. The details on the participation categories are as follows: • Test Participant: 1) answer documents (STAAR, STAAR A, STAAR Alternate 2, STAAR-L, TELPAS) with a score code of “S”, 2) STAAR Alternate 2 testers with a score code of “N”, 3) STAAR, STAAR A or STAAR Alternate 2 reading testers with a score code of “A” or “O” who also have a scored TELPAS assessment, and 4) year 1-5 asylee/refugees and SIFE mathematics testers with a scored TELPAS assessment. . Included in Accountability: scored answer documents used in determining the district or campus accountability rating, including substitute assessments with a score code of O . Not included in Accountability: answer documents counted as participants, but not used in determining the district or campus accountability rating ♦ Mobile: answer documents were excluded because the students enrolled in the district or campus after the fall PEIMS submission dates (October 30, 2015, or October 31, 2014 for summer 2015 EOCs) ♦ Other Exclusions. The following answer documents were excluded from the rating determination:  Answer documents for students who were tested only on the TELPAS or TELPAS plus STAAR tests with score codes of A or O.  Answer documents of students who are either an ELL who has been is school in the U.S. for less than two years or an asylee, refugee, or SIFE student who has been in school in the U.S. for less than six years.  Answer documents of ELL students who have been in U.S. schools for two to four years, took the STAAR in English, and for whom an ELL progress measure was not calculated for reasons other than parental denial of services or the student having exceeded the ELL progress measure plan.  Answer documents of STAAR Alt 2 testers with a score code of N. • Not Tested: answer documents with score codes A or O . Absent: answer documents with a score code A . Other: answer documents with score codes O, except for substitute assessments.

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The denominator for participation is the sum of these five categories: Included in Acct, Mobile, Other Exclusions, and Not Tested (Absent and Other). STAAR Participation Rate is rounded to whole numbers. For example, 94.49% is rounded to 94%. Small values may show as zero: 0.4% is rounded to 0%, and 0.6% is rounded to 1%. (Source of data: TEA Student Assessment Division)

Staff Exclusions (not on campus profile): The counts of individuals who serve public school students but are not included in the FTE totals for any of the other employee statistics. There are two types of these entries: individuals participating in a shared services arrangement and individuals on contract with the district to provide instructional services. Shared Services Arrangement (SSA) Staff are staff who work in schools located in districts other than their employing district or whose assigned organization (in PEIMS) shows a code of 751, indicating that they are employed by the fiscal agent of an SSA. Only the portion of a person’s total FTE amount associated with the school in another district (or with the 751 organization code) is counted as SSA. SSA staff are grouped into three categories: Professional Staff (which includes teachers, administrators, and professional support); Educational Aides; and Auxiliary Staff. Note that SSA Auxiliary Staff are identified by the type of fund from which they are paid. Contracted Instructional Staff (District and Campus Profiles) refers to counts of instructors for whom the district has entered into a contractual agreement with some outside organization. Through the contract, the outside organization has committed to supplying instructional staff for the district. They are never employees of the reporting school district. (Source of data: PEIMS; Record 055, District Finance Data – Contracted Instructional Staff, Record 060 – Staff Data – Employment Payroll Accounting, Submission 1)

Student Enrollment by Program: The count and percentage of students served in programs and/or courses for special education, career and technical education, bilingual/ESL education, or gifted and talented education. The percentages do not total to 100 because students may participate in more than one of these programs. (Source of data: PEIMS; Record 110 – Student – Enrollment, Record 163 – Student – Special Education Program, Record 169 – Student – Career and Technical Education Program, Submission 1)

Student Success Initiative (SSI): Grade-advancement requirements enacted by the 76th Legislature in 1999 that requires students to demonstrate proficiency on the mathematics and reading assessments at grades 5 and 8. For 2016, the TAPR shows the following for each SSI grade: (1) Students Meeting Level II 2015–16 Satisfactory Standard on First STAAR Administration: The percentage of students who met Level II Satisfactory Standard during the first administration. It is calculated as follows:

number of students who met Level II Satisfactory Standard in the first administration number of students tested in the first administration (2) Students Requiring Accelerated Instruction: The percentage of students who did not pass the first administration of the STAAR. It is calculated as follows:

number of students who did not meet the standard in the first administration number of students in the first administration

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(3) STAAR Cumulative Met Standard: The cumulative (and unduplicated) percentage of students who took and passed the tests in the first and second administrations combined. It is calculated as follows:

number of students who passed the test in either of the first two administrations cumulative number of students who took the test in either of the first two administrations

(4)* STAAR Non-Proficient Students Promoted by Grade Placement Committee (GPC): The percentage of students who were non-proficient after all attempts to pass but were promoted to the next grade by their GPC. It is calculated as follows:

number of students promoted by their GPC cumulative number of students who did not pass all administrations

(5)* STAAR Met Standard (Non-Proficient in Previous Year): • Promoted to Grade 6 or 9: The percentage of students who passed the STAAR in 2015 who were promoted to grade 6 or 9. Using grade 5 reading as an example, the calculation is as follows:

number of students promoted by their GPC who passed grade 6 STAAR reading in 2016 number of students who were promoted by their GPC and took grade 6 STAAR reading in 2016 • Retained in Grade 5 or 8: The percentage of students who passed the STAAR in 2015 who were retained in grade 5 or 8. Using grade 5 reading as an example, the calculation is as follows:

number of students retained who passed grade 5 STAAR reading in 2016 number of students retained and took grade 5 STAAR reading in 2016 * This item does not apply to Mathematics in 2016, because the grade 3–8 Mathematics was not included in the 2015 accountability. For more information, see TEA’s Student Assessment Division SSI site at http://tea.texas.gov/student.assessment/ssi/ (Source of data: TEA Student Assessment Division)

Students by Grade: The count of students in each grade divided by the total number of students. (Source of data: PEIMS; Record 110, Student Data – Enrollment, Submission 1)

Students with Disciplinary Placements: The count and percentage of students placed in alternative education programs under Chapter 37 of the Texas Education Code (Discipline; Law and Order). Districts report the disciplinary actions taken toward students who are removed from the classroom for at least one day. Although students can have multiple removals throughout the year, this measure counts students only once and includes only those whose removal results in a placement in a disciplinary alternative education program or juvenile justice alternative education program. It is calculated as follows:

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number of students with one or more disciplinary placements number of students who were in attendance at any time during the school year

For 2015–16, the following 19 action codes on the PEIMS 425 record are included as disciplinary placements: 02, 03, 04, 07, 08, 10, 12, 13, 14, 15, 51, 52, 53, 54, 55, 57, 59, 60, and 61. (Source of data: PEIMS; Record 425, Disciplinary Action Data, Submission 3)

Superintendent: The educational leader and administrative manager of the district or charter operator. It includes other titles that may apply to charter operators, such as chief executive officer, president, and chief administrative officer.

Tax Information: This information, including tax rates and assessed district property values, is available on the PEIMS Financial Standard Reports at http://tea.texas.gov/financialstandardreports/.

Teachers by Ethnicity and Sex: The counts of teacher FTEs by ethnic group and by sex. Counts are also expressed as a percentage of the total teacher FTEs. (Source of data: PEIMS; Record 040, Staff – Identification/Demographic, Record 050, Staff – Employment – Payroll Summary, Record 090, Staff – Responsibilities, Submission 1)

Teachers by Highest Degree Held: The distribution of degrees held by teachers. The FTE counts of teachers with no degree, a bachelor’s degree, a master’s degree, or a doctorate are expressed as a percentage of the total teacher FTEs. (Source of data: PEIMS; Record 040, Staff – Identification/Demographic, Record 050, Staff – Employment – Payroll Summary, Record 090, Staff – Responsibilities, Submission 1)

Teachers by Program (population served) (district profile only): The FTE count of teachers categorized by the type of student populations served: regular, special, compensatory, career and technical, bilingual/ESL, gifted and talented education students, and other populations. Teacher FTE values are allocated across population types for teachers who serve multiple population types. Percentages are expressed as a percent of total teacher FTEs. (Source of data: PEIMS; Record 040, Staff – Identification/Demographic, Record 050, Staff – Employment – Payroll Summary, Record 090, Staff – Responsibilities, Submission 1)

Teachers by Years of Experience: The FTE count of teachers by total years of experience for the individual, not necessarily years of experience in the reporting district or campus. Teacher counts within each range of experience are expressed as a percentage of total teacher FTEs. A beginning teacher is a teacher reported with zero years of experience. (Source of data: PEIMS; Record 040, Staff – Identification/Demographic, Record 050, Staff – Employment – Payroll Summary, Record 090, Staff – Responsibilities, Submission 1)

Texas Education Agency | Academics | Performance Reporting 28 of 29 2015–16 TAPR Glossary November 2016

Texas Success Initiative Assessment (TSIA): The percentage of annual graduates who met the TSI criteria on the TSIA Percentages are calculated and shown for English and mathematics separately. number of 2014–15 annual graduates who met the TSI criteria on the TSIA number of 2014–15 annual graduates

(Source of data: THECB [applicable scores from June 2011 through October 2015] and Record 203, Student – School Leaver, Submissions 1 and 3)

Total Staff: The total count of staff which includes professional staff (teachers, professional support, administrators), educational aides, and (on the district profile) auxiliary staff. Minority staff is the sum of the FTE counts for all non-white staff groups (African American, Hispanic, American Indian, Asian, Pacific Islander, and Two or More Races). The minority staff FTE count is expressed as a percent of the total staff FTE. (Source of data: PEIMS; Record 040, Staff – Identification/Demographic, Record 050, Staff – Employment – Payroll Summary, Record 090, Staff – Responsibilities, Submission 1)

Total Students: The total number of public school students who were reported in membership on October 30, 2015, at any grade from early childhood education through grade 12. Membership differs from enrollment because it does not include those students who are served in the district for less than two hours per day. For example, the count of Total Students excludes students who attend a nonpublic school but receive some services, such as speech therapy—for less than two hours per day—from their local public school district. (Source of data: PEIMS; Record 110, Student Data – Demographic, Submission 1)

Turnover Rate for Teachers (not on campus profile): The percentage of teachers from the fall of 2014–15 who were not employed in the district in the fall of 2015–16. It is calculated as the total FTE count of teachers from the fall of 2015–16 who were not employed in the district in the fall of 2014–15, divided by the total teacher FTE count for the fall of 2014–15. Staff who remained employed in the district but not as teachers also count toward teacher turnover. (Source of data: PEIMS; Record 050, Staff – Employment – Payroll Summary, Record 090, Staff Data – Responsibilities, Submission 1)

Texas Education Agency | Academics | Performance Reporting 29 of 29

Who to Call Information about the calculation of all Texas Academic Performance Report (TAPR) data elements is provided in this Glossary. If, after reading the Glossary you have questions about the calculation of TAPR indicators, contact Performance Reporting at (512) 463-9704. Questions related to programs and policies for the following subjects should be directed to the contacts listed below.

Subject Contact Number Accountability Ratings (methodology) Performance Reporting ...... (512) 463-9704 Advanced Courses Curriculum ...... (512) 463-9581 Charter Schools Charter Schools ...... (512) 463-9575 College Admissions Tests: SAT College Board ...... (512) 721-1800 ACT ACT Regional Office ...... (512) 320-1850 Copies of TAPR reports https://rptsvr1.tea.texas.gov/perfreport/tapr/index.html DAEP (Disciplinary Alternative Education Program) Discipline, Law, and Order...... (512) 463-9286 Distinguished Achievement Program Curriculum ...... (512) 463-9581 Distinction Designations Performance Reporting ...... (512) 463-9704 Dropouts Accountability Research ...... (512) 475-3523 English Language Learners Testing Issues Student Assessment ...... (512) 463-9536 Other Issues Curriculum (Bilingual Education Program Unit) ...... (512) 463-9581 Financial Standard Reports State Funding ...... (512) 463-9238 General Inquiry General Inquiries ...... (512) 463-9290 Graduates Accountability Research ...... (512) 475-3523 Graduates Enrolled in Texas IHE Texas Higher Education Coordinating Board ...... (512) 427-6101 JJAEP (Juvenile Justice Alternative Education Program) Discipline, Law, and Order...... (512) 463-9286 Federal Accountability Federal and State Education Policy ...... (512) 463-9414 PBM Special Education Monitoring Results Status School Improvement ...... (512) 463-5226 PEIMS (TSDS PEIMS) PEIMS HelpLine ...... (512) 463-9229 Recommended High School Program Curriculum ...... (512) 463-9581 Retention Policy Curriculum ...... (512) 463-9581 School Finance State Funding ...... (512) 463-9238 School Governance School Governance ...... (512) 463-9623 School Report Card Performance Reporting ...... (512) 463-9704 Special Education Testing Issues Student Assessment ...... (512) 463-9536 Other Issues Special Education ...... (512) 463-9414 STAAR (all assessments) Student Assessment ...... (512) 463-9536 STAAR Testing Contractor ETS ...... (855) 333-7770 Pearson ...... (800) 328-5999 Austin Operational Center ...... (512) 989-5300 Statutory (Legal) Issues Legal Services ...... (512) 463-9720 TELPAS Student Assessment ...... (512) 463-9536 TAIS Texas Accountability Intervention System ...... (512) 463-9414

Information on the Internet: http://tea.texas.gov/accountability/

Texas Education Agency | Academics | Performance Reporting

Appendix A PEIMS Role Identifications (In Alphabetical Order by Label)

CENTRAL ADMINISTRATORS 027 ...... Superintendent/CAO/CEO/President CAMPUS ADMINISTRATORS 003 ...... Assistant Principal EITHER CENTRAL OR CAMPUS ADMINISTRATORS* 004 ...... Assistant/Associate/Deputy Superintendent 012 ...... Instructional Officer 020 ...... Principal 028 ...... Teacher Supervisor 040 ...... Athletic Director 043 ...... Business Manager 044 ...... Tax Assessor and/or Collector 045 ...... Director - Personnel/Human Resources 055 ...... Registrar 060 ...... Executive Director 061 ...... Asst/Assoc/Deputy Exec Director 062 ...... Component/Department Director 063 ...... Coordinator/Manager/Supervisor PROFESSIONAL SUPPORT STAFF 002 ...... Art Therapist 005 ...... Psychological Associate 006 ...... Audiologist 007 ...... Corrective Therapist 008 ...... Counselor 011 ...... Educational Diagnostician 013 ...... Librarian 015 ...... Music Therapist 016 ...... Occupational Therapist 017 ...... Certified Orientation & Mobility Specialist 018 ...... Physical Therapist 019 ...... Physician 021 ...... Recreational Therapist 022 ...... School Nurse 023 ...... LSSP/Psychologist 024 ...... Social Worker 026 ...... Speech Therapist/Speech-Lang Pathologist 030 ...... Visiting Teacher/Truant Officer 032 ...... Work-Based Learning Site Coordinator 041 ...... Teacher Facilitator 042 ...... Teacher Appraiser 054 ...... Department Head 056 ...... Athletic Trainer 058 ...... Other Campus Professional Personnel 064 ...... Specialist/Consultant 065 ...... Field Service Agent 079 ...... Other ESC Professional Personnel 080 ...... Other Non-Campus Professional Personnel TEACHERS 087 ...... Teacher 047 ...... Substitute Teacher EDUCATIONAL AIDES 033 ...... Educational Aide 036 ...... Certified Interpreter AUXILIARY STAFF Employment record, but no responsibility records.

* Administrators reported with these roles are categorized as central office or campus, depending on the organization ID reported for them.

Texas Education Agency | Academics | Performance Reporting

Appendix B

Advanced Academic Courses 2015–16 Texas Academic Performance Reports

• All courses shown were for the 2014–15 school year. • An “A” prefix indicates a College Board Advanced Placement course. • An “I” prefix indicates an International Baccalaureate course. • Dual-credit courses are not specifically shown on this list.

English Language Arts 03221100 Research/Technical Writing 03221200 Creative Writing 03221500 Literary Genres 03221600 Humanities (First Time Taken) 03221800 Independent Study In English (First Time Taken) 03231000 Independent Study In Journalism (First Time Taken) 03231902 Advanced Broadcast Journalism III 03240400 Oral Interpretation III 03240800 Debate III 03241100 Public Speaking III 03241200 Independent Study In Speech (First Time Taken) A3220100 AP English Language and Composition A3220200 AP English Literature and Composition I3220300 IB English III I3220400 IB English IV Mathematics 03101100 Pre Calculus 03102500 Independent Study In Mathematics (1st Time Taken) 03102501 Independent Study In Mathematics (Second Time Taken) A3100101 AP Calculus AB A3100102 AP Calculus BC A3100200 AP Statistics I3100100 IB Mathematical Studies, Standard Level I3100200 IB Mathematics, Standard Level I3100300 IB Mathematics, Higher Level I3100400 IB Further Mathematics, Standard Level

Texas Education Agency | Academics | Performance Reporting Appendix B

Technology Applications 03580200 Computer Science I 03580300 Computer Science II A3580100 AP Computer Science A I3580200 IB Computer Science I, Standard Level I3580300 IB Computer Science II ,Higher Level I3580400 IB Information Technology In A Global Society SL Fine Arts 03150400 Music IV Band 03150800 Music IV Orchestra 03151200 Music IV Choir 03151600 Music IV Jazz Band 03152000 Music IV Instrumental Ensemble 03152400 Music IV Vocal Ensemble 03250400 Theatre Arts IV 03251000 Theatre Production IV 03251200 Technical Theatre IV 03502300 Art IV Drawing 03502400 Art IV Painting 03502500 Art IV Printmaking 03502600 Art IV Fibers 03502700 Art IV Ceramics 03502800 Art IV Sculpture 03502900 Art IV Jewelry 03503100 Art IV Photography 03503200 Art IV Graphic Design 03503500 Art IV Electronic Media 03830400 Dance IV A3150200 AP Music Theory A3500100 AP History Of Art A3500300 AP Art/Drawing A3500400 AP Art/Two-Dimensional Design Portfolio A3500500 AP Art/Three-Dimensional Design Portfolio I3250200 IB Music SL I3250300 IB Music HL I3250500 IB Theatre/Film - HL I3600100 IB Art/Design HL I3600200 IB Art/Design SL-A I3600300 IB Art Design SL-B I3750200 IB Theatre Arts SL I3750300 IB Theatre Arts HL I3830200 IB Dance - HL

Texas Education Agency | Academics | Performance Reporting

Appendix B

Science A3010200 AP Biology A3020000 AP Environmental Science A3040000 AP Chemistry A3050002 AP Physics C I3010200 IB Biology I3020000 IB Environmental Systems and Societies I3030001 IB Design Technology SL I3030002 IB Design Technology HL I3040001 IB Chemistry I I3050001 IB Physics I Social Studies/History 03310301 Economics Advanced Studies (First Time Taken) 03380001 Social Studies Advanced Studies (First Time Taken) A3310100 AP Microeconomics A3310200 AP Macroeconomics A3330100 AP United States Government and Politics A3330200 AP Comparative Government and Politics A3340100 AP United States History A3340200 AP European History A3350100 AP Psychology A3360100 AP Human Geography A3370100 AP World History I3301100 IB History I3301200 IB History: Africa I3301300 IB History: Americas I3301400 IB History: East and Southeast Asia I3301500 IB History: Europe I3302100 IB Geography, Standard Level I3302200 IB Geography, Higher Level I3303100 IB Economics, Standard Level I3303200 IB Economics, Higher Level I3303300 IB Business and Management I I3303400 IB Business and Management II I3304100 IB Psychology, Standard Level I3304200 IB Psychology, Higher Level I3366010 IB Philosophy

Texas Education Agency | Academics | Performance Reporting

Appendix B

Advanced Languages (Modern or Classical) 03110400 Arabic IV 03110500 Arabic V 03110600 Arabic VI 03110700 Arabic VII 03120400 Japanese IV 03120500 Japanese V 03120600 Japanese VI 03120700 Japanese VII 03400400 Italian IV 03400500 Italian V 03400600 Italian VI 03400700 Italian VII 03410400 French IV 03410500 French V 03410600 French VI 03410700 French VII 03420400 German IV 03420500 German V 03420600 German VI 03420700 German VII 03430400 Latin IV 03430500 Latin V 03430600 Latin VI 03430700 Latin VII 03440400 Spanish IV 03440440 Spanish For Spanish Speakers IV 03440500 Spanish V 03440550 Spanish For Spanish Speakers V 03440600 Spanish VI 03440660 Spanish For Spanish Speakers VI 03440700 Spanish VII 03440770 Spanish For Spanish Speakers VII 03450400 Russian IV 03450500 Russian V 03450600 Russian VI 03450700 Russian VII 03460400 Czech IV 03460500 Czech V 03460600 Czech VI 03460700 Czech VII

Texas Education Agency | Academics | Performance Reporting

Appendix B

Advanced Languages (cont.) 03470400 Portuguese IV 03470500 Portuguese V 03470600 Portuguese VI 03470700 Portuguese VII 03480400 Hebrew IV 03480500 Hebrew V 03480600 Hebrew VI 03480700 Hebrew VII 03490400 Chinese IV 03490500 Chinese V 03490600 Chinese VI 03490700 Chinese VII 03510400 Vietnamese IV 03510500 Vietnamese V 03510600 Vietnamese VI 03510700 Vietnamese VII 03520400 Hindi IV 03520500 Hindi V 03520600 Hindi VI 03520700 Hindi VII 03980400 American Sign Language IV 03980500 American Sign Language V 03980600 American Sign Language VI 03980700 American Sign Language VII 03996000 Other Foreign Languages Level IV 03996100 Other Foreign Languages Level V 03996200 Other Foreign Languages Level VI 03996300 Other Foreign Languages Level VII A3120400 AP Japanese A3410100 AP French A3420100 AP German A3430100 AP Latin A3440100 AP Spanish A3440200 AP Spanish A3490400 AP Chinese I3110400 IB Arabic IV I3110500 IB Arabic V I3120400 IB Japanese IV I3120500 IB Japanese V I3410400 IB French IV I3410500 IB French V I3420400 IB German IV

Texas Education Agency | Academics | Performance Reporting

Appendix B

Advanced Languages (cont.) I3420500 IB German V I3430400 IB Latin IV I3430500 IB Latin V I3440400 IB Spanish IV I3440500 IB Spanish V I3440600 IB Spanish VI I3440700 IB Spanish VII I3450400 IB Russian IV I3450500 IB Russian V I3480400 IB Hebrew IV I3480500 IB Hebrew V I3490400 IB Chinese IV I3490500 IB Chinese V I3490600 IB Chinese VI I3490700 IB Chinese VII I3520400 IB Hindi IV I3520500 IB Hindi V I3663600 IB Other VI I3663700 IB Other VII I3996000 IB Other IV I3996100 IB Other V Other I3000100 IB Theory Of Knowledge I3305100 IB World Religions A I3366100 IB World Religions B N1290317 GT Independent Study Mentorship III N1290318 GT Independent Study Mentorship IV

Texas Education Agency | Academics | Performance Reporting

2014­2015 Actual Financial data

Totals for Grapevine­Colleyville ISD (220906)

Total Membership: 13,689

District State General Fund % Per Student All Funds % Per Student All Funds % Per Student Receipts Total Revenue 116,758,254 100.00% 8,529 166,176,945 100.00% 12,139 56,133,489,714 100.00% 10,774 Local Tax 87,250,700 74.73% 6,374 119,548,084 71.94% 8,733 25,280,136,712 45.04% 4,852 Other Local and Intermediate 14,154,777 12.12% 1,034 23,420,467 14.09% 1,711 2,184,020,956 3.89% 419 State 10,408,588 8.91% 760 12,772,857 7.69% 933 22,814,894,859 40.64% 4,379 Federal 4,944,189 4.23% 361 10,435,537 6.28% 762 5,854,437,187 10.43% 1,124

Total Receipts 141,245,895 100.00% 10,318 225,506,975 100.00% 16,474 78,601,559,619 100.00% 15,086 Total Revenue 116,758,254 82.66% 8,529 166,176,945 73.69% 12,139 56,133,489,714 100.00% 10,774 Equity Transfers 24,412,421 17.28% 1,783 24,412,421 10.83% 1,783 1,496,609,416 1.90% 287 Total Other Resources 75,220 0.05% 5 34,917,609 15.48% 2,551 20,971,460,489 26.68% 4,025

Fund Balances (for ISDs) Total Fund Balance** 56,023,087 47.98% 4,093 145,557,888 87.59% 10,633 29,561,641,503 54.77% 5,927 Nonspendable Fund Balance 1,155,607 0.99% 84 1,208,949 0.73% 88 308,398,318 0.57% 62 Restricted Fund Balance 0 0.00% 0 87,884,370 52.89% 6,420 13,254,233,291 24.56% 2,657 Commiĥed Fund Balance 6,890,586 5.90% 503 8,487,675 5.11% 620 3,257,809,183 6.04% 653 Assigned Fund Balance 9,774,102 8.37% 714 9,774,102 5.88% 714 2,102,056,286 3.89% 421 Unassigned Fund Balance 38,202,792 32.72% 2,791 38,202,792 22.99% 2,791 10,639,144,425 19.71% 2,133 Disbursements Total Expenditures BY OBJECT 107,345,245 100.00% 7,842 170,203,407 100.00% 12,434 60,977,192,546 100.00% 11,704 Payroll (Objects 6100) 94,899,020 88.41% 6,933 101,287,884 59.51% 7,399 37,049,271,624 60.76% 7,111 Other Operaĕng (Objects 6200‐ 12,365,729 11.52% 903 22,398,534 13.16% 1,636 10,508,649,793 17.23% 2,017 6400) Debt Service (Objects 6500) 0 0.00% 0 30,954,607 18.19% 2,261 7,236,507,503 11.87% 1,389 Capital Outlay (Objects 6600) 80,496 0.07% 6 15,562,382 9.14% 1,137 6,182,763,626 10.14% 1,187

BY FUNCTION (Objects 6100‐6400 only) Debt Service (71) 0 0 0 0 494,213 0 Debt Service (71) 0 0 0 0 494,213 0

Faciliĕes Acquisiĕon & 11,736 1 395,883 29 329,486,348 63 Construcĕon (81)

Total Operaĕng Expenditures 107,253,013 100.00% 7,835 123,290,535 100.00% 9,007 47,227,940,856 100.00% 9,065 Instrucĕon (11,95) 67,049,541 62.52% 4,898 75,093,524 60.91% 5,486 26,871,610,227 56.90% 5,158 Instrucĕonal Res Media (12) 1,491,701 1.39% 109 1,853,438 1.50% 135 586,142,869 1.24% 113 Curriculum/Staff Develop (13) 355,896 0.33% 26 629,856 0.51% 46 1,001,022,261 2.12% 192 Instrucĕonal Leadership (21) 2,266,952 2.11% 166 2,360,006 1.91% 172 718,051,639 1.52% 138 School Leadership (23) 6,805,379 6.35% 497 6,879,926 5.58% 503 2,722,138,250 5.76% 522 Guidance Counseling Svcs (31) 4,787,963 4.46% 350 5,159,837 4.19% 377 1,668,235,063 3.53% 320 Social Work Services (32) 220,542 0.21% 16 220,542 0.18% 16 128,116,298 0.27% 25 Health Services (33) 1,244,983 1.16% 91 1,415,162 1.15% 103 473,216,577 1.00% 91 Transportaĕon (34) 2,215,220 2.07% 162 2,262,582 1.84% 165 1,347,546,868 2.85% 259 Food (35) 0 0.00% 0 5,194,456 4.21% 379 2,699,811,544 5.72% 518 Extracurricular (36) 3,301,054 3.08% 241 3,867,512 3.14% 283 1,367,198,521 2.89% 262 General Administraĕon 3,390,359 3.16% 248 3,397,050 2.76% 248 1,475,276,145 3.12% 283 (41,92) Plant Maint/Operaĕon (51) 11,097,539 10.35% 811 11,422,994 9.27% 834 4,693,527,961 9.94% 901 Security/Monitoring (52) 338,564 0.32% 25 356,746 0.29% 26 413,839,438 0.88% 79 Data Processing Services (53) 929,470 0.87% 68 1,247,944 1.01% 91 841,708,130 1.78% 162 Community Services (61) 1,757,850 1.64% 128 1,928,960 1.56% 141 220,499,065 0.00% 42

Total Disbursements 140,975,788 100.00% 10,298 238,350,826 100.00% 17,412 75,481,160,718 100.00% 14,487 Total Expenditures 107,345,245 76.14% 7,842 170,203,407 71.41% 12,434 60,977,192,546 100.00% 11,704 Equity Transfers 24,412,421 17.28% 1,783 24,412,421 10.83% 1,783 1,496,609,416 1.90% 287 Total Other Uses 0 0.00% 0 34,516,876 14.48% 2,522 12,392,399,682 16.42% 2,379 Intergovernmental Charge 9,218,122 6.54% 673 9,218,122 3.87% 673 614,959,074 1.30% 118

Program Expenditures Operaĕng Expenditures ‐ Program 87,375,648 100.00% 6,383 96,115,230 100.00% 7,021 35,244,680,101 100.00% 6,765 Regular 60,454,459 69.19% 4,416 65,195,095 67.83% 4,763 21,166,857,496 60.06% 4,063 Gi├ed and Talented 1,713,205 1.96% 125 2,121,857 2.21% 155 398,047,499 1.13% 76 Career and Technical 2,691,872 3.08% 197 2,802,524 2.92% 205 1,293,287,689 3.67% 248 Students with Disabiliĕes 11,629,976 13.31% 850 13,787,739 14.35% 1,007 5,342,939,885 15.16% 1,025 Accelerated Educaĕon 1,402,404 1.61% 102 2,519,796 2.62% 184 1,785,245,681 5.07% 343 Bilingual 3,730,601 4.27% 273 3,867,720 4.02% 283 871,163,578 2.47% 167 Nondisc Alt Ed‐AEP Basic Serv 656,343 0.75% 48 657,724 0.68% 48 133,254,572 0.38% 26 Disc Alt Ed‐DAEP Basic Serv 506,833 0.58% 37 507,881 0.53% 37 214,449,433 0.61% 41 Disc Alt Ed‐DAEP Supplemental 0 0.00% 0 0 0.00% 0 24,917,911 0.07% 5 T1 A Schoolwide‐St Comp>=40% 0 0.00% 0 0 0.00% 0 1,857,002,479 5.27% 356 Athleĕcs/Related Acĕviĕes 2,806,115 3.21% 205 2,869,363 2.99% 210 919,076,645 2.61% 176 High School Allotment 1,022,225 1.17% 75 1,022,225 1.06% 75 406,767,398 1.15% 78 High School Allotment 1,022,225 1.17% 75 1,022,225 1.06% 75 406,767,398 1.15% 78

Prekindergarten 761,615 0.87% 56 763,306 0.79% 56 831,669,835 2.36% 160

District State Instrucĕonal Expenditure Raĕo 67.1% 63.8%

Tax Rates 2014 (current tax year) Tax Rates Maintenance and Operaĕons 1.0400 1.0741 Interest and Sinking Funds 0.2801 0.1897 Total Tax Rate 1.3201 1.2638 2013 Tax Year State Cerĕfied Property Values Amount Percent Amount Percent Property Value 10,389,451,792 N/A 1,871,511,130,244 N/A Property Value per pupil 758,964 N/A 375,792 N/A Property Value by category: Business 6,299,579,064 47.67% 734,946,454,778 35.98% Residenĕal 6,683,890,738 50.57% 1,104,324,234,295 54.06% Land 213,266,162 1.61% 58,742,939,046 2.88% Oil and Gas 13,791,980 0.10% 133,469,263,469 6.53% Other 5,819,850 0.04% 11,225,667,994 0.55%

Unassigned Fund Balance percentage of total budgeted expenditures 2014‐2015 School Districts' General 38,202,792 10,667,062,944 Fund Unassigned Fund Balance*** 2014‐2015 School Districts' General 111,806,781 40,721,513,562 Fund Total Budgeted Expenditures 2014‐2015 School Districts' Percent of 34.2% 26.2% Total Budgeted Expenditures

** Fund balance percentages are calculated by dividing the fund balance by either the general revenue or all funds. The percentages illustrate the size of the fund balance in relation to total revenues. Charter schools report net assets rather than fund balances. *** The TEA does not have encumbrance data to subtract from the fund balances. Home / Student Testing and Accountability / Accountability / Accreditation Status 2015­2016 Accreditation Statuses

The Texas Education Agency awards an accreditation status to each public school district and charter school. The accreditation status is based on the academic accountability rating and financial ratings from the Financial Integrity Rating System of Texas. A district or charter must be accredited by the state to operate as a public school.

The district accreditation statuses for 2015­2016 are listed below:

Show/Hide columns: CDN | Name | ESC | District Type | 2011 FIRST Rating | 2011 Accountability Rating | 2012 FIRST Rating | 2012 Accountability Rating | 2013 FIRST Rating | 2013 Accountability Rating | 2014 FIRST Rating | 2014 Accountability Rating | 2015 FIRST Rating | 2015 Accountability Rating | 2015­2016 Accreditation Status | Reason For Status | Notes

Show 100 entries Search: Grapevine Colleyville 2015 2015 2015­2016 Reason CDN Name ESC FIRST Accountability Accreditation For Notes Rating Rating Status Status

GRAPEVINE­ 220906 11 Pass Met Standard ACCREDITED COLLEYVILLE ISD

Showing 1 to 1 of 1 entries (filtered from 1,205 total entries) Previous 1 Next TEXAS EDUCATION AGENCY 2016 Accountability Summary GRAPEVINE-COLLEYVILLE ISD (220906)

Accountability Rating Met Standard

Met Standards on Did Not Meet Standards on - Student Achievement - NONE - Student Progress - Closing Performance Gaps - Postsecondary Readiness

In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4.

Performance Index Report Distinction Designation

100

Postsecondary Readiness 75 Percent of Eligible Measures in Top Quartile 12 out of 38 = 32% 50 NO DISTINCTION EARNED

25

87 40 44 82 0

Index 1 Index 2 Index 3 Index 4

Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=22) (Target Score=28) (Target Score=60)

Performance Index Summary System Safeguards

Points Maximum Index Number and Percentage of Indicators Met Index Earned Points Score 1 - Student Achievement 19,733 22,594 87 Performance Rates 38 out of 47 = 81% 2 - Student Progress 727 1,800 40 Participation Rates 20 out of 20 = 100% 3 - Closing Performance Gaps 1,307 3,000 44 4 - Postsecondary Readiness Graduation Rates 9 out of 9 = 100% STAAR Score 15.8 Met Federal Limits on Graduation Rate Score 23.7 Alternative Assessments 1 out of 1 = 100% Graduation Plan Score 21.3 Postsecondary Component Score 20.7 82 Total 68 out of 77 = 88%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 1 September 2016 TEXAS EDUCATION AGENCY DEPARTMENT OF ASSESSMENT AND ACCOUNTABILITY DIVISION OF PERFORMANCE REPORTING 2016 ACCOUNTABILITY RATINGS AS OF AUGUST 15, 2016

Index 3 Index 4 Index 1 Index 2 Closing Performance Postsecondary Student Achievement Student Progress Gaps Readiness District/ Campus Index Index Index Index Index Index Index Index Index Index Index Index District/Campus Name Number 2016 Accountability Rating* Score Target Met Score Target Met Score Target Met Score Target Met GRAPEVINE-COLLEYVILLE ISD 220906 Met Standard 87 60 Y 40 22 Y 44 28 Y 82 60 Y GRAPEVINE H S 001 Met Standard 86 60 Y 25 17 Y 43 30 Y 87 60 Y COLLEYVILLE HERITAGE H S 004 Met Standard 89 60 Y 30 17 Y 48 30 Y 88 60 Y THE BRIDGES ACAD ALTER 006 Met Alternative Standard 68 35 Y 30 13 Y 100 33 Y IUNIVERSITY PREP 007 Met Standard 91 60 Y 34 17 Y 78 60 Y GRAPEVINE-COLLEYVILLE COLLEGIATE A 008 Met Standard 86 60 Y 27 17 Y 43 30 Y 63 21 Y GRAPEVINE MIDDLE 041 Met Standard 78 60 Y 35 30 Y 33 26 Y 46 13 Y COLLEYVILLE MIDDLE 042 Met Standard 95 60 Y 42 30 Y 60 26 Y 74 13 Y HERITAGE MIDDLE 043 Met Standard 90 60 Y 40 30 Y 53 26 Y 58 13 Y CROSS TIMBERS MIDDLE 044 Met Standard 83 60 Y 39 30 Y 37 26 Y 54 13 Y CANNON EL 101 Met Standard 82 60 Y 45 32 Y 46 28 Y 52 12 Y COLLEYVILLE EL 102 Met Standard 94 60 Y 44 32 Y 64 28 Y 70 12 Y DOVE EL 103 Met Standard 86 60 Y 52 32 Y 45 28 Y 45 12 Y TIMBERLINE EL 104 Met Standard 77 60 Y 44 32 Y 41 28 Y 36 12 Y TAYLOR EL 105 Met Standard 96 60 Y 52 32 Y 60 28 Y 68 12 Y BEAR CREEK EL 106 Met Standard 86 60 Y 51 32 Y 50 28 Y 54 12 Y HERITAGE EL 107 Met Standard 97 60 Y 61 32 Y 68 28 Y 81 12 Y BRANSFORD EL 108 Met Standard 92 60 Y 48 32 Y 48 28 Y 65 12 Y GRAPEVINE EL 109 Met Standard 91 60 Y 61 32 Y 45 28 Y 65 12 Y SILVER LAKE EL 110 Met Standard 82 60 Y 40 32 Y 40 28 Y 54 12 Y GLENHOPE EL 111 Met Standard 93 60 Y 55 32 Y 51 28 Y 70 12 Y

* In 2016, to receive a Met Standard rating, districts and campuses must meet targets on three indices: Index 1 or Index 2 and Index 3 and Index 4. Note: Blank indices information indicates a district/campus was not rated on that index or was paired with another district/campus. TEXAS EDUCATION AGENCY DEPARTMENT OF ASSESSMENT AND ACCOUNTABILITY DIVISION OF PERFORMANCE REPORTING PRELIMINARY 2016 ACCOUNTABILITY RATINGS AS OF September 14, 2016

GRAPEVINE-COLLEYVILLE ISD

District/ &cyr Distinctions Campus Accountability Indexes* Read/ Social Student Post Num Met of District/Campus Name Number Rating 1 2 3 4 ELA Math Science Studies Progress Gap Secondary Num Eval

GRAPEVINE-COLLEYVILL 220906 Met Standard Y Y Y Y ○ 0 of 1

GRAPEVINE H S 001 Met Standard Y Y Y Y ● ● ● ○ ○ ○ ● 4 of 7

COLLEYVILLE HERITAGE 004 Met Standard Y Y Y Y ● ● ● ● ○ ○ ● 5 of 7 THE BRIDGES ACAD ALT 006 Met Alternative Std Y Y Y 0 of 0

IUNIVERSITY PREP 007 Met Standard Y Y Y ● ○ ● ● ○ ○ 3 of 6

GRAPEVINE-COLLEYVILL 008 Met Standard Y Y Y Y ○ ○ ○ ○ ○ ○ ● 1 of 7

GRAPEVINE MIDDLE 041 Met Standard Y Y Y Y ○ ○ ○ ○ ○ ○ ○ 0 of 7

COLLEYVILLE MIDDLE 042 Met Standard Y Y Y Y ○ ○ ○ ○ ○ ● ○ 1 of 7

HERITAGE MIDDLE 043 Met Standard Y Y Y Y ○ ○ ○ ○ ○ ○ ○ 0 of 7

CROSS TIMBERS MIDDLE 044 Met Standard Y Y Y Y ● ● ○ ○ ○ ○ ○ 2 of 7

CANNON EL 101 Met Standard Y Y Y Y ○ ○ ● ○ ○ ● 2 of 6

COLLEYVILLE EL 102 Met Standard Y Y Y Y ○ ○ ○ ○ ● ○ 1 of 6

DOVE EL 103 Met Standard Y Y Y Y ○ ○ ● ● ○ ○ 2 of 6

TIMBERLINE EL 104 Met Standard Y Y Y Y ○ ○ ○ ○ ○ ○ 0 of 6

TAYLOR EL 105 Met Standard Y Y Y Y ● ○ ○ ○ ○ ○ 1 of 6

BEAR CREEK EL 106 Met Standard Y Y Y Y ● ○ ○ ● ○ ○ 2 of 6

HERITAGE EL 107 Met Standard Y Y Y Y ● ○ ○ ● ● ● 4 of 6

BRANSFORD EL 108 Met Standard Y Y Y Y ○ ○ ○ ○ ○ ○ 0 of 6

GRAPEVINE EL 109 Met Standard Y Y Y Y ○ ○ ● ● ○ ○ 2 of 6

SILVER LAKE EL 110 Met Standard Y Y Y Y ○ ○ ○ ○ ○ ● 1 of 6

GLENHOPE EL 111 Met Standard Y Y Y Y ● ● ● ● ● ● 6 of 6 ______Campus Total = 20

*In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. Grapevine-Colleyville ISD Bear Creek Elementary 2016-2017 Improvement Plan

Accountability Rating: Met Standard

Distinction Designations: Academic Achievement in Reading/English Language Arts Top 25% Student Progress

Bear Creek Elementary Campus #106 1 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am

Mission Statement

The mission of Bear Creek Elementary is to be an exemplary campus that provides a positive, supportive, nurturing and engaging environment that celebrates our diversity and relationships around our school community.

Vision

Bear Creek Elementary empowers students to succeed in a diverse world by providing a successful, positive and cooperative learning environment.

Value Statement

Bear Creek's belief statement is: We believe that the positive relationships with our students, colleagues and parents are the foundation for Bear Creek's success. We believe that our school's unique diversity fosters an environment of mutual respect, responsibility and a passion for learning.

Core Beliefs:

Bear Creek's WHY

Inspiring all students to step up to meet their full potential.

Bear Creek Elementary Campus #106 2 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am Table of Contents

Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 4 Goal 5: LEAD 2021 STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 5 Goal 6: LEAD 2021 STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 7: LEAD 2021 STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 5 Goal 8: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email...... 6

Bear Creek Elementary Campus #106 3 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: 100% of students receiving GT services will be clustered in the regular classroom in order to support the teacher in meeting their academic, social and emotional needs.

Performance Objective 2: 100% of teachers will be provided professional learning through PLCs, workshops, and access to other opportunities that support the instruction of gifted students.

Performance Objective 3: 100% of teachers who provide instruction and services that are part of the program for gifted students will meet the Texas State Plan for the GIfted Professional Learning requirements as determined by 19 TAC 89.2.

Performance Objective 4: If we offer a variety of opportunities for acceleration including Math Telescoping, Grade Level Acceleration Exams, and CBEs, then students will have access to the most rigorous curriculum possible.

Performance Objective 5: Increase awareness of opportunities for gifted and talented identification and services.

Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: 100% of students will be introduced to extra-curricular activities and 70% of students will participate in at least one extra- curricular activity.

Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Determine campus vision for systemically creating opportunities for students to have a voice in sharing their perceptions of classroom and school activities.

Performance Objective 2: Work with staff to determine current practices in place to solicit student input and/or perceptions about school operations or classroom operations.

Performance Objective 3: Support teachers in their efforts to incorporate student voice into classroom decision making.

Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Bear Creek Elementary Campus #106 4 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: Campuses will monitor individual student progress through procedures outlined in RtI documents.

Performance Objective 3: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Performance Objective 4: Literacy Intervention Teachers will provide support to students according to the spectrum of dyslexia needs.

Goal 5: LEAD 2021 STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: According to Guiding Principle III, 100% of Professional Learning Communities (PLCs) will collaborate and focus on designing engaging, differentiated work for students. PLCs will use assessment to drive instruction according to Guiding Principle VI to design responsive instruction for all students moving from a teaching to a learning platform.

Performance Objective 2: 100% of our staff will be actively involved in the campus plan for supporting the social and emotional growth of students.

Performance Objective 3: 90% of all BCES student populations in grades PK-5 will meet or exceed their individual growth rate as measured by the district's designated assessments. (Guiding Principle III and VI)

Performance Objective 4: All parents will be provided the opportunity to participate as stakeholders in campus activities.

Goal 6: LEAD 2021 STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of BCES K-5 grade students will create personalized learning goals based on measurable core subject content and areas of concern as evidenced by formative assessments (iStation, CBAs, and/or district assessments). (Guiding Principle VI)

Performance Objective 2: All GCISD campuses will be physically and emotionally safe learning environments that are free from bullying and in which expectations are clearly communicated.

Goal 7: LEAD 2021 STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: Digital classroom teachers will routinely meet during PLC meetings to collaborate on best practices, design lessons with the Bear Creek Elementary Campus #106 5 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am GCISD digital coaches, and troubleshoot any difficulties that arise.

Performance Objective 2: All BCE students will have access to technology as a tool to construct meaning, promoting communication, collaboration, and critical thinking as part of the seamless integration of technology in their learning.

Goal 8: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email.

Performance Objective 1: Establish a written set of website/communication expectations for Bear Creek teachers/grade levels.

Bear Creek Elementary Campus #106 6 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am TEXAS EDUCATION AGENCY 2016 Accountability Summary BEAR CREEK EL (220906106) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. NO DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NOT ELIGIBLE

100 Top 25 Percent Student Progress DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness NO DISTINCTION EARNED 25

86 51 50 54 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Elementary Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=32) (Target Score=28) (Target Score=12) Campus Size 756 Students Grade Span PK - 05 Percent Economically Performance Index Summary Disadvantaged 28.8 Percent English Language Points Maximum Index Learners 8.5 Index Earned Points Score Mobility Rate 8.1 1 - Student Achievement 819 951 86 2 - Student Progress 813 1,600 51 System Safeguards 3 - Closing Performance Gaps 905 1,800 50 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 53.7 Performance Rates 23 out of 25 = 92% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 16 out of 16 = 100% Postsecondary Component Score N/A 54 Graduation Rates N/A Total 39 out of 41 = 95%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 15 September 2016 2016 Campus Comparison Group BEAR CREEK EL (220906106) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate BEAR CREEK EL GRAPEVINE-COLLEYVILLE PK-05 756 28.8 8.5 8.1 (220906106) ISD 1 CAMBRIDGE EL (015901101) ALAMO HEIGHTS ISD 01-05 796 24.5 6.5 4.7 2 BRENTWOOD EL (227901107) AUSTIN ISD PK-05 617 26.1 11.3 6.3 3 COWAN EL (227901183) AUSTIN ISD EE-05 788 30.5 7.0 6.3 4 WALKER CREEK EL (220902121) BIRDVILLE ISD EE-05 666 29.6 11.0 7.7 5 KENDALL EL (130901104) BOERNE ISD KG-05 657 27.5 11.7 7.8 6 JUDY HAJEK EL (126902109) BURLESON ISD KG-05 593 29.0 3.4 12.0 7 I W AND ELEANOR HYDE EL CLEAR CREEK ISD EE-05 637 28.1 5.0 9.0 (084910120) 8 MIRELES EL (178904149) CORPUS CHRISTI ISD KG-05 627 25.4 3.8 11.0 9 ROBISON EL (101907140) CYPRESS-FAIRBANKS ISD EE-05 863 23.3 6.7 10.2 10 NELSON EL (061901121) DENTON ISD KG-05 606 34.2 7.6 6.6 11 PALOMA CREEK EL (061901120) DENTON ISD KG-05 654 27.2 6.9 11.7 12 COMANCHE SPRINGS EL EAGLE MT-SAGINAW ISD KG-05 562 28.1 8.4 12.8 (220918110) 13 LAKE POINTE EL (220918112) EAGLE MT-SAGINAW ISD KG-05 703 25.0 6.4 12.3 14 PALMER EL (079907121) FORT BEND ISD EE-05 574 27.5 11.3 11.0 15 CRESTVIEW EL (152907104) FRENSHIP ISD KG-05 700 31.3 3.4 12.5 16 OAK RIDGE EL (152907108) FRENSHIP ISD KG-05 754 30.6 3.1 10.0 17 KEELEY EL (057909144) GARLAND ISD KG-05 615 24.2 6.8 11.5 18 KOLTER EL (101912189) HOUSTON ISD EE-05 665 25.4 10.5 6.3 19 LOVETT EL (101912199) HOUSTON ISD EE-05 682 33.6 8.7 6.5 20 OAK FOREST EL (101912211) HOUSTON ISD PK-05 816 32.8 7.7 4.7 21 TRAVIS EL (101912249) HOUSTON ISD PK-05 696 23.9 5.3 3.3 22 MAPLEBROOK EL (101913119) HUMBLE ISD EE-05 718 23.1 4.7 10.0 23 WOODLAND HILLS EL (101913105) HUMBLE ISD KG-05 577 31.0 8.3 12.4 24 CIMARRON EL (101914107) KATY ISD EE-05 669 33.0 13.3 12.3 25 KATY EL (101914102) KATY ISD PK-05 602 22.6 9.6 9.8 26 METZLER EL (101915123) KLEIN ISD EE-05 849 28.6 6.1 11.5 27 LA VERNIA INT (247903104) LA VERNIA ISD 03-05 702 26.9 4.1 8.0 28 JIM PLAIN EL (246913116) LEANDER ISD EE-05 648 25.0 5.6 13.5 29 PLEASANT HILL EL (246913114) LEANDER ISD EE-05 843 23.7 4.2 11.0 30 INDIAN CREEK EL (061902113) LEWISVILLE ISD EE-05 624 32.2 13.3 11.4 31 HUDSON EL (092903117) LONGVIEW ISD 01-05 618 25.7 3.7 4.7 32 JESSE MCGOWEN EL (043907123) MCKINNEY ISD KG-05 679 22.7 8.0 9.7 33 COUNTY LINE EL (046901106) NEW BRAUNFELS ISD EE-05 590 33.9 7.6 8.2 34 HUEBNER EL (015910135) NORTH EAST ISD KG-05 712 21.8 5.6 10.3 35 CLARA LOVE EL (061911117) NORTHWEST ISD PK-05 712 29.9 4.9 12.5 36 JUSTIN EL (061911102) NORTHWEST ISD PK-05 532 30.6 9.0 11.2 37 BRUSHY CREEK EL (246909114) ROUND ROCK ISD EE-05 794 22.0 8.2 11.3 38 LINDA HERRINGTON EL ROUND ROCK ISD EE-05 886 27.1 12.6 10.3 (246909138) 39 POND SPRINGS EL (246909117) ROUND ROCK ISD EE-05 634 25.2 8.8 10.2 40 JACOB'S WELL EL (105905101) WIMBERLEY ISD 02-05 636 28.3 10.1 9.0 Comparison Group 682 27.5 7.5 9.5 Average

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Bransford Elementary 2016-2017 Improvement Plan

Bransford Elementary Campus #220-906-108 1 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am

Mission Statement

Bransford Elementary School

Mission Statement

Children are our future.

We at Bransford Elementary School,

in cooperation with our parents and community,

are dedicated to creating a positive environment.

Our mission is to develop the academic potential and social well-being of each child

in order to produce

responsible citizens and lifelong learners.

Vision

The vision for Bransford Elementary School is to foster a positive welcoming environment for our students and staff where risk taking is encouraged and embraced while develop students and staff who are skilled problem solvers, collaborative workers, effective communicators, global citizens, and self- regulated learners.

Bransford Elementary Campus #220-906-108 2 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am Table of Contents

Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 4 Goal 5: STRATEGY #1 - We will purposefully hire, continually, train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 5 Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation and realization of a personal learning plan that includes goals within the areas of academics, campus activities and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 7: STRATEGY #3 - We will transform from a teaching to a learning platform as defined by the GCISD Learning Platform Rubric (August 2013) by designing engaging, differentiated work for students that will in turn lead toward the accomplishment of the GCISD mission and strategic LEAD 2021 objectives...... 6 Goal 8: LEAD 2021 STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to community to communicate and support the GCISD mission and strategic objectives...... 6 Goal 9: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to accomplish the GCISD mission and strategic objectives...... 6

Bransford Elementary Campus #220-906-108 3 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: 100% of teachers will be provided professional learning through PLCs, workshops, and access to other opportunities that support the instruction of gifted students.

Performance Objective 2: 100% of teachers who provide instruction and services that are part of the program for gifted students will meet the Texas State Plan for the Gifted Professional Learning requirements as determined by 19 TAC 89.2.

Performance Objective 3: 100% of students receiving GT services will be clustered in the regular classroom in order to support the teacher in meeting their academic, social and emotional needs.

Performance Objective 4: If we offer a variety of opportunities for acceleration including Math Telescoping and Grade Level Acceleration Exams, then students will have access to the most rigorous curriculum possible.

Performance Objective 5: Increase awareness of opportunities for gifted and talented identification and services.

Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: All students will be exposed to the different opportunities available through fine arts and athletic programs at the secondary level in an effort to increase participation in middle school.

Performance Objective 2: Bransford students will be provided the opportunity to participate in campus and extra-curricular activities and thus will encourage participation at the middle school.

Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Work with staff to determine current practices in place and support the development of new practices to solicit student input and/or perceptions about school operations or classroom operations.

Performance Objective 2: Determine campus vision for systemically creating opportunities for students to have a voice in sharing their perceptions of classroom and school activities.

Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress. Bransford Elementary Campus #220-906-108 4 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: Campuses will monitor individual student progress through procedures outlined in RtI documents.

Performance Objective 3: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Performance Objective 4: Literacy Intervention Teachers (and/or Bilingual Literacy Intervention Teachers) will provide support to students according the spectrum of dyslexia needs.

Goal 5: STRATEGY #1 - We will purposefully hire, continually, train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: In accordance with The GCISD Learning Platform Rubric guiding Principle III: 100% of BES instructional staff will be engaged participants in Professional Learning Communities to increase student achievement and engagement.

Performance Objective 2: All BES staff members will receive a one-hour annual Professional Ethics Update. All new staff members will receive an initial three-hour Professional Ethics Training.

Performance Objective 3: All BES staff members will write Personalized Learning Plans.

Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation and realization of a personal learning plan that includes goals within the areas of academics, campus activities and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of BES students will develop measurable learning goals using Plan-Do-Study-Act (PDSA) model or similar framework.

Performance Objective 2: One-hundred percent of BES 5th grade students will receive transition support designed assist them in a successful transition to middle school.

Performance Objective 3: One-hundred percent of BES students in grades PK-5 will be provided with numerous opportunities participate in one or more campus and/or family activities.

Performance Objective 4: 100% of BES kindergarten through fifth grade students will be supported in their social and emotional growth through character education and community service.

Bransford Elementary Campus #220-906-108 5 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am Goal 7: STRATEGY #3 - We will transform from a teaching to a learning platform as defined by the GCISD Learning Platform Rubric (August 2013) by designing engaging, differentiated work for students that will in turn lead toward the accomplishment of the GCISD mission and strategic LEAD 2021 objectives.

Performance Objective 1: In accordance with The GCISD Learning Platform Rubric guiding Principle IV: Teachers utilize Best Practices appropriate to the meet the learning target.

Performance Objective 2: In maintaining high expectations for student performance, GCISD will create structures at ALL levels that will maximize the potential of all students through rigorous curriculum and instruction.

Goal 8: LEAD 2021 STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to community to communicate and support the GCISD mission and strategic objectives.

Performance Objective 1: 100% of BES families will have access to electronic communication and digital learning opportunities.

Goal 9: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: Brandford professional staff will routinely engage in professional learning opportunities to collaborate on technology usage, best practices, and designing engaging work with the integration of technology.

Performance Objective 2: 100% of BES students will be afforded the opportunity to have access to technology as a tool to construct meaning, promoting communication, collaboration, and critical thinking as part of the seamless integration of technology in their learning.

Bransford Elementary Campus #220-906-108 6 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am TEXAS EDUCATION AGENCY 2016 Accountability Summary BRANSFORD EL (220906108) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE NO DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. NO DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NOT ELIGIBLE

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness NO DISTINCTION EARNED 25

92 48 48 65 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Elementary Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=32) (Target Score=28) (Target Score=12) Campus Size 415 Students Grade Span KG - 05 Percent Economically Performance Index Summary Disadvantaged 7.5 Percent English Language Points Maximum Index Learners 2.2 Index Earned Points Score Mobility Rate 4.3 1 - Student Achievement 504 546 92 2 - Student Progress 290 600 48 System Safeguards 3 - Closing Performance Gaps 386 800 48 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 65.0 Performance Rates 8 out of 8 = 100% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 4 out of 4 = 100% Postsecondary Component Score N/A 65 Graduation Rates N/A Total 12 out of 12 = 100%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 17 September 2016 2016 Campus Comparison Group BRANSFORD EL (220906108) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate BRANSFORD EL GRAPEVINE-COLLEYVILLE KG-05 415 7.5 2.2 4.3 (220906108) ISD 1 GULLETT EL (227901117) AUSTIN ISD EE-05 572 6.5 1.4 3.1 2 HIGHLAND PARK EL (227901119) AUSTIN ISD KG-05 621 4.8 1.3 3.5 3 TIMBERWOOD PARK EL (046902114) COMAL ISD PK-05 582 11.3 1.5 6.0 4 BLANTON EL (061901122) DENTON ISD KG-05 509 3.5 1.8 6.0 5 DOROTHY P ADKINS EL (061901126) DENTON ISD KG-05 345 9.3 5.2 7.0 6 EP RAYZOR EL (061901115) DENTON ISD KG-05 415 1.9 2.2 6.9 7 CEDAR CREEK EL (227909102) EANES ISD KG-05 473 1.3 3.6 4.5 8 VALLEY VIEW EL (227909103) EANES ISD KG-05 508 5.7 4.1 4.6 9 CARROLL EL (043905127) FRISCO ISD KG-05 469 4.5 3.4 5.7 10 COLLEYVILLE EL (220906102) GRAPEVINE-COLLEYVILLE ISD KG-05 468 3.6 0.6 5.2 11 GRAPEVINE EL (220906109) GRAPEVINE-COLLEYVILLE ISD KG-05 506 9.5 3.6 7.1 12 HERITAGE EL (220906107) GRAPEVINE-COLLEYVILLE ISD KG-05 453 4.4 5.5 4.4 13 TAYLOR EL (220906105) GRAPEVINE-COLLEYVILLE ISD EE-05 464 3.0 1.7 4.5 14 BEAR BRANCH EL (101913106) HUMBLE ISD KG-05 599 8.5 2.3 6.6 15 SHADOW FOREST EL (101913116) HUMBLE ISD KG-05 598 4.5 2.3 6.2 16 FROST EL (079901120) LAMAR CISD EE-05 422 9.7 4.0 7.4 17 SUSANNA DICKINSON EL LAMAR CISD KG-05 553 4.5 5.8 4.6 (079901115) 18 WESTSIDE EL (246913121) LEANDER ISD EE-05 566 6.2 3.4 4.6 19 BLUEBONNET ELEMENTARY LEWISVILLE ISD KG-05 526 5.5 6.7 7.3 (061902133) 20 BRIDLEWOOD EL (061902129) LEWISVILLE ISD KG-05 441 2.7 1.1 4.1 21 DONALD EL (061902117) LEWISVILLE ISD EE-05 478 10.7 5.4 6.2 22 GARDEN RIDGE EL (061902120) LEWISVILLE ISD EE-05 437 11.0 6.4 4.9 23 HERITAGE EL (061902122) LEWISVILLE ISD KG-05 638 5.0 2.2 3.8 24 MCAULIFFE EL (061902114) LEWISVILLE ISD EE-05 509 4.5 2.6 2.6 25 OLD SETTLERS EL (061902123) LEWISVILLE ISD KG-05 583 2.9 3.4 4.1 26 TOM HICKS EL (061902134) LEWISVILLE ISD EE-05 589 7.1 4.6 6.5 27 LONDON EL (178906101) LONDON ISD PK-05 386 10.6 1.0 9.4 28 C T EDDINS EL (043907113) MCKINNEY ISD KG-05 443 7.9 2.3 5.7 29 DEAN AND MILDRED BENNETT EL MCKINNEY ISD KG-05 464 7.1 2.4 9.4 (043907120) 30 EARL & LOTTIE WOLFORD EL MCKINNEY ISD KG-05 539 10.8 2.4 7.5 (043907116) 31 GLEN OAKS EL (043907109) MCKINNEY ISD KG-05 468 5.3 1.5 10.1 32 BLATTMAN EL (015915181) NORTHSIDE ISD EE-05 514 6.4 5.6 9.0 33 HELOTES EL (015915104) NORTHSIDE ISD KG-05 377 14.3 1.1 5.7 34 MCANDREW EL (015915230) NORTHSIDE ISD KG-05 281 2.1 1.8 5.5 35 HASLET EL (061911101) NORTHWEST ISD KG-05 423 5.9 3.3 9.3 36 LAKEVIEW EL (061911106) NORTHWEST ISD KG-05 559 3.6 1.6 3.6 37 MATHEWS EL (043910122) PLANO ISD KG-05 489 5.7 8.6 5.0 38 CANYON CREEK EL (246909125) ROUND ROCK ISD KG-05 417 3.6 6.2 5.7 39 CHANDLER OAKS EL (246909135) ROUND ROCK ISD KG-05 520 11.0 3.3 9.2 40 STEPHEN F AUSTIN STATE STEPHEN F AUSTIN STATE KG-05 242 5.8 1.7 1.0 UNIVERSITY (174801101) UNIVERSITY Comparison Group Average 486 6.3 3.2 5.8

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Bridges Alternative 2016-2017 Improvement Plan

Bridges Alternative 1 of 5 Generated by Plan4Learning.com November 7, 2016 10:43 am

Mission Statement

Bridges Accelerated Learning Center believes in the potential within each student to succeed. Our mission is to provide opportunities and support for each student to reach educational, personal and occupational goals.

Bridges Alternative 2 of 5 Generated by Plan4Learning.com November 7, 2016 10:43 am Table of Contents

Goal 1: Lead 2021 #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 4 Goal 2: Lead 2021 #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 4 Goal 3: Lead 20-21 - We will create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: We will increase student enrollment at Bridges by implementing additional support strategies to ensure student success by getting At-Risk students to Bridges more quickly upon identification at their home campus...... 4 Goal 5: We will create a plan that ensures all students meet the State Level II assessment standards in math...... 5 Goal 6: We will create a plan that ensures all students meet the State Level II assessment standards in reading...... 5 Goal 7: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email...... 5

Bridges Alternative 3 of 5 Generated by Plan4Learning.com November 7, 2016 10:43 am Goal 1: Lead 2021 #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: 100% of staff members will be able to recognize, report, and document bullying.

Goal 2: Lead 2021 #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 90% students entering Bridges will develop and complete a "Roadmap to Success" portfolio that will include: a career and college investigation, a timeline of short and long-term SMART goals for life after high school, scholarship application, and reflection upon college visit(s).

Performance Objective 2: Students graduating from Bridges on the recommended plan will increase in number by 10%.

Goal 3: Lead 20-21 - We will create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: We will create and implement opportunities for student speakers, much like our graduation speakers, that will be added to our webpage.

Performance Objective 2: We will design and opportunity for an "exit review" for graduates and for end-of-the-year questionnaire that helps support our strengths and identify weaknesses.

Performance Objective 3: We will ask for a small group of students to brainstorm, discuss, and enumerate ideas to speak individual and school goals and achievements.

Goal 4: We will increase student enrollment at Bridges by implementing additional support strategies to ensure student success by getting At-Risk students to Bridges more quickly upon identification at their home campus.

Performance Objective 1: Individual student attendance will be used to support academic success at Bridges rather than a component to support application to Bridges.

Performance Objective 2: New student intake opportunities will be sensitive to the numbers of students ready for Bridges with only state assessment periods ruled out for new students.

Bridges Alternative 4 of 5 Generated by Plan4Learning.com November 7, 2016 10:43 am Performance Objective 3: We will continue to work with crisis counselors, counselors, and assistant principals at the high schools to provide emergency intake for students who have immediate needs for Bridges.

Goal 5: We will create a plan that ensures all students meet the State Level II assessment standards in math.

Performance Objective 1: All students will meet the Level II Satisfactory Rating for Algebra I.

Performance Objective 2: 2) Teachers will create their own assessments and individualized evaluations based on students' performances on benchmarks and other local assessments.

Goal 6: We will create a plan that ensures all students meet the State Level II assessment standards in reading.

Performance Objective 1: All students will meet the Level II Satisfactory Rating for English I and English II.

Goal 7: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email.

Performance Objective 1: Provide a school website checklist of minimum content requirements for district and campus administrators and teachers.

Performance Objective 2: Implement the next phase of Let’s Talk by introducing it for schools.

Bridges Alternative 5 of 5 Generated by Plan4Learning.com November 7, 2016 10:43 am TEXAS EDUCATION AGENCY 2016 Accountability Summary THE BRIDGES ACAD ALTER (220906006) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Alternative Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE NOT ELIGIBLE - Closing Performance Gaps Academic Achievement in Mathematics - Postsecondary Readiness NOT ELIGIBLE In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. Academic Achievement in Science NOT ELIGIBLE

Academic Achievement in Social Studies Performance Index Report NOT ELIGIBLE

100 Top 25 Percent Student Progress NOT ELIGIBLE

75 Top 25 Percent Closing Performance Gaps NOT ELIGIBLE

50 Postsecondary Readiness NOT ELIGIBLE 25

68 N/A 30 100 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type High School Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=35) (Target Score=8) (Target Score=13) (Target Score=33) Campus Size 64 Students Grade Span 10 - 12 Percent Economically Performance Index Summary Disadvantaged 39.1 Percent English Language Points Maximum Index Learners 17.2 Index Earned Points Score Mobility Rate 87.3 1 - Student Achievement 53 78 68 2 - Student Progress N/A N/A N/A System Safeguards 3 - Closing Performance Gaps 181 600 30 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 12.0 Performance Rates 2 out of 3 = 67% Graduation Rate Score 75.0 Graduation Plan Score N/A Participation Rates 4 out of 4 = 100% Postsecondary Component Score N/A 100* Graduation Rates 3 out of 3 = 100% * Includes bonus points that may have been added to the Index 4 Score. Total 9 out of 10 = 90%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 3 September 2016 Grapevine-Colleyville ISD Cannon Elementary: A GCISD STEM School 2016-2017 Improvement Plan

Accountability Rating: Met Standard

Distinction Designations: Academic Achievement in Science Postsecondary Readiness

Cannon Elementary: A GCISD STEM School 1 of 7 Generated by Plan4Learning.com November 7, 2016 10:42 am

Mission Statement

The mission of Cannon Elementary: A GCISD STEM School is to empower each unique learner, so that they become real world problem solvers, creative innovators, life-long learners, reflective thinkers, and empathetic citizens.

Vision

Through the utilization of science, technology, engineering and mathematics, Cannon Elementary: A GCISD STEM School is instilling the skills of thinking critically, being creative, communicating effectively, and having empathy, in each of our students so that they will become the future problem solvers of the world.

Cannon Elementary: A GCISD STEM School 2 of 7 Generated by Plan4Learning.com November 7, 2016 10:42 am Table of Contents

Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 5 Goal 5: Develop and implement a plan to significantly improve the content of the campus website and the communication through websites and email...... 5 Goal 6: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 5 Goal 7: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 8: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 6 Goal 9: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives...... 6 Goal 10: STRATEGY #6: We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 6

Cannon Elementary: A GCISD STEM School 3 of 7 Generated by Plan4Learning.com November 7, 2016 10:42 am Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: 100% of teachers will be provided professional learning through PLCs, workshops, and access to other opportunities that support the instruction of gifted students.

Performance Objective 2: 100% of teachers who provide instruction and services, and who are part of the program for gifted students, will meet the Texas State Plan for the Gifted Professional Learning requirements as determined by 19 TAC 89.2.

Performance Objective 3: 100% of Cannon students receiving GT services will be clustered in the regular classroom, in order to support in meeting their academic, social, and emotional needs.

Performance Objective 4: If we offer a variety of opportunities for acceleration, including Math Telescoping, Grade Level Acceleration Exams, then students will have access to the most rigorous curriculum possible.

Performance Objective 5: Increase awareness of opportunities for gifted and talented identification and services.

Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: If we expose elementary students to the different opportunities available through fine arts and athletics programs at the secondary level, we will increase the participation in middle school.

Performance Objective 2: Cannon students will be provided the opportunity to participate in extra-curricular activities and thus will encourage participation at the middle school.

Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Work with staff to determine current practices in place to solicit student input and/or perceptions about school operations or classroom operation.

Performance Objective 2: Determine campus vision for systemically creating opportunities for students to have a voice in sharing their perceptions of classroom and school activities.

Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress. Cannon Elementary: A GCISD STEM School 4 of 7 Generated by Plan4Learning.com November 7, 2016 10:42 am Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: Campuses will monitor individual student progress through procedures outlined in RtI documents.

Performance Objective 3: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Performance Objective 4: Literacy Intervention Teachers (and/or Bilingual Literacy Intervention Teachers) will provide support to students according the spectrum of dyslexia needs.

Goal 5: Develop and implement a plan to significantly improve the content of the campus website and the communication through websites and email.

Performance Objective 1: Establish a written set of website/email expectations for campus administrators and teachers.

Goal 6: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: Instructional staff will be engaged participants in Professional Learning Communities to analyze data and design responsive instruction, in order to increase student achievement and engagement.

Performance Objective 2: 100% of Cannon teachers will have access to coordinated learning opportunities provided by the campus Learning Liaison, campus instructional support staff, and GCISD Instructional Coaches.

Performance Objective 3: All Cannon staff members will be trained in STEM-based instruction.

Performance Objective 4: 100% of staff members will be actively involved in the campus plan for supporting the social and emotional growth of students.

Goal 7: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of K-5 grade students will write personalized learning goals based on measurable core subject content. (Guiding Principle VI)

Cannon Elementary: A GCISD STEM School 5 of 7 Generated by Plan4Learning.com November 7, 2016 10:42 am Performance Objective 2: 100% of 5th grade students will receive transition support designed to facilitate a successful transition to middle school.

Performance Objective 3: 100% of Cannon students will have the opportunity to participate in campus-based events to showcase learning for parents (Family Engineering Nights, music programs, technology & academic nights, special events)

Performance Objective 4: 100% of Cannon students will be provided opportunities to be actively involved in a community and/or service project.

Performance Objective 5: 100% of students will have the opportunity to participate in STEM-related career awareness opportunities with local engineers and other STEM-career connections.

Goal 8: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: All students in all populations in grades K-5 will meet or exceed district expectations on all required district assessments and state assessments.

Performance Objective 2: 100% of Cannon students, in all student populations, will be engaged through STEM-based instructional strategies that challenge students to think critically, innovate, and invent to solve real-world problems.

Performance Objective 3: 100% of dual language teachers will utilize the district's dual language model with fidelity.

Performance Objective 4: 100% of Cannon students, in all student populations, will have the opportunity to participate in campus-based programs to enhance reading skills.

Goal 9: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives.

Performance Objective 1: 100% of Cannon K-5 parents, representing all student populations, will have access to timely and accurate information regarding student learning, parent forums, and campus information.

Goal 10: STRATEGY #6: We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: All Cannon students will have access to technology as a tool to construct meaning, promoting communication, collaboration, and critical thinking as part of the seamless integration of technology in their learning.

Performance Objective 2: Digital classroom teachers will routinely engage in professional learning opportunities to collaborate on best practices, Cannon Elementary: A GCISD STEM School 6 of 7 Generated by Plan4Learning.com November 7, 2016 10:42 am design lessons with the GCISD digital coaches, and troubleshoot any difficulties that arise.

Cannon Elementary: A GCISD STEM School 7 of 7 Generated by Plan4Learning.com November 7, 2016 10:42 am TEXAS EDUCATION AGENCY 2016 Accountability Summary CANNON EL (220906101) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE NO DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NOT ELIGIBLE

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness DISTINCTION EARNED 25

82 45 46 52 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Elementary Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=32) (Target Score=28) (Target Score=12) Campus Size 552 Students Grade Span KG - 05 Percent Economically Performance Index Summary Disadvantaged 40.2 Percent English Language Points Maximum Index Learners 22.6 Index Earned Points Score Mobility Rate 10.6 1 - Student Achievement 557 681 82 2 - Student Progress 534 1,200 45 System Safeguards 3 - Closing Performance Gaps 739 1,600 46 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 51.7 Performance Rates 17 out of 17 = 100% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 10 out of 10 = 100% Postsecondary Component Score N/A 52 Graduation Rates N/A Total 27 out of 27 = 100%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 10 September 2016 2016 Campus Comparison Group CANNON EL (220906101) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate CANNON EL (220906101) GRAPEVINE-COLLEYVILLE KG-05 552 40.2 22.6 10.6 ISD 1 BECKER EL (227901104) AUSTIN ISD PK-05 376 42.8 17.6 8.6 2 MENCHACA EL (227901147) AUSTIN ISD EE-05 717 47.4 19.1 12.5 3 SPARTA EL (014903109) BELTON ISD KG-05 609 36.8 23.0 11.2 4 FABRA EL (130901102) BOERNE ISD EE-05 565 37.0 13.5 11.1 5 CONGRESSMAN CANUTILLO ISD EE-05 450 46.2 25.6 12.6 SILVESTRE & CAROLINA S (071907106) 6 ROSEMEADE EL (057903118) CARROLLTON-FARMERS BRANCH EE-05 441 46.7 19.7 11.2 ISD 7 P H GREENE EL (084910110) CLEAR CREEK ISD EE-05 720 45.0 19.0 15.9 8 PECAN CREEK EL (061901116) DENTON ISD KG-05 715 40.4 27.6 9.1 9 WILSON EL (061901109) DENTON ISD KG-05 592 45.9 17.2 11.6 10 WILLOW CREEK EL (220918114) EAGLE MT-SAGINAW ISD KG-05 690 41.6 21.2 10.8 11 BARBARA JORDAN EL (068901129) ECTOR COUNTY ISD KG-05 749 43.1 20.4 7.0 12 EL MAGNET AT HAYS (068901112) ECTOR COUNTY ISD PK-05 401 38.7 16.7 10.0 13 POLK EL (071902159) EL PASO ISD PK-05 623 32.7 21.2 8.3 14 ZACH WHITE EL (071902147) EL PASO ISD PK-05 471 48.0 23.6 10.7 15 LAKEVIEW EL (079907102) FORT BEND ISD KG-05 443 36.6 25.7 15.8 16 MEADOWS EL (079907110) FORT BEND ISD KG-05 480 40.8 27.9 10.6 17 LILY B CLAYTON EL (220905116) FORT WORTH ISD PK-05 550 33.5 17.3 7.2 18 ABBETT EL (057909143) GARLAND ISD KG-05 715 41.3 22.8 10.8 19 NORMA DORSEY EL (057909148) GARLAND ISD KG-05 645 47.4 27.1 8.8 20 ROBERT B SEWELL EL (057909145) GARLAND ISD KG-05 450 47.1 21.1 13.4 21 STEADHAM EL (057909154) GARLAND ISD EE-05 525 45.0 23.0 14.7 22 VILLAGE EL (246904107) GEORGETOWN ISD PK-05 502 43.4 25.9 4.5 23 GLEN ROSE INT (213901102) GLEN ROSE ISD 03-05 408 40.4 14.0 10.4 24 HARMONY SCHOOL OF HARMONY SCIENCE ACAD (WACO) KG-05 510 38.2 20.2 11.2 INNOVATION - CAR (161807004) 25 HARMONY SCHOOL OF HARMONY SCIENCE ACADEMY KG-05 532 42.3 31.4 13.0 SCIENCE - AUSTIN (227816003) (AUSTIN) 26 CONDIT EL (101912130) HOUSTON ISD PK-05 676 35.5 26.5 12.0 27 OAK FOREST EL (101913118) HUMBLE ISD KG-05 725 46.1 19.6 10.7 28 KOHRVILLE EL (101915101) KLEIN ISD PK-05 718 42.1 18.2 11.7 29 NORTHAMPTON EL (101915102) KLEIN ISD PK-05 498 41.0 28.3 10.0 30 ROTH EL (101915114) KLEIN ISD PK-05 693 38.1 22.7 13.8 31 HERITAGE EL (101916102) LA PORTE ISD KG-05 552 45.5 26.6 12.3 32 LEO RIZZUTO EL (101916107) LA PORTE ISD KG-05 584 43.5 21.7 7.7 33 WHITESTONE EL (246913101) LEANDER ISD EE-05 730 36.0 24.9 9.0 34 D H BRENT EL (061914103) LITTLE ELM ISD PK-05 590 38.0 24.1 14.3 35 MAGNOLIA PARKWAY EL MAGNOLIA ISD EE-05 680 37.2 24.7 12.2 (170906109) 36 CARL SCHURZ EL (046901103) NEW BRAUNFELS ISD KG-05 533 42.0 23.1 10.3 37 COKER EL (015910102) NORTH EAST ISD KG-05 851 42.2 22.6 9.6 38 DAVIS EL (043910111) PLANO ISD KG-05 455 38.9 18.7 11.9 39 ROSE HAGGAR EL (043910130) PLANO ISD KG-05 568 35.6 14.8 12.6 40 JOLLYVILLE EL (246909124) ROUND ROCK ISD EE-05 465 37.4 17.0 16.6 Comparison Group Average 580 41.2 21.9 11.1

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Collegiate Academy 2016-2017 Improvement Plan

Accountability Rating: Met Standard

Distinction Designations: Postsecondary Readiness

Collegiate Academy Campus #008 1 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am

Mission Statement

Guiding scholars towards college readiness

Commitment to academics

Community service

Autonomy in the pursuit of education

Vision

Collegiate Academy's vision is for its scholars to demonstrate college readiness by obtaining a high school diploma and an associate's degree which will prepare them for a commitment to lifelong learning that extends throughout their adult lives.

Core Beliefs

Inspriring our CA community to discover their highest potential.

Collegiate Academy Campus #008 2 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am Table of Contents

Goal 1: LEAD 2021 Strategy #2 We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 4 Goal 2: LEAD 2021 STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 4 Goal 3: LEAD 2021 Strategy #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives ...... 4 Goal 4: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 5 Goal 5: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email...... 5 Goal 6: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 5 Goal 7: GCISD will provide and sustain suicide prevention programs including training for all GCISD instructional staff and campus administrators...... 5 Goal 8: LEAD 2021 Strategy #6 - We will integrate technology, including training students on mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 6 Goal 9: Create and implement a comprehensive development plan to significantly increase extra-curricular activities...... 6 Goal 10: Establish a close partnership with faculty and administration at Tarrant County College NE ...... 6

Collegiate Academy Campus #008 3 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am Goal 1: LEAD 2021 Strategy #2 We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 2:3 Each student at CA will explore his/her individual strengths and opportunities for academic, social, and emotional growth through the development of a plan that builds the skills necessary for success in all phases of life. CA believes success occurs when students are involved in the goal setting process, engaged in reflective conversations, gather evidence of progress toward goals, and are exposed to and engaged in campus, community, and workforce activities.

Performance Objective 2: Students will have an opportunity at the end of their junior year to apply for internships with a community business partner to experience a "real" job in the STEM area

Goal 2: LEAD 2021 STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: Data from previous years' STAAR examinations, TSI scores, and current benchmarks will be shared among faculty with the intention of analyzing, reflecting, and formulating new approaches to learning with a focus on differentiated instruction and cooperative learning.

Performance Objective 2: In addition to TEKS alignment, teachers will implement lessons beyond the average level of high school rigor to address college readiness standards while following the GCISD model of scope and sequence. Teachers will help prepare students for the TSI as well as the SAT/ACT college admissions tests.

Performance Objective 3: Professional development opportunities for administrators, teachers and staff will be systematic and systemic. Professional development will focus on Standards Based Grading, differentiation in lesson design and increasing the rigor of lessons to meet college and career readiness.

Performance Objective 4: The Algebra I STAAR will have a Level II rate of 95%, and a Level III rate of 33%. The Biology STAAR will have a Level II rate of 99% and a Level III rate of 40%. The English I STAAR will have a Level II rate of 95% and a Level III rate of 33%. The English II STAAR will have a Level II rate of 95% and a Level III rate of 33%.

Performance Objective 5: CA students will earn dual college hours to receive a high school diploma and an associates degree

Goal 3: LEAD 2021 Strategy #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives

Performance Objective 1: Communicate through the Phoenix newsletter, CA Facebook page and other social media to create a brand/presence in the community Collegiate Academy Campus #008 4 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am Performance Objective 2: Develop a partnership with with the city of Grapevine for students to mentor/volunteer younger students

Goal 4: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Work with staff to determine current practices in place to solicit student input and/or perceptions about school operations or classroom operation

Performance Objective 2: Teachers will implement a survey at least once per grading period, asking students about the class discussions, curriculum, type of learning/engagement, and students' own personal goals. This will allow students to feel heard in the classroom and allow them to take more ownership in their academic success.

Goal 5: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email.

Performance Objective 1: CA website will be up to date with current school announcements, information, and teacher pages

Performance Objective 2: Implement the next phase of Let's Talk by introducing ability to utilize Let's Talk at Collegiate Academy

Goal 6: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Goal 7: GCISD will provide and sustain suicide prevention programs including training for all GCISD instructional staff and campus administrators.

Performance Objective 1: Collegiate Academy will provide suicide prevention using the SOS program during Friday tutorials. Staff will be trained during staff meeting.

Goal 8: LEAD 2021 Strategy #6 - We will integrate technology, including training students on mobile wireless computing

Collegiate Academy Campus #008 5 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: Teachers will be trained to use technology to support student 1:1 initiative

Goal 9: Create and implement a comprehensive development plan to significantly increase extra-curricular activities.

Performance Objective 1: All students at CA involved in a club, community service and/or Student Council

Goal 10: Establish a close partnership with faculty and administration at Tarrant County College NE

Performance Objective 1: Establish a CA and TCC NE PLC for collaboration, data sharing and vertical alignment to support student success

Collegiate Academy Campus #008 6 of 6 Generated by Plan4Learning.com November 7, 2016 10:41 am TEXAS EDUCATION AGENCY 2016 Accountability Summary GRAPEVINE-COLLEYVILLE COLLEGIATE A (220906008) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE NO DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. NO DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NO DISTINCTION EARNED

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness DISTINCTION EARNED 25

86 27 43 63 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type High School Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=17) (Target Score=30) (Target Score=21) Campus Size 196 Students Grade Span 09 - 10 Percent Economically Performance Index Summary Disadvantaged 40.3 Percent English Language Points Maximum Index Learners 8.7 Index Earned Points Score Mobility Rate 2.7 1 - Student Achievement 315 367 86 2 - Student Progress 159 600 27 System Safeguards 3 - Closing Performance Gaps 603 1,400 43 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 62.7 Performance Rates 13 out of 13 = 100% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 8 out of 8 = 100% Postsecondary Component Score N/A 63 Graduation Rates N/A Total 21 out of 21 = 100%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 5 September 2016 2016 Campus Comparison Group GRAPEVINE-COLLEYVILLE COLLEGIATE A (220906008) - GRAPEVINE-COLLEYVILLE ISD Campus Type: High School Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate GRAPEVINE-COLLEYVILLE GRAPEVINE-COLLEYVILLE 09-10 196 40.3 8.7 2.7 COLLEGIATE A (220906008) ISD 1 ABERNATHY H S (095901001) ABERNATHY ISD 09-12 216 40.3 2.3 8.1 2 AXTELL H S (161918001) AXTELL ISD 09-12 220 42.7 0.5 8.6 3 COLORADO RIVER COLLEGIATE BASTROP ISD 09-10 107 53.3 5.6 3.4 ACADEMY (011901005) 4 BLANCO H S (016902001) BLANCO ISD 09-12 289 45.3 4.5 8.3 5 BLAND H S (116915001) BLAND ISD 09-12 178 44.4 7.3 11.1 6 CEDAR HILL COLLEGIATE H S CEDAR HILL ISD 09-12 406 43.1 0.2 4.1 (057904003) 7 CHAPEL HILL H S (225906001) CHAPEL HILL ISD 09-12 308 45.8 6.8 6.6 8 COMFORT H S (130902001) COMFORT ISD 09-12 315 42.9 6.3 8.7 9 CUMBERLAND H S (212801001) CUMBERLAND ACADEMY 09-09 153 28.8 2.0 10.7 10 DENVER CITY H S (251901001) DENVER CITY ISD 09-12 517 40.4 7.9 7.0 11 EASTLAND H S (067903001) EASTLAND ISD 09-12 305 42.6 3.9 10.3 12 ECISD FALCON EARLY COLLEGE H S ECTOR COUNTY ISD 09-09 42 35.7 7.1 19.1 (068901015) 13 GEORGE H W BUSH NEW TECH ECTOR COUNTY ISD 09-12 305 33.1 3.3 6.8 ODESSA (068901011) 14 ODESSA CAREER AND TECHNICAL ECTOR COUNTY ISD 09-09 102 48.0 2.0 19.1 EARLY (068901014) 15 GANADO H S (120902001) GANADO ISD 09-12 212 40.6 9.4 9.4 16 CROSSLAND NINTH GRADE CENTER GRANBURY ISD 09-09 511 44.8 2.9 11.9 (111901005) 17 GRUVER H S (098901001) GRUVER ISD 09-12 138 48.6 8.7 5.7 18 HARLINGEN SCHOOL OF HEALTH HARLINGEN CISD 08-10 294 45.9 1.0 18.1 PROFESS (031903008) 19 HOLLAND H S (014905001) HOLLAND ISD 09-12 210 38.1 1.0 7.8 20 INTERNATIONAL LEADERSHIP OF INTERNATIONAL LEADERSHIP OF 09-10 215 59.1 8.8 18.1 TEXAS (057848006) TEXAS 21 JOSHUA H S NINTH GRADE CAMPUS JOSHUA ISD 09-09 415 40.0 4.8 17.2 (126905003) 22 JUNCTION H S (134901001) JUNCTION ISD 09-12 206 46.6 1.0 5.7 23 MASON H S (157901001) MASON ISD 09-12 217 37.3 5.1 6.6 24 EARLY COLLEGE H S AT MIDLAND MIDLAND ISD 09-12 330 37.9 1.5 4.2 COLLE (165901006) 25 LEE FRESHMAN H S (165901042) MIDLAND ISD 09-09 804 43.3 6.5 15.7 26 MIDLAND FRESHMAN H S (165901044) MIDLAND ISD 09-09 818 42.5 7.0 14.9 27 NEW BRAUNFELS H S NINTH GRADE NEW BRAUNFELS ISD 09-10 620 31.9 5.5 10.7 CENT (046901002) 28 NEW WAVERLY H S (236901002) NEW WAVERLY ISD 09-12 281 38.8 0.4 6.8 29 C A MCMILLEN H S (043910011) PLANO ISD 09-10 1,160 30.8 5.3 9.0 30 WILLIAMS H S (043910003) PLANO ISD 09-10 1,216 44.9 6.3 10.5 31 REAGAN COUNTY H S (192901001) REAGAN COUNTY ISD 09-12 236 40.7 10.6 10.8 32 ROGERS H S (014907001) ROGERS ISD 09-12 299 37.1 1.3 6.3 33 ROYAL EARLY COLLEGE H S ROYAL ISD 09-09 17 47.1 0.0 13.0 (237905003) 34 SANTA GERTRUDIS ACADEMY H S SANTA GERTRUDIS ISD 09-12 368 40.2 0.0 4.9 (137904001) 35 SEYMOUR H S (012901001) SEYMOUR ISD 09-12 167 40.7 1.2 9.8 36 SHARYLAND ADVANCED ACADEMIC SHARYLAND ISD 09-10 242 63.6 5.0 2.4 ACADEM (108911008) 37 SONORA H S (218901001) SONORA ISD 09-12 279 35.5 2.9 5.5 38 SUNRAY H S (171902001) SUNRAY ISD 09-12 166 42.8 4.2 8.7 39 TRENTON H S (074912001) TRENTON ISD 09-12 158 36.7 0.0 7.0 40 VALLEY VIEW H S (049903001) VALLEY VIEW ISD 09-12 210 42.4 4.3 10.3 Comparison Group Average 331 42.1 4.1 9.6

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Colleyville Elementary 2016-2017 Improvement Plan

Accountability Rating: Met Standard

Distinction Designations: Top 25% Closing Performance Gaps

Colleyville Elementary 1 of 6 Generated by Plan4Learning.com November 7, 2016 10:43 am

Mission Statement

At Colleyville Elementary School we, along with families and community members, are committed to providing a nurturing environment. All children will be challenged and prepared to become skilled problem solvers, effective communicators, collaborators, self-regulated learners and global citizens. Focusing on the whole child, we are also dedicated to fostering confident and compassionate members of society.

Vision

Colleyville Elementary School provides a nurturing and challenging environment that empowers students to discover their authentic selves and become effective and innovative contributors to society.

Colleyville Elementary 2 of 6 Generated by Plan4Learning.com November 7, 2016 10:43 am Table of Contents

Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 5 Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 5 Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 6 Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives...... 6 Goal 9: STRATEGY #7 - We will ensure all facilities are progressively equipped and designed to support the GCISD mission and strategic objectives...... 6

Colleyville Elementary 3 of 6 Generated by Plan4Learning.com November 7, 2016 10:43 am Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: 100% of teachers will be provided professional learning through PLCs, workshops, and access to other opportunities that support the instruction of gifted students.

Performance Objective 2: 100% of students receiving GT services will be clustered in the regular classroom in order to support the teacher in meeting their academic, social and emotional needs.

Performance Objective 3: 100% of teachers who provide instruction and services that are part of the program for gifted students will meet the Texas State Plan for the GIfted Professional Learning requirements as determined by 19 TAC 89.2.

Performance Objective 4: If we offer a variety of opportunities for acceleration including Math Telescoping, Grade Level Acceleration Exams, and CBEs, then students will have access to the most rigorous curriculum possible.

Performance Objective 5: Increase awareness of opportunities for gifted and talented identification and services.

Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: All students will be exposed to the different opportunities available through fine arts and athletics programs (extra-curricular activities) at the secondary level to increase participation in middle school.

Performance Objective 2: Provide additional opportunities for students to participate in extracurricular activities.

Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Work with staff to determine current practices in place to solicit student input and/or perceptions about school operations or classroom operation.

Performance Objective 2: Determine campus vision for systemically creating opportunities for students to have a voice in sharing their perceptions of classroom and school activities.

Performance Objective 3: Support teachers in their efforts to incorporate student voice into classroom decision making.

Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual Colleyville Elementary 4 of 6 Generated by Plan4Learning.com November 7, 2016 10:43 am progress.

Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: Campuses will monitor individual student progress through procedures outlined in RtI documents.

Performance Objective 3: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Performance Objective 4: Literacy Intervention Teachers (and/or Bilingual Literacy Intervention Teachers) will provide support to students according the spectrum of dyslexia needs.

Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: All CES instructional staff will be engaged participants in Professional Learning Communities to increase student achievement and engagement.

Performance Objective 2: All CES staff members will be actively involved in the campus plan for supporting the social and emotional growth of students.

Performance Objective 3: All CES staff members will receive an one hour annual Professional Ethics Training update. All new staff members will receive an initial three hour Professional Ethics Training.

Performance Objective 4: All CES staff members will write Professional Learning Plans and update them throughout the year with evidence of learning.

Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of CES students in grades 3,4 and 5 will write personalized learning goals using the Plan-Do-Study-Act (PDSA) model or similar framework.

Performance Objective 2: 100% of CES students in grades K-2 will write personalized learning goals using a modified version of the Plan-Do-Study- Act (PDSA) model or similar framework.

Colleyville Elementary 5 of 6 Generated by Plan4Learning.com November 7, 2016 10:43 am Performance Objective 3: 100% of 5th grade students will receive transition support designed to facilitate a successful transition to middle school.

Performance Objective 4: 100% of CES students in Grades Pre-K-5 will participate in one or more campus activities.

Performance Objective 5: 95% of CES students will be actively involved in one or more community and/or service projects.

Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: All CES teachers will measure student engagement/success and use this data to improve/guide instruction.

Performance Objective 2: 100% of PLCs will collaborate and focus on designing engaging, differentiated work for students.

Performance Objective 3: 90% of CES students in all populations in grades K-2 will demonstrate a year's growth in academics as measured by iStation.

Performance Objective 4: 90% of CES students in all populations in grades 3-5 will demonstrate a year's growth in academics as measured by iStation.

Performance Objective 5: All parents will be provided the opportunity to participate as stakeholders in campus activities.

Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives.

Performance Objective 1: 100% of parents will receive communication regarding the implementation of LEAD 2021 at CES.

Performance Objective 2: CES staff will utilize a variety of media to communicate campus news, updates, and school events.

Performance Objective 3: 100% of Colleyville Elementary School Staff will design a personal website with general school and individual information.

Goal 9: STRATEGY #7 - We will ensure all facilities are progressively equipped and designed to support the GCISD mission and strategic objectives.

Performance Objective 1: 100% of CES students will utilize technology in a learning platform.

Colleyville Elementary 6 of 6 Generated by Plan4Learning.com November 7, 2016 10:43 am TEXAS EDUCATION AGENCY 2016 Accountability Summary COLLEYVILLE EL (220906102) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE NO DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. NO DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NOT ELIGIBLE

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps DISTINCTION EARNED

50 Postsecondary Readiness NO DISTINCTION EARNED 25

94 44 64 70 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Elementary Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=32) (Target Score=28) (Target Score=12) Campus Size 468 Students Grade Span KG - 05 Percent Economically Performance Index Summary Disadvantaged 3.6 Percent English Language Points Maximum Index Learners 0.6 Index Earned Points Score Mobility Rate 5.2 1 - Student Achievement 646 684 94 2 - Student Progress 262 600 44 System Safeguards 3 - Closing Performance Gaps 256 400 64 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 69.5 Performance Rates 10 out of 10 = 100% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 6 out of 6 = 100% Postsecondary Component Score N/A 70 Graduation Rates N/A Total 16 out of 16 = 100%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 11 September 2016 2016 Campus Comparison Group COLLEYVILLE EL (220906102) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate COLLEYVILLE EL GRAPEVINE-COLLEYVILLE KG-05 468 3.6 0.6 5.2 (220906102) ISD 1 GULLETT EL (227901117) AUSTIN ISD EE-05 572 6.5 1.4 3.1 2 HIGHLAND PARK EL (227901119) AUSTIN ISD KG-05 621 4.8 1.3 3.5 3 PINKERTON EL (057922101) COPPELL ISD KG-05 370 1.4 5.4 7.2 4 BLANTON EL (061901122) DENTON ISD KG-05 509 3.5 1.8 6.0 5 EP RAYZOR EL (061901115) DENTON ISD KG-05 415 1.9 2.2 6.9 6 BARTON CREEK EL (227909105) EANES ISD KG-05 505 0.4 2.8 2.2 7 CEDAR CREEK EL (227909102) EANES ISD KG-05 473 1.3 3.6 4.5 8 EANES EL (227909101) EANES ISD EE-05 656 2.7 3.7 5.2 9 FOREST TRAIL EL (227909104) EANES ISD KG-05 571 0.5 3.3 2.1 10 VALLEY VIEW EL (227909103) EANES ISD KG-05 508 5.7 4.1 4.6 11 ASHLEY EL (043905119) FRISCO ISD KG-05 566 1.2 4.2 1.7 12 CARROLL EL (043905127) FRISCO ISD KG-05 469 4.5 3.4 5.7 13 FISHER EL (043905107) FRISCO ISD KG-05 668 2.7 1.0 4.3 14 ISBELL EL (043905116) FRISCO ISD KG-05 634 1.7 2.2 4.0 15 PINK EL (043905117) FRISCO ISD KG-05 552 1.6 1.6 2.2 16 PUREFOY EL (043905131) FRISCO ISD KG-05 647 2.6 1.7 4.9 17 BRANSFORD EL (220906108) GRAPEVINE-COLLEYVILLE ISD KG-05 415 7.5 2.2 4.3 18 HERITAGE EL (220906107) GRAPEVINE-COLLEYVILLE ISD KG-05 453 4.4 5.5 4.4 19 TAYLOR EL (220906105) GRAPEVINE-COLLEYVILLE ISD EE-05 464 3.0 1.7 4.5 20 SHADOW FOREST EL (101913116) HUMBLE ISD KG-05 598 4.5 2.3 6.2 21 WILLOW CREEK EL (101913113) HUMBLE ISD KG-05 549 0.5 0.0 4.7 22 BEE CAVE EL (227913103) LAKE TRAVIS ISD KG-05 634 5.0 3.9 7.6 23 BESS CAMPBELL EL (079901119) LAMAR CISD EE-05 622 2.6 3.5 4.0 24 SUSANNA DICKINSON EL LAMAR CISD KG-05 553 4.5 5.8 4.6 (079901115) 25 WESTSIDE EL (246913121) LEANDER ISD EE-05 566 6.2 3.4 4.6 26 BRIDLEWOOD EL (061902129) LEWISVILLE ISD KG-05 441 2.7 1.1 4.1 27 HERITAGE EL (061902122) LEWISVILLE ISD KG-05 638 5.0 2.2 3.8 28 LIBERTY EL (061902135) LEWISVILLE ISD KG-05 601 1.3 2.2 4.1 29 MCAULIFFE EL (061902114) LEWISVILLE ISD EE-05 509 4.5 2.6 2.6 30 OLD SETTLERS EL (061902123) LEWISVILLE ISD KG-05 583 2.9 3.4 4.1 31 TOM HICKS EL (061902134) LEWISVILLE ISD EE-05 589 7.1 4.6 6.5 32 C T EDDINS EL (043907113) MCKINNEY ISD KG-05 443 7.9 2.3 5.7 33 DEAN AND MILDRED BENNETT EL MCKINNEY ISD KG-05 464 7.1 2.4 9.4 (043907120) 34 GLEN OAKS EL (043907109) MCKINNEY ISD KG-05 468 5.3 1.5 10.1 35 J B WILMETH EL (043907122) MCKINNEY ISD KG-05 640 3.8 3.6 6.1 36 ROY LEE WALKER EL (043907115) MCKINNEY ISD KG-05 578 5.0 3.3 9.4 37 MCANDREW EL (015915230) NORTHSIDE ISD KG-05 281 2.1 1.8 5.5 38 HASLET EL (061911101) NORTHWEST ISD KG-05 423 5.9 3.3 9.3 39 LAKEVIEW EL (061911106) NORTHWEST ISD KG-05 559 3.6 1.6 3.6 40 CANYON CREEK EL (246909125) ROUND ROCK ISD KG-05 417 3.6 6.2 5.7 Comparison Group Average 531 3.7 2.9 5.1

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Colleyville Heritage High 2016-2017 Improvement Plan

Colleyville Heritage High Campus #220906004 1 of 7 Generated by Plan4Learning.com November 7, 2016 10:44 am

Mission Statement

Colleyville Heritage High School, A Community of Excellence

We Believe in:

Cultivating Relationships with Dignity, Care and Respect.

Highly Effective Instruction.

Honest, Open, and Responsive Communication.

Success for Each Student.

Core Beliefs

PRIDE: Personally Reaching and Inspiring Discovery in Everyone

Colleyville Heritage High Campus #220906004 2 of 7 Generated by Plan4Learning.com November 7, 2016 10:44 am Table of Contents

Goal 1: Create and implement a comprehensive development plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 2: Create, implement, and evaluate a comprehensive and strategic plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 3: Create and implement a plan to continue "student voice" as a mechanism for feedback over the next three years...... 5 Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 5 Goal 5: LEAD 2021 STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 6: LEAD 2021 STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 6 Goal 7: LEAD 2021 STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 6 Goal 8: GCISD will provide and sustain suicide prevention programs including training for all GCISD instructional staff and campus administrators...... 6 Goal 9: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email...... 6 Goal 10: Continue to implement a comprehensive plan to address security needs at all district facilities...... 7

Colleyville Heritage High Campus #220906004 3 of 7 Generated by Plan4Learning.com November 7, 2016 10:44 am Goal 1: Create and implement a comprehensive development plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: If we continue to use our district benchmarking tool (Quality Cup), then we will accurately assess students' level of participation and success in our extra-curricular programs.

Performance Objective 2: CHHS staff will work to develop goals with program leaders to incorporate more student involvement in their different programs.

Performance Objective 3: The pursuit of the Lone Star Cup will be a focal point for our extra-curricular programs for the 2016-2017 school year.

Goal 2: Create, implement, and evaluate a comprehensive and strategic plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: If we offer a variety of opportunities for acceleration including Math Telescoping, Grade Level Acceleration Exams, and CBEs, then students will have access to the most rigorous curriculum possible.

Performance Objective 2: If we provide professional development through PLCs, workshops, and access to other training, then we will support teachers in designing and facilitating differentiated instruction.

Performance Objective 3: If we analyze SAT, ACT, and PSAT assessment data, then we will make instructional decisions to better prepare students for success on college readiness assessments.

Performance Objective 4: If we analyze AP performance and participation data, we will make instructional decisions to better prepare students for success on AP exams.

Performance Objective 5: Adopt a tool to ensure a year's growth within the academic year.

Performance Objective 6: Increase PSAT/SAT/ACT participation and monitor performance to identify areas of improvement

Performance Objective 7: Increase PreAP/AP participation.

Performance Objective 8: Increase National Merit Scholars

Performance Objective 9: To promote college enrollment on our campus.

Performance Objective 10: To align advanced academic performance with high performing districts with comparable demographics.

Colleyville Heritage High Campus #220906004 4 of 7 Generated by Plan4Learning.com November 7, 2016 10:44 am Performance Objective 11: We will offer specialized GT classes to provide support for GT students within their classes but also offer blended classes with differentiated instruction.

Goal 3: Create and implement a plan to continue "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Work with staff to determine current practices in place to solicit student input and/or perceptions about school operations or classroom operation.

Performance Objective 2: Determine campus vision for systemically creating opportunities for students to have a voice in sharing their perceptions of classroom and school activities.

Performance Objective 3: Students will be randomly solicited each week and asked question regarding their perception of the school and its culture.

Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Performance Objective 1: If we provide an annual update to all teachers on Dyslexia, then the teachers will be able to provide students with instructional support needed to be successful.

Performance Objective 2: Campuses will monitor individual student progress through procedures outlined in RtI documents.

Goal 5: LEAD 2021 STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: GCISD will provide supports to struggling learners by improving interventions, resources, and training to accelerate learning and ensure all student groups achieve their full potential.

Performance Objective 2: GCISD will educate secondary school students and their parents about higher education admissions and financial aid including sources of informaton, the TEXAS grant program and the Teach for Texas grant program, as well as, the need for students to make informed curriculum choices in their personalized learning plan.

Performance Objective 3: GCISD will provide career education to assist students in developing the knowledge, skills, and competencies necessary for a broad range of career opportunities.

Performance Objective 4: All GCISD campuses will be physically and emotionally safe learning environments that are free from bullying and in Colleyville Heritage High Campus #220906004 5 of 7 Generated by Plan4Learning.com November 7, 2016 10:44 am which expectations are clearly communicated.

Goal 6: LEAD 2021 STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: Professional development opportunities for administrators, teachers and staff will be systematic and systemic.

Performance Objective 2: In maintaining high expectations for student performance, GCISD will create structures at ALL levels that will maximize the potential of all students through rigorous curriculum and instruction

Performance Objective 3: Appropriate assessments will drive instruction.

Performance Objective 4: Curriculum, instruction, and student performance will reflect college and career readiness standards.

Performance Objective 5: Refine and continue to implement a Learning Platform data collection process.

Goal 7: LEAD 2021 STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: We will integrate BYOD or instructional technology strategies to better assist our students seeing a device as a learning tool.

Performance Objective 2: Teachers will be trained to implement and support our 1:1 initiative.

Goal 8: GCISD will provide and sustain suicide prevention programs including training for all GCISD instructional staff and campus administrators.

Performance Objective 1: Prevent student suicide through a campus support program.

Performance Objective 2: Students will participate in a suicide prevention program (SOS - Signs of Suicide).

Goal 9: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email.

Performance Objective 1: Teachers and campus administrators will update websites regularly.

Performance Objective 2: Teacher websites will include teacher names, a professional picture, biography, contact info., teaching schedule, classroom expectations, updated links to lesson plans, social media links required for the class (if applicable), and the syllabus. Colleyville Heritage High Campus #220906004 6 of 7 Generated by Plan4Learning.com November 7, 2016 10:44 am Goal 10: Continue to implement a comprehensive plan to address security needs at all district facilities.

Performance Objective 1: Faculty, staff, and students will participate in all emergency procedure drills.

Performance Objective 2: Faculty and staff will understand the different types of drills and know the procedures for each of them.

Performance Objective 3: We will create multiple avenues of open communication between campus administration and stakeholders.

Colleyville Heritage High Campus #220906004 7 of 7 Generated by Plan4Learning.com November 7, 2016 10:44 am TEXAS EDUCATION AGENCY 2016 Accountability Summary COLLEYVILLE HERITAGE H S (220906004) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report DISTINCTION EARNED

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness DISTINCTION EARNED 25

89 30 48 88 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type High School Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=17) (Target Score=30) (Target Score=60) Campus Size 2,123 Students Grade Span 09 - 12 Percent Economically Performance Index Summary Disadvantaged 13.4 Percent English Language Points Maximum Index Learners 2.9 Index Earned Points Score Mobility Rate 8.0 1 - Student Achievement 2,087 2,352 89 2 - Student Progress 476 1,600 30 System Safeguards 3 - Closing Performance Gaps 1,154 2,400 48 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 19.4 Performance Rates 27 out of 30 = 90% Graduation Rate Score 24.3 Graduation Plan Score 22.4 Participation Rates 15 out of 16 = 94% Postsecondary Component Score 21.4 88 Graduation Rates 7 out of 7 = 100% Total 49 out of 53 = 92%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 2 September 2016 2016 Campus Comparison Group COLLEYVILLE HERITAGE H S (220906004) - GRAPEVINE-COLLEYVILLE ISD Campus Type: High School Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate COLLEYVILLE HERITAGE H GRAPEVINE-COLLEYVILLE 09-12 2,123 13.4 2.9 8.0 S (220906004) ISD 1 AMARILLO H S (188901001) AMARILLO ISD 09-12 2,140 20.0 0.5 8.8 2 ANDERSON H S (227901009) AUSTIN ISD 09-12 2,266 22.9 4.8 8.0 3 CLEAR FALLS H S (084910011) CLEAR CREEK ISD 09-12 2,577 15.7 1.2 11.1 4 CLEAR LAKE H S (084910002) CLEAR CREEK ISD 09-12 2,390 19.8 4.1 10.3 5 CLEAR SPRINGS H S (084910009) CLEAR CREEK ISD 09-12 2,527 15.6 1.1 8.9 6 SMITHSON VALLEY H S (046902002) COMAL ISD 09-12 2,535 13.1 1.4 9.2 7 GUYER H S (061901007) DENTON ISD 09-12 2,458 19.7 4.9 8.8 8 CLEMENTS H S (079907004) FORT BEND ISD 09-12 2,455 6.6 4.2 4.5 9 DULLES H S (079907001) FORT BEND ISD 09-12 2,231 22.6 4.4 8.4 10 LAWRENCE E ELKINS H S FORT BEND ISD 09-12 2,109 22.5 2.4 10.8 (079907006) 11 RIDGE POINT H S (079907016) FORT BEND ISD 09-12 2,339 15.1 3.2 7.7 12 STEPHEN F AUSTIN H S (079907007) FORT BEND ISD 09-12 2,256 21.8 4.0 7.1 13 FRIENDSWOOD H S (084911001) FRIENDSWOOD ISD 09-12 2,175 8.3 0.7 4.3 14 CENTENNIAL H S (043905002) FRISCO ISD 09-12 2,032 9.5 1.2 5.6 15 FRISCO H S (043905001) FRISCO ISD 09-12 1,811 19.1 4.6 8.1 16 HERITAGE H S (043905007) FRISCO ISD 09-12 1,938 14.8 2.1 7.3 17 INDEPENDENCE H S (043905009) FRISCO ISD 09-12 1,715 14.2 2.1 9.0 18 LIBERTY H S (043905006) FRISCO ISD 09-12 2,081 7.8 1.8 5.7 19 LONE STAR H S (043905008) FRISCO ISD 09-12 1,720 14.5 1.5 9.8 20 WAKELAND H S (043905005) FRISCO ISD 09-12 2,067 7.0 1.0 5.3 21 GRAPEVINE H S (220906001) GRAPEVINE-COLLEYVILLE ISD 09-12 1,897 17.1 3.1 8.1 22 KINGWOOD PARK H S (101913013) HUMBLE ISD 09-12 1,801 19.2 1.5 8.8 23 FOSTER H S (079901003) LAMAR CISD 09-12 2,278 22.7 3.2 11.8 24 GEORGE RANCH H S (079901009) LAMAR CISD 09-12 2,401 20.4 2.1 8.1 25 CEDAR PARK H S (246913002) LEANDER ISD 09-12 1,949 8.9 1.3 6.9 26 VANDEGRIFT H S (246913005) LEANDER ISD 09-12 2,255 5.9 1.2 7.8 27 VISTA RIDGE H S (246913003) LEANDER ISD 09-12 2,250 16.7 1.7 9.8 28 HEBRON H S (061902008) LEWISVILLE ISD 09-12 2,567 16.9 5.1 10.5 29 MARCUS H S (061902002) LEWISVILLE ISD 09-12 2,477 6.8 0.7 8.3 30 MAGNOLIA H S (170906001) MAGNOLIA ISD 09-12 1,891 19.4 2.1 10.2 31 MANSFIELD H S (220908003) MANSFIELD ISD 09-12 2,359 17.5 1.6 6.9 32 MIDLOTHIAN H S (070908001) MIDLOTHIAN ISD 09-12 1,844 18.4 0.5 8.5 33 MONTGOMERY H S (170903002) MONTGOMERY ISD 09-12 2,508 18.3 0.5 9.4 34 BYRON NELSON H S (061911007) NORTHWEST ISD 09-12 2,557 12.4 1.4 8.6 35 NORTHWEST H S (061911001) NORTHWEST ISD 09-12 2,255 21.8 2.0 11.4 36 GLENDA DAWSON H S (020908007) PEARLAND ISD 09-12 2,405 19.2 1.5 7.7 37 PROSPER H S (043912001) PROSPER ISD 09-12 2,106 5.8 0.8 7.4 38 ROCKWALL H S (199901001) ROCKWALL ISD 09-12 2,409 16.3 1.4 8.0 39 BYRON P STEELE II H S (094902003) SCHERTZ-CIBOLO-U CITY ISD 09-12 2,228 18.0 1.1 9.3 40 TOMBALL MEMORIAL H S TOMBALL ISD 09-12 2,012 13.3 3.2 6.7 (101921002) Comparison Group Average 2,207 15.6 2.2 8.3

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Colleyville Middle 2016-2017 Improvement Plan

Accountability Rating: Met Standard

Distinction Designations: Top 25% Closing Performance Gaps

Colleyville Middle Campus #042 1 of 7 Generated by Plan4Learning.com November 7, 2016 10:45 am

Mission Statement

Recognizing that the middle school is a transitional time, we will provide maximum opportunities within a positive, safe environment to promote the academic, emotional, creative, and social development of all students while cultivating confidence for success in future endeavors.

GCISD Middle Schools Mission Statement

The mission of the middle schools in Grapevine-Colleyville ISD, a launching pad that intentionally encourages personalized opportunities that allow developing students to embrace their unique identities with the support of our community, is to promote and guide dynamic collaboration among peers, foster confidence to explore new possibilities, and challenge students to be intrinsically motivated learners.

Colleyville Middle Campus #042 2 of 7 Generated by Plan4Learning.com November 7, 2016 10:45 am Table of Contents

Goal 1: LEAD 2021 STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 4 Goal 2: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis on identification of students, building awareness of Dyslexia at the campus level, equipping teachers with Dyslexia instructional strategies and monitoring individual progress...... 4 Goal 3: Develop and implement a plan to significantly improve the content of the campus website and the communication through the campus website and email...... 4 Goal 4: Continue to participate and develop "student voice" district initiative as a mechanism for feedback in order to monitor and adjust teacher instruction that engages all students...... 5 Goal 5: LEAD 2021 STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 6: LEAD 2021 STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 5 Goal 7: LEAD 2021 STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives...... 5 Goal 8: Create and implement a comprehensive plan to significantly increase access to advanced academics and the quality of instruction in these courses...... 5 Goal 9: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 6 Goal 10: Middle School Strategic Plan Tactic 3: We will prepare college and career ready students by incorporating the use of technology, encouraging creative analytical skills, and developing knowledgeable global citizens...... 6 Goal 11: LEAD 2021 STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 6 Goal 12: Continue to implement a comprehensive plan to address security needs at all district facilities...... 6 Goal 13: GCISD will provide and sustain a Coordinated School Health Program for students in elementary and middle school...... 7 Goal 14: GCISD will provide and sustain suicide prevention programs for students, staff and campus administrators...... 7

Colleyville Middle Campus #042 3 of 7 Generated by Plan4Learning.com November 7, 2016 10:45 am Goal 1: LEAD 2021 STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: 100% of our teaching staff will engage in professional development to align classroom instruction with T-TESS expectations.

Performance Objective 2: Implement a program for teachers to volunteer to observe others and be observed by others. (COLTs, Colts Observing and Learning Together)

Performance Objective 3: 100% of instructional staff will engage in Professional Leaning Communities

Performance Objective 4: 100% of CMS classrooms will reflect use of best practices, such as posting lesson objectives.

Performance Objective 5: Teachers will analyze specific data to target grade level TEKS to improve both teaching and learning within their classroom.

Performance Objective 6: By the end of the 2016-2017 school year, 100% of CMS teachers will be able to articulate what a learning platform is and give examples of progress they have made in their own classrooms.

Goal 2: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis on identification of students, building awareness of Dyslexia at the campus level, equipping teachers with Dyslexia instructional strategies and monitoring individual progress.

Performance Objective 1: Campus will monitor individual student progress through procedures outlined in RtI documents.

Performance Objective 2: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Performance Objective 3: We will equip teachers with strategies and tools for dyslexic students.

Goal 3: Develop and implement a plan to significantly improve the content of the campus website and the communication through the campus website and email.

Performance Objective 1: Identify and correct incomplete campus and teacher pages.

Performance Objective 2: Implement the next phase of Let's Talk by introducing it for schools.

Goal 4: Continue to participate and develop "student voice" district initiative as a mechanism for feedback in order to monitor and adjust teacher instruction that engages all students. Colleyville Middle Campus #042 4 of 7 Generated by Plan4Learning.com November 7, 2016 10:45 am Performance Objective 1: Teachers will assess and reflect on current practices with student input in order to monitor and adjust instruction that impacts classroom culture and engagement of all students.

Performance Objective 2: Determine campus vision for systemically creating opportunities for students to have a voice in sharing their perceptions of classroom and school activities.

Goal 5: LEAD 2021 STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of our campus student populaton will develop and implement a personal learning plan that will focus on goals in the areas of academics, campus activities, and workforce/community involvement.

Performance Objective 2: 100% of CMS teachers will be trained to work with students in developing an E-Portfolio that aligns with the student's PLP and a Portrait of a Graduate.

Goal 6: LEAD 2021 STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: 100% of CMS students will use a district provided device or bring their own device each day to enhance learning.

Goal 7: LEAD 2021 STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives.

Performance Objective 1: CMS Administration will increase community involvement within our school.

Performance Objective 2: Parental satisfaction will be positive in nature with regards to communication on the campus thought exchange survey.

Performance Objective 3: Create a campus-wide protocol for the expectations, purpose and frequency of PLCs.

Goal 8: Create and implement a comprehensive plan to significantly increase access to advanced academics and the quality of instruction in these courses.

Performance Objective 1: We will provide professional development through PLCs, workshops, and instructional coaching to increase instructional

Colleyville Middle Campus #042 5 of 7 Generated by Plan4Learning.com November 7, 2016 10:45 am variety and differentiated instruction in our advanced academics courses.

Performance Objective 2: We will use College Board assessment data to make instructional decisions to better prepare students for success on college readiness assessments.

Goal 9: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: We will accurately assess students' level of participation and success in our extra-curricular programs.

Performance Objective 2: All middle school athletics and fine arts program will reflect alignment with the high school programs.

Goal 10: Middle School Strategic Plan Tactic 3: We will prepare college and career ready students by incorporating the use of technology, encouraging creative analytical skills, and developing knowledgeable global citizens.

Performance Objective 1: Facilitate staff development through professional learning and PLCs to support the goal of creating college and career ready students. Teachers will implement instructional strategies that support Portrait of a Graduate and 21st-century learning as we move away from a teaching platform to a learning platform.

Performance Objective 2: Implement a model of parental involvement to further support college and career readiness.

Goal 11: LEAD 2021 STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: 100% of staff members will be able to recognize, report and document bullying.

Performance Objective 2: 100% of students will be able to recognize and report bullying through use of programs incorporated in guidance lessons.

Performance Objective 3: Counseling Department will complete and apply for the Counselors Reinforcing Excellence for Students in Texas (CREST) Award.

Performance Objective 4: 100% of new teaching staff will meet with an instructional coach to focus on best practices and instructional strategies that reflect a learning platform classroom.

Goal 12: Continue to implement a comprehensive plan to address security needs at all district facilities.

Performance Objective 1: 100% of CMS students and staff will be trained on SRP (Standard Response Protocol) during the first two weeks of school and complete drills to correspond with each.

Colleyville Middle Campus #042 6 of 7 Generated by Plan4Learning.com November 7, 2016 10:45 am Performance Objective 2: 100% of volunteers at CMS will receive written instructions on Standard Response Protocols and how to respond in an emergency.

Goal 13: GCISD will provide and sustain a Coordinated School Health Program for students in elementary and middle school.

Performance Objective 1: CMS will follow procedures for Pregnancy Related Services (PRS) as outlined in the Texas Education Agency's Student Attendance Accounting Handbook, Section IX.

Goal 14: GCISD will provide and sustain suicide prevention programs for students, staff and campus administrators.

Performance Objective 1: In accordance with House Bill 2186, all new and existing educators will be trained in suicide prevention annually.

Performance Objective 2: All students will be taught suicide prevention strategies using the Signs of Suicide Curriculum.

Colleyville Middle Campus #042 7 of 7 Generated by Plan4Learning.com November 7, 2016 10:45 am TEXAS EDUCATION AGENCY 2016 Accountability Summary COLLEYVILLE MIDDLE (220906042) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE NO DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. NO DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NO DISTINCTION EARNED

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps DISTINCTION EARNED

50 Postsecondary Readiness NO DISTINCTION EARNED 25

95 42 60 74 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Middle School Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=30) (Target Score=26) (Target Score=13) Campus Size 703 Students Grade Span 06 - 08 Percent Economically Performance Index Summary Disadvantaged 3.0 Percent English Language Points Maximum Index Learners 0.3 Index Earned Points Score Mobility Rate 4.0 1 - Student Achievement 2,060 2,179 95 2 - Student Progress 503 1,200 42 System Safeguards 3 - Closing Performance Gaps 1,438 2,400 60 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 74.2 Performance Rates 21 out of 21 = 100% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 12 out of 12 = 100% Postsecondary Component Score N/A 74 Graduation Rates N/A Total 33 out of 33 = 100%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 7 September 2016 2016 Campus Comparison Group COLLEYVILLE MIDDLE (220906042) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Middle School Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate COLLEYVILLE MIDDLE GRAPEVINE-COLLEYVILLE 06-08 703 3.0 0.3 4.0 (220906042) ISD 1 ALEDO MIDDLE (184907041) ALEDO ISD 07-08 851 11.8 0.8 7.7 2 BARBERS HILL MIDDLE SOUTH BARBERS HILL ISD 06-08 658 14.0 1.7 6.1 (036902043) 3 CARROLL MIDDLE (220919041) CARROLL ISD 07-08 697 1.6 1.0 3.0 4 GEORGE DAWSON MIDDLE CARROLL ISD 07-08 636 0.8 0.8 1.5 (220919043) 5 COPPELL MIDDLE EAST COPPELL ISD 06-08 979 8.9 4.8 4.6 (057922042) 6 COPPELL MIDDLE NORTH COPPELL ISD 06-08 917 8.1 5.6 5.5 (057922044) 7 COPPELL MIDDLE WEST COPPELL ISD 06-08 993 10.9 4.2 4.6 (057922043) 8 SMITH MIDDLE (101907056) CYPRESS-FAIRBANKS ISD 06-08 1,054 9.0 1.7 6.0 9 HARPOOL MIDDLE (061901048) DENTON ISD 06-08 966 12.3 2.9 6.8 10 HILL COUNTRY MIDDLE (227909041) EANES ISD 06-08 1,055 2.2 2.3 3.7 11 WEST RIDGE MIDDLE (227909042) EANES ISD 06-08 943 3.0 0.7 2.2 12 CLARK MIDDLE (043905043) FRISCO ISD 06-08 845 14.2 4.1 6.2 13 COBB MIDDLE (043905053) FRISCO ISD 06-08 951 7.4 1.5 4.6 14 FOWLER MIDDLE (043905048) FRISCO ISD 06-08 1,058 6.0 3.0 7.2 15 GRIFFIN MIDDLE (043905046) FRISCO ISD 06-08 851 2.5 0.4 8.4 16 HUNT MIDDLE (043905051) FRISCO ISD 06-08 795 15.3 4.4 10.5 17 MAUS MIDDLE (043905052) FRISCO ISD 06-08 985 8.4 2.3 7.9 18 PEARSON MIDDLE (043905056) FRISCO ISD 06-08 592 1.7 1.5 7.8 19 PIONEER HERITAGE MIDDLE FRISCO ISD 06-08 729 3.3 0.7 5.5 (043905044) 20 SCOGGINS MIDDLE (043905050) FRISCO ISD 06-08 932 15.0 2.8 9.9 21 STAFFORD MIDDLE (043905049) FRISCO ISD 06-08 735 14.4 2.9 3.5 22 TRENT MIDDLE (043905055) FRISCO ISD 06-08 653 7.8 1.8 7.8 23 WESTER MIDDLE (043905045) FRISCO ISD 06-08 884 11.5 3.2 5.6 24 HERITAGE MIDDLE (220906043) GRAPEVINE-COLLEYVILLE ISD 06-08 917 13.5 2.6 6.0 25 RIVERWOOD MIDDLE (101913045) HUMBLE ISD 06-08 1,032 4.6 0.4 5.0 26 KELLER MIDDLE (220907041) KELLER ISD 07-08 871 5.5 1.6 5.4 27 FLORENCE W STILES MIDDLE LEANDER ISD 06-08 1,047 7.4 1.5 8.7 (246913048) 28 FOUR POINTS MIDDLE (246913047) LEANDER ISD 06-08 741 12.8 2.2 10.5 29 BRIARHILL MIDDLE (061902049) LEWISVILLE ISD 06-08 894 5.3 1.1 3.2 30 CLAYTON DOWNING MIDDLE LEWISVILLE ISD 06-08 602 4.3 2.2 4.2 (061902055) 31 FORESTWOOD MIDDLE (061902048) LEWISVILLE ISD 06-08 789 9.1 2.7 6.0 32 LAMAR MIDDLE (061902045) LEWISVILLE ISD 06-08 708 14.4 1.7 6.2 33 MCKAMY MIDDLE (061902053) LEWISVILLE ISD 06-08 1,078 2.1 0.8 2.6 34 SHADOW RIDGE MIDDLE LEWISVILLE ISD 06-08 690 4.6 2.5 3.4 (061902058) 35 WILLOW SPRINGS MIDDLE LOVEJOY ISD 07-08 707 2.1 0.6 3.0 (043919041) 36 MELISSA MIDDLE (043908101) MELISSA ISD 06-08 527 15.2 1.3 11.7 37 TRUETT WILSON MIDDLE NORTHWEST ISD 06-08 825 13.8 1.2 8.2 (061911046) 38 SCHIMELPFENIG MIDDLE PLANO ISD 06-08 949 12.8 3.3 5.1 (043910047) 39 J W WILLIAMS MIDDLE (199901042) ROCKWALL ISD 07-08 795 15.0 1.6 7.2 40 WYLIE J H (221912041) WYLIE ISD 07-08 657 12.8 0.5 9.3 Comparison Group 840 8.6 2.1 6.1 Average

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Cross Timbers Middle 2016-2017 Improvement Plan

Accountability Rating: Met Standard

Distinction Designations: Academic Achievement in Reading/English Language Arts Academic Achievement in Mathematics

Cross Timbers Middle 1 of 8 Generated by Plan4Learning.com November 7, 2016 10:47 am

Mission Statement

The mission of the middle schools in Grapevine-Colleyville ISD, a launching pad that intentionally encourages personalized opportunities that allow developing students to embrace their unique identities with the support of our community, is to promote and guide dynamic collaboration among peers, foster confidence to explore new possibilities, and challenge students to be intrinsically motivated learners.

School Motto: Dream it....believe it....achieve it!

Vision

The Cross Timbers learning community fosters the creativity and imagination to dream, the knowledge and character to believe, and the critical-thinking and problem-solving skills to achieve.

Cross Timbers Middle 2 of 8 Generated by Plan4Learning.com November 7, 2016 10:47 am Table of Contents

Goal 1: Create and implement a comprehensive development plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 2: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 3: Continue to implement plans to systematically provide "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: Continue to implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 5 Goal 5: STRATEGY #1 - We will purposefully hire, continually, train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 5 Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 6 Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to community to communicate and support the GCISD mission and strategic objectives...... 6 Goal 9: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 7 Goal 10: Middle School Strategic Plan - Tactic 1 - We will create a culture of communication and collaboration including all stakeholders in the learning community specifically all students, parents, teachers, and community members (Collaboration will utilize professional learning communities, problem-based learning, and community partnerships. Communication will be customized to meet the needs of all stakeholders to ensure student advancement)...... 7 Goal 11: Middle School Strategic Plan - Tactic 2 - We will ensure that all students will continuously develop a PLP that helps with college and career readiness by facilitating a process that explores self interests, individual learning styles, and career aspirations...... 7 Goal 12: CTMS will meet all state and federal accountability standards...... 8

Cross Timbers Middle 3 of 8 Generated by Plan4Learning.com November 7, 2016 10:47 am Goal 1: Create and implement a comprehensive development plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: If we continue to use our district benchmarking tool (Quality Cup), then we will accurately assess students' level of participation and success in our extra-curricular programs.

Performance Objective 2: All middle school athletics and fine arts program will reflect alignment with the designated "majority feeder" high school program (GMS and CTMS to GHS; CMS and HMS to CHHS).

Performance Objective 3: If we expose elementary students to the different opportunities available through fine arts and athletics programs at the secondary level, we will increase the participation in middle school.

Performance Objective 4: Under-represented populations will be identified in sixth grade and encouraged to be part of extra-curricular activities at CTMS.

Goal 2: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: CTMS will continue to improve upon the curriculum for the second year of the ASPIRE Academy.

Performance Objective 2: CTMS will design and develop rigorous curriculum for 6th and 7th grade ASPIRE Academy.

Performance Objective 3: If we provide professional development through PLCs, workshops, and access to other trainings, then we will support teachers in designing and facilitating differentiated instruction.

Performance Objective 4: If we investigate GT clustering at all grade levels, then we will determine how to provide support for GT students in their classes.

Performance Objective 5: If we analyze PSAT assessment data, then we will make instructional decisions to better prepare students for success on college readiness assessments.

Goal 3: Continue to implement plans to systematically provide "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: If we continue to expand on the pilot research-based activities we started last year to include student voice in our instructional and extracurricular programming, then we can develop a campus-wide system to include student voice as a part of continuous improvement.

Cross Timbers Middle 4 of 8 Generated by Plan4Learning.com November 7, 2016 10:47 am Goal 4: Continue to implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: Campuses will monitor individual student progress through procedures outlined in RtI documents.

Performance Objective 3: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Performance Objective 4: Literacy Intervention Teachers (and/or Bilingual Literacy Intervention Teachers) will provide support to students according the spectrum of dyslexia needs.

Goal 5: STRATEGY #1 - We will purposefully hire, continually, train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: 80% of families who participate in the free/reduced lunch program at CTMS will participate in a school event in 2016-17 school year.

Performance Objective 2: 100% of staff members will be able to recognize, report, and document bullying.

Performance Objective 3: 100% of CTMS professional staff members in core content areas will be involved in weekly PLC meetings designed to increase student achievement.

Performance Objective 4: 100% of CTMS core content staff (LA, math, SS, science) will have ESL certification.

Performance Objective 5: Teachers will participate in the 360 Reflective Process to develop and refine their instructional skills.

Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of CTMS 6th, 7th, and 8th grade students will have a personalized learning plan

Performance Objective 2: 100% of CTMS teachers will have a personalized learning plan and goals. Cross Timbers Middle 5 of 8 Generated by Plan4Learning.com November 7, 2016 10:47 am Performance Objective 3: 100 % of CTMS sixth grade students will experience a successful transition to Middle School.

Performance Objective 4: 100% of CTMS students will participate in an extra-curricular, fine arts, and / or athletic activity during the school year.

Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: 100% of CTMS teachers will work within PLCs and with the Learning Liaison to refine their design skills around the strategies outlined in the GCISD Learning Platform Rubric, including AVID and College Readiness strategies such as WICOR.

Performance Objective 2: CTMS student groups will narrow the achievement gap that exists among student groups; and all student groups, including student groups of Hispanic, African-American, Economically Disadvantaged, LEP, and Special Education students, will increase their scores on all STAAR tests by at least 10%.

Performance Objective 3: CTMS Tier I and II RtI students will receive appropriate differentiated instruction for math and reading within their core classes.

Performance Objective 4: 100% of CTMS teachers will increase their use of instructional activities designed around student collaboration.

Performance Objective 5: CTMS will follow procedures for Pregnancy Related Services (PRS) as outlined in the Texas Education Agency's Student Attendance Accounting Handbook, Section IX.

Performance Objective 6: 100% of CTMS teachers will implement WICOR strategies in their classrooms to increase rigor for every student.

Performance Objective 7: 100% of CTMS teachers will utilize campus based standards of lesson design and intervention including: WICOR strategies; CHAMPS; Five Phase Intervention; The Wolf Way of Reading and Writing; and The Portrait of a Graduate.

Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to community to communicate and support the GCISD mission and strategic objectives.

Performance Objective 1: 100% of CTMS professional staff members will update their websites at least monthly with pertinent information for parents and community members

Performance Objective 2: 100% of CTMS teachers will post weekly assignments and class information for students and parents to access.

Cross Timbers Middle 6 of 8 Generated by Plan4Learning.com November 7, 2016 10:47 am Performance Objective 3: CTMS administration will increase parental satisfaction with CTMS campus communication by 15% as indicated on parent survey.

Performance Objective 4: CTMS will improve effective communication with our parents concerning different topics of LEAD 2021 and CTMS vision/goals.

Performance Objective 5: Implement the next phase of Let's Talk by introducing it for schools.

Goal 9: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: CTMS will be 1:1 with technology as well as have computers available to checkout as needed.

Performance Objective 2: 100% of CTMS teachers will receive training in the integration of technology into classroom instruction.

Performance Objective 3: Students will be encouraged to bring their school-issued laptop for use in the classroom daily.

Goal 10: Middle School Strategic Plan - Tactic 1 - We will create a culture of communication and collaboration including all stakeholders in the learning community specifically all students, parents, teachers, and community members (Collaboration will utilize professional learning communities, problem-based learning, and community partnerships. Communication will be customized to meet the needs of all stakeholders to ensure student advancement).

Performance Objective 1: By the end of the 2016-2017 school year, every teacher will have received professional development and will implement authentic student learning strategies such as Problem Based Learning, inquiry, and WICOR strategies.

Performance Objective 2: Every CTMS teacher will participate in effective PLC meetings, and these meetings will result in increase student achievement, particularly with fragile student populations.

Performance Objective 3: CTMS will increase effective communication among all stakeholders as evidenced by increased feedback from parents and increased satisfaction as indicated on the end of year parent survey.

Goal 11: Middle School Strategic Plan - Tactic 2 - We will ensure that all students will continuously develop a PLP that helps with college and career readiness by facilitating a process that explores self interests, individual learning styles, and career aspirations.

Performance Objective 1: 100% of CTMS students will receive direct lessons in goal setting and career exploration at least 4 times per school year.

Cross Timbers Middle 7 of 8 Generated by Plan4Learning.com November 7, 2016 10:47 am Goal 12: CTMS will meet all state and federal accountability standards.

Performance Objective 1: 80% of Eco Dis and ELL students will meet the level 2 performance standards on STAAR social studies.

Performance Objective 2: 80% of ELL students will meet the level 2 performance standards on the STAAR in reading and science.

Cross Timbers Middle 8 of 8 Generated by Plan4Learning.com November 7, 2016 10:47 am TEXAS EDUCATION AGENCY 2016 Accountability Summary CROSS TIMBERS MIDDLE (220906044) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. NO DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NO DISTINCTION EARNED

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness NO DISTINCTION EARNED 25

83 39 37 54 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Middle School Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=30) (Target Score=26) (Target Score=13) Campus Size 794 Students Grade Span 06 - 08 Percent Economically Performance Index Summary Disadvantaged 35.5 Percent English Language Points Maximum Index Learners 12.0 Index Earned Points Score Mobility Rate 7.1 1 - Student Achievement 1,943 2,330 83 2 - Student Progress 618 1,600 39 System Safeguards 3 - Closing Performance Gaps 882 2,400 37 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 53.7 Performance Rates 24 out of 31 = 77% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 18 out of 18 = 100% Postsecondary Component Score N/A 54 Graduation Rates N/A Total 42 out of 49 = 86%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 9 September 2016 2016 Campus Comparison Group CROSS TIMBERS MIDDLE (220906044) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Middle School Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate CROSS TIMBERS MIDDLE GRAPEVINE-COLLEYVILLE 06-08 794 35.5 12.0 7.1 (220906044) ISD 1 ANDREWS MIDDLE (002901041) ANDREWS ISD 06-08 921 41.0 10.7 12.7 2 LAMAR M S (227901045) AUSTIN ISD 06-08 972 29.8 6.4 8.6 3 SMALL M S (227901060) AUSTIN ISD 06-08 1,006 30.8 8.6 9.1 4 NORTH RIDGE MIDDLE (220902047) BIRDVILLE ISD 06-08 779 33.6 3.3 6.9 5 BROOKSIDE INT (084910047) CLEAR CREEK ISD 06-08 790 40.9 7.5 11.7 6 CLEAR CREEK INT (084910051) CLEAR CREEK ISD 06-08 795 44.7 11.8 14.7 7 CLEAR LAKE INT (084910043) CLEAR CREEK ISD 06-08 977 32.8 9.1 12.1 8 SPACE CENTER INT (084910044) CLEAR CREEK ISD 06-08 975 33.3 13.2 13.6 9 CRANDALL MIDDLE (129901041) CRANDALL ISD 06-08 761 43.4 6.4 8.7 10 BONNETTE JR HIGH (101908043) DEER PARK ISD 06-08 798 45.4 7.1 10.3 11 DEER PARK J H (101908042) DEER PARK ISD 06-08 895 28.6 3.5 8.4 12 FAIRMONT JR HIGH (101908044) DEER PARK ISD 06-08 761 35.0 5.8 10.0 13 MCMATH MIDDLE (061901046) DENTON ISD 06-08 748 42.2 13.9 11.7 14 CREEKVIEW MIDDLE (220918043) EAGLE MT-SAGINAW ISD 06-08 847 44.7 7.2 8.8 15 MACARIO GARCIA MIDDLE FORT BEND ISD 06-08 988 30.3 11.2 9.7 (079907049) 16 HERITAGE MIDDLE (152907043) FRENSHIP ISD 06-08 852 38.3 1.6 11.1 17 STALEY MIDDLE (043905041) FRISCO ISD 06-08 722 35.9 9.0 8.3 18 AUSTIN ACAD FOR EXCELL GARLAND ISD 06-08 888 44.3 7.3 2.5 (057909041) 19 CHARLES A FORBES MIDDLE GEORGETOWN ISD 06-08 810 44.1 9.0 12.3 (246904042) 20 ACTON MIDDLE (111901042) GRANBURY ISD 06-08 798 36.2 4.4 12.1 21 RONALD W REAGAN MIDDLE GRAND PRAIRIE ISD 06-08 884 44.5 7.2 6.6 (057910050) 22 GRAPEVINE MIDDLE (220906041) GRAPEVINE-COLLEYVILLE ISD 06-08 790 39.1 12.7 9.7 23 HUFFMAN MIDDLE (101925041) HUFFMAN ISD 06-08 829 28.1 4.6 9.9 24 FARLEY MIDDLE (246906042) HUTTO ISD 06-08 738 41.3 8.0 14.9 25 HUTTO MIDDLE (246906041) HUTTO ISD 06-08 717 43.4 11.3 13.5 26 MEMORIAL PARKWAY J H KATY ISD 06-08 855 29.7 3.7 9.0 (101914044) 27 LAKE DALLAS MIDDLE (061912041) LAKE DALLAS ISD 06-08 940 38.4 6.4 9.5 28 LEANDER MIDDLE (246913042) LEANDER ISD 06-08 919 39.1 11.0 11.5 29 CREEK VALLEY MIDDLE LEWISVILLE ISD 06-08 756 28.6 7.0 8.1 (061902054) 30 GRIFFIN MIDDLE (061902044) LEWISVILLE ISD 06-08 794 46.3 12.7 6.8 31 LAKEVIEW MIDDLE (061902046) LEWISVILLE ISD 06-08 765 44.4 8.2 13.0 32 OAKRUN MIDDLE (046901042) NEW BRAUNFELS ISD 06-08 945 31.6 5.7 11.3 33 BERNAL MIDDLE (015915060) NORTHSIDE ISD 06-08 734 33.0 2.3 12.3 34 GENE PIKE MIDDLE (061911043) NORTHWEST ISD 06-08 771 29.4 4.5 11.1 35 CELE MIDDLE (227904048) PFLUGERVILLE ISD 06-08 816 43.6 18.3 10.0 36 PARK CREST MIDDLE (227904043) PFLUGERVILLE ISD 06-08 901 36.1 8.5 9.5 37 WILSON MIDDLE (043910043) PLANO ISD 06-08 909 38.0 8.4 10.8 38 HOPEWELL MIDDLE (246909046) ROUND ROCK ISD 06-08 993 33.0 6.0 10.8 39 NOEL GRISHAM MIDDLE ROUND ROCK ISD 06-08 700 26.7 9.3 11.2 (246909042) 40 ROBBIE E HOWARD J H WAXAHACHIE ISD 06-08 845 37.5 2.8 10.8 (070912043) Comparison Group Average 842 37.2 7.9 10.3

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Dove Elementary 2016-2017 Improvement Plan

Accountability Rating: Met Standard

Distinction Designations: Academic Achievement in Science Top 25% Student Progress

Dove Elementary Campus #103 1 of 6 Generated by Plan4Learning.com November 7, 2016 10:44 am

Mission Statement

Dove Elementary Mission Statement

(Dove Elementary CEC is currently reviewing and updating our Mission Statement.)

The mission of Dove Elementary School is to create a positive and supportive environment in collaboration with all members of the school community.

Academic instruction based on best practices will provide engaging learning experiences, motivating all students to become strategic lifelong learners.

Students will develop a sense of personal integrity and responsibility through the promotion of citizenship, accountability and independence.

Dove Elementary Campus #103 2 of 6 Generated by Plan4Learning.com November 7, 2016 10:44 am Table of Contents

Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 2: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 4 Goal 3: We will create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 4: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 5 Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan which includes goals in the areas of academics, campus activities and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 5 Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to community to communicate and support the GCISD mission and strategic objectives...... 6 Goal 9: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 6 Goal 10: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email...... 6

Dove Elementary Campus #103 3 of 6 Generated by Plan4Learning.com November 7, 2016 10:44 am Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: Teachers will be provided professional learning through PLCs, workshops, and access to other opportunities that support the instruction of gifted students.

Performance Objective 2: All teachers who provide instruction and services that are part of the program for gifted students will meet the Texas State Plan for the Gifted Professional Learning requirements as determined by 19 TAC 89.2.

Performance Objective 3: Students receiving GT services will be clustered in the regular classroom in order to support the teacher in meeting their academic, social and emotional needs.

Goal 2: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: Campuses will monitor individual student progress through procedures outlined in RtI documents.

Performance Objective 3: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Performance Objective 4: Literacy Intervention Teachers (and/or Bilingual Literacy Intervention Teachers) will provide support to students according the spectrum of dyslexia needs.

Goal 3: We will create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: Elementary students will be exposed to the different opportunities available through fine arts and athletics programs at the secondary level in order to increase the participation in middle school.

Goal 4: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Work with staff to determine current practices in place to solicit student input and/or perceptions about school operations or

Dove Elementary Campus #103 4 of 6 Generated by Plan4Learning.com November 7, 2016 10:44 am classroom operation.

Performance Objective 2: Determine campus vision for systemically creating opportunities for students to have a voice in sharing their perceptions of classroom and school activities.

Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: 100% of Dove Elementary instructional staff will be engaged participants in Professional Learning Communities to increase student achievement and engagement.

Performance Objective 2: 100% of Dove Elementary staff will be actively involved in the campus plan for supporting the social and emotional growth of students.

Performance Objective 3: Dove Elementary instructional staff will participate in a continuous, job-embedded professional learning cycle aligned with the principles of instructional design and delivery, differentiated learning, and student engagement with an emphasis on IB PYP implementation.

Performance Objective 4: Dove Elementary instructional staff will be trained to utilize formative assessments, benchmarks, and summative assessment to inform instruction.

Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan which includes goals in the areas of academics, campus activities and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of Dove Elementary K-5 students will be provided guidance and instruction to promote their social and emotional growth through character education, leadership development, community service, and college and career awareness activities and programs.

Performance Objective 2: Dove Elementary students will have the opportunity to participate in campus-based events to showcase learning for parents. (K-5)

Performance Objective 3: Dove Elementary students will write personalized learning goals. (Guiding Principal VI)

Performance Objective 4: Dove Elementary 5th grade students will receive transition support designed to facilitate a successful transition to middle school.

Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Dove Elementary Campus #103 5 of 6 Generated by Plan4Learning.com November 7, 2016 10:44 am Performance Objective 1: Dove Elementary will meet or exceed state and federal accountability standards and district expectations on all required district and state assessments.

Performance Objective 2: All teachers will utilize data to inform instruction, including formative assessment, student voice surveys, and district / state assessment.

Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to community to communicate and support the GCISD mission and strategic objectives.

Performance Objective 1: Dove teachers utilize digital communications regarding school activities, district activities, learning experiences, and two- way parent communications.

Goal 9: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: Dove Elementary will structure student-driven learning that integrate technology to provide students with competencies to be successful in a global society.

Goal 10: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email.

Performance Objective 1: Dove will maintain two-way communications with parents and community through website and Let's Talk.

Dove Elementary Campus #103 6 of 6 Generated by Plan4Learning.com November 7, 2016 10:44 am TEXAS EDUCATION AGENCY 2016 Accountability Summary DOVE EL (220906103) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE NO DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NOT ELIGIBLE

100 Top 25 Percent Student Progress DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness NO DISTINCTION EARNED 25

86 52 45 45 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Elementary Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=32) (Target Score=28) (Target Score=12) Campus Size 489 Students Grade Span KG - 05 Percent Economically Performance Index Summary Disadvantaged 28.4 Percent English Language Points Maximum Index Learners 4.7 Index Earned Points Score Mobility Rate 15.8 1 - Student Achievement 528 613 86 2 - Student Progress 312 600 52 System Safeguards 3 - Closing Performance Gaps 544 1,200 45 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 45.0 Performance Rates 12 out of 12 = 100% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 8 out of 8 = 100% Postsecondary Component Score N/A 45 Graduation Rates N/A Total 20 out of 20 = 100%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 12 September 2016 2016 Campus Comparison Group DOVE EL (220906103) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate DOVE EL (220906103) GRAPEVINE-COLLEYVILLE KG-05 489 28.4 4.7 15.8 ISD 1 LAKEWOOD EL (014903108) BELTON ISD KG-05 654 30.1 1.4 12.3 2 NORTH RIDGE EL (220902118) BIRDVILLE ISD KG-05 527 28.5 2.3 9.6 3 SMITHFIELD EL (220902107) BIRDVILLE ISD KG-05 416 33.2 4.1 15.8 4 BRANSOM EL (126902108) BURLESON ISD PK-05 510 33.7 5.7 15.7 5 JUDY HAJEK EL (126902109) BURLESON ISD KG-05 593 29.0 3.4 12.0 6 G W ROBINSON (084910126) CLEAR CREEK ISD KG-05 497 22.5 6.4 17.3 7 COAHOMA EL (114902101) COAHOMA ISD EE-05 465 33.3 1.3 14.4 8 OAK CREEK EL (046902123) COMAL ISD EE-05 556 34.5 3.2 15.8 9 NESMITH EL (043918103) COMMUNITY ISD EE-05 351 27.4 5.4 11.7 10 JONES EL (178904151) CORPUS CHRISTI ISD KG-05 548 30.5 3.6 10.5 11 KOLDA EL (178904158) CORPUS CHRISTI ISD KG-05 537 26.1 3.4 12.2 12 MIRELES EL (178904149) CORPUS CHRISTI ISD KG-05 627 25.4 3.8 11.0 13 HOUSTON EL (061901102) DENTON ISD EE-05 574 32.8 8.5 15.9 14 PALOMA CREEK EL (061901120) DENTON ISD KG-05 654 27.2 6.9 11.7 15 PROVIDENCE EL (061901117) DENTON ISD KG-05 698 25.4 4.4 15.6 16 COMANCHE SPRINGS EL EAGLE MT-SAGINAW ISD KG-05 562 28.1 8.4 12.8 (220918110) 17 LEE BUICE EL (068901133) ECTOR COUNTY ISD KG-05 579 31.6 2.4 19.1 18 FORSAN EL (114904101) FORSAN ISD PK-05 378 27.2 0.5 11.1 19 WESTPARK EL (220905207) FORT WORTH ISD KG-05 532 28.4 5.1 16.8 20 LUNA EL (057909139) GARLAND ISD KG-05 387 31.5 9.6 13.6 21 ELM GROVE EL (101913107) HUMBLE ISD EE-05 479 31.9 6.5 13.2 22 WOODLAND HILLS EL (101913105) HUMBLE ISD KG-05 577 31.0 8.3 12.4 23 ADA MAE FAUBION EL (246913102) LEANDER ISD EE-05 522 31.2 4.8 11.9 24 C C MASON EL (246913105) LEANDER ISD EE-05 602 29.6 2.2 10.4 25 JIM PLAIN EL (246913116) LEANDER ISD EE-05 648 25.0 5.6 13.5 26 ETHRIDGE EL (061902119) LEWISVILLE ISD KG-05 492 26.0 6.7 11.7 27 TIMBER CREEK EL (061902108) LEWISVILLE ISD EE-05 458 25.1 9.0 11.7 28 VALLEY RIDGE EL (061902127) LEWISVILLE ISD KG-05 521 32.2 6.5 10.0 29 NICHOLS SAWMILL EL MAGNOLIA ISD PK-05 649 32.7 2.9 15.0 (170906107) 30 ARTHUR H MCNEIL EL (043907117) MCKINNEY ISD KG-05 419 27.7 5.3 14.5 31 LAMAR EL (046901105) NEW BRAUNFELS ISD KG-05 480 27.3 1.5 13.3 32 WALNUT SPRINGS EL (046901107) NEW BRAUNFELS ISD KG-05 491 34.2 4.7 14.1 33 LONGS CREEK EL (015910134) NORTH EAST ISD EE-05 650 29.1 2.0 11.9 34 J C THOMPSON EL (061911118) NORTHWEST ISD EE-05 559 26.1 4.3 18.8 35 JUSTIN EL (061911102) NORTHWEST ISD PK-05 532 30.6 9.0 11.2 36 W R HATFIELD EL (061911110) NORTHWEST ISD KG-05 450 30.9 9.3 16.4 37 PLEASANT GROVE INT PLEASANT GROVE ISD 03-05 489 31.7 2.9 11.0 (019912200) 38 DEEP WOOD EL (246909107) ROUND ROCK ISD EE-05 368 31.3 4.6 12.5 39 TOLAR EL (111903101) TOLAR ISD EE-05 370 28.6 1.4 11.5 40 MARGARET L FELTY EL WAXAHACHIE ISD KG-05 565 23.9 0.9 12.6 (070912110) Comparison Group 524 29.3 4.7 13.3 Average

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Glenhope Elementary 2016-2017 Improvement Plan

Accountability Rating: Met Standard

Distinction Designations: Academic Achievement in Reading/English Language Arts Academic Achievement in Mathematics Academic Achievement in Science Top 25% Student Progress Top 25% Closing Performance Gaps Postsecondary Readiness

Glenhope Elementary Campus #111 1 of 6 Generated by Plan4Learning.com November 7, 2016 10:45 am

Mission Statement

Glenhope Elementary Mission Statement: Glenhope's mission is to educate students to comprehend reading, compute accurately, create solutions, cooperate with others and communicate clearly.

Vision

Gators and edugators….

Grow to their highest potential

Are all about kids

Teach acceptance

Offer a challenging curriculum

Respect others

Succeed in a safe, caring environment

Glenhope Elementary Campus #111 2 of 6 Generated by Plan4Learning.com November 7, 2016 10:45 am

Value Statement

"Everyone gets what they need!"

Glenhope Elementary Campus #111 3 of 6 Generated by Plan4Learning.com November 7, 2016 10:45 am Table of Contents

Goal 1: Create and implement a comprehensive development plan to significantly increase the quality of all extra-curricular activities...... 5 Goal 2: Create, implement, and evaluate a comprehensive and strategic plan to significantly increase the quality of the district's advanced academics program...... 5 Goal 3: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 5 Goal 4: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 5 Goal 5: LEAD 2021 STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 6: LEAD 2021 STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 5 Goal 7: LEAD 2021 STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 6 Goal 8: LEAD 2021 Strategy #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 6 Goal 9: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email...... 6

Glenhope Elementary Campus #111 4 of 6 Generated by Plan4Learning.com November 7, 2016 10:45 am Goal 1: Create and implement a comprehensive development plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: Expand after school athletic activities by adding at least 50 new students who have not previously participated in athletics.

Goal 2: Create, implement, and evaluate a comprehensive and strategic plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: Develop an assessment tool or tools to measure the effectiveness of the ASPIRE Elementary Academy.

Goal 3: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Performance Objective 1: Students with dyslexia are identified in a timely manner and receive appropriate intervention services.

Goal 4: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: 50% of Glenhope classroom teachers will utilize instruments to measure student voice and choice.

Goal 5: LEAD 2021 STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: At least 2X per nine week period, students will use data notebooks to reflect on growth and re-assess learning goals with teachers.

Goal 6: LEAD 2021 STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: Teachers new to Glenhope will observe other teachers on their team at least 2 times a semester.

Performance Objective 2: In math instruction at each grade level, teachers will differentiate "seat work" at least 50% of the time.

Glenhope Elementary Campus #111 5 of 6 Generated by Plan4Learning.com November 7, 2016 10:45 am Goal 7: LEAD 2021 STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: In lesson planning, teachers will indicate the level of SAMR in each technology lesson they create. Once a nine weeks, the team will reflect on a tech lesson they did that reached S or A in SAMR and what they could have done to move one lesson up to the next level.

Goal 8: LEAD 2021 Strategy #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: All staff members who return for the 17-18 school year will end the 16-17 year as "proficient" or above in each domain of T-Tess.

Performance Objective 2: All classrooms will circle up a minimum of 3 times a week

Performance Objective 3: At least once per nine weeks, grade level team members will meet with Aspire team members to discuss and promote more team building opportunities.

Goal 9: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email.

Performance Objective 1: Use the written set of website/email expectations for district and campus, administrators and teachers to insure that each teacher and team has appropriate web pages updated.

Glenhope Elementary Campus #111 6 of 6 Generated by Plan4Learning.com November 7, 2016 10:45 am TEXAS EDUCATION AGENCY 2016 Accountability Summary GLENHOPE EL (220906111) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NOT ELIGIBLE

100 Top 25 Percent Student Progress DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps DISTINCTION EARNED

50 Postsecondary Readiness DISTINCTION EARNED 25

93 55 51 70 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Elementary Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=32) (Target Score=28) (Target Score=12) Campus Size 472 Students Grade Span KG - 05 Percent Economically Performance Index Summary Disadvantaged 20.8 Percent English Language Points Maximum Index Learners 2.8 Index Earned Points Score Mobility Rate 10.1 1 - Student Achievement 620 668 93 2 - Student Progress 545 1,000 55 System Safeguards 3 - Closing Performance Gaps 607 1,200 51 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 69.6 Performance Rates 16 out of 16 = 100% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 12 out of 12 = 100% Postsecondary Component Score N/A 70 Graduation Rates N/A Total 28 out of 28 = 100%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 20 September 2016 2016 Campus Comparison Group GLENHOPE EL (220906111) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate GLENHOPE EL (220906111) GRAPEVINE-COLLEYVILLE KG-05 472 20.8 2.8 10.1 ISD 1 PUCKETT EL (188901139) AMARILLO ISD KG-05 381 23.6 5.5 11.0 2 WINDSOR EL (188901141) AMARILLO ISD EE-05 479 18.2 2.5 9.8 3 ARISTOI CLASSICAL ACADEMY ARISTOI CLASSICAL ACADEMY KG-05 451 16.4 4.4 8.9 (101803041) 4 ARLINGTON CLASSICS ARLINGTON CLASSICS ACADEMY 03-05 527 19.0 6.6 14.6 ACADEMY - BOWEN (220802102) 5 ZILKER EL (227901146) AUSTIN ISD EE-05 538 20.6 6.5 7.6 6 GREEN VALLEY EL (220902120) BIRDVILLE ISD EE-05 469 18.6 3.2 4.6 7 W A PORTER EL (220902115) BIRDVILLE ISD EE-05 439 15.3 2.3 7.6 8 BROCK EL (184909101) BROCK ISD EE-05 619 17.3 2.4 10.5 9 WILLIAM STRIBLING EL (126902107) BURLESON ISD KG-05 403 23.6 0.5 8.4 10 ARLON R SEAY EL (046902110) COMAL ISD KG-05 334 18.3 2.4 9.8 11 MH SPECHT EL (046902111) COMAL ISD KG-05 520 17.7 5.4 11.2 12 RAHE BULVERDE EL (046902101) COMAL ISD EE-05 394 24.9 4.3 8.8 13 KOLDA EL (178904158) CORPUS CHRISTI ISD KG-05 537 26.1 3.4 12.2 14 MIRELES EL (178904149) CORPUS CHRISTI ISD KG-05 627 25.4 3.8 11.0 15 STONEWALL JACKSON EL DALLAS ISD KG-05 613 19.7 6.4 9.3 (057905162) 16 EAGLE MOUNTAIN EL (220918102) EAGLE MT-SAGINAW ISD KG-05 603 15.8 1.3 10.2 17 PECAN GROVE EL (079907125) FORT BEND ISD EE-05 622 19.6 6.3 10.2 18 ELLIOTT EL (043905126) FRISCO ISD KG-05 528 20.3 6.4 10.0 19 ROGERS ELEMENTARY (043905102) FRISCO ISD KG-05 542 19.4 3.3 8.5 20 JO ANN FORD EL (246904109) GEORGETOWN ISD KG-05 532 16.7 1.5 9.5 21 RAYE MCCOY EL (246904106) GEORGETOWN ISD KG-05 603 20.4 3.2 10.3 22 GREAT HEARTS MONTE VISTA GREAT HEARTS TEXAS KG-05 415 17.8 2.7 9.5 (015835001) 23 EAST CLIFF EL (205902103) GREGORY-PORTLAND ISD KG-05 464 21.6 1.9 10.5 24 PINEFOREST EL (101913111) HUMBLE ISD KG-05 637 20.6 3.0 10.7 25 STEPHEN F AUSTIN EL (079901114) LAMAR CISD EE-05 584 18.8 4.3 10.4 26 BLOCK HOUSE CREEK EL LEANDER ISD EE-05 641 19.2 1.9 10.5 (246913103) 27 GRANDVIEW HILLS EL (246913119) LEANDER ISD EE-05 464 18.1 5.2 15.8 28 PAULINE NAUMANN EL (246913108) LEANDER ISD EE-05 469 19.8 3.8 8.7 29 ETHRIDGE EL (061902119) LEWISVILLE ISD KG-05 492 26.0 6.7 11.7 30 WILSON EL (152901189) LUBBOCK ISD PK-05 510 23.3 3.9 4.9 31 BEAR BRANCH EL (170906104) MAGNOLIA ISD KG-05 645 16.6 2.3 10.5 32 LARUE MILLER EL (070908108) MIDLOTHIAN ISD EE-05 571 24.7 0.4 8.1 33 T E BAXTER EL (070908104) MIDLOTHIAN ISD EE-05 646 22.1 2.5 8.6 34 HIDDEN FOREST EL (015910123) NORTH EAST ISD KG-05 537 15.5 3.5 10.7 35 SONNY & ALLEGRA NANCE EL NORTHWEST ISD KG-05 490 20.0 3.9 12.7 (061911112) 36 HUGHSTON EL (043910114) PLANO ISD KG-05 376 15.2 4.0 7.8 37 OLD TOWN EL (246909122) ROUND ROCK ISD KG-05 668 18.4 2.8 8.6 38 WALL EL (226906101) WALL ISD KG-05 480 16.7 1.9 10.6 39 MARGARET L FELTY EL (070912110) WAXAHACHIE ISD KG-05 565 23.9 0.9 12.6 40 SHACKELFORD EL (070912107) WAXAHACHIE ISD KG-05 584 25.7 3.3 9.6 Comparison Group Average 525 20.0 3.5 9.9

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Grapevine Elementary 2016-2017 Improvement Plan

Grapevine Elementary 1 of 6 Generated by Plan4Learning.com November 7, 2016 10:47 am

Mission Statement

Grapevine Elementary is a school community which recognizes diversity, empowers learning, encourages respect, and creates a goal-centered environment in order that our children will become contributing members of society.

Value Statement

At Grapevine Elementary: We believe in a safe, inclusive, supportive environment with a child-centered focus. We believe in the respect of all individuals. We believe in a climate of cooperation between students, parents, and teachers. We believe in promoting academic, emotional, and social development to instill lifelong learning. We believe in goal setting that fosters high expectations and achievement.

Grapevine Elementary 2 of 6 Generated by Plan4Learning.com November 7, 2016 10:47 am Table of Contents

Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 5 Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 5 Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation and realization of a personal learning plan that includes goals within the areas of academics, campus activities and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 6 Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administrators and community to communicate and support the GCISD mission and strategic objective...... 6 Goal 9: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 6

Grapevine Elementary 3 of 6 Generated by Plan4Learning.com November 7, 2016 10:47 am Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: 100% of Grapevine Elementary teachers will be provided professional learning through PLCs, workshops, and access to other opportunities that support the instruction of gifted students.

Performance Objective 2: 100% of teachers who provide instruction and services that are part of the program for gifted students will meet the Texas State Plan for the GIfted Professional Learning requirements as determined by 19 TAC 89.2.

Performance Objective 3: 100% of students receiving GT services will be clustered in the regular classroom in order to support the teacher in meeting their academic, social and emotional needs.

Performance Objective 4: If we offer a variety of opportunities for acceleration including Math Telescoping and Grade Level Acceleration Exams, then students will have access to the most rigorous curriculum possible.

Performance Objective 5: Increase awareness of opportunities for gifted and talented identification and services.

Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: All GES students will be exposed to the different opportunities available through the fine arts and athletics programs at the secondary level, in order to increase the participation in middle school.

Performance Objective 2: Grapevine Elementary students will be provided the opportunity to participate in age appropriate and interest driven activities to promote awareness and encourage continued participation at the secondary level.

Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Work with staff to determine current practices in place, and support new practices, to solicit student input and/or perceptions about school operations or classroom operations.

Performance Objective 2: Determine campus vision for systemically creating opportunities for students to have a voice in sharing their perceptions of classroom and school activities.

Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress. Grapevine Elementary 4 of 6 Generated by Plan4Learning.com November 7, 2016 10:47 am Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: Campuses will monitor individual student progress through procedures outlined in RtI documents.

Performance Objective 3: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Performance Objective 4: Literacy Intervention Teachers will provide support to students according to the spectrum of dyslexia needs.

Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: 100% of Grapevine Elementary instructional staff will be engaged participants in Professional Learning Communities to analyze data and increase student achievement (Learning Platform Rubric Guiding Principle III).

Performance Objective 2: 100% of Grapevine Elementary instructional staff will participate in a continuous, job embedded professional learning opportunities aligned with the goals outlined in the Campus Improvement Plan and campus intitiatives.

Performance Objective 3: 100% of Grapevine Elementary induction year and new hire teachers will receive continuous support and job embedded professional development opportunities.

Performance Objective 4: All GES staff members will receive a 1 hour professional ethics update. All new staff members will receive an initial 3 hour professional training.

Performance Objective 5: All GES staff members will create Professional Learning Plans.

Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation and realization of a personal learning plan that includes goals within the areas of academics, campus activities and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of Grapevine Elementary students will develop measurable learning goals using the Plan, Do, Study, Act model.

Performance Objective 2: 100% of Grapevine Elementary Kindergarten - Fifth Grade students will be supported in their social and emotional growth through character education, leadership development, community service, and college and career awareness activities and programs.

Performance Objective 3: 100% of Grapevine Elementary Fifth Grade students will receive transition support designed to facilitate a successful

Grapevine Elementary 5 of 6 Generated by Plan4Learning.com November 7, 2016 10:47 am transition to middle school.

Performance Objective 4: 100% of Grapevine Elementary students in Kindergarten - Fifth grade will be provided with numerous opportunities to participate in one or more campus and/or family activities.

Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: In accordance with the GCISD Learning Platform Rubric guiding Principle IV, teachers will utilize Best Practices appropriate to the needs of student(s) and meet the desired learning targets.

Performance Objective 2: 100% of Grapevine Elementary School instructional staff will participate in Collaborative Observations and Reflective Experiences (CORE visits) as a method of job-embedded professional learning and improving their instructional practices. (LEAD 2021 Strategy III- curriculum)

Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administrators and community to communicate and support the GCISD mission and strategic objective.

Performance Objective 1: 100% of GES families will have access to electronic communication in order to stay aware of campus and district information.

Performance Objective 2: 100% of Grapevine Elementary instructional staff will utilize social media as a tool for communicating evidence of our transformation to a learning platform.

Goal 9: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: 100% of Grapevine Elementary students will be afforded an opportunity to be issued an iPad, or a Chromebook, as a tool to construct meaning, promoting communication, collaboration and critical thinking as part of the seamless integration process in a digital learning environment (Learning Platform Rubric Guiding Principle II).

Performance Objective 2: Grapevine Elementary will continue to establish and develop the digital learning environment through continuous professional learning aligned with the 1:1 technology platform (Learning Platform Rubric Guiding Principle II).

Grapevine Elementary 6 of 6 Generated by Plan4Learning.com November 7, 2016 10:47 am TEXAS EDUCATION AGENCY 2016 Accountability Summary GRAPEVINE EL (220906109) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE NO DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NOT ELIGIBLE

100 Top 25 Percent Student Progress DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness NO DISTINCTION EARNED 25

91 61 45 65 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Elementary Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=32) (Target Score=28) (Target Score=12) Campus Size 506 Students Grade Span KG - 05 Percent Economically Performance Index Summary Disadvantaged 9.5 Percent English Language Points Maximum Index Learners 3.6 Index Earned Points Score Mobility Rate 7.1 1 - Student Achievement 617 676 91 2 - Student Progress 366 600 61 System Safeguards 3 - Closing Performance Gaps 359 800 45 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 65.0 Performance Rates 10 out of 10 = 100% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 8 out of 8 = 100% Postsecondary Component Score N/A 65 Graduation Rates N/A Total 18 out of 18 = 100%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 18 September 2016 2016 Campus Comparison Group GRAPEVINE EL (220906109) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate GRAPEVINE EL (220906109) GRAPEVINE-COLLEYVILLE KG-05 506 9.5 3.6 7.1 ISD 1 SLEEPY HOLLOW EL (188901140) AMARILLO ISD KG-05 561 12.1 1.6 7.9 2 GULLETT EL (227901117) AUSTIN ISD EE-05 572 6.5 1.4 3.1 3 TIMBERWOOD PARK EL COMAL ISD PK-05 582 11.3 1.5 6.0 (046902114) 4 DOROTHY P ADKINS EL (061901126) DENTON ISD KG-05 345 9.3 5.2 7.0 5 VALLEY VIEW EL (227909103) EANES ISD KG-05 508 5.7 4.1 4.6 6 ALLEN EL (043905129) FRISCO ISD KG-05 591 9.5 6.3 9.7 7 CARROLL EL (043905127) FRISCO ISD KG-05 469 4.5 3.4 5.7 8 SCOTT EL (043905137) FRISCO ISD KG-05 630 10.3 4.4 7.8 9 BRANSFORD EL (220906108) GRAPEVINE-COLLEYVILLE ISD KG-05 415 7.5 2.2 4.3 10 CARPENTER HILL EL (105906115) HAYS CISD EE-05 653 11.5 1.4 5.1 11 BEAR BRANCH EL (101913106) HUMBLE ISD KG-05 599 8.5 2.3 6.6 12 HIDDEN HOLLOW EL (101913114) HUMBLE ISD KG-05 509 11.2 5.1 11.9 13 SHADOW FOREST EL (101913116) HUMBLE ISD KG-05 598 4.5 2.3 6.2 14 WEST CYPRESS HILLS EL LAKE TRAVIS ISD KG-05 603 8.3 1.3 9.7 (227913106) 15 FROST EL (079901120) LAMAR CISD EE-05 422 9.7 4.0 7.4 16 STEINER RANCH EL (246913107) LEANDER ISD EE-05 632 7.4 7.1 6.4 17 WESTSIDE EL (246913121) LEANDER ISD EE-05 566 6.2 3.4 4.6 18 BLUEBONNET ELEMENTARY LEWISVILLE ISD KG-05 526 5.5 6.7 7.3 (061902133) 19 DONALD EL (061902117) LEWISVILLE ISD EE-05 478 10.7 5.4 6.2 20 FLOWER MOUND EL (061902112) LEWISVILLE ISD EE-05 499 11.8 3.4 9.3 21 FOREST VISTA EL (061902128) LEWISVILLE ISD EE-05 526 11.0 7.8 5.6 22 GARDEN RIDGE EL (061902120) LEWISVILLE ISD EE-05 437 11.0 6.4 4.9 23 TOM HICKS EL (061902134) LEWISVILLE ISD EE-05 589 7.1 4.6 6.5 24 LONDON EL (178906101) LONDON ISD PK-05 386 10.6 1.0 9.4 25 C T EDDINS EL (043907113) MCKINNEY ISD KG-05 443 7.9 2.3 5.7 26 DEAN AND MILDRED BENNETT EL MCKINNEY ISD KG-05 464 7.1 2.4 9.4 (043907120) 27 EARL & LOTTIE WOLFORD EL MCKINNEY ISD KG-05 539 10.8 2.4 7.5 (043907116) 28 GLEN OAKS EL (043907109) MCKINNEY ISD KG-05 468 5.3 1.5 10.1 29 LIZZIE NELL CUNDIFF MCCLURE EL MCKINNEY ISD KG-05 664 10.2 4.2 8.2 (043907126) 30 REUBEN JOHNSON EL (043907112) MCKINNEY ISD KG-05 525 13.7 5.3 5.5 31 ROY LEE WALKER EL (043907115) MCKINNEY ISD KG-05 578 5.0 3.3 9.4 32 VALLEY CREEK EL (043907108) MCKINNEY ISD KG-05 514 12.6 3.1 11.4 33 WILDERNESS OAK EL (015910143) NORTH EAST ISD KG-05 658 10.8 6.1 8.3 34 AUE EL (015915178) NORTHSIDE ISD EE-05 642 7.0 2.3 8.8 35 BLATTMAN EL (015915181) NORTHSIDE ISD EE-05 514 6.4 5.6 9.0 36 CARL E SCHLUTER EL (061911119) NORTHWEST ISD KG-05 616 11.4 1.6 10.2 37 HASLET EL (061911101) NORTHWEST ISD KG-05 423 5.9 3.3 9.3 38 SENDERA RANCH EL (061911115) NORTHWEST ISD KG-05 582 11.0 2.7 12.1 39 CHANDLER OAKS EL (246909135) ROUND ROCK ISD KG-05 520 11.0 3.3 9.2 40 FERN BLUFF EL (246909123) ROUND ROCK ISD KG-05 656 7.0 3.2 6.2 Comparison Group Average 538 8.9 3.6 7.6

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Grapevine High 2016-2017 Improvement Plan

Grapevine High Campus #220906001 1 of 7 Generated by Plan4Learning.com November 7, 2016 10:48 am

Mission Statement

The strategic mission of the high schools of GCISD is to cultivate critically thinking graduates with the resourcefulness to thrive, lead, and serve in an ever- changing society by collaborating with our communities, providing a safe, flexible, and innovative learning environment, and maximizing the unique potential of all students.

The mission of Grapevine High School, an icon of rich tradition and innovative educational practices, is to intentionally develop knowledgeable, creative, ethical, and civic-minded leaders through high standards and personalized, relevant, and engaging learning experiences in concert with the community.

Vision

All students will succeed in post-graduation endeavors.

All students will engage daily in meaningful learning

All students will navigate all transitions successfully

All students will demonstrate service to others, responsibility, and integrity.All students will participate in valuable co/extra-curricular activities.

Grapevine High Campus #220906001 2 of 7 Generated by Plan4Learning.com November 7, 2016 10:48 am Table of Contents

Goal 1: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 2: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 3: Create and implement a plan to systematically utilize "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 4 Goal 5: Implement suicide prevention program to increase awareness about the signs of suicide and provide intervention for students who are at risk...... 5 Goal 6: STRATEGY #1 - We will purposefully hire, continually, train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 5 Goal 7: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 8: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 6 Goal 9: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives...... 6 Goal 10: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 7

Grapevine High Campus #220906001 3 of 7 Generated by Plan4Learning.com November 7, 2016 10:48 am Goal 1: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: All middle school athletics and fine arts program will reflect alignment with the designated "majority feeder" high school program (GMS and CTMS to GHS; CMS and HMS to CHHS)

Performance Objective 2: GHS will increase student involvement in campus sponsored extra-curricular activities from 92% to 95% among all student groups.

Goal 2: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: If we provide professional development through PLCs, workshops, and access to other training, then we will support teachers in designing and facilitating differentiated instruction.

Performance Objective 2: If we investigate GT clustering at all grade levels, then we will determine how to provide support for GT students in their classes.

Performance Objective 3: If we analyze SAT, ACT, and PSAT results, then we will make instructional decisions to better prepare students for success on college readiness assessments.

Performance Objective 4: By 2017, the overall percentage of AP students scoring at 3, 4, or 5 will increase from 66% to at least 70% with an increase in our rate of participation, as well as, closing gaps between our demographic groups.

Performance Objective 5: If we create a culture of college and career readiness, then student performance on a variety of college and career readiness indicators will increase.

Goal 3: Create and implement a plan to systematically utilize "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: If we use research-based activities to include student voice in our instructional and extracurricular programming, then we can develop a district-wide system to include student voice as a part of continuous improvement.

Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Performance Objective 1: If we provide an annual update to all teachers on Dyslexia, then the teachers will be able to provide students with Grapevine High Campus #220906001 4 of 7 Generated by Plan4Learning.com November 7, 2016 10:48 am instructional support and accommodations needed to be successful.

Performance Objective 2: If we improve our Dyslexia identification processes, then we will ensure that all students receive the support they need to access instruction in the classroom.

Goal 5: Implement suicide prevention program to increase awareness about the signs of suicide and provide intervention for students who are at risk.

Performance Objective 1: The program "Signs of Suicide" will be shown to students through their science classes and counselors will lead a lesson.

Goal 6: STRATEGY #1 - We will purposefully hire, continually, train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: 100% of GHS Instructional Staff will be engaged participants in Professional Learning Communities to increase student achievement and engagement.

Performance Objective 2: By June 2017, GHS will continue to show that 95% of our teachers express satisfaction with their job, and the district teacher engagement survey will show improvement in areas rated the lowest by our district teachers in 2016.

Performance Objective 3: 100% of our new teachers to GHS will be engaged participants in our GHS New Teacher Academy.

Goal 7: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of ninth, tenth, and eleventh graders will participate in personalized learning plan advisory lessons in their ELA classes at least three times a semester.

Performance Objective 2: 100% of 9th grade students will receive transition support designed to facilitate a successful transition from middle school as evidenced by progressing to 10th grade on-time.

Performance Objective 3: GHS will achieve at least a 98% 4 year Graduation Rate among all measured student groups and the achievement gaps will close by at least one-half.

Performance Objective 4: Grapevine High School will meet all State and Federal Safeguard Targets for Accountability.

Performance Objective 5: All Grapevine High School students will be prepared for success in the post-secondary study or career of their choice. Grapevine High Campus #220906001 5 of 7 Generated by Plan4Learning.com November 7, 2016 10:48 am Performance Objective 6: GHS will increase the number of parents who report satisfaction with the course selection and career path alignment process by 10% in the 2016-2017 school year.

Performance Objective 7: 100% of 9th grade and all AVID students will be trained to use and create an e-portfolio.

Performance Objective 8: GHS will develop a new Academic Support Committee (ASC) program to develop interventions for students who are struggling in their classes.

Goal 8: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: We will provide professional development to staff that has a consistent focus on advanced academics and the learning platform.

Performance Objective 2: By maintaining high expectations for student performance, GHS will create structures at ALL levels that will maximize the potential of all students through rigorous curriculum and instruction.

Performance Objective 3: 100% of GHS PLCs will use common formative assessments and other appropriate assessments to drive instruction.

Performance Objective 4: Over the course of the 2016-2017 school year, Grapevine High School's instructional strategies will be reflective of the learning platform.

Performance Objective 5: Over the course of the 2016-2017 school year, Grapevine High School will select staff members who will participate in the Standards Based Learning Cohort.

Performance Objective 6: Over the course of the 2016-2017 school year, Grapevine High School will research, develop and implement our plans for providing STEM education.

Goal 9: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives.

Performance Objective 1: Grapevine High School will use a variety of communication tools to adequately inform parents, students, teachers and community of important information. This will include newsletters, websites and social media.

Performance Objective 2: Feedback from Grapevine High School families through Thoughtexchange and student voice feedback will reflect satisfaction with campus communication and culture.

Grapevine High Campus #220906001 6 of 7 Generated by Plan4Learning.com November 7, 2016 10:48 am Goal 10: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: GHS will structure student-driven learning that integrates technology to provide students with competencies to be successful in a global society.

Performance Objective 2: All Grapevine HS Instructional Staff will design learning experiences which seamlessly integrate technology into the curriculum.

Grapevine High Campus #220906001 7 of 7 Generated by Plan4Learning.com November 7, 2016 10:48 am TEXAS EDUCATION AGENCY 2016 Accountability Summary GRAPEVINE H S (220906001) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NO DISTINCTION EARNED

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness DISTINCTION EARNED 25

86 25 43 87 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type High School Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=17) (Target Score=30) (Target Score=60) Campus Size 1,897 Students Grade Span 09 - 12 Percent Economically Performance Index Summary Disadvantaged 17.1 Percent English Language Points Maximum Index Learners 3.1 Index Earned Points Score Mobility Rate 8.1 1 - Student Achievement 1,698 1,977 86 2 - Student Progress 249 1,000 25 System Safeguards 3 - Closing Performance Gaps 683 1,600 43 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 18.4 Performance Rates 18 out of 23 = 78% Graduation Rate Score 23.4 Graduation Plan Score 22.0 Participation Rates 14 out of 15 = 93% Postsecondary Component Score 22.8 87 Graduation Rates 5 out of 5 = 100% Total 37 out of 43 = 86%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 1 September 2016 2016 Campus Comparison Group GRAPEVINE H S (220906001) - GRAPEVINE-COLLEYVILLE ISD Campus Type: High School Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate GRAPEVINE H S GRAPEVINE-COLLEYVILLE 09-12 1,897 17.1 3.1 8.1 (220906001) ISD 1 ALAMO HEIGHTS H S (015901001) ALAMO HEIGHTS ISD 09-12 1,551 16.0 1.4 8.1 2 AMARILLO H S (188901001) AMARILLO ISD 09-12 2,140 20.0 0.5 8.8 3 ANDERSON H S (227901009) AUSTIN ISD 09-12 2,266 22.9 4.8 8.0 4 BARBERS HILL H S (036902001) BARBERS HILL ISD 09-12 1,501 10.9 0.9 8.5 5 RANDALL H S (191901002) CANYON ISD 09-12 1,632 20.6 1.0 12.9 6 CLEAR LAKE H S (084910002) CLEAR CREEK ISD 09-12 2,390 19.8 4.1 10.3 7 COLLEGE STATION H S COLLEGE STATION ISD 09-12 1,745 20.7 0.8 7.5 (021901003) 8 DRIPPING SPRINGS H S DRIPPING SPRINGS ISD 09-12 1,668 7.8 1.0 7.6 (105904001) 9 FORNEY H S (129902001) FORNEY ISD 09-12 1,441 16.7 1.2 8.1 10 DULLES H S (079907001) FORT BEND ISD 09-12 2,231 22.6 4.4 8.4 11 LAWRENCE E ELKINS H S FORT BEND ISD 09-12 2,109 22.5 2.4 10.8 (079907006) 12 RIDGE POINT H S (079907016) FORT BEND ISD 09-12 2,339 15.1 3.2 7.7 13 STEPHEN F AUSTIN H S FORT BEND ISD 09-12 2,256 21.8 4.0 7.1 (079907007) 14 CENTENNIAL H S (043905002) FRISCO ISD 09-12 2,032 9.5 1.2 5.6 15 FRISCO H S (043905001) FRISCO ISD 09-12 1,811 19.1 4.6 8.1 16 HERITAGE H S (043905007) FRISCO ISD 09-12 1,938 14.8 2.1 7.3 17 INDEPENDENCE H S (043905009) FRISCO ISD 09-12 1,715 14.2 2.1 9.0 18 LIBERTY H S (043905006) FRISCO ISD 09-12 2,081 7.8 1.8 5.7 19 LONE STAR H S (043905008) FRISCO ISD 09-12 1,720 14.5 1.5 9.8 20 GEORGETOWN H S (246904001) GEORGETOWN ISD 09-12 1,858 22.7 1.9 9.4 21 COLLEYVILLE HERITAGE H S GRAPEVINE-COLLEYVILLE ISD 09-12 2,123 13.4 2.9 8.0 (220906004) 22 KINGWOOD PARK H S (101913013) HUMBLE ISD 09-12 1,801 19.2 1.5 8.8 23 FOSTER H S (079901003) LAMAR CISD 09-12 2,278 22.7 3.2 11.8 24 GEORGE RANCH H S (079901009) LAMAR CISD 09-12 2,401 20.4 2.1 8.1 25 CEDAR PARK H S (246913002) LEANDER ISD 09-12 1,949 8.9 1.3 6.9 26 VISTA RIDGE H S (246913003) LEANDER ISD 09-12 2,250 16.7 1.7 9.8 27 MAGNOLIA H S (170906001) MAGNOLIA ISD 09-12 1,891 19.4 2.1 10.2 28 MANSFIELD H S (220908003) MANSFIELD ISD 09-12 2,359 17.5 1.6 6.9 29 MANSFIELD LAKE RIDGE H S MANSFIELD ISD 09-12 2,106 24.3 4.2 10.1 (220908007) 30 MIDLOTHIAN H S (070908001) MIDLOTHIAN ISD 09-12 1,844 18.4 0.5 8.5 31 NORTHWEST H S (061911001) NORTHWEST ISD 09-12 2,255 21.8 2.0 11.4 32 GLENDA DAWSON H S (020908007) PEARLAND ISD 09-12 2,405 19.2 1.5 7.7 33 ROCKWALL H S (199901001) ROCKWALL ISD 09-12 2,409 16.3 1.4 8.0 34 SANTA FE H S (084909001) SANTA FE ISD 09-12 1,433 20.0 1.3 12.3 35 BYRON P STEELE II H S SCHERTZ-CIBOLO-U CITY ISD 09-12 2,228 18.0 1.1 9.3 (094902003) 36 STRATFORD H S (101920006) SPRING BRANCH ISD 09-12 2,116 23.6 6.0 9.7 37 TOMBALL H S (101921001) TOMBALL ISD 09-12 1,719 26.9 4.6 10.5 38 TOMBALL MEMORIAL H S TOMBALL ISD 09-12 2,012 13.3 3.2 6.7 (101921002) 39 WYLIE EAST H S (043914003) WYLIE ISD 09-12 1,820 24.6 2.7 8.9 40 WYLIE H S (043914001) WYLIE ISD 09-12 2,226 24.5 2.4 7.5 Comparison Group 2,001 18.2 2.3 8.7 Average

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Grapevine Middle 2016-2017 Improvement Plan

Accountability Rating: Met Standard

Grapevine Middle Campus #041 1 of 8 Generated by Plan4Learning.com November 7, 2016 10:49 am

Mission Statement

The mission of Grapevine Middle School is to embrace the transition students experience academically, emotionally, and socially and provide a safe launching pad that intentionally encourages personalized opportunities allowing students to express their unique identities in a positive and safe environment.

Vision

Grapevine Middle School is committed to setting high standards of engaged, collaborative, learning and celebrating the individual achievements of each child. High levels of performance are expected for all students using a viable and appropriate curriculum.

Core Beliefs

As a staff we are committed to ensure all students will be self-regulated learners, collaborative workers, global citizens, skilled problem solvers, and effective communicators who are prepared to successfully compete in college and/or career readiness. Our leadership is based on service to students, staff, and families. We remain relentless in doing whatever it takes to ensure student well-being and success. Working as a team allows us to accomplish great things.

Grapevine Middle Campus #041 2 of 8 Generated by Plan4Learning.com November 7, 2016 10:49 am Table of Contents

Goal 1: Create, implement, and evaluate a comprehensive and strategic plan to significantly increase the quality of the GMS advanced academics program...... 4 Goal 2: 100% of STEM Students will participate in accelerated curricula of Math and Science which will prepare them for future STEM careers. . . . 4 Goal 3: GMS will successfully layer Dual Language into its second year to include both 6th and 7th grade...... 4 Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 4 Goal 5: Continue to utilize student voice as a mechanism for feedback on instruction and campus operations...... 5 Goal 6: GMS will continue to close achievement gaps of all student groups in all content areas...... 5 Goal 7: LEAD 2021 STRATEGY # 4 We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to community to communicate and support the GCISD mission and strategic objectives...... 5 Goal 8: Create and implement a comprehensive development plan to significantly increase the quality of all extra-curricular activities...... 5 Goal 9: GMS will be a physically and emotionally safe learning environment where expectations are clearly communicated...... 6 Goal 10: LEAD 2021 Strategy #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 6 Goal 11: LEAD 2021 STRATEGY #2 We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 6 Goal 12: LEAD 2021 STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 6 Goal 13: LEAD 2021 STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 7 Goal 14: GCISD will provide and sustain suicide prevention programs including training for all GCISD instructional staff and campus administrators...... 7 Goal 15: GCISD will provide and sustain a Coordinated School Health Program for students in elementary and middle school...... 7 Goal 16: Middle School Strategic Plan Tactic 1: We will create a culture of communication and collaboration including all stakeholders in the learning community specifically all students, parents, teachers, and community members (Collaboration will utilize professional learning communities, problem based learning, and community partnerships. Communication will be customized to meet the needs of all stakeholders to ensure student advancement.) ...... 8 Goal 17: Middle School Strategic Plan Tactic 2: We will ensure that all students will continuously develop a PLP that helps with college and career readiness by facilitating a process that explores self-interests, individual learning styles, and career aspirations...... 8

Grapevine Middle Campus #041 3 of 8 Generated by Plan4Learning.com November 7, 2016 10:49 am Goal 1: Create, implement, and evaluate a comprehensive and strategic plan to significantly increase the quality of the GMS advanced academics program.

Performance Objective 1: Implement Math Telescoping, Grade Level Acceleration Exams, and CBEs, so that students will have access to the most rigorous curriculum available.

Performance Objective 2: Enroll all STEM Students in accelerated curricula of Math and Science to prepare them for Algebra I (8th) Biology (8th), Geometry (9th) and Chemistry (9th).

Performance Objective 3: Provide professional development through PLCs, workshops, and access to other training so that we support teachers in designing and facilitating differentiated instruction.

Performance Objective 4: Investigate GT clustering at all grade levels to determine how to provide effective support for GT students in all classes.

Performance Objective 5: Enroll all GMS students in at least one PAP or accelerated class and foster a growth mindset so that all students successfully complete that course.

Performance Objective 6: Intentionally create a culture of college and career readiness so that student performance on a variety of college and career readiness indicators will increase.

Goal 2: 100% of STEM Students will participate in accelerated curricula of Math and Science which will prepare them for future STEM careers.

Performance Objective 1: 100% of STEM students will participate in accelerated curricula of Math and Science which will prepare them for Algebra and Biology as an 8th grader and Geometry and Chemistry as a 9th grader.

Performance Objective 2: STEM classroom will reflect the GCISD Portrait of a Graduate in 21st century learning environments.

Goal 3: GMS will successfully layer Dual Language into its second year to include both 6th and 7th grade.

Performance Objective 1: Students will increase their knowledge and skills in Spanish reading, writing, listening, and speaking.

Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning Grapevine Middle Campus #041 4 of 8 Generated by Plan4Learning.com November 7, 2016 10:49 am differences and gain skills in reading intervention.

Performance Objective 2: Campuses will monitor individual student progress through procedures outlined in RtI documents.

Performance Objective 3: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Performance Objective 4: Literacy Intervention Teachers will provide support to students according the spectrum of dyslexia needs.

Goal 5: Continue to utilize student voice as a mechanism for feedback on instruction and campus operations.

Performance Objective 1: Successfully solicit student input and/or perceptions about school and classroom operations where students have a voice in sharing their perceptions.

Goal 6: GMS will continue to close achievement gaps of all student groups in all content areas.

Performance Objective 1: GMS will provide supports to struggling learners by improving interventions, resources, and training to accelerate learning and ensure all student groups achieve their full potential.

Performance Objective 2: GMS will ensure student academic growth to at least one year for all students.

Performance Objective 3: GMS ELL and Special Education students groups will meet all State System safeguards for 2017.

Goal 7: LEAD 2021 STRATEGY # 4 We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to community to communicate and support the GCISD mission and strategic objectives.

Performance Objective 1: Tactic 1: Middle School Strategic Plan GMS will strengthen communication with all school stakeholders including Let's Talk, weekly newsletter, and updated websites.

Goal 8: Create and implement a comprehensive development plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: Continue to use our district benchmarking tool (Quality Cup), accurately assess students' level of participation and success in extra-curricular programs.

Performance Objective 2: All middle school athletics and fine arts program will reflect alignment with the designated "majority feeder" high school program (GMS to GHS). Grapevine Middle Campus #041 5 of 8 Generated by Plan4Learning.com November 7, 2016 10:49 am Performance Objective 3: Expose elementary students to the different opportunities available through fine arts and athletics programs at the secondary level to increase participation in middle school.

Goal 9: GMS will be a physically and emotionally safe learning environment where expectations are clearly communicated.

Performance Objective 1: Through a culture of kindness all students will be able to recognize and report bullying, will develop skills to handle conflict in a positive manner, and will advocate for student acceptance and respect.

Goal 10: LEAD 2021 Strategy #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: GMS staff hiring's will align with the district's mission, vision, beliefs, and strategic objectives.

Performance Objective 2: GCISD will create and provide systemic professional development to ensure the highest success for student learning in each content area.

Goal 11: LEAD 2021 STRATEGY #2 We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: GMS will provide career education to assist students in developing the knowledge, skills, and competencies necessary for a broad range of career opportunities.

Performance Objective 2: 100% of students will develop and maintain a personalized learning plan. Each student will explore his/her individual strengths and opportunities for academic, social, and emotional growth through the development of a plan that builds the skills necessary for success.

Performance Objective 3: GMS will meet all State and Federal Accountability Safeguards with an emphasis on students in ESL and Special Education Programs.

Goal 12: LEAD 2021 STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: Professional development opportunities for teachers and staff will be centered Portrait of a Graduate and Learning Platform Rubric.

Performance Objective 2: 100% of GMS core core classes will use instructional strategies which reflect the learning platform and increased levels of Grapevine Middle Campus #041 6 of 8 Generated by Plan4Learning.com November 7, 2016 10:49 am student engagement.

Performance Objective 3: Appropriate assessments with all students will drive instruction.

Performance Objective 4: Curriculum, instruction, and student performance will reflect college and career readiness standards.

Performance Objective 5: Refine and continue to implement a Learning Platform data collection process.

Goal 13: LEAD 2021 STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: GCISD staff will design learning experiences which seamlessly integrate technology into the curriculum.

Performance Objective 2: GCISD will provide a network service for digitally created student portfolios that will follow the student throughout their schooling GCISD and beyond.

Performance Objective 3: GCISD will structure student-driven learning that integrates technology to provide students with competencies to be successful in a global society.

Goal 14: GCISD will provide and sustain suicide prevention programs including training for all GCISD instructional staff and campus administrators.

Performance Objective 1: In accordance with House Bill 2186, all new and existing educators will be trained in suicide prevention

Performance Objective 2: In accordance with Health and Safety Code §161.325, school districts shall maintain records that include the name of each educator who participated in the suicide prevention training.

Goal 15: GCISD will provide and sustain a Coordinated School Health Program for students in elementary and middle school.

Performance Objective 1: GCISD in collaboration with the GCISD School Health Advisory Council will implement a coordinated school health program based on health education, nutrition services, counseling and mental health services, staff wellness promotions, and physical education.

Goal 16: Middle School Strategic Plan Tactic 1: We will create a culture of communication and collaboration including all stakeholders in the learning community specifically all students, parents, teachers, and community members (Collaboration will utilize professional learning communities, problem based learning, and community partnerships. Communication will

Grapevine Middle Campus #041 7 of 8 Generated by Plan4Learning.com November 7, 2016 10:49 am be customized to meet the needs of all stakeholders to ensure student advancement.)

Performance Objective 1: GMS teachers will participate in effective weekly collaboration during PLC' meetings and these meetings will focus on and result in increased student achievement across student groups.

Performance Objective 2: GMS Counselors will include parents in college and career planning of all students.

Goal 17: Middle School Strategic Plan Tactic 2: We will ensure that all students will continuously develop a PLP that helps with college and career readiness by facilitating a process that explores self-interests, individual learning styles, and career aspirations.

Performance Objective 1: 100% of GMS students will continue to grow their developed PLP into a portfolio that reflects career aspirations and will be able to articulate their goals.

Grapevine Middle Campus #041 8 of 8 Generated by Plan4Learning.com November 7, 2016 10:49 am TEXAS EDUCATION AGENCY 2016 Accountability Summary GRAPEVINE MIDDLE (220906041) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE NO DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. NO DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NO DISTINCTION EARNED

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness NO DISTINCTION EARNED 25

78 35 33 46 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Middle School Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=30) (Target Score=26) (Target Score=13) Campus Size 790 Students Grade Span 06 - 08 Percent Economically Performance Index Summary Disadvantaged 39.1 Percent English Language Points Maximum Index Learners 12.7 Index Earned Points Score Mobility Rate 9.7 1 - Student Achievement 1,811 2,327 78 2 - Student Progress 554 1,600 35 System Safeguards 3 - Closing Performance Gaps 793 2,400 33 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 46.3 Performance Rates 20 out of 33 = 61% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 18 out of 18 = 100% Postsecondary Component Score N/A 46 Graduation Rates N/A Total 38 out of 51 = 75%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 6 September 2016 2016 Campus Comparison Group GRAPEVINE MIDDLE (220906041) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Middle School Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate GRAPEVINE MIDDLE GRAPEVINE-COLLEYVILLE 06-08 790 39.1 12.7 9.7 (220906041) ISD 1 ANDREWS MIDDLE (002901041) ANDREWS ISD 06-08 921 41.0 10.7 12.7 2 ANNA MIDDLE (043902041) ANNA ISD 06-08 664 45.5 6.9 12.1 3 NORTH RIDGE MIDDLE (220902047) BIRDVILLE ISD 06-08 779 33.6 3.3 6.9 4 BROOKSIDE INT (084910047) CLEAR CREEK ISD 06-08 790 40.9 7.5 11.7 5 CLEAR CREEK INT (084910051) CLEAR CREEK ISD 06-08 795 44.7 11.8 14.7 6 CLEAR LAKE INT (084910043) CLEAR CREEK ISD 06-08 977 32.8 9.1 12.1 7 SPACE CENTER INT (084910044) CLEAR CREEK ISD 06-08 975 33.3 13.2 13.6 8 MT VALLEY MIDDLE (046902046) COMAL ISD 06-08 744 46.0 5.1 14.7 9 CRANDALL MIDDLE (129901041) CRANDALL ISD 06-08 761 43.4 6.4 8.7 10 BONNETTE JR HIGH (101908043) DEER PARK ISD 06-08 798 45.4 7.1 10.3 11 FAIRMONT JR HIGH (101908044) DEER PARK ISD 06-08 761 35.0 5.8 10.0 12 MCMATH MIDDLE (061901046) DENTON ISD 06-08 748 42.2 13.9 11.7 13 CREEKVIEW MIDDLE (220918043) EAGLE MT-SAGINAW ISD 06-08 847 44.7 7.2 8.8 14 ED WILLKIE MIDDLE (220918045) EAGLE MT-SAGINAW ISD 06-08 901 40.8 4.7 15.3 15 HIGHLAND MIDDLE (220918042) EAGLE MT-SAGINAW ISD 06-08 820 47.1 7.6 11.7 16 RICHARDSON MIDDLE (071902055) EL PASO ISD 06-08 760 45.8 4.2 14.5 17 HERITAGE MIDDLE (152907043) FRENSHIP ISD 06-08 852 38.3 1.6 11.1 18 STALEY MIDDLE (043905041) FRISCO ISD 06-08 722 35.9 9.0 8.3 19 AUSTIN ACAD FOR EXCELL GARLAND ISD 06-08 888 44.3 7.3 2.5 (057909041) 20 CHARLES A FORBES MIDDLE GEORGETOWN ISD 06-08 810 44.1 9.0 12.3 (246904042) 21 ACTON MIDDLE (111901042) GRANBURY ISD 06-08 798 36.2 4.4 12.1 22 RONALD W REAGAN MIDDLE GRAND PRAIRIE ISD 06-08 884 44.5 7.2 6.6 (057910050) 23 CROSS TIMBERS MIDDLE GRAPEVINE-COLLEYVILLE ISD 06-08 794 35.5 12.0 7.1 (220906044) 24 FARLEY MIDDLE (246906042) HUTTO ISD 06-08 738 41.3 8.0 14.9 25 HUTTO MIDDLE (246906041) HUTTO ISD 06-08 717 43.4 11.3 13.5 26 WEST MEMORIAL J H (101914042) KATY ISD 06-08 748 44.8 5.7 12.5 27 LAKE DALLAS MIDDLE (061912041) LAKE DALLAS ISD 06-08 940 38.4 6.4 9.5 28 LEANDER MIDDLE (246913042) LEANDER ISD 06-08 919 39.1 11.0 11.5 29 GRIFFIN MIDDLE (061902044) LEWISVILLE ISD 06-08 794 46.3 12.7 6.8 30 HUFFINES MIDDLE SCHOOL LEWISVILLE ISD 06-08 829 49.6 14.7 9.4 (061902052) 31 LAKEVIEW MIDDLE (061902046) LEWISVILLE ISD 06-08 765 44.4 8.2 13.0 32 SCOTT MORGAN JOHNSON MIDDLEMCKINNEY ISD 06-08 923 48.0 10.0 11.8 (043907044) 33 DRISCOLL MIDDLE (015910049) NORTH EAST ISD 06-08 846 46.7 6.7 13.5 34 CELE MIDDLE (227904048) PFLUGERVILLE ISD 06-08 816 43.6 18.3 10.0 35 PARK CREST MIDDLE (227904043) PFLUGERVILLE ISD 06-08 901 36.1 8.5 9.5 36 WILSON MIDDLE (043910043) PLANO ISD 06-08 909 38.0 8.4 10.8 37 DEERPARK MIDDLE (246909045) ROUND ROCK ISD 06-08 899 40.9 5.6 15.2 38 SPRING FOREST MIDDLE SPRING BRANCH ISD 06-08 839 48.9 16.6 13.9 (101920045) 39 ROBBIE E HOWARD J H WAXAHACHIE ISD 06-08 845 37.5 2.8 10.8 (070912043) 40 ROBERT P BRABHAM MIDDLE WILLIS ISD 06-08 852 47.7 11.0 15.7 (170904043) Comparison Group Average 827 41.9 8.5 11.3

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Heritage Elementary 2016-2017 Improvement Plan

Accountability Rating: Met Standard

Distinction Designations: Academic Achievement in Reading/English Language Arts Top 25% Student Progress Top 25% Closing Performance Gaps Postsecondary Readiness

Heritage Elementary Campus #107 1 of 6 Generated by Plan4Learning.com November 7, 2016 10:50 am

Mission Statement

Heritage Elementary School's mission is to focus on the unique characteristics of each student to create self-directed learners who are empowered to collaborate in a risk-free environment through purposeful learning to achieve improved performance in all student groups.

Vision

In partnership with the community, Heritage Elementary School will promote a climate of academic excellence while developing the social and emotional potential of every child.

Heritage Elementary Campus #107 2 of 6 Generated by Plan4Learning.com November 7, 2016 10:50 am Table of Contents

Goal 1: We will create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program. . . . . 4 Goal 2: We will create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 3: We will create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: We will create and implement a comprehensive development plan to significantly increase the quality of Dyslexia Services with emphasis in identification of students to include building awareness of Dyslexia at the campus level and monitoring individual progress...... 4 Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 5 Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 7: STRATEGY #3 - We will transform from a teaching to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 6 Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives...... 6 Goal 9: STRATEGY #5 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to accomplish the GCISD mission and strategic objectives...... 6

Heritage Elementary Campus #107 3 of 6 Generated by Plan4Learning.com November 7, 2016 10:50 am Goal 1: We will create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: 100% of Heritage Elementary School teachers will participate in professional learning through PLCs, workshops, and other opportunities that support the instruction of gifted students.

Performance Objective 2: 100% of Heritage Elementary School teachers who provide instruction and services as part of the program for gifted students will meet the Texas State Plan for the Gifted Professional Learning requirements as determined by 19 TAC 89.2.

Performance Objective 3: 100% of Heritage Elementary School students receiving Gifted and Talented (GT) services will be clustered in classrooms to support teachers in meeting their academic, emotional, and social needs.

Performance Objective 4: All students will have access to a rigorous curriculum by providing opportunities for acceleration through Math Telescoping, Grade Level Acceleration Exams, and Credit by Examinations.

Performance Objective 5: The Gifted Specialist will increase awareness of opportunities for gifted and talented identification and services.

Goal 2: We will create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: All students will be exposed to the different opportunities available through fine arts and athletics programs at the secondary level to increase participation in middle school.

Goal 3: We will create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: We will work with staff to determine current practices in place to solicit student input and/or perceptions about school operations or classroom operation.

Performance Objective 2: We will determine a campus vision for systemically creating opportunities for students to have a voice in sharing their perceptions of classroom and school activities.

Goal 4: We will create and implement a comprehensive development plan to significantly increase the quality of Dyslexia Services with emphasis in identification of students to include building awareness of Dyslexia at the campus level and monitoring individual progress.

Heritage Elementary Campus #107 4 of 6 Generated by Plan4Learning.com November 7, 2016 10:50 am Performance Objective 1: 100% of Heritage Elementary School staff will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: 100% of Heritage Elementary School staff will monitor individual student progress through procedures outlined in RtI documents.

Performance Objective 3: We will follow all dyslexia screening and assessment procedures according to district guidelines.

Performance Objective 4: The Literacy Intervention Teacher (LIT) will provide support to students according to the spectrum of dyslexia needs.

Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: 100% of Heritage Elementary School instructional staff will be engaged participants in Professional Learning Communities to increase student achievement and engagement.

Performance Objective 2: 100% of Heritage Elementary School staff will be actively involved in the campus improvement plan for supporting the social and emotional growth of students.

Performance Objective 3: 100% of Heritage Elementary School staff will participate in Professional Ethics Training.

Performance Objective 4: 100% of Heritage Elementary School instructional staff will participate in professional development focusing on creating curriculum based assessments and analyzing the results.

Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of Heritage Elementary School students in Grades 3-5 will write personalized goals using the Plan-Do-Study-Act (PDSA) model.

Performance Objective 2: 100% of Heritage Elementary School students in Grades K-2 will write personalized goals using the Plan-Do-Study-Act (PDSA) model.

Performance Objective 3: 100% of Heritage Elementary School students in Grade 5 will receive transition support designed to facilitate a successful transition to middle school.

Heritage Elementary Campus #107 5 of 6 Generated by Plan4Learning.com November 7, 2016 10:50 am Performance Objective 4: Heritage Elementary School students in Grades K-5 will participate in one or more campus activities.

Performance Objective 5: Heritage Elementary School students will be actively involved in a community and/or service project.

Goal 7: STRATEGY #3 - We will transform from a teaching to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: All Heritage Elementary School teachers will use formative and curriculum based assessments to use the data to improve instruction.

Performance Objective 2: Heritage Elementary School students in all student populations in Grades K-5 will demonstrate a year's growth in academics as measured by iStation.

Performance Objective 3: All parents will be provided the opportunity to participate as stakeholders in campus activities.

Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives.

Performance Objective 1: 100% of parents representing all student populations will have access to timely and accurate information regarding Heritage Elementary School.

Performance Objective 2: 100% of Heritage Elementary School staff will design a personal website with general school and individual information.

Goal 9: STRATEGY #5 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of Heritage Elementary School teachers and staff will incorporate technology during classroom instruction.

Performance Objective 2: 100% of Heritage Elementary School students in all student populations will have access to iPads and additional technology during classroom instruction.

Heritage Elementary Campus #107 6 of 6 Generated by Plan4Learning.com November 7, 2016 10:50 am TEXAS EDUCATION AGENCY 2016 Accountability Summary HERITAGE EL (220906107) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. NO DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NOT ELIGIBLE

100 Top 25 Percent Student Progress DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps DISTINCTION EARNED

50 Postsecondary Readiness DISTINCTION EARNED 25

97 61 68 81 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Elementary Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=32) (Target Score=28) (Target Score=12) Campus Size 453 Students Grade Span KG - 05 Percent Economically Performance Index Summary Disadvantaged 4.4 Percent English Language Points Maximum Index Learners 5.5 Index Earned Points Score Mobility Rate 4.4 1 - Student Achievement 581 596 97 2 - Student Progress 612 1,000 61 System Safeguards 3 - Closing Performance Gaps 950 1,400 68 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 81.0 Performance Rates 10 out of 10 = 100% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 6 out of 6 = 100% Postsecondary Component Score N/A 81 Graduation Rates N/A Total 16 out of 16 = 100%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 16 September 2016 2016 Campus Comparison Group HERITAGE EL (220906107) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate HERITAGE EL (220906107) GRAPEVINE-COLLEYVILLE KG-05 453 4.4 5.5 4.4 ISD 1 GULLETT EL (227901117) AUSTIN ISD EE-05 572 6.5 1.4 3.1 2 LAKESIDE EL (057922107) COPPELL ISD KG-05 490 1.6 7.1 1.8 3 PINKERTON EL (057922101) COPPELL ISD KG-05 370 1.4 5.4 7.2 4 BLANTON EL (061901122) DENTON ISD KG-05 509 3.5 1.8 6.0 5 DOROTHY P ADKINS EL DENTON ISD KG-05 345 9.3 5.2 7.0 (061901126) 6 EP RAYZOR EL (061901115) DENTON ISD KG-05 415 1.9 2.2 6.9 7 BARTON CREEK EL (227909105) EANES ISD KG-05 505 0.4 2.8 2.2 8 CEDAR CREEK EL (227909102) EANES ISD KG-05 473 1.3 3.6 4.5 9 FOREST TRAIL EL (227909104) EANES ISD KG-05 571 0.5 3.3 2.1 10 VALLEY VIEW EL (227909103) EANES ISD KG-05 508 5.7 4.1 4.6 11 ASHLEY EL (043905119) FRISCO ISD KG-05 566 1.2 4.2 1.7 12 CARROLL EL (043905127) FRISCO ISD KG-05 469 4.5 3.4 5.7 13 NORRIS EL (043905140) FRISCO ISD KG-05 567 2.5 8.1 7.8 14 PINK EL (043905117) FRISCO ISD KG-05 552 1.6 1.6 2.2 15 BRANSFORD EL (220906108) GRAPEVINE-COLLEYVILLE ISD KG-05 415 7.5 2.2 4.3 16 COLLEYVILLE EL (220906102) GRAPEVINE-COLLEYVILLE ISD KG-05 468 3.6 0.6 5.2 17 GRAPEVINE EL (220906109) GRAPEVINE-COLLEYVILLE ISD KG-05 506 9.5 3.6 7.1 18 TAYLOR EL (220906105) GRAPEVINE-COLLEYVILLE ISD EE-05 464 3.0 1.7 4.5 19 SHADOW FOREST EL (101913116) HUMBLE ISD KG-05 598 4.5 2.3 6.2 20 FRANK EL (101915125) KLEIN ISD EE-05 640 5.3 6.1 4.3 21 BESS CAMPBELL EL (079901119) LAMAR CISD EE-05 622 2.6 3.5 4.0 22 FROST EL (079901120) LAMAR CISD EE-05 422 9.7 4.0 7.4 23 SUSANNA DICKINSON EL LAMAR CISD KG-05 553 4.5 5.8 4.6 (079901115) 24 WESTSIDE EL (246913121) LEANDER ISD EE-05 566 6.2 3.4 4.6 25 BLUEBONNET ELEMENTARY LEWISVILLE ISD KG-05 526 5.5 6.7 7.3 (061902133) 26 BRIDLEWOOD EL (061902129) LEWISVILLE ISD KG-05 441 2.7 1.1 4.1 27 LIBERTY EL (061902135) LEWISVILLE ISD KG-05 601 1.3 2.2 4.1 28 MCAULIFFE EL (061902114) LEWISVILLE ISD EE-05 509 4.5 2.6 2.6 29 OLD SETTLERS EL (061902123) LEWISVILLE ISD KG-05 583 2.9 3.4 4.1 30 TOM HICKS EL (061902134) LEWISVILLE ISD EE-05 589 7.1 4.6 6.5 31 C T EDDINS EL (043907113) MCKINNEY ISD KG-05 443 7.9 2.3 5.7 32 DEAN AND MILDRED BENNETT EL MCKINNEY ISD KG-05 464 7.1 2.4 9.4 (043907120) 33 J B WILMETH EL (043907122) MCKINNEY ISD KG-05 640 3.8 3.6 6.1 34 BLATTMAN EL (015915181) NORTHSIDE ISD EE-05 514 6.4 5.6 9.0 35 HASLET EL (061911101) NORTHWEST ISD KG-05 423 5.9 3.3 9.3 36 LAKEVIEW EL (061911106) NORTHWEST ISD KG-05 559 3.6 1.6 3.6 37 MATHEWS EL (043910122) PLANO ISD KG-05 489 5.7 8.6 5.0 38 WYATT EL (043910144) PLANO ISD KG-05 477 5.2 10.5 5.3 39 CANYON CREEK EL (246909125) ROUND ROCK ISD KG-05 417 3.6 6.2 5.7 40 MEMORIAL DRIVE EL (101920109) SPRING BRANCH ISD PK-05 457 8.3 10.5 6.0 Comparison Group 507 4.5 4.1 5.2 Average

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Heritage Middle 2016-2017 Improvement Plan

Heritage Middle 1 of 6 Generated by Plan4Learning.com November 7, 2016 10:50 am

Mission Statement

Realizing that tomorrow start's today, it is our belief at Heritage Middle School that each student will develop into a responsible and successful individual in a nurturing environment. Our mission is to challenge and enable every student to mature as a contributing member of society who will value a heritage of lifelong learning.

Vision

The Grapevine-Colleyville Independent School District inspires, encourages and empowers students to achieve their full potential in a global society.

GCISD Middle Schools Mission Statement

The mission of the Middle Schools in Grapevine-Colleyville ISD, a launching pad that intentionally encourages personalized opportunities that allow developing students to embrace their unique identities with the support of our community, is to promote and guide dynamic collaboration among peers, foster confidence to explore new possibilities, and challenge students to be intrinsically motivated learners.

Heritage Middle 2 of 6 Generated by Plan4Learning.com November 7, 2016 10:50 am Table of Contents

Goal 1: Continue to implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 2: Continue to implement and evaluate comprehensive and strategic plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 3: Continue to implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email...... 4 Goal 5: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 5 Goal 6: Ensure that all components of a comprehensive counseling program (guidance, individual planning, responsive services, and system support) are systematically provided to all students to promote their educational, career, personal, and social development...... 5 Goal 7: LEAD 2021 Strategy #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 8: LEAD 2021 Strategy #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 6 Goal 9: LEAD 2021 Strategy #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 6

Heritage Middle 3 of 6 Generated by Plan4Learning.com November 7, 2016 10:50 am Goal 1: Continue to implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: Increase student participation in quality extra-curricular activities.

Performance Objective 2: All middle school athletics and fine arts program will reflect alignment with the designated "majority feeder" high school program (GMS and CTMS to GHS; CMS and HMS to CHHS)

Performance Objective 3: Heritage Middle School will continue to enhance student club offerings which reflect student interest.

Goal 2: Continue to implement and evaluate comprehensive and strategic plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: Professional learning will occur through PLC's, workshops, and access to training, which will support teachers in designing and facilitating differentiated, rigorous instruction.

Performance Objective 2: Provide professional development through PLC's, workshops, and access to other training to support teachers in designing and facilitating differentiated instruction.

Performance Objective 3: Analyze assessment data at the beginning, middle, and end of the year to make instructional decisions to better prepare students for success on college readiness.

Goal 3: Continue to implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Work with staff to determine current practices in place to solicit student input and/or perceptions about school operations or classroom operation.

Performance Objective 2: Broaden implementation of student voice year two by increasing the number of participating teachers.

Goal 4: Develop and implement a plan to significantly improve the content of district and campus websites and the communication through websites and email.

Performance Objective 1: Establish a written set of website/email expectations for district and campus, administrators and teachers.

Performance Objective 2: Implement the next phase of Let's Talk by introducing it for schools.

Goal 5: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services Heritage Middle 4 of 6 Generated by Plan4Learning.com November 7, 2016 10:50 am with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: Campuses will monitor individual student progress through procedures outlined in RtI documents.

Performance Objective 3: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Performance Objective 4: All teachers will provide support to identified dyslexia students according to accommodation plans and student needs.

Goal 6: Ensure that all components of a comprehensive counseling program (guidance, individual planning, responsive services, and system support) are systematically provided to all students to promote their educational, career, personal, and social development.

Performance Objective 1: Counselors will determine stakeholder satisfaction and adjust practices to promote further customer service.

Performance Objective 2: Continue use of Restorative Practices to decrease incidences of student to student conflicts.

Performance Objective 3: Increase student awareness of post secondary options.

Performance Objective 4: HMS will follow procedures for Pregnancy Related Services (PRS) as outlined in the Texas Education Agency's Student Attendance Accounting Handbook, Section IX.

Performance Objective 5: HMS will utilize district approved counseling curriculum to provide all students with guidance in their educational, career, personal, and social development.

Performance Objective 6: HMS will utilize SOS with grades 6-8 to educate students on suicide prevention.

Goal 7: LEAD 2021 Strategy #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of students will develop and maintain a personalized learning plan. Each student will explore his/her individual strengths and opportunities for academic, social, and emotional growth through the development of a plan that builds the skills necessary for success.

Heritage Middle 5 of 6 Generated by Plan4Learning.com November 7, 2016 10:50 am Performance Objective 2: Students will utilize goal setting strategies to develop goals for all content areas.

Performance Objective 3: HMS will maintain their AVID certification and develop a plan to become an AVID demonstration school.

Performance Objective 4: HMS will provide supports to struggling learners by improving interventions, resources, and training to accelerate learning and ensure all student groups achieve their full potential.

Goal 8: LEAD 2021 Strategy #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: Curriculum, instruction, and student performance will reflect college and career readiness standards.

Performance Objective 2: HMS will increase the number of students meeting Level II standard on the Math STAAR.

Performance Objective 3: All HMS teachers will be able to articulate what a learning platform is and give examples of how they are making the transformation in their own classrooms.

Performance Objective 4: 100% of teachers will use instructional strategies which are reflective of the learning platform.

Performance Objective 5: HMS teacher will utilize higher levels of questions during instruction.

Goal 9: LEAD 2021 Strategy #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: 90% of classroom walk through visits will reflect the effective use of instructional technology.

Heritage Middle 6 of 6 Generated by Plan4Learning.com November 7, 2016 10:50 am TEXAS EDUCATION AGENCY 2016 Accountability Summary HERITAGE MIDDLE (220906043) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE NO DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. NO DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NO DISTINCTION EARNED

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness NO DISTINCTION EARNED 25

90 40 53 58 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Middle School Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=30) (Target Score=26) (Target Score=13) Campus Size 917 Students Grade Span 06 - 08 Percent Economically Performance Index Summary Disadvantaged 13.5 Percent English Language Points Maximum Index Learners 2.6 Index Earned Points Score Mobility Rate 6.0 1 - Student Achievement 2,533 2,803 90 2 - Student Progress 636 1,600 40 System Safeguards 3 - Closing Performance Gaps 1,266 2,400 53 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 57.5 Performance Rates 30 out of 33 = 91% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 18 out of 18 = 100% Postsecondary Component Score N/A 58 Graduation Rates N/A Total 48 out of 51 = 94%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 8 September 2016 2016 Campus Comparison Group HERITAGE MIDDLE (220906043) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Middle School Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate HERITAGE MIDDLE GRAPEVINE-COLLEYVILLE 06-08 917 13.5 2.6 6.0 (220906043) ISD 1 NOLAN RYAN J H (020901045) ALVIN ISD 06-08 1,032 20.2 4.0 7.3 2 BOERNE MIDDLE SOUTH BOERNE ISD 06-08 1,125 11.3 1.1 8.7 (130901042) 3 BAYSIDE INT (084910050) CLEAR CREEK ISD 06-08 768 20.1 3.1 9.5 4 CREEKSIDE INT (084910046) CLEAR CREEK ISD 06-08 944 20.2 2.6 8.7 5 LEAGUE CITY INT (084910045) CLEAR CREEK ISD 06-08 1,038 15.6 2.0 7.7 6 SEABROOK INT (084910042) CLEAR CREEK ISD 06-08 1,027 18.9 1.9 9.2 7 VICTORY LAKES INT (084910048) CLEAR CREEK ISD 06-08 1,040 15.9 3.8 6.6 8 SMITHSON VALLEY MIDDLE COMAL ISD 06-08 1,105 11.0 2.3 11.4 (046902041) 9 SPRING BRANCH MIDDLE COMAL ISD 06-08 1,042 20.0 5.1 7.5 (046902044) 10 COPPELL MIDDLE EAST COPPELL ISD 06-08 979 8.9 4.8 4.6 (057922042) 11 COPPELL MIDDLE NORTH COPPELL ISD 06-08 917 8.1 5.6 5.5 (057922044) 12 COPPELL MIDDLE WEST COPPELL ISD 06-08 993 10.9 4.2 4.6 (057922043) 13 SMITH MIDDLE (101907056) CYPRESS-FAIRBANKS ISD 06-08 1,054 9.0 1.7 6.0 14 HARPOOL MIDDLE (061901048) DENTON ISD 06-08 966 12.3 2.9 6.8 15 CLARK MIDDLE (043905043) FRISCO ISD 06-08 845 14.2 4.1 6.2 16 COBB MIDDLE (043905053) FRISCO ISD 06-08 951 7.4 1.5 4.6 17 FOWLER MIDDLE (043905048) FRISCO ISD 06-08 1,058 6.0 3.0 7.2 18 HUNT MIDDLE (043905051) FRISCO ISD 06-08 795 15.3 4.4 10.5 19 MAUS MIDDLE (043905052) FRISCO ISD 06-08 985 8.4 2.3 7.9 20 ROACH MIDDLE (043905047) FRISCO ISD 06-08 1,109 11.7 3.1 8.0 21 SCOGGINS MIDDLE (043905050) FRISCO ISD 06-08 932 15.0 2.8 9.9 22 STAFFORD MIDDLE (043905049) FRISCO ISD 06-08 735 14.4 2.9 3.5 23 WESTER MIDDLE (043905045) FRISCO ISD 06-08 884 11.5 3.2 5.6 24 ERIC DAHLSTROM MIDDLE HAYS CISD 06-08 951 17.6 1.6 6.0 (105906043) 25 RODGER & ELLEN BECK J H KATY ISD 06-08 1,049 9.7 5.6 7.7 (101914046) 26 HUDSON BEND MIDDLE (227913042)LAKE TRAVIS ISD 06-08 1,096 16.7 6.9 6.8 27 FLORENCE W STILES MIDDLE LEANDER ISD 06-08 1,047 7.4 1.5 8.7 (246913048) 28 FOUR POINTS MIDDLE (246913047) LEANDER ISD 06-08 741 12.8 2.2 10.5 29 ARBOR CREEK MIDDLE (061902047) LEWISVILLE ISD 06-08 983 20.0 4.7 4.7 30 BRIARHILL MIDDLE (061902049) LEWISVILLE ISD 06-08 894 5.3 1.1 3.2 31 FORESTWOOD MIDDLE (061902048) LEWISVILLE ISD 06-08 789 9.1 2.7 6.0 32 LAMAR MIDDLE (061902045) LEWISVILLE ISD 06-08 708 14.4 1.7 6.2 33 FRANK SEALE MIDDLE (070908042) MIDLOTHIAN ISD 06-08 967 21.1 3.0 9.0 34 WALNUT GROVE MIDDLE SCHOOL MIDLOTHIAN ISD 06-08 1,017 19.9 1.8 9.0 (070908044) 35 HILL MIDDLE (015910059) NORTH EAST ISD 06-08 979 19.5 3.4 9.1 36 MEDLIN MIDDLE (061911042) NORTHWEST ISD 06-08 1,108 8.9 2.0 6.6 37 TRUETT WILSON MIDDLE NORTHWEST ISD 06-08 825 13.8 1.2 8.2 (061911046) 38 HAGGARD MIDDLE (043910044) PLANO ISD 06-08 816 19.6 3.1 7.5 39 ROBINSON MIDDLE (043910050) PLANO ISD 06-08 1,008 14.6 4.0 7.0 40 SCHIMELPFENIG MIDDLE PLANO ISD 06-08 949 12.8 3.3 5.1 (043910047) Comparison Group Average 956 13.7 3.0 7.2

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD iUniversity Prep 2016-2017 Improvement Plan

iUniversity Prep 1 of 5 Generated by Plan4Learning.com November 7, 2016 10:52 am Table of Contents

Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program...... 3 Goal 2: Increase enrollment in iUniversity Prep and increase student success...... 3 Goal 3: Create and implement a comprehensive development plan to significantly increase the quality of all extra-curricular activities...... 3 Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 3 Goal 5: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 4 Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 4 Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to community to communicate and support the GCISD mission and strategic objectives...... 5 Goal 9: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 5 Goal 10: We will increase AVID enrollment and seamlessly integrate AVID strategies schoolwide...... 5 Goal 11: GCISD will provide and sustain suicide prevention programs including training for all GCISD instructional staff and campus administrators...... 5

iUniversity Prep 2 of 5 Generated by Plan4Learning.com November 7, 2016 10:52 am Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: If we provide professional development through PLCs, and access to other training, then we will support teachers in designing and facilitating differentiated instruction.

Performance Objective 2: If we provide clustering at the middle school level, then we will intentionally cluster students in Accelerated Math and Science an utilize WICOR strategies effectively in courses.

Performance Objective 3: If we analyze SAT & ACT assessment data then we will make instructional decisions to better prepare students for success on college readiness assessments.

Performance Objective 4: If we analyze AP performance and participation data, then we will make instructional decisions to better prepare students for success on AP exams. Comparative measurements will be taken of schoolwide and AVID students.

Performance Objective 5: If we have GT students enrolled we will ensure all teachers are GT trained and collaborate to ensure differentiation to meet the needs of students classified and those that are not.

Goal 2: Increase enrollment in iUniversity Prep and increase student success.

Performance Objective 1: iUniversity Prep will enroll 500 students in iUniversity Prep for the 2016-2017 school year. We will implement AVID school wide and this will allow all students to be equipped with AVID WICOR strategies that will promote success for all students

Performance Objective 2: iUniversity Prep will retain and maintain academically successful students each six weeks and annually.

Goal 3: Create and implement a comprehensive development plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: Students are provided leadership opportunities to increase club and event engagement.

Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Performance Objective 1: All students receive an enrollment conference prior to acceptance into iUniversity Prep. Identification of previous services, including Dyslexia services, is one component of the conference. iUniversity Prep 3 of 5 Generated by Plan4Learning.com November 7, 2016 10:52 am Performance Objective 2: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Goal 5: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Continue to grow iHoot, an online digital newspaper including current events, student interests, features, and student initiated content relevant to school. Grow pages in the yearbook and yearbook club.

Performance Objective 2: Work with staff to determine current practices in place to solicit student input and/or perceptions about school operations or classroom operation.

Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: Each student will explore his/her individual strengths and opportunities for academic, social, and emotional growth through the development of a plan that builds the skills necessary for success in all phases of life. GCISD believes success occurs when students are involved in the goal setting process toward goals, and exposed to and engaged in campus, community, and workforce activities.

Performance Objective 2: iUniversity Prep stakeholders will maintain a commitment to character development that values individuals, tools to excel academically, college readiness and create a safe teaching and learning environment in the virtual setting

Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: Professional development opportunities for administrators, teachers and staff will be systematic and systemic. Professional development will align both to TXVSN rules and GCISD objectives.

Performance Objective 2: Appropriate assessments will drive instruction.

Performance Objective 3: Curriculum, instruction, and student performance will reflect college and career readiness standards. AVID WICOR strategies shall be integrated schoolwide that promote rigor andPAP and AP readiness.

Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to community to communicate and support the GCISD mission and strategic iUniversity Prep 4 of 5 Generated by Plan4Learning.com November 7, 2016 10:52 am objectives.

Performance Objective 1: Communication capabilities/technologies will be clearly defined, incorporated and refreshed as part of the professional development process for all GCISD employees.

Performance Objective 2: Communicate all school and relevant district sponsored student activities to stakeholders utilizing effective communication methods and modern technologies on a timely basis.

Performance Objective 3: Conduct an AVID family workshops as an added way of communication and family involvement

Goal 9: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: iUniversity Prep staff will design learning experiences which seamlessly integrate technology into the curriculum and align multiple outlets to obtain resources digitally. AVID students shall utilize an AVID digital binder for AVID elective and courses. All students shall utilize a digital binder for storage and showcase of academic artifacts.

Goal 10: We will increase AVID enrollment and seamlessly integrate AVID strategies schoolwide.

Performance Objective 1: AVID and AVID classes are discussed in all enrollment calls.

Performance Objective 2: Teachers, administration and AVID site coordinator meet monthly to discuss AVID strategies, support and college readiness.

Goal 11: GCISD will provide and sustain suicide prevention programs including training for all GCISD instructional staff and campus administrators.

Performance Objective 1: Prevent student suicide through a campus support program.

iUniversity Prep 5 of 5 Generated by Plan4Learning.com November 7, 2016 10:52 am TEXAS EDUCATION AGENCY 2016 Accountability Summary IUNIVERSITY PREP (220906007) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Postsecondary Readiness NO DISTINCTION EARNED In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. Academic Achievement in Science DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report DISTINCTION EARNED

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NOT ELIGIBLE

50 Postsecondary Readiness NO DISTINCTION EARNED 25

91 34 N/A 78 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Elementary/Secondary Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=17) (Target Score=30) (Target Score=60) Campus Size 379 Students Grade Span 04 - 12 Percent Economically Performance Index Summary Disadvantaged 3.4 Percent English Language Points Maximum Index Learners 0.0 Index Earned Points Score Mobility Rate 40.1 1 - Student Achievement 618 677 91 2 - Student Progress 274 800 34 System Safeguards 3 - Closing Performance Gaps N/A N/A N/A 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 15.6 Performance Rates 13 out of 13 = 100% Graduation Rate Score 25.0 Graduation Plan Score 25.0 Participation Rates 7 out of 7 = 100% Postsecondary Component Score 12.0 78 Graduation Rates N/A Total 20 out of 20 = 100%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 4 September 2016 2016 Campus Comparison Group IUNIVERSITY PREP (220906007) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary/Secondary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate IUNIVERSITY PREP GRAPEVINE-COLLEYVILLE 04-12 379 3.4 0.0 40.1 (220906007) ISD 1 ADMIN SERVICES (101903199) ALIEF ISD KG-12 38 31.6 2.6 66.3 2 BASIS SAN ANTONIO MEDICAL BASIS TEXAS 05-10 722 6.2 1.0 25.4 CENTER (015834001) 3 BORDEN COUNTY SCHOOL BORDEN COUNTY ISD KG-12 243 22.2 0.4 5.8 (017901001) 4 CHAPARRAL STAR ACADEMY CHAPARRAL STAR ACADEMY KG-12 357 0.0 3.1 20.4 (227814001) 5 CHRISTOVAL H S (226901001) CHRISTOVAL ISD 06-12 289 24.9 0.3 13.5 6 COMSTOCK SCHOOL (233903001) COMSTOCK ISD KG-12 190 27.4 2.1 12.1 7 FORT ELLIOTT SCHOOL FORT ELLIOTT CISD PK-12 169 18.3 0.0 10.6 (242906001) 8 ROBERT G COLE MIDDLE/HIGH FT SAM HOUSTON ISD 06-12 681 25.1 1.9 17.3 SCHOOL (015914001) 9 GORDON SCHOOL (182901001) GORDON ISD PK-12 191 39.8 0.0 20.5 10 GREAT HEARTS MONTE VISTA GREAT HEARTS TEXAS 06-10 267 21.3 2.2 20.8 NORTH (015835002) 11 GUTHRIE SCHOOL (135001001) GUTHRIE CSD PK-12 115 0.0 0.9 13.3 12 HARMONY SCHOOL OF POLITICAL HARMONY SCIENCE ACADEMY KG-12 906 27.5 15.1 18.7 SCIENC (227816004) (AUSTIN) 13 TRANSITION PROGRAM HURST-EULESS-BEDFORD ISD EE-12 23 26.1 0.0 7.1 (220916120) 14 IMAGINE INTERNATIONAL IMAGINE INTERNATIONAL ACADEMY KG-12 1,192 7.0 4.2 14.5 ACADEMY OF N (043801001) OF N 15 IRA SCHOOL (208903001) IRA ISD KG-12 276 27.9 3.3 7.1 16 JAYTON SCHOOLS (132902001) JAYTON-GIRARD ISD PK-12 127 30.7 0.0 11.2 17 ANNE FRANK INSPIRE ACADEMY JOHN H WOOD JR PUBLIC CHARTER KG-09 313 11.5 0.3 32.6 (015808009) DIST 18 KNIPPA SCHOOL (232901001) KNIPPA ISD PK-12 421 28.5 3.3 9.4 19 LONDON H S (178906001) LONDON ISD 06-12 441 8.4 0.0 7.4 20 MCMULLEN COUNTY SCHOOL MCMULLEN COUNTY ISD PK-12 264 26.1 0.4 17.6 (162904001) 21 MERIDIAN WORLD SCHOOL LLC MERIDIAN WORLD SCHOOL LLC KG-12 1,249 7.6 2.6 8.4 (246801001) 22 MIAMI SCHOOL (197902001) MIAMI ISD PK-12 213 26.3 0.0 10.3 23 BARBARA CULVER JUVENILE MIDLAND ISD 04-11 11 36.4 0.0 20.3 DETENTION (165901020) 24 NAZARETH SCHOOL (035903001) NAZARETH ISD PK-12 231 13.0 1.7 7.0 25 NEW HOME SCHOOL (153905001) NEW HOME ISD PK-12 372 25.8 3.2 10.6 26 HOMEBOUND (015910070) NORTH EAST ISD EE-12 31 0.0 3.2 79.0 27 GATEWAY COLLEGE ORENDA CHARTER SCHOOL KG-12 1,228 8.2 1.2 13.1 PREPARATORY SCHOOL (014804006) 28 PANTHER CREEK SCHOOL PANTHER CREEK CISD PK-12 150 16.0 0.0 20.0 (042905001) 29 CEDAR PARK CHARTER ACADEMYPRIORITY CHARTER SCHOOLS PK-12 195 36.9 2.1 21.3 (014803004) 30 COVE CHARTER ACADEMY PRIORITY CHARTER SCHOOLS PK-12 155 42.6 1.3 50.6 (014803003) 31 FOUNDERS CLASSICAL ACADEMY TEXAS COLLEGE PREPARATORY KG-12 854 6.1 2.2 8.6 (221801043) ACADEMIE 32 FOUNDERS CLASSICAL ACADEMY TEXAS COLLEGE PREPARATORY KG-11 529 5.3 1.1 20.0 OF LEAN (221801058) ACADEMIE 33 VISTA ACADEMY OF AMARILLO TEXAS COLLEGE PREPARATORY KG-12 348 23.9 0.0 17.1 (221801011) ACADEMIE 34 TREETOPS SCHOOL TREETOPS SCHOOL INTERNATIONAL KG-12 392 13.0 0.0 9.9 INTERNATIONAL (220801001) 35 UME PREPARATORY ACADEMY UME PREPARATORY ACADEMY KG-11 429 27.7 2.8 16.7 (057845001)

TEA Division of Performance Reporting June 9, 2016 2016 Campus Comparison Group IUNIVERSITY PREP (220906007) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary/Secondary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate 36 UNIVERSAL ACADEMY - COPPELL UNIVERSAL ACADEMY KG-12 1,232 1.1 15.2 16.5 (057808102) 37 UT TYLER INNOVATION UT TYLER INNOVATION ACADEMY 03-09 142 17.6 0.7 25.7 ACADEMY - LONG (212804102) 38 UT TYLER INNOVATION UT TYLER INNOVATION ACADEMY 03-09 242 17.8 7.0 22.5 ACADEMY - TYLE (212804001) 39 WESTLAKE ACADEMY (220810001) WESTLAKE ACADEMY CHARTER KG-12 831 0.0 0.4 7.7 SCHOOL 40 WHITHARRAL SCHOOL (110908001)WHITHARRAL ISD KG-12 183 33.3 2.2 16.4 Comparison Group 406 19.2 2.2 18.8 Average

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD O.C. Taylor Elementary 2016-2017 Improvement Plan

Accountability Rating: Met Standard

Distinction Designations: Academic Achievement in Reading/English Language Arts

O.C. Taylor Elementary Campus #105 1 of 6 Generated by Plan4Learning.com November 7, 2016 10:54 am

Mission Statement

Together...

We provide each student with an unmatched education.

Vision

O.C. Taylor is a place where everyone loves to learn.

Beliefs

O.C. Taylor... Going beyond traditional practices to inspire today's students and empower tomorrow's leaders.

We believe…

…children come first.

…parents, community, and staff work together for the good of the child.

…effective teaching addresses the needs of the whole child.

…teacher development is an ongoing, life-long process that is focused on helping students meet their full potential.

…we provide the foundation for students to be successful in life.

O.C. Taylor Elementary Campus #105 2 of 6 Generated by Plan4Learning.com November 7, 2016 10:54 am Table of Contents

Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 4 Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 5 Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation and realization of a personal learning plan that includes goals within the areas of academics, campus activities and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 5 Goal 8: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to accomplish the GCISD mission and strategic objectives...... 6

O.C. Taylor Elementary Campus #105 3 of 6 Generated by Plan4Learning.com November 7, 2016 10:54 am Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: Professional development will be provided to design and facilitate differentiated instruction through PLC's, workshops, and access to other trainings.

Performance Objective 2: 100% of students receiving GT services will be clustered in the regular classrooms in order to support the teachers in meeting their academic, social and emotional needs.

Performance Objective 3: All students will meet district expectations regarding students making one year's growth within an academic year.

Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: Students will be exposed to different opportunities available through fine arts and athletic programs at the secondary level in an effort to increase participation in middle school extra-curricular opportunities.

Performance Objective 2: Students will have the opportunity to participate in age appropriate and interest driven after school clubs and groups.

Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Teachers who volunteer will participate in research-based activities in order to include student voice in our instructional and extra-curricular programming as part of our continuous improvement efforts.

Performance Objective 2: Determine campus vision for systemically creating opportunities for students to have a voice in sharing their perceptions of classroom and school activities.

Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: Dyslexia identification will be improved through expanding the number of staff members that participate in the process so that all students will receive the support they need to access instruction in the classroom.

O.C. Taylor Elementary Campus #105 4 of 6 Generated by Plan4Learning.com November 7, 2016 10:54 am Performance Objective 3: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Performance Objective 4: Literacy Intervention Teachers will provide support to students according to the spectrum of dyslexia needs.

Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: All staff members will receive a one-hour annual Professional Ethics Training update. All new staff members will receive an initial three-hour Professional Ethics Training.

Performance Objective 2: All new faculty members will increase their understanding of LEAD 2021 and the Campus Improvment Plan process during their first year in GCISD.

Performance Objective 3: 100% of instructional staff will be engaged participants in weekly Professional Learning Communities to increase student achievement.

Performance Objective 4: 100% of our staff will be actively involved in supporting the social and emotional growth of students.

Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation and realization of a personal learning plan that includes goals within the areas of academics, campus activities and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of 2nd-5th grade students will write personalized goals using the Plan, Do, Study, and Act Model.

Performance Objective 2: The Student Support Team will ensure that all 5th grade students and their parents receive the necessary information to successfully transition from elementary school to middle school.

Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: All teachers will plan for instruction that supports the GCISD Framework for Learning and the DuFour's Big Four Questions.

Performance Objective 2: The Learning Liaison will collaborate with all grade levels to assess our levels of implementation of a learning platform using GCISD's Learning Platform Rubric.

Performance Objective 3: All teachers will use multiple formative assessment strategies while providing instruction to students. O.C. Taylor Elementary Campus #105 5 of 6 Generated by Plan4Learning.com November 7, 2016 10:54 am Performance Objective 4: GCISD in collaboration with the GCISD School Health Advisory Council will implement a coordinated school health program based on health education theory and national standards which is designed to prevent obesity, cardiovascular disease and Type 2 diabetes for all students in elementary and middle school. GCISD believes success occurs when students are involved in the goal setting process of achieving healthy fitness zone scores as measured by Fitness Gram, and exposed to and engaged in opportunities to make healthy life style choices through exposure to various physical education and health activities to promote life-long healthy lifestyles.

Performance Objective 5: All parents will be provided the opportunity to participate as stakeholders in campus activities.

Goal 8: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: All teachers will use the GCISD Learning Platform Rubric Guiding Principle II Appropriate Use of Technology and use this as a guide to further enhance their students' use of technology use in their classrooms.

Performance Objective 2: Teachers will actively participate with technology use during all professional development days and monthly staff meetings.

Performance Objective 3: All teachers will create and publicize a professional Twitter account. This account will be routinely used to share learning experiences with parents.

Performance Objective 4: Professional Learning time will be dedicated throughout the year that will support O.C. Taylor's 1:1 iPad implementation efforts.

O.C. Taylor Elementary Campus #105 6 of 6 Generated by Plan4Learning.com November 7, 2016 10:54 am TEXAS EDUCATION AGENCY 2016 Accountability Summary TAYLOR EL (220906105) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. NO DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NOT ELIGIBLE

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness NO DISTINCTION EARNED 25

96 52 60 68 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Elementary Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=32) (Target Score=28) (Target Score=12) Campus Size 464 Students Grade Span EE - 05 Percent Economically Performance Index Summary Disadvantaged 3.0 Percent English Language Points Maximum Index Learners 1.7 Index Earned Points Score Mobility Rate 4.5 1 - Student Achievement 577 604 96 2 - Student Progress 312 600 52 System Safeguards 3 - Closing Performance Gaps 361 600 60 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 68.3 Performance Rates 10 out of 10 = 100% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 6 out of 6 = 100% Postsecondary Component Score N/A 68 Graduation Rates N/A Total 16 out of 16 = 100%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 14 September 2016 2016 Campus Comparison Group TAYLOR EL (220906105) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate TAYLOR EL (220906105) GRAPEVINE-COLLEYVILLE EE-05 464 3.0 1.7 4.5 ISD 1 GULLETT EL (227901117) AUSTIN ISD EE-05 572 6.5 1.4 3.1 2 HIGHLAND PARK EL (227901119) AUSTIN ISD KG-05 621 4.8 1.3 3.5 3 LAKESIDE EL (057922107) COPPELL ISD KG-05 490 1.6 7.1 1.8 4 PINKERTON EL (057922101) COPPELL ISD KG-05 370 1.4 5.4 7.2 5 BLANTON EL (061901122) DENTON ISD KG-05 509 3.5 1.8 6.0 6 EP RAYZOR EL (061901115) DENTON ISD KG-05 415 1.9 2.2 6.9 7 BARTON CREEK EL (227909105) EANES ISD KG-05 505 0.4 2.8 2.2 8 CEDAR CREEK EL (227909102) EANES ISD KG-05 473 1.3 3.6 4.5 9 EANES EL (227909101) EANES ISD EE-05 656 2.7 3.7 5.2 10 FOREST TRAIL EL (227909104) EANES ISD KG-05 571 0.5 3.3 2.1 11 VALLEY VIEW EL (227909103) EANES ISD KG-05 508 5.7 4.1 4.6 12 ASHLEY EL (043905119) FRISCO ISD KG-05 566 1.2 4.2 1.7 13 CARROLL EL (043905127) FRISCO ISD KG-05 469 4.5 3.4 5.7 14 FISHER EL (043905107) FRISCO ISD KG-05 668 2.7 1.0 4.3 15 ISBELL EL (043905116) FRISCO ISD KG-05 634 1.7 2.2 4.0 16 PINK EL (043905117) FRISCO ISD KG-05 552 1.6 1.6 2.2 17 PUREFOY EL (043905131) FRISCO ISD KG-05 647 2.6 1.7 4.9 18 BRANSFORD EL (220906108) GRAPEVINE-COLLEYVILLE ISD KG-05 415 7.5 2.2 4.3 19 COLLEYVILLE EL (220906102) GRAPEVINE-COLLEYVILLE ISD KG-05 468 3.6 0.6 5.2 20 HERITAGE EL (220906107) GRAPEVINE-COLLEYVILLE ISD KG-05 453 4.4 5.5 4.4 21 SHADOW FOREST EL (101913116) HUMBLE ISD KG-05 598 4.5 2.3 6.2 22 WILLOW CREEK EL (101913113) HUMBLE ISD KG-05 549 0.5 0.0 4.7 23 BESS CAMPBELL EL (079901119) LAMAR CISD EE-05 622 2.6 3.5 4.0 24 SUSANNA DICKINSON EL LAMAR CISD KG-05 553 4.5 5.8 4.6 (079901115) 25 WESTSIDE EL (246913121) LEANDER ISD EE-05 566 6.2 3.4 4.6 26 BLUEBONNET ELEMENTARY LEWISVILLE ISD KG-05 526 5.5 6.7 7.3 (061902133) 27 BRIDLEWOOD EL (061902129) LEWISVILLE ISD KG-05 441 2.7 1.1 4.1 28 HERITAGE EL (061902122) LEWISVILLE ISD KG-05 638 5.0 2.2 3.8 29 LIBERTY EL (061902135) LEWISVILLE ISD KG-05 601 1.3 2.2 4.1 30 MCAULIFFE EL (061902114) LEWISVILLE ISD EE-05 509 4.5 2.6 2.6 31 OLD SETTLERS EL (061902123) LEWISVILLE ISD KG-05 583 2.9 3.4 4.1 32 C T EDDINS EL (043907113) MCKINNEY ISD KG-05 443 7.9 2.3 5.7 33 DEAN AND MILDRED BENNETT EL MCKINNEY ISD KG-05 464 7.1 2.4 9.4 (043907120) 34 GLEN OAKS EL (043907109) MCKINNEY ISD KG-05 468 5.3 1.5 10.1 35 J B WILMETH EL (043907122) MCKINNEY ISD KG-05 640 3.8 3.6 6.1 36 ROY LEE WALKER EL (043907115) MCKINNEY ISD KG-05 578 5.0 3.3 9.4 37 MCANDREW EL (015915230) NORTHSIDE ISD KG-05 281 2.1 1.8 5.5 38 HASLET EL (061911101) NORTHWEST ISD KG-05 423 5.9 3.3 9.3 39 LAKEVIEW EL (061911106) NORTHWEST ISD KG-05 559 3.6 1.6 3.6 40 CANYON CREEK EL (246909125) ROUND ROCK ISD KG-05 417 3.6 6.2 5.7 Comparison Group 526 3.6 3.0 5.0 Average

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Silver Lake Elementary 2016-2017 Improvement Plan

Accountability Rating: Met Standard

Distinction Designations: Postsecondary Readiness

Silver Lake Elementary 1 of 6 Generated by Plan4Learning.com November 7, 2016 10:54 am

Mission Statement

Silver Lake aims to be “THE place to be” for reinventing education. We do this by fostering a/an:

Learner-centered platform where students receive personalized instruction based on their needs

Appreciation for diversity where all students, parents and staff are treated with respect

Knowledgeable staff that is constantly developing their skills to meet the needs of students

Environment that is safe, fun, and nurturing

Vision

Silver Lake aims to be "THE Place to be" for redefining education.

Silver Lake Elementary 2 of 6 Generated by Plan4Learning.com November 7, 2016 10:54 am Table of Contents

Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 4 Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 5 Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 5 Goal 8: STRATEGY #4 - We will create a plan that customizes communications and messages for students, parents, teachers, administration, and community to articulate the GCISD mission and strategic objectives...... 6 Goal 9: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 6 Goal 10: We will provide and sustain a Coordinated School Health Program for students at Silver Lake and across the district...... 6 Goal 11: Develop and implement a plan to significantly improve the content of Silver Lake's campus website and the communication through websites and email...... 6

Silver Lake Elementary 3 of 6 Generated by Plan4Learning.com November 7, 2016 10:54 am Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: 100% of teachers will receive professional development and opportunity for professional growth through PLCs, workshops, and access to other training that supports the instruction of gifted students.

Performance Objective 2: 100% of Silver Lake teachers who provide instruction and services that are part of the program for gifted students will meet the GCISD Advanced Academics Professional Learning requirements.

Performance Objective 3: 100% of students receiving GT services will be clustered in the regular classroom in order to support the teacher in meeting their academic, social and emotional needs.

Performance Objective 4: Offer a variety of opportunities for acceleration including Math Telescoping, Grade Level Acceleration Exams, and CBEs, so that students will have access to the most rigorous curriculum possible.

Performance Objective 5: Increase awareness of opportunities for gifted and talented identification and services.

Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: 100% of all SLE students (grades 1-5) will be afforded opportunities for participation in extra-curricular activities.

Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Work with staff to implement campus practices to solicit student input and/or perceptions about school operations or classroom operations.

Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: Campuses will monitor individual student progress through procedures outlined in RtI process.

Performance Objective 3: Dyslexia screening and assessment procedures will be followed proacticely according to district guidelines. Silver Lake Elementary 4 of 6 Generated by Plan4Learning.com November 7, 2016 10:54 am Performance Objective 4: Literacy Intervention Teachers (and/or Bilingual Literacy Intervention Teachers) will provide support to students according to the spectrum of dyslexia needs.

Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: 100% of instructional staff will be engaged participants in Professional Learning Communities to increase student achievement and engagement.

Performance Objective 2: 100% of staff members will be actively involved in the campus plan for supporting the social and emotional growth of students.

Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: 100% of SLE students in grades 1 - 5 students will write and monitor personalized learning goals.

Performance Objective 2: 100% of SLE 5th grade students in all populations will receive transition support designed to facilitate a successful transition to middle school.

Performance Objective 3: 100% of SLE students in grades K - 5 will participate in one or more campus activities and events that occur during and after school.

Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: Bilingual and Dual Language Teachers will utilize the district Dual Language Model.

Performance Objective 2: Students will demonstrate higher levels of learning based on their classroom experiences.

Performance Objective 3: 90% of students will meet the Fluency Checkpoints (BOY, MOY, EOY) as outlined in the District's RtI plan

Performance Objective 4: We will increase the achievement of our low socio-economic students and English language learners as measured on the State Assessment of Academic Readiness (STAAR) to 80% in Writing and 80% in Science

Silver Lake Elementary 5 of 6 Generated by Plan4Learning.com November 7, 2016 10:54 am Performance Objective 5: 85% of all student groups will meet the Level II met satisfactory performance on STAAR Reading and Math

Performance Objective 6: Fifth grade students will improve performance in Earth, Space, & Life Sciences by at least 5% on STAAR.

Goal 8: STRATEGY #4 - We will create a plan that customizes communications and messages for students, parents, teachers, administration, and community to articulate the GCISD mission and strategic objectives.

Performance Objective 1: All parents will be provided the opportunity to participate as stakeholders in campus activities.

Performance Objective 2: Based on the "Thought Exchange" parent survey conducted in the fall of 2015 the campus personnel will increase communication regarding school activities and increase our customer satisfaction when dealing with all office personnel.

Goal 9: STRATEGY #6 - We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: Technology will be integrated into lessons as a support to facilitate student mastery of the curriculum and used for differentiation so that each student's learning experience is personalized.

Goal 10: We will provide and sustain a Coordinated School Health Program for students at Silver Lake and across the district.

Performance Objective 1: Provide various avenues for students to make healthy life-style choices

Goal 11: Develop and implement a plan to significantly improve the content of Silver Lake's campus website and the communication through websites and email.

Performance Objective 1: Implement use of the district's website checklist of minimum content requirements for campus administrators and teachers.

Performance Objective 2: Implement the next phase of "Let's Talk" at the campus level.

Silver Lake Elementary 6 of 6 Generated by Plan4Learning.com November 7, 2016 10:54 am TEXAS EDUCATION AGENCY 2016 Accountability Summary SILVER LAKE EL (220906110) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE NO DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. NO DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NOT ELIGIBLE

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness DISTINCTION EARNED 25

82 40 40 54 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Elementary Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=32) (Target Score=28) (Target Score=12) Campus Size 643 Students Grade Span EE - 05 Percent Economically Performance Index Summary Disadvantaged 48.2 Percent English Language Points Maximum Index Learners 33.4 Index Earned Points Score Mobility Rate 7.3 1 - Student Achievement 581 707 82 2 - Student Progress 398 1,000 40 System Safeguards 3 - Closing Performance Gaps 635 1,600 40 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 53.7 Performance Rates 17 out of 21 = 81% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 12 out of 12 = 100% Postsecondary Component Score N/A 54 Graduation Rates N/A Total 29 out of 33 = 88%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 19 September 2016 2016 Campus Comparison Group SILVER LAKE EL (220906110) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate SILVER LAKE EL GRAPEVINE-COLLEYVILLE EE-05 643 48.2 33.4 7.3 (220906110) ISD 1 OAK HILL EL (227901148) AUSTIN ISD EE-05 836 39.6 32.4 10.9 2 HOWARD BURNHAM EL BURNHAM WOOD CHARTER SCHOOL KG-05 540 50.6 34.4 5.5 (071801001) DISTRI 3 CONGRESSMAN CANUTILLO ISD EE-05 450 46.2 25.6 12.6 SILVESTRE & CAROLINA S (071907106) 4 ARLYNE & ALAN WEBER EL CLEAR CREEK ISD EE-05 907 40.6 34.3 6.9 (084910125) 5 RANN EL (249905101) DECATUR ISD EE-05 486 54.3 32.1 14.1 6 NEWTON RAYZOR EL (061901107) DENTON ISD PK-05 674 54.0 25.7 12.1 7 PECAN CREEK EL (061901116) DENTON ISD KG-05 715 40.4 27.6 9.1 8 ELKINS EL (220918105) EAGLE MT-SAGINAW ISD KG-05 630 51.4 23.7 11.3 9 KOHLBERG EL (071902166) EL PASO ISD EE-05 638 42.3 32.9 8.9 10 MITZI BOND EL (071902160) EL PASO ISD EE-05 549 49.2 27.1 13.7 11 BARBARA JORDAN EL (079907141) FORT BEND ISD KG-05 885 42.4 30.4 7.0 12 MEADOWS EL (079907110) FORT BEND ISD KG-05 480 40.8 27.9 10.6 13 BEAVER TECHNOLOGY CENTER GARLAND ISD KG-05 566 58.5 35.0 4.6 (057909101) 14 HILLSIDE ACAD FOR EXCEL GARLAND ISD KG-05 476 51.7 29.0 3.4 (057909125) 15 NORMA DORSEY EL (057909148) GARLAND ISD KG-05 645 47.4 27.1 8.8 16 ROWLETT EL (057909137) GARLAND ISD KG-05 566 55.3 29.2 10.8 17 WALNUT GLEN ACAD FOR EXCEL GARLAND ISD KG-05 479 57.2 32.6 6.3 (057909122) 18 WATSON TECHNOLOGY CENTER GARLAND ISD KG-05 571 54.6 34.2 5.1 (057909115) 19 VILLAGE EL (246904107) GEORGETOWN ISD PK-05 502 43.4 25.9 4.5 20 HARMONY SCHOOL OF HARMONY SCHOOL OF EXCELLENCE KG-05 626 52.9 32.1 9.0 ACHIEVEMENT - HO (101858007) 21 HARMONY SCHOOL OF HARMONY SCIENCE ACAD (WACO) KG-05 646 54.0 28.9 9.3 INNOVATION- EULE (161807012) 22 HARMONY SCHOOL OF HARMONY SCIENCE ACADEMY KG-05 532 42.3 31.4 13.0 SCIENCE - AUSTIN (227816003) (AUSTIN) 23 HEROD EL (101912173) HOUSTON ISD PK-05 762 47.4 26.1 8.6 24 SCHOOL AT ST GEORGE PLACE HOUSTON ISD EE-05 788 43.8 36.4 14.0 (101912353) 25 MEMORIAL PARKWAY EL KATY ISD EE-05 777 51.0 42.1 12.0 (101914104) 26 EHRHARDT EL (101915110) KLEIN ISD PK-05 731 46.4 29.1 14.8 27 NORTHAMPTON EL (101915102) KLEIN ISD PK-05 498 41.0 28.3 10.0 28 HERITAGE EL (101916102) LA PORTE ISD KG-05 552 45.5 26.6 12.3 29 LAKE TRAVIS EL (227913101) LAKE TRAVIS ISD EE-05 879 45.7 34.4 9.8 30 BAGDAD EL (246913109) LEANDER ISD EE-05 568 56.2 30.1 13.6 31 OFFICER LEONARD A REED EL LEANDER ISD EE-05 723 47.7 33.3 12.6 (246913124) 32 PARKWAY EL (061902124) LEWISVILLE ISD KG-05 517 54.2 37.7 12.1 33 J A VITOVSKY EL (070908107) MIDLOTHIAN ISD EE-05 633 52.9 29.5 12.5 34 BENS BRANCH EL (170908111) NEW CANEY ISD EE-05 832 52.3 39.5 11.7 35 CALDWELL EL (227904114) PFLUGERVILLE ISD EE-05 706 49.7 36.1 9.9 36 HIGHLAND PARK EL (227904116) PFLUGERVILLE ISD EE-05 742 43.8 38.5 12.5 37 WOODEN EL (070911102) RED OAK ISD PK-05 544 51.3 31.4 9.2 38 CHARLES BORCHERS EL UNITED ISD EE-05 941 47.1 36.9 7.1 (240903120) 39 TRAUTMANN EL (240903110) UNITED ISD EE-05 799 47.2 33.4 5.0

TEA Division of Performance Reporting June 9, 2016 2016 Campus Comparison Group SILVER LAKE EL (220906110) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate 40 FIELDS STORE EL (237904106) WALLER ISD PK-05 678 54.9 28.0 13.1 Comparison Group 652 48.7 31.4 9.9 Average

TEA Division of Performance Reporting June 9, 2016 Grapevine-Colleyville ISD Timberline Elementary 2016-2017 Improvement Plan

Timberline Elementary 1 of 7 Generated by Plan4Learning.com November 7, 2016 10:57 am

Mission Statement Timberline's Mission Statement

Together, we are leaders at Timberline. By practicing the seven habits, we lead, Love learning, embrace diversity, achieve goals, and do our best.

Timberline Elementary 2 of 7 Generated by Plan4Learning.com November 7, 2016 10:57 am Table of Contents

Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program...... 4 Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities...... 4 Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years...... 4 Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress...... 4 Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives...... 5 Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives...... 5 Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives...... 6 Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives...... 6 Goal 9: STRATEGY #6: We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives...... 7 Goal 10: STRATEGY #7: We will ensure all facilities are progressively equipped and designed to support the GCISD mission and strategic objectives...... 7

Timberline Elementary 3 of 7 Generated by Plan4Learning.com November 7, 2016 10:57 am Goal 1: Create and implement a comprehensive plan to significantly increase the quality of the district's advanced academics program.

Performance Objective 1: 100% of Timberline Elementary School students receiving GT services will be clustered in the regular classroom in order to support the teacher in meeting their academic, social, and emotional needs

Performance Objective 2: 100% of Timberline Elementary Kindergarten - Fifth Grade teachers will complete professional learning requirements as part of the program for gifted students.

Performance Objective 3: 100% of GT students in grades K-5 will meet or exceed the district's expectations for demonstrating one year of growth.

Goal 2: Create and implement a comprehensive plan to significantly increase the quality of all extra-curricular activities.

Performance Objective 1: Increase communication about extra-curricular opportunities offered at Timberline Elementary School.

Performance Objective 2: Partner with the middle and high school athletics and fine arts programs at GHS and CTMS to expose Timberline Elementary School students to the opportunities that will be available to them at secondary campuses.

Performance Objective 3: Provide additional opportunities for students to participate in extra-curricular activities.

Goal 3: Create and implement a plan to systematically pilot "student voice" as a mechanism for feedback over the next three years.

Performance Objective 1: Work with staff to determine current practices in place to solicit student input and/or perceptions about school operations or classroom operation.

Performance Objective 2: Determine campus vision for systemically creating opportunities for students to have a voice in sharing their perceptions of classroom and school activities.

Goal 4: Create and implement a comprehensive development plan to significantly increase the quality of Dyslexia services with emphasis in identification of students, building awareness of Dyslexia at the campus level, and monitoring individual progress.

Performance Objective 1: Teachers will participate in professional development experiences to develop empathy about students with learning differences and gain skills in reading intervention.

Performance Objective 2: Campuses will monitor individual student progress through procedures outlined in RtI documents. Timberline Elementary 4 of 7 Generated by Plan4Learning.com November 7, 2016 10:57 am Performance Objective 3: Dyslexia screening and assessment procedures will be followed according to district guidelines.

Performance Objective 4: Literacy Intervention Teachers (and/or Bilingual Literacy Intervention Teachers) will provide support to students according the spectrum of dyslexia needs.

Goal 5: STRATEGY #1 - We will purposefully hire, continually train, and hold accountable all GCISD staff to ensure the fulfillment of the GCISD mission and strategic objectives.

Performance Objective 1: 100% of instructional staff will be engaged participants in Professional Learning Communities to increase student achievement and engagement aligned to GCISD Learning Platform Guiding Principle III and IV.

Performance Objective 2: 100% of staff members will be actively involved in supporting the social and emotional growth of students.

Performance Objective 3: All Timberline Staff members will be trained in the Seven Habits of Highly Effective People.

Performance Objective 4: 100% of Timberline Teachers will participate in coordinated learning opportunities facilitated by the Learning Liaison, Student Support Specialist, campus administrators, and teacher leaders.

Performance Objective 5: 100% of language arts teachers will participate in an in depth study of Writer's Workshop, Reader's Workshop, resources, and strategies.

Performance Objective 6: 100% of the instructional staff will develop common formative assessments to guide instruction and intervention.

Performance Objective 7: 100% of staff will participate in vertical professional learning communities with the purpose of identifying gaps and aligning instruction.

Goal 6: STRATEGY #2 - We will facilitate a process that carries out the development, implementation, and realization of a personal learning plan that includes goals within the areas of academics, campus activities, and workforce/community involvement for every student to accomplish the GCISD mission and strategic objectives.

Performance Objective 1: All 2nd, 3rd, 4th, and 5th grade students will write personalized learning goals using the plan, do, study, act process.

Performance Objective 2: 100% of students will develop goals, action steps, track progress, revise strategies, and articulate their personalized learning plan.

Performance Objective 3: All grade levels will utilize data boards to track student progress toward grade level established goals.

Timberline Elementary 5 of 7 Generated by Plan4Learning.com November 7, 2016 10:57 am Performance Objective 4: 100% of 5th grade students will receive support designed to facilitate a successful transition to middle school.

Performance Objective 5: 100% of students attending Science Specials class will participate in a school wide garden project to benefit the school and community.

Performance Objective 6: 100% of Timberline students will have the opportunity to participate in a PTA/TES event for parents.

Performance Objective 7: 100% of Timberline students will have the opportunity to participate in the Spirit Stick Program by demonstrating good attendance habits and by demonstrating positive character qualities.

Performance Objective 8: 100% of students will have the opportunity to participate in College Days.

Goal 7: STRATEGY #3 - We will transform from a teaching platform to a learning platform by designing engaging, differentiated work for students toward the accomplishment of the GCISD mission and strategic objectives.

Performance Objective 1: 100% of K-5 dual language teachers will utilize the district's dual language model with fidelity.

Performance Objective 2: All Timberline Students K-5 in all populations will meet or exceed one year's growth as defined by GCISD and state standards.

Performance Objective 3: All students in all populations in grades K-5 will meet or exceed district expectations on all required district assessments and state assessments.

Performance Objective 4: The PE teacher will utilize the developed Coordintated School Health Curriculum at least one time per month.

Performance Objective 5: 100% of instructional staff will participate in a coordinated effort to provide intervention, extension and/or enrichment for every student.

Performance Objective 6: Teachers will utilize the Intentional Design Process to design work for students that is differentiated in the areas of content, process, and/or product, according to students' interests, readiness, and/or learning profile.

Goal 8: STRATEGY #4 - We will create a plan that customizes communication methods and messages for students, parents, teachers, administration, and community to communicate and support the GCISD mission and strategic objectives.

Performance Objective 1: A weekly newsletter will be utilized to communicate with parents regarding campus events, initiatives, deadlines and opportunities.

Timberline Elementary 6 of 7 Generated by Plan4Learning.com November 7, 2016 10:57 am Performance Objective 2: 100% of Timberline parents will have access to the Timberline Parent Center.

Goal 9: STRATEGY #6: We will integrate technology, including student mobile wireless computing devices, into every aspect of the student academic experience to support the GCISD mission and strategic objectives.

Performance Objective 1: 100% of Timberline students in grades K-5 will have one to one access to iPads for effective instructional use throughout the school day.

Performance Objective 2: 100% of Timberline teachers will receive digital training on the effective use of ipads for instruction.

Performance Objective 3: Ensure all students have completed training over appropriate use and handling 1 to 1 devices.

Goal 10: STRATEGY #7: We will ensure all facilities are progressively equipped and designed to support the GCISD mission and strategic objectives.

Performance Objective 1: Ensure all teachers, staff, students, and visiting parents are able to view announcements.

Performance Objective 2: Ensure all instructional areas are equipped with appropriate technology.

Timberline Elementary 7 of 7 Generated by Plan4Learning.com November 7, 2016 10:57 am TEXAS EDUCATION AGENCY 2016 Accountability Summary TIMBERLINE EL (220906104) - GRAPEVINE-COLLEYVILLE ISD

Accountability Rating Distinction Designation Met Standard

Met Standards on Did Not Meet Standards on Academic Achievement in ELA/Reading - Student Achievement - NONE NO DISTINCTION EARNED - Student Progress Academic Achievement in Mathematics - Closing Performance Gaps NO DISTINCTION EARNED - Postsecondary Readiness Academic Achievement in Science In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4. NO DISTINCTION EARNED

Academic Achievement in Social Studies Performance Index Report NOT ELIGIBLE

100 Top 25 Percent Student Progress NO DISTINCTION EARNED

75 Top 25 Percent Closing Performance Gaps NO DISTINCTION EARNED

50 Postsecondary Readiness NO DISTINCTION EARNED 25

77 44 41 36 Campus Demographics 0

Index 1 Index 2 Index 3 Index 4 Campus Type Elementary Student Student Closing Postsecondary Achievement Progress Performance Gaps Readiness (Target Score=60) (Target Score=32) (Target Score=28) (Target Score=12) Campus Size 687 Students Grade Span PK - 05 Percent Economically Performance Index Summary Disadvantaged 81.1 Percent English Language Points Maximum Index Learners 58.2 Index Earned Points Score Mobility Rate 11.7 1 - Student Achievement 535 699 77 2 - Student Progress 444 1,000 44 System Safeguards 3 - Closing Performance Gaps 661 1,600 41 4 - Postsecondary Readiness Number and Percentage of Indicators Met STAAR Score 36.0 Performance Rates 17 out of 20 = 85% Graduation Rate Score N/A Graduation Plan Score N/A Participation Rates 12 out of 12 = 100% Postsecondary Component Score N/A 36 Graduation Rates N/A Total 29 out of 32 = 91%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting Page 13 September 2016 2016 Campus Comparison Group TIMBERLINE EL (220906104) - GRAPEVINE-COLLEYVILLE ISD Campus Type: Elementary Sorted by District Name

Grade Number of % Econ Mobility Campus Name District Name Span Students Disadv % ELL Rate TIMBERLINE EL (220906104) GRAPEVINE-COLLEYVILLE PK-05 687 81.1 58.2 11.7 ISD 1 BLANTON EL (227901106) AUSTIN ISD PK-05 477 82.0 59.3 16.7 2 BLANTON EL (057903110) CARROLLTON-FARMERS BRANCH PK-05 512 82.2 55.9 12.4 ISD 3 DAVIS EL (057903113) CARROLLTON-FARMERS BRANCH KG-05 579 81.2 55.6 12.5 ISD 4 GOOD EL (057903105) CARROLLTON-FARMERS BRANCH EE-05 545 81.7 60.6 7.2 ISD 5 MCLAUGHLIN STRICKLAND EL CARROLLTON-FARMERS BRANCH KG-05 736 81.3 51.6 12.2 (057903135) ISD 6 ANNIE WEBB BLANTON EL DALLAS ISD EE-05 612 84.0 58.3 19.0 (057905110) 7 CASA VIEW EL (057905125) DALLAS ISD EE-05 711 86.6 60.1 15.6 8 NATHAN ADAMS EL (057905233) DALLAS ISD PK-05 549 75.8 60.5 13.6 9 THELMA ELIZABETH PAGE DALLAS ISD PK-05 732 85.0 58.2 16.1 RICHARDSON E (057905303) 10 HODGE EL (061901105) DENTON ISD KG-05 648 80.4 54.3 16.9 11 MACARIA DELA GARZA GORENA EL EDINBURG CISD PK-05 580 86.6 61.6 15.5 (108904131) 12 BONNIE BRAE (220905225) FORT WORTH ISD PK-05 470 83.2 58.9 11.5 13 S S DILLOW EL (220905123) FORT WORTH ISD PK-05 624 85.9 56.6 16.1 14 SOUTH HILLS EL (220905167) FORT WORTH ISD PK-05 887 84.9 55.7 10.4 15 W J TURNER EL (220905172) FORT WORTH ISD PK-05 536 86.9 61.4 13.5 16 PURPLE SAGE EL (101910112) GALENA PARK ISD EE-05 568 85.9 54.0 13.8 17 PYBURN EL (101910109) GALENA PARK ISD EE-05 649 83.7 51.3 9.7 18 COOPER EL (057909107) GARLAND ISD KG-05 643 81.2 54.3 15.2 19 ETHRIDGE EL (057909128) GARLAND ISD KG-05 736 84.0 55.2 13.7 20 GEORGE WASHINGTON CARVER EL GARLAND ISD EE-05 727 78.1 51.3 14.1 (057909159) 21 ELROD EL (101912148) HOUSTON ISD PK-05 732 82.5 60.1 16.2 22 KENNEDY EL (101912188) HOUSTON ISD EE-05 745 87.4 55.0 12.1 23 SCARBOROUGH EL (101912237) HOUSTON ISD PK-05 749 88.7 58.6 12.0 24 WHITE E EL (101912267) HOUSTON ISD PK-05 858 86.0 60.1 14.9 25 BARTON EL (057912101) IRVING ISD KG-05 856 84.0 56.3 15.3 26 BRITAIN EL (057912103) IRVING ISD EE-05 675 84.0 57.8 19.3 27 BROWN EL (057912102) IRVING ISD KG-05 777 84.8 54.1 15.3 28 LIVELY EL (057912112) IRVING ISD KG-05 881 82.3 59.4 13.3 29 KAISER EL (101915108) KLEIN ISD KG-05 804 86.4 55.3 12.2 30 BLAKE MANOR EL (227907105) MANOR ISD PK-05 681 84.4 54.8 18.2 31 REGENCY PLACE EL (015910120) NORTH EAST ISD KG-05 605 83.0 53.9 18.0 32 KELLY-PHARR EL (108909117) PHARR-SAN JUAN-ALAMO ISD PK-05 715 81.1 60.3 17.4 33 H D HILLEY EL (071909102) SOCORRO ISD PK-05 693 88.6 55.0 11.9 34 EDGEWOOD EL (101920103) SPRING BRANCH ISD PK-05 678 82.6 60.3 13.0 35 PINE SHADOWS EL (101920110) SPRING BRANCH ISD EE-05 783 77.9 58.9 17.7 36 FINLEY EL (240903112) UNITED ISD EE-05 542 87.3 57.2 13.8 37 NEWMAN EL (240903109) UNITED ISD PK-05 560 84.5 58.8 11.1 38 RADCLIFFE & SUE KILLAM EL UNITED ISD EE-05 801 87.1 61.2 13.5 (240903132) 39 RUIZ EL (240903115) UNITED ISD EE-05 882 85.4 58.5 7.5 40 SALINAS EL (240903107) UNITED ISD EE-05 823 81.5 56.4 11.3 Comparison Group Average 684 83.7 57.2 14.0

TEA Division of Performance Reporting June 9, 2016

Administrative Regulation WELLNESS Grapevine-Colleyville ISD

NUTRITION AND WELLNESS

GCISD shall follow applicable state and federal nutrition guidelines that advance student health and shall promote the general wellness of all students through nutrition education, physical activity, and other school-based activities.

GOALS AND GUIDELINES

GCISD shall maintain wellness goals and nutritional guidelines in consultation with the local school health advisory committee (SHAC) and with representatives of the district’s Nutrition Services Department, school administration, school board and parents. Goals shall be accomplished through nutrition education, physical education and activity and the foods and beverages served by the Nutrition Services Program.

NUTRITION EDUCATION

GCISD shall implement, in accordance with law, a coordinated school health program with a nutritional education component and shall use health course curriculum that emphasizes the importance of proper nutrition.

● Nutrition Education shall include: a. Nutrition messages promoted throughout the school, including the cafeteria and classrooms. b. Nutrition education available on the district website periodically.

PHYSICAL ACTIVITY

The District shall implement, in accordance with law, a coordinated school health program that complies with the state-mandated time for daily/weekly physical education. Students in high school shall meet the physical education component as required for graduation. GCISD will provide an environment that fosters safe and enjoyable fitness activities for students, including those who are not participating in competitive sports. Time allotted for moderate to vigorous physical activity will be consistent with state standards and district board policy and regulations, to include at a minimum:

a. Elementary (K-5); 30 minutes daily or 135 minutes weekly b. Middle School (6-7): 30 minutes daily for four semesters; ● Physical Education will be offered to 8th graders as an elective and students will be encouraged to participate. ● High School (9-12): 2- ½ credits (1.0 credits total) of physical education. Exemptions for middle and high school will be in accordance with District Board Policy and State mandates. ● Schools will not remove or pull students from Physical Education classes unless for administrative reasons such as discipline or counseling issues. WELLNESS Regulation PRC 10-02-2015

● State-certified physical education instructors who will participate in professional staff development opportunities that are aligned with district requirements will teach all Physical Education courses. ● Schools are encouraged at all elementary campuses to schedule recess before lunch. The benefits of having recess before lunch includes: better behavior on the playground, in the cafeteria and in afternoon classes. Additionally, there is less food waste, increased beverage consumption and an improved cafeteria atmosphere. ● Schools are encouraged to hold family events that will promote the benefits of physical activity and healthy lifestyle choices. Information shall be provided to families to help them consider and know how to make healthy choices and incorporate physical activity into their daily routines. Check It Out Centers are available at each Elementary Campus to provide information regarding fitness activities throughout the local area. SCHOOL-BASED ACTIVITIES

GCISD shall establish an environment conducive to healthful eating and physical activity and to express a consistent wellness message through school-based activities:

● Schools will set schedules that allow a minimum of 10 minutes to eat breakfast and 20 minutes to eat lunch. This time will not include the time a student waits in line. ● Wellness for students and their families will be promoted at suitable school activities. ● Employee wellness education and involvement will be promoted at suitable school activities.

HEALTH EDUCATION

Health Education is a component of the Coordinated School Health Model, which consists of a planned, sequential, K-12 curriculum that addresses the physical, mental, emotional and social dimensions of health. The curriculum is designed to motivate and assist students to maintain and improve their health, prevent disease, and reduce health-related risk behaviors. It allows students to develop and demonstrate increasingly sophisticated health-related knowledge, attitudes, skills, and practices. The comprehensive health education curriculum includes a variety of topics such as personal health, family health, community health, consumer health, environmental health, mental and emotional health, injury prevention and safety, nutrition, prevention and control of disease, and substance use and abuse. Qualified, trained teachers provide health education. GCISD continually reviews the state and national standards for current updates and research.

WELLNESS Regulation PRC 10-02-2015

GCISD has adopted a state approved coordinated school health curriculum for grades K-8. This program provides lessons and strategies aligned with the state curriculum.

HEALTH SERVICES

The District shall provide quality health screening and services to students at all levels. Goals of the Screening Program include:

● Teaching prevention and developmental health ● Staff trained in CPR and AED ● Assigning registered nurses to all schools ● Conduct AED Drills on each campus GUIDANCE AND COUNSELING

GCISD shall help students develop positive, decision-making skills related to health and wellness in order to maximize educational opportunities to function, contribute, and compete in a changing world.

Counselors shall provide:

● Responsive services which may include group and individual counseling, coordination of services and /or referral to external agencies as needed. ● Individualized student planning, which includes goal-setting, transitional services between grade levels, college and career investigation, and course selection and graduation planning. ● GCISD will encourage schools and counseling personnel to maintain a system of support, which includes relevant training for teachers and parents along with program evaluation to ensure quality and effectiveness.

WELLNESS Regulation PRC 10-02-2015

SCHOOL FACILITIES & STAFF WELLNESS

GCISD shall make outdoor areas and facilities that are not otherwise subject to an Interlocal Agreement or contract for use or are in use for school programs and activities, available for exercise and recreational activities that involve physical activity for students and staff when staff are available to supervise such use.

● Availability of outdoor areas and facilities shall be in accordance with Board Policy GKD (LOCAL) ● Examples include: o Playgrounds and field spaces at elementary schools that are not locked o Outdoor spaces at middle schools and high schools that are not locked, such as tracks, fields, and tennis courts. NUTRITIONAL GUIDELINES

GCISD shall ensure that nutritional guidelines for reimbursable school meals shall be at least as restrictive as applicable state and federal regulations and guidance and that all foods available on each program subscribing campus are in accordance with the Healthy Hunger Free Kids Act of 2010.

● Provide each campus with education and guidelines on the use of food as a reward. ● Comply with the applicable sections of the Texas School Nutrition Policy and USDA Smart Snacks. - Elementary schools will not have or use vending machines. - Middle school vending machines may offer snacks and beverages that comply with Smart Snack guidelines. - High School vending machines may offer snacks or beverages except for sodas and candy except during the established “Breakfast Period.” - Elementary and Middle Schools may not give away foods or beverages that do not meet the Smart Snack guidelines during any part of the school day with the exception of the five designated days per school year as determined by the principal. COMPETITIVE FOODS

Foods sold at GCISD schools, except high schools, shall meet the nutrition requirements. GCISD has established local nutritional guidelines for foods and beverages at high schools. Third party individuals or groups may not sell competitive foods and beverages at any time during the school day in elementary and middle schools.

FUNDRAISING

Fundraisers conducted at GCISD schools must meet all nutritional requirements* according to the USDA’s Food and Nutrition Services Federal Code 7 CFR parts 2010 and 220 (FNS-2011-0019) and the Texas Department of Agriculture Administrative Code (Title 4, Part 1, Chapter 26 Subchapter A), and shall comply with one of the categories listed below: 1. Food items that meet competitive food service nutrition standards. Smart Snacks: http://www.squaremeals.org/Programs/NationalSchoolLunchProgram/SmartSnacks.aspx

WELLNESS Regulation PRC 10-02-2015

2. Food items that are not intended to be consumed at school such as ready-to-bake cookie dough or ready-to-heat pizza 3. Non-food items

EXEMPT FUNDRAISERS

Elementary and Middle Schools may sell food and/or beverages as part of a fundraiser that does not meet the Nutritional Requirements, as outlined above, during the school day for up to six (6) days per school year on each school campus. Such fundraisers must comply with the rules listed below:

1. Food and beverages sold during an exempt fundraiser must not be sold in competition with school meal service (breakfast and lunch) 2. Food and beverages sold during an exempt fundraiser must not be consumed in the school meal service area (i.e, school cafeteria).

MONITORING AND IMPLEMENTATION

The School Health Advisory Committee shall help GCISD oversee this administrative regulation and periodically review the implementation of the wellness regulation with input from: Health Services, Nutrition Services, Counseling Services and the Athletics/Physical Education Department. The campus administration shall be responsible for implementation.

*For a list of the Smart Snack compliant foods and beverages currently sold by Nutrition Services please visit the Nutrition Services’ Wellness and Student Health webpage. Additional foods and beverages in question can be analyzed with the smart snack calculator online at http://tools.healthiergeneration.org/calc/calculator/

WELLNESS Regulation PRC 10-02-2015

GCISD Violent and Criminal Incidents Report ‐

The Texas Education Code requires each district to publish an annual report that includes information on violent or criminal incidents that occur on the campuses. As part of the annual report, the table below provides a district-wide view of violent or criminal incidents that occurred in GCISD in 2015- 2016. Incidents in the off campus 300 foot zone marked *.

Discipline District Totals for Description Code 2015-2016 2 On Campus Conduct Punishable as a Felony 10 4 Marijuana/Controlled Substance 30 5 Alcoholic Beverage 14 6 Abuse of a Volatile Chemical 0 7 Public Lewdness/Indecent Exposure 2 8 Retaliation Against Employee 1 9 Off Campus Title 5 Felony 1 10 Non-Title 5 Felony 0 11 Firearm 0 12 Illegal Knife 1 13 Illegal Club 0 14 Prohibited Weapon 1 16 Arson 2 17 Murder 0 18 Indecency with a Child 0 19 Aggravated Kidnapping 0 22 Criminal Mischief 1 27 Assault of a District Employee 1 28 Assault of someone other than an Employee 15 29 Aggravated Assault of a District Employee/Volunteer 0 30 Aggravated Assault of a Non-Employee/Non-Volunteer 0 31 Sex Assault of a District Employee 0 32 Sex Assault of a Non-Employee 0 33 Cigarette or Tobacco Product 35 34 School-Related Gang Violence 0 36 Felony Controlled Substance Violation 0 37 Felony Alcohol Violation 0 46 Aggravated Robbery 0 47 Manslaughter 0 48 Negligent Homicide 0 49 Deadly Conduct 0 51 Firearm * 0 52 Illegal Knife, Club, Prohibited Weapon * 0 53 Serious Offense Conduct * 0 54 Felony Marijuana/Controlled Substance/Alcohol * 0 Student Required to Register as Sex Offender under Court 55 0 Supervision Student Required to Register as a Sex Offender not under Court 56 0 Supervision Continuous Sexual Abuse of Young Child or Children on School 57 0 Property or at a School-Related Activity

Report of 2013-2014 High School Graduates’ Enrollment and Academic Performance in Texas Public Higher Education in FY 2015

Texas statute requires every school district to include, with their performance report, information received under Texas Education Code §51.403(e). This information, provided to districts from the Texas Higher Education Coordinating Board (THECB), reports on student performance in postsecondary institutions during the first year enrolled after graduation from high school.

Student performance is measured by the Grade Point Average (GPA) earned by 2013-2014 high school graduates who attended public four-year and two-year higher education in FY 2015. The data is presented alphabetically for each county, school district and high school. The bookmarks can be used to select the first letter of a county. Then the user can scroll down to the desired county, school district and high school.

For each student, the grade points and college-level semester credit hours earned by a student in fall 2014, spring 2015, and summer 2015 are added together and averaged to determine the GPA. These GPAs are accumulated in a range of five categories from < 2.0 to > 3.5. If a GPA could not be calculated for some reason, that student is placed in the “Unknown” column. GPA data is only available for students attending public higher education institutions in Texas. If a high school has fewer than five students attending four-year or two-year public higher education institutions, the number of students is shown but no GPA breakout is given. If a student attended both a four-year and a two-year institution in FY 2015, the student’s GPA is shown in the type of institution where the most semester credit hours were earned.

The number of students located at Texas independent institutions is presented. Also shown are "not trackable" graduates, those with non-standard ID numbers that cannot be used to match student identifiers at Texas higher education institutions. "Not found" graduates have standard ID numbers but were not located in FY 2015 at Texas higher education institutions. They might have enrolled in higher education outside of Texas.

No data is given for high schools with 25 or fewer graduates.

Because the statute calls for data on the first year enrolled after graduation, the level of the institution attended by students in this report may not match that given in THECB’s high school to college report at http://www.txhighereddata.org/Interactive/HSCollLink. That report shows where students attended in the fall semester after their high school graduation year. This report attributes students to the level of institution where they earned the most semester credit hours during the whole academic year, not just the fall semester.

Please note: In May 2012 the 2006-2007, 2007-2008, and 2008-2009 versions of the Report of High School Graduates’ Enrollment and Academic Performance in Texas Public Higher Education were updated to reflect a minor correction in how the GPA data are distributed across ranges.

Texas High School Graduates from FY2014 Enrolled in Texas Public or Independent Higher Education in FY 2015

GPA for 1st Year in Public Higher Education in Texas Total 2.0- 2.5- 3.0- County District Graduates <2.0 2.49 2.99 3.49 >3.5 Unk

GRAPEVINE-COLLEYVILLE ISD 220906004 COLLEYVILLE HERITAGE H S Four-Year Public University 134 9 19 25 37 44 0 Two-Year Public Colleges 161 46 24 16 34 39 2 Independent Colleges & Universities 31 Not Trackable 15 Not Found 122 Total High School Graduates 463 220906001 GRAPEVINE H S Four-Year Public University 123 16 14 21 32 40 0 Two-Year Public Colleges 132 27 17 27 28 33 0 Independent Colleges & Universities 27 Not Trackable 23 Not Found 154 Total High School Graduates 459 220906006 THE BRIDGES ACAD ALTER Four-Year Public University 0 Two-Year Public Colleges 12 6 3 3 0 0 0 Independent Colleges & Universities 0 Not Trackable 9 Not Found 45 Total High School Graduates 66

Source: Texas Higher Education Coordinating Board and Texas Education Agency "Not found" graduates have standard ID numbers that were not found in the specified year at Texas higher education institutions. "Not trackable" graduates have non-standard ID numbers that will not find a match at Texas higher education institutions. Includes high schools with more than 25 graduates. If enrolllment in public higher education less than 5, the GPA data is omitted.