Welcome to Abbett Elementary! Curriculum Night 2015

Arrival and Dismissal School hours 8:00 a.m.-3:10 p.m. Doors open at 7:30 a.m. K-2 nd grade children go to the gym 3 rd -5 th grade children go to the cafeteria The students are tardy at 8:01. They will need to come to the office for a tardy slip. 6 Weeks incentive for no tardies Order of Dismissal  3:00 Daycare and Car Riders  3:05 GISD Bus Riders  3:10 Walkers

Title 1 and Campus Improvements What is Title 1? A federal program that: *improves student achievement for all children *improves the quality of professional development *improves parental and community involvement

Our Commitments to Parents School Parent Compact  Establishes a partnership with families to ensure student success  Should be reviewed with parents at Fall conferences and will be posted on the website  The school, parents, and students mutually agree to participate actively to support student learning Parent Involvement Policy  Thoughtful and regular communication between school and families  Professional development for staff to support families  Authentic parent participation in campus improvement efforts  Opportunities for parental involvement in school activities  Posted on our website

Parental Notification of Teacher Qualifications Annually, campuses notify parents of the qualifications of staff at each school, including:  The status of the teacher certification as it relates to the teaching assignment  Status of advanced degrees on the campus  Qualifications of paraprofessional staff who work with students

Campus Improvement Plan Primary Areas of Emphasis  Differentiated and Small Group Instruction to meet individual learning needs  School wide Management Plan focused on developing positive relationships  Integrating Technology  Closing Achievement Gaps  Increase Student and Staff Recognition

2015 ACCOUNTABILITY SYSTEM OVERVIEW Abbett Elementary

ACCOUNTABILITY CAMPUS DEMOGRAPHICS Campus TypeElementary School Campus Size_702___ Students Grade Span KN – 05 Percent Economically Disadvantaged___36.5_% Percent English Language Learners__19.4__% Mobility Rate_11.2__%

Two Systems 1) State Accountability System: based on student performance - STAAR, high school graduation, and indicators of postsecondary readiness; components include: a) Performance Index  Reports student performance based on STAAR assessment results and graduation results  Basis for campus ratings b) Distinction Designations  Intended to acknowledge campuses for performing at high levels of achievement when compared to like campuses c) System Safeguards  Intended to comply with federal regulations (NCLB)  System Safeguard targets set to satisfy state AND federal requirements 2) Community and Student Engagement Evaluation: based on evaluation of nine programs using indicators other than student performance/test results

STATE ACCOUNTABILITY SYSTEM: Performance Index Component #1

PERFORMANCE INDEX Index 1: Student Achievement This index provides an overall summary of the school’s performance at the Phase-in Level II performance standard on the STAAR across all grade levels and subject areas tested. Index 2: Student Progress This index credits schools for demonstrating progress on the student growth measure developed for the STAAR assessments. Index 3: Closing Performance Gaps This index focuses on academic performance at the Final Level III Advanced performance standard of the economically disadvantaged student group and the two lowest performing race/ethnicity groups on the campus or district. Index 4: Postsecondary Readiness This index includes indicators of secondary completion, such as graduation rates and percent graduating with recommended and advanced diploma plans. Beginning in 2014, Final Level II performance on STAAR is included in Index 4.

INDEX 1: Student Achievement Only one group contributes points: All Students Combines performance for all students and all subject area tests (i.e., Reading, Writing, Science, & Social Studies) administered on our campus Includes the following tests:  All versions of STAAR End-of-Course assessments (does include retests)  STAAR and STAAR L Includes tests administered Spring 2015 Our campus earned _84__ out of 100 possible points in Index 1 (_84_%)

INDEX 2: Student Progress Ten groups contribute points: All Students, seven race/ethnicity groups, Special Education student group, and Limited English Proficiency (LEP) student group Calculates percentage of students meeting and/or exceeding STAAR growth expectations  One point for students that “meet” growth expectations  Two points for students that “exceed” growth expectations Two types of student progress measures:  STAAR Progress Measure points calculated/earned based on student change in performance in three content areas: a) reading progress from year to year, b) progress from grade 7 math to Algebra I, and c) progress from grade 4 writing to grade 7 writing  ELL Progress Measure points calculated/earned based on student performance relative to adjusted scale score expectations (applies to LEP students in years 2-4 in US schools) on the following EOC assessments: reading, Algebra I, and writing

INDEX 3: Closing Performance Gaps Calculates percentage of historically low-performing students that are achieving satisfactory & advanced performance levels on STAAR assessments Three groups contribute points: Economically Disadvantaged, and the two lowest performing race/ethnicity groups from the prior accountability year (2014) Includes STAAR and STAAR L End-of-Course assessments (does include retests) Points calculated/earned from THREE content areas: Reading, Writing, and Science Our campus earned _48__ out of 100 possible points in Index 3 (_48_%)

INDEX 4: Postsecondary Readiness STAAR Score: Points earned based on percentage of students meeting Recommended Level II Satisfactory performance on two or more STAAR content area assessments Eight groups contribute points: All Students, seven race/ethnicity groups Includes only STAAR English & Spanish assessments (no other test versions) All Students African American Hispanic White American Indian Asian Pacific Islander Two + Race SPED ELL Total Points Max. Points STAAR Score (i.e., Final Level II Performance) 47%19%31%60% (calculate percentage: Total Points Earned / Max. Points)43.4%

So, did our campus perform well?

STATE ACCOUNTABILITY SYSTEM: Distinction Designations Component #2

Distinction Designations Chapter 5 YOUR SCHOOL CAMPUS COMPARISON GROUP 40 unique campuses across the state that are most similar to YOU … type, size, low/high grade, % ECDIS, mobility, & % LEP

Your Score: (lowest) 47 (highest) Distinctions are earned based on the performance of your campus relative to your Campus Comparison Group! Chapter 5

DISTINCTION DESIGNATIONS Five Distinction Designations available to elementary school campuses in 2015:  Academic Achievement in Reading/ELA (6 indicators)  Academic Achievement in Science (2 indicators)  Top 25% Student Progress (based on Index 2)  Top 25% Closing Performance Gaps (based on Index 3)  Postsecondary Readiness (based on Index 4) Middle school campus performance must be within the same range as the top quartile (i.e., top 10 of 40 comparison campuses) on at least 50% of the indicators

STATE ACCOUNTABILITY SYSTEM: System Safeguards Component #3

SYSTEM SAFEGUARDS: Performance Rates Intended to ensure that low student performance by student groups is not “masked” in the collapsed Performance Index values Our campus met __21_ out of __22_ performance safeguard indicators (__95_%) Indicators All Students African American Hispanic White American Indian Asian Pacific Islander 2 + Races Economically Disadvantaged Special Education ELL/LEP TARGETS 60% Reading/ELA YYYYYYY Math/Algebra I Science YYY Social Studies

SYSTEM SAFEGUARDS: Participation Rates Intended to ensure that all students are participating in the assessment programs and that students are being selectively excluded Our campus met _7__ out of __7_ participation safeguard indicators (_100__%) Indicators All Students African American Hispanic White American Indian Asian Pacific Islander 2 + Races Economically Disadvantaged Special Education ELL/LEP TARGETS 95% Reading YYYYYY Math

COMMUNITY & STUDENT ENGAGEMENT EVALUATION

Community & Student Engagement Evaluation Results Program Area/DomainRating OVERALL CAMPUS RATING Fine ArtsRecognized Wellness & Physical EducationRecognized Community & Parental InvolvementExemplary 21 st Century Workforce DevelopmentExemplary 2 nd Language AcquisitionAcceptable Digital Learning EnvironmentExemplary Educational Programs for Gifted & Talented Students Recognized Compliance & Policy Reporting Requirements Recognized

Questions? Please visit the following resources for additional accountability information GISD: TEA: