Fort Bend I Bend ISD 2019 Texas Academic Performance Report & - PowerPoint PPT Presentation

Fort Bend I Bend ISD 2019 Texas Academic Performance Report & Public Hearing February 10, 2020

Accountability in Fort Bend ISD Fort Bend ISD is committed to providing an exceptional educational system where all students can reach their full potential, in accordance with the skills and attributes of the FBISD Profile of a Graduate. Our Board strongly believes that the District is accountable to the community for fulfilling the Hopes and Dreams they have for their children and their futures. The A-F accountability system, which is driven by a singular accountability measure drawn from a child’s performance on state assessments, is only a partial accounting and does not adequately represent the comprehensive work of the district associated with developing the whole child. 2

Community-Based Accountability 3

2018-19 TAPR Overview Texas Academic Performance Report (TAPR) Ratings and Accreditation Status: • FIRST Rating – A=Superior • Accountability Rating – B • Accreditation – Accredited • Special Education Status – Meet Requirements Additional Required Items: • Campus Performance Objectives • Report on Violent or Criminal Incidents on Campus • Student Performance in Postsecondary Institutions 4

2018-19 Student Profile Race/Ethnicity Program Participation 3.9% Special Education 8.7% 26.5% 26.4% Gifted & Talented 6.8% Career & Technical Education 24.9% At-Risk 40.1% 16.2% 27.1% English Learners 15.3% Hispanic African American White Asian Economically Disadvantaged 43.2% Other 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 5

2018-19 Staff Profile 100 Total Staff Percent of Staff 80 60 49.8 46.6 40 29.2 25.5 12.7 20 10.3 10.1 8.7 3 2.4 1.1 0.5 0 Educational Aides Auxiliary Staff Teachers Professional Support School Leadership Central Administration State Fort Bend 100.0 Percent of Teachers Teachers by Years of Experience 80.0 60.0 31.9 40.0 29.1 29.2 28.2 20.2 19.1 15.3 13.5 20.0 8.2 5.1 0.0 Beginning Teachers 1-5 Years 6-10 Years 11-20 Years Over 20 Years State Fort Bend 6

2018-19 STAAR Passing Performance Grades 3-8 and EOC, Reading STAAR Reading Approaches Grade Level or STAAR Reading Meets Grade Level or Above Above 47% (+) English Learners 75% (+) 24% (-) English Learners Special Education 43% (=) 41% (=) Special Education Economically Disadvantaged 71% (+) Economically Disadvantaged 73% (+) White 91% (=) White 79% (=) Asian 93%(=) Asian 44% (+) Hispanic 73% (+) Hispanic 45% (+) 73% (+) African American African American 59% (+) 81% (=) All All 0% 20% 40% 60% 80% 100% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 2019 2018 2017 2019 2018 2017 STAAR Reading Masters Grade Level STAAR Reading Did Not Meet Grade Level 24% (+) 25% (-) English Learners English Learners 8% (=) 57% (=) Special Education Special Education 16% (+) 29% (-) Economically Disadvantaged Economically Disadvantaged 40% (+) 9% (=) White White 52% (+) 7% (=) Asian Asian 17% (=) 27% (-) Hispanic Hispanic 17% (+) 27% (-) African American African American 30% (+) 19% (=) All All 0% 10% 20% 30% 40% 50% 60% 0% 10% 20% 30% 40% 50% 60% 70% 2019 2018 2017 2019 2018 2017

2018-19 STAAR Passing Performance Grades 3-8 and EOC, Math STARR Math Approaches Grade Level or Above STAAR Math Meets Grade Level or Above 85% (=) 58% (+) English Learners English Learners 51% (+) 28% (=) Special Education Special Education 77% (+) 44% (+) Economically Disadvantaged Economically Disadvantaged 93% (=) 73% (+) White White 97% (=) 86% (=) Asian Asian 79% (=) 46% (+) Hispanic Hispanic 76% (+) 43% (+) African American African American 85% (=) 60% (+) All All 0% 20% 40% 60% 80% 100% 120% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2019 2018 2017 2019 2018 2017 STAAR Math Masters Grade Level STAAR Math Did Not Meet Grade Level 34% (+) 15% (=) English Learners English Learners 49% (-) 11% (=) Special Education Special Education 21% (+) 23% (-) Economically Disadvantaged Economically Disadvantaged 45% (+) 7% (=) White White 65% (+) 3% (=) Asian Asian 21% (+) 21% (=) Hispanic Hispanic 19% (+) 24% (-) African American African American 36% (+) 15% (=) All All 0% 10% 20% 30% 40% 50% 60% 70% 0% 10% 20% 30% 40% 50% 60% 2019 2018 2017 2019 2018 2017

2018-19 STAAR School Progress Measure-- Academic Growth, Reading, 3-8 and EOC (68) All Students State STAAR Reading School Progress Measure-- Academic Achievement 71 (=) English Learner 71 70 (+) Special Education 67 67 (=) Economically Disadvantaged 67 73 (-) White 74 79 (=) Asian 79 68 (=) Hispanic 68 67 (=) African American 67 72 (=) All 72 60 65 70 75 80 2019 2018 9

2018-19 STAAR School Progress Measure— Academic Growth, Math, 3-8 and EOC (70) Students All State STAAR Math School Progress Measure-- Academic Achievement 73 (+) English Leaners 71 57 (-) Special Education 59 68 (+) Economically Disadvantaged 66 75 (=) White 75 86 (+) Asian 85 68 (+) Hispanic 66 (68 (+) African American 65 73 (+) All 72 0 10 20 30 40 50 60 70 80 90 100 2019 2018 10

Discipline 2017-18 2018-19 Serious Incidents Serious Incidents Per Enrolled Student Per Enrolled Student FBISD 1.8% 1.9% Elementary 0.4% 0.2% Middle 3.3% 3.3% High 2.6% 3.2% Examples of Serious Disciplinary Incidents: • Assault • Terroristic Threat • Drugs or alcohol • Felony offenses

College, Career and Military Readiness by Student Group (Annual Graduates) College, Career and Military Ready Graduates (Student Achievement) 100.0% 90.5% 85.8% 82.5% 90.0% 78.5% 80.0% 69.1% 70.0% 61.4% 55.5% 55.2% 54.8% 54.5% 60.0% 47.3% 45.6% 50.0% 41.7% 38.5% 40.0% 24.2% 30.0% 21.1% 20.0% 10.0% 0.0% All African Hispanic Asian White Economically Special English American Disadvantaged Education Learners Class of 2017 Class of 2018 12

FBISD 4-Year Longitudinal Graduation Rate 2015 2016 2017 2018 Graduated 94.3% 94.4% 95.3% 95.9% Received TxCHSE 0.3% 0.2% 0.4% .2% Continued HS 2.3% 1.9% 1.2% 1.2% Dropped Out 3.2% 3.5% 3.1% 2.7% Graduates and 94.6% 94.6% 95.7% 96.1% TxCHSE Graduates, TxCHSE Graduates, TxCHSE, 96.8% 96.5% 96.9% 97.3% and Continuers 13

FBISD 4-Year Longitudinal Graduation Rate By Student Group 2015 2016 2017 2018 FBISD 94.3% 94.4% 95.3% 95.9% African American 92.4% 92.7% 94.2% 95.4% Hispanic 91.0% 90.9% 92.7% 92% White 95.7% 96.4% 95.5% 98.2% American Indian 89.5% 84.6% 93.8% 93.8% Asian 98.2% 98.5% 98.7% 98.8% Pacific Islander 100% 100% 100% * Two or More Races 97.1% 96.7% 98.5% 100% Special Ed 77% 77.8% 85.7% 85.3% Economically 90.1% 91.4% 93.1% 93.9% Disadvantaged English Learners 84.5% 80.7% 82.5% 85.5%

2019-20 MOY Reading, Minimum Student Growth Percentile (SGP) by Grade 19-20 MOY MINIMUM SGP BY GRADE--READING Yes No 70.95% 67.82% 66.91% 66.67% 65.25% 60.81% 58.40% 41.60% 39.19% 34.75% 33.33% 33.09% 32.18% 29.05% K 1 2 3 4 5 6

2019-20 MOY Reading, Minimum Student Growth Percentile (SGP) by Grade Yes No 19-20 MOY MINIMUM SGP BY GRADE--READING 62.40% 61.68% 60.85% 58.96% 57.87% 50.19% 49.81% 42.13% 41.04% 39.15% 38.32% 37.60% 7 8 9 10 11 12

2019-20 MOY Math, Minimum Student Growth Percentile (SGP) by Grade 19-20 MOY MINIMUM SGP BY GRADE--MATH Yes No 70.49% 70.38% 65.82% 65.14% 62.38% 58.90% 53.13% 46.88% 41.10% 37.62% 34.86% 34.18% 29.62% 29.51% K 1 2 3 4 5 6

2019-20 MOY Math, Minimum Student Growth Percentile (SGP) by Grade 19-20 MOY MINIMUM SGP BY GRADE--MATH Yes No 60.48% 59.76% 57.55% 56.60% 53.13% 51.52% 48.48% 46.88% 43.40% 42.45% 40.24% 39.52% 7 8 9 10 11 12

Campus pus S Suppo pport Systems Comprehensive Campuses: Hunters Glen ES, Lantern Lane ES Overall D Rating: McAuliffe MS, Goodman ES, Ridgemont ES Focused School Support Region 4 ESC Support Goodman ES • • (Goodman ES, Hunter’s All-In Mentoring Effective Schools Framework • Glen ES, Lantern Lane ES, Impact Team Training and Training • Ridgemont ES, McAuliffe Support Texas Instructional Leadership • • MS) Teaching & Learning Support Campus Leadership Team Training Team • • In depth, collaborative Guidance for analysis of District and Campus systems Job-Embedded Support Team (CST) Professional Development walks and discussion • Intensive Professional Learning School Improvement Specialists • Evidence/data analysis • Campus-based classroom Community coaching and support and coaching walks in addition to CST support • Administrative support • Instructional Coaches to Walks to address emergent • Coaching support Tier I instruction issues for the campus • • Longer contract for Assessment of needs professional development 19

Next Steps— Community-Based Accountability System Pilot Schools (6) System Alignment CBAS System • Signaling & Support • Revision of Policy • Finalize Operational Key Questions • Evidentiary Plans • Strategic Planning Process and Reporting • Department Plans • Expand/scale (10 additional campuses • Organizational • CBAS Reporting in spring 2020) Learning Structures 20