{ "district": "Conroe ISD", "district_cdn": "170902", "generated_at": "2026-08-15T14:11:49.246983+00:00", "latest_year": "2025-26", "data_as_of": { "dip": "2025-26 School Year", "tea": "Spring 2025" }, "district_grade": { "grade": "B", "year": "2025" }, "goals": [ { "goal": 1, "title": "Student Achievement and Post-Secondary Success", "desc": "CISD goals for student academic performance, graduation rates, and post-secondary readiness — measured against state STAAR exams and TEA data." }, { "goal": 2, "title": "Recruitment, Development, and Retention of Staff", "desc": "Goals for recruiting, developing, and retaining highly-qualified staff." }, { "goal": 3, "title": "Safe and Collaborative School Culture", "desc": "Goals for school safety, culture, and family engagement." }, { "goal": 4, "title": "Fiscal Stewardship", "desc": "Goals for fiscally responsible budget management aligned with student achievement." }, { "goal": 5, "title": "Communication and Community Relations", "desc": "Goals for building partnerships and trust with parents and the community." }, { "goal": 6, "title": "Operations", "desc": "Goals for efficient, safe, and effective management of facilities, resources, and services." } ], "tea_metrics": { "district": { "2025-26": { "tapr_year": "2026", "accountability": { "grade": "B", "tapr_year": "2026", "source_file": "Accountability Rating Summary (manual).csv", "tapr_column": null, "scaled_score": 85.0, "domains": [ { "key": "student_achievement", "label": "Student Achievement", "score": 85.0, "rating": "B", "proportion": 70.0 }, { "key": "school_progress", "label": "School Progress", "score": 83.0, "rating": "B", "proportion": 0.0 }, { "key": "academic_growth", "label": "Academic Growth", "score": 77.0, "rating": "C" }, { "key": "relative_performance", "label": "Relative Performance", "score": 83.0, "rating": "B", "econ_disadv_pct": 44.4 }, { "key": "closing_gaps", "label": "Closing the Gaps", "score": 84.0, "rating": "B", "proportion": 30.0 } ], "domains_source": "TEA Accountability Rating Summary (rptsvr1.tea.texas.gov/perfreport/account), screenshot provided by user", "domains_retrieved": "2026-08-14" }, "academic_performance": [ { "id": "staar_reading_gr38", "title": "STAAR Reading", "subtitle": "Grades 3–8 · % At Meets Grade Level or Above", "all": 63, "state_all": 55, "all_precise": 62.9, "all_col": "Calculated from 2026 District STAAR Group Summary Grades 3-8.csv (weighted, English-language tests)", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": null, "pending_release": true }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": null, "pending_release": true }, { "key": "special_ed", "label": "Special Education", "value": null, "pending_release": true } ], "lower_is_better": false, "source_file": "2026 District STAAR Group Summary Grades 3-8.csv" }, { "id": "staar_math_gr38", "title": "STAAR Math", "subtitle": "Grades 3–8 · % At Meets Grade Level or Above", "all": 56, "state_all": 43, "all_precise": 55.6, "all_col": "Calculated from 2026 District STAAR Group Summary Grades 3-8.csv (weighted, English-language tests)", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": null, "pending_release": true }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": null, "pending_release": true }, { "key": "special_ed", "label": "Special Education", "value": null, "pending_release": true } ], "lower_is_better": false, "source_file": "2026 District STAAR Group Summary Grades 3-8.csv" }, { "id": "eoc_english1", "title": "EOC English I", "subtitle": "EOC · % At Approaches Grade Level or Above", "all": 77.0, "state_all": 71.0, "all_col": "Calculated from 2026 District STAAR EOC All Subjects.csv, 'English I', All Students, % At Approaches and Above", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": null, "pending_release": true }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": null, "pending_release": true }, { "key": "special_ed", "label": "Special Education", "value": null, "pending_release": true } ], "lower_is_better": false, "source_file": "2026 District STAAR EOC All Subjects.csv" }, { "id": "eoc_english2", "title": "EOC English II", "subtitle": "EOC · % At Approaches Grade Level or Above", "all": 78.0, "state_all": 72.0, "all_col": "Calculated from 2026 District STAAR EOC All Subjects.csv, 'English II', All Students, % At Approaches and Above", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": null, "pending_release": true }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": null, "pending_release": true }, { "key": "special_ed", "label": "Special Education", "value": null, "pending_release": true } ], "lower_is_better": false, "source_file": "2026 District STAAR EOC All Subjects.csv" }, { "id": "eoc_algebra1", "title": "EOC Algebra I", "subtitle": "EOC · % At Approaches Grade Level or Above", "all": 85.0, "state_all": 82.0, "all_col": "Calculated from 2026 District STAAR EOC All Subjects.csv, 'Algebra I', All Students, % At Approaches and Above", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": null, "pending_release": true }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": null, "pending_release": true }, { "key": "special_ed", "label": "Special Education", "value": null, "pending_release": true } ], "lower_is_better": false, "source_file": "2026 District STAAR EOC All Subjects.csv" } ], "graduation_postsec": [ { "id": "graduation_4yr", "title": "4-Year Graduation Rate", "subtitle": "Graduates + TxCHSE (Class of 2025)", "all": null, "pending_release": true, "subgroups": [], "lower_is_better": false, "source_file": "2026 District 4 Year Longitudinal Rate.csv" }, { "id": "ccmr", "title": "College, Career & Military Readiness", "subtitle": "% of Graduates who are College, Career, or Military Ready", "all": null, "pending_release": true, "subgroups": [], "lower_is_better": false, "source_file": "2026 District CCMR College Ready TSI Annual Graduates.csv" }, { "id": "dropout_9_12", "title": "Annual Dropout Rate", "subtitle": "Grades 9–12", "all": null, "pending_release": true, "subgroups": [], "lower_is_better": true, "source_file": "2026 District Attendance Absenteeism Dropout.csv" } ] }, "2024-25": { "tapr_year": "2025", "accountability": { "grade": "B", "tapr_year": "2025", "source_file": "2025 District Reference.csv", "tapr_column": "2025 District Overall Grade", "scaled_score": 85.0, "domains": [ { "key": "student_achievement", "label": "Student Achievement", "score": 85.0, "rating": "B", "proportion": 70.0 }, { "key": "school_progress", "label": "School Progress", "score": 83.0, "rating": "B", "proportion": 0.0 }, { "key": "academic_growth", "label": "Academic Growth", "score": 79.0, "rating": "C" }, { "key": "relative_performance", "label": "Relative Performance", "score": 83.0, "rating": "B", "econ_disadv_pct": 43.8 }, { "key": "closing_gaps", "label": "Closing the Gaps", "score": 85.0, "rating": "B", "proportion": 30.0 } ], "domains_source": "TEA Accountability Rating Summary (rptsvr1.tea.texas.gov/perfreport/account), screenshot provided by user", "domains_retrieved": "2026-08-14" }, "academic_performance": [ { "id": "staar_reading_gr38", "title": "STAAR Reading", "subtitle": "Grades 3–8 · % At Meets Grade Level or Above", "all": 65, "all_precise": 65.2, "all_col": "Computed: sum(# At Meets GL)/sum(# of Tests), Grades 3-8, subject = 'Reading/Language Arts' (EOC excluded)", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 47.1, "tapr_column": "Reading/Language Arts (Grade 3-8, weighted, EOC excluded), Econ Disadv" }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 40.7, "tapr_column": "Reading/Language Arts (Grade 3-8, weighted, EOC excluded), EB/EL (Current)" }, { "key": "special_ed", "label": "Special Education", "value": 27.3, "tapr_column": "Reading/Language Arts (Grade 3-8, weighted, EOC excluded), Special Ed (Current)" } ], "lower_is_better": false, "source_file": "2025 District STAAR Grade 3.csv .. Grade 8.csv (per-grade files)" }, { "id": "staar_math_gr38", "title": "STAAR Math", "subtitle": "Grades 3–8 · % At Meets Grade Level or Above", "all": 57, "all_precise": 57.5, "all_col": "Computed: sum(# At Meets GL)/sum(# of Tests), Grades 3-8, subject = 'Mathematics' (EOC excluded)", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 39.3, "tapr_column": "Mathematics (Grade 3-8, weighted, EOC excluded), Econ Disadv" }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 39.2, "tapr_column": "Mathematics (Grade 3-8, weighted, EOC excluded), EB/EL (Current)" }, { "key": "special_ed", "label": "Special Education", "value": 28.4, "tapr_column": "Mathematics (Grade 3-8, weighted, EOC excluded), Special Ed (Current)" } ], "lower_is_better": false, "source_file": "2025 District STAAR Grade 3.csv .. Grade 8.csv (per-grade files)" }, { "id": "eoc_english1", "title": "EOC English I", "subtitle": "EOC · % At Approaches Grade Level or Above", "all": 77.0, "all_col": "STAAR Performance, EOC English I, SY 2024-25, All Students, % At Approaches GL Standard or Above", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 63.0, "tapr_column": "STAAR Performance, EOC English I, SY 2024-25, Econ Disadv, % At Approaches GL Standard or Above" }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 50.0, "tapr_column": "STAAR Performance, EOC English I, SY 2024-25, EB/EL (Current), % At Approaches GL Standard or Above" }, { "key": "special_ed", "label": "Special Education", "value": 38.0, "tapr_column": "STAAR Performance, EOC English I, SY 2024-25, Special Ed (Current), % At Approaches GL Standard or Above" } ], "lower_is_better": false, "source_file": "2025 District STAAR EOC SAT ACT Accelerated Testers.csv" }, { "id": "eoc_english2", "title": "EOC English II", "subtitle": "EOC · % At Approaches Grade Level or Above", "all": 80.0, "all_col": "STAAR Performance, EOC English II, SY 2024-25, All Students, % At Approaches GL Standard or Above", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 68.0, "tapr_column": "STAAR Performance, EOC English II, SY 2024-25, Econ Disadv, % At Approaches GL Standard or Above" }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 53.0, "tapr_column": "STAAR Performance, EOC English II, SY 2024-25, EB/EL (Current), % At Approaches GL Standard or Above" }, { "key": "special_ed", "label": "Special Education", "value": 45.0, "tapr_column": "STAAR Performance, EOC English II, SY 2024-25, Special Ed (Current), % At Approaches GL Standard or Above" } ], "lower_is_better": false, "source_file": "2025 District STAAR EOC SAT ACT Accelerated Testers.csv" }, { "id": "eoc_algebra1", "title": "EOC Algebra I", "subtitle": "EOC · % At Approaches Grade Level or Above", "all": 83.0, "all_col": "STAAR Performance, EOC Algebra I, SY 2024-25, All Students, % At Approaches GL Standard or Above", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 73.0, "tapr_column": "STAAR Performance, EOC Algebra I, SY 2024-25, Econ Disadv, % At Approaches GL Standard or Above" }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 68.0, "tapr_column": "STAAR Performance, EOC Algebra I, SY 2024-25, EB/EL (Current), % At Approaches GL Standard or Above" }, { "key": "special_ed", "label": "Special Education", "value": 53.0, "tapr_column": "STAAR Performance, EOC Algebra I, SY 2024-25, Special Ed (Current), % At Approaches GL Standard or Above" } ], "lower_is_better": false, "source_file": "2025 District STAAR EOC SAT ACT Accelerated Testers.csv" } ], "graduation_postsec": [ { "id": "graduation_4yr", "title": "4-Year Graduation Rate", "subtitle": "Graduates + TxCHSE (Class of 2024)", "all": 97.6, "all_col": "Longitudinal, 4-Year, Class of 2024, Grads + TxCHSE, All Students, Rate", "subgroups": [], "source_file": "2025 District 4 Year Longitudinal Rate.csv" }, { "id": "ccmr", "title": "College, Career & Military Readiness", "subtitle": "% of Graduates who are College, Career, or Military Ready", "all": 78.0, "all_col": "District 2024 College, Career, & Military Ready Graduates: All Students Rate", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 66.7, "tapr_column": "District 2024 College, Career, & Military Ready Graduates: Econ Disadv Rate" }, { "key": "hispanic", "label": "Hispanic", "value": 72.2, "tapr_column": "District 2024 College, Career, & Military Ready Graduates: Hispanic Rate" }, { "key": "african_american", "label": "African American", "value": 63.0, "tapr_column": "District 2024 College, Career, & Military Ready Graduates: African American Rate" }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 56.3, "tapr_column": "District 2024 College, Career, & Military Ready Graduates: EB/EL Rate" }, { "key": "special_ed", "label": "Special Education", "value": 89.2, "tapr_column": "District 2024 College, Career, & Military Ready Graduates: Special Ed Rate" } ], "source_file": "2025 District CCMR College Ready TSI Annual Graduates.csv" }, { "id": "dropout_9_12", "title": "Annual Dropout Rate", "subtitle": "Grades 9–12", "all": 0.4, "all_col": "Annual Dropout Rate, Grades 09-12, SY 2023-24, All Students, Rate", "subgroups": [], "lower_is_better": true, "source_file": "2025 District Attendance Absenteeism Dropout.csv" } ] }, "2023-24": { "tapr_year": "2024", "accountability": { "grade": "B", "tapr_year": "2024", "source_file": "2024 District Reference.csv", "tapr_column": "2024 District Overall Grade", "scaled_score": 85.0, "domains": [ { "key": "student_achievement", "label": "Student Achievement", "score": 85.0, "rating": "B", "proportion": 70.0 }, { "key": "school_progress", "label": "School Progress", "score": 83.0, "rating": "B", "proportion": 0.0 }, { "key": "academic_growth", "label": "Academic Growth", "score": 76.0, "rating": "C" }, { "key": "relative_performance", "label": "Relative Performance", "score": 83.0, "rating": "B", "econ_disadv_pct": 44.5 }, { "key": "closing_gaps", "label": "Closing the Gaps", "score": 85.0, "rating": "B", "proportion": 30.0 } ], "domains_source": "TEA Accountability Rating Summary (rptsvr1.tea.texas.gov/perfreport/account), screenshot provided by user", "domains_retrieved": "2026-08-14" }, "academic_performance": [ { "id": "staar_reading_gr38", "title": "STAAR Reading", "subtitle": "Grades 3–8 · % At Meets Grade Level or Above", "all": 64, "all_precise": 64.2, "all_col": "Computed: sum(Domain 1A Meets Numerator)/sum(Domain 1A Denominator), Grades 3-8, subject = 'Reading/ELA' (EOC excluded)", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 46.5, "tapr_column": "Domain 1A, Reading/ELA (Grade 3-8, weighted, EOC excluded), Econ Disadv" }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 42.4, "tapr_column": "Domain 1A, Reading/ELA (Grade 3-8, weighted, EOC excluded), EB/EL" }, { "key": "special_ed", "label": "Special Education", "value": 27.3, "tapr_column": "Domain 1A, Reading/ELA (Grade 3-8, weighted, EOC excluded), Special Ed" } ], "lower_is_better": false, "source_file": "2024 District STAAR Grade 3.csv .. Grade 8.csv (Domain 1A columns, per-grade files)" }, { "id": "staar_math_gr38", "title": "STAAR Math", "subtitle": "Grades 3–8 · % At Meets Grade Level or Above", "all": 57, "all_precise": 57.3, "all_col": "Computed: sum(Domain 1A Meets Numerator)/sum(Domain 1A Denominator), Grades 3-8, subject = 'Mathematics' (EOC excluded)", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 40.0, "tapr_column": "Domain 1A, Mathematics (Grade 3-8, weighted, EOC excluded), Econ Disadv" }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 41.9, "tapr_column": "Domain 1A, Mathematics (Grade 3-8, weighted, EOC excluded), EB/EL" }, { "key": "special_ed", "label": "Special Education", "value": 28.6, "tapr_column": "Domain 1A, Mathematics (Grade 3-8, weighted, EOC excluded), Special Ed" } ], "lower_is_better": false, "source_file": "2024 District STAAR Grade 3.csv .. Grade 8.csv (Domain 1A columns, per-grade files)" } ], "graduation_postsec": [ { "id": "graduation_4yr", "title": "4-Year Graduation Rate", "subtitle": "Graduates + TxCHSE (Class of 2023)", "all": 97.5, "all_col": "District 2023 4-Year Longitudinal: [Graduates + TxCHSE Recipients] for All Students Rate", "subgroups": [], "source_file": "2024 District 4 Year Longitudinal Rate.csv" }, { "id": "ccmr", "title": "College, Career & Military Readiness", "subtitle": "% of Graduates who are College, Career, or Military Ready", "all": 80.6, "all_col": "District 2023 College, Career, & Military Ready Graduates: All Students Rate", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 70.8, "tapr_column": "District 2023 College, Career, & Military Ready Graduates: Econ Disadv Rate" }, { "key": "hispanic", "label": "Hispanic", "value": 75.3, "tapr_column": "District 2023 College, Career, & Military Ready Graduates: Hispanic Rate" }, { "key": "african_american", "label": "African American", "value": 68.6, "tapr_column": "District 2023 College, Career, & Military Ready Graduates: African American Rate" }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 64.0, "tapr_column": "District 2023 College, Career, & Military Ready Graduates: EB/EL Rate" }, { "key": "special_ed", "label": "Special Education", "value": 87.5, "tapr_column": "District 2023 College, Career, & Military Ready Graduates: Special Ed Rate" } ], "source_file": "2024 District CCMR College Ready TSI Annual Graduates.csv" }, { "id": "dropout_9_12", "title": "Annual Dropout Rate", "subtitle": "Grades 9–12", "all": 0.3, "all_col": "District 2023 Annual Dropout for Grades 09-12: All Students Rate", "subgroups": [], "lower_is_better": true, "source_file": "2024 District Attendance Absenteeism Dropout.csv" } ] }, "2022-23": { "tapr_year": "2023", "accountability": { "grade": "B", "tapr_year": "2023", "source_file": "Accountability Rating Summary (manual).csv", "tapr_column": null, "scaled_score": 84.0, "domains": [ { "key": "student_achievement", "label": "Student Achievement", "score": 84.0, "rating": "B", "proportion": 70.0 }, { "key": "school_progress", "label": "School Progress", "score": 83.0, "rating": "B", "proportion": 0.0 }, { "key": "academic_growth", "label": "Academic Growth", "score": 78.0, "rating": "C" }, { "key": "relative_performance", "label": "Relative Performance", "score": 83.0, "rating": "B", "econ_disadv_pct": 44.0 }, { "key": "closing_gaps", "label": "Closing the Gaps", "score": 83.0, "rating": "B", "proportion": 30.0 } ], "domains_source": "TEA Accountability Rating Summary (rptsvr1.tea.texas.gov/perfreport/account), screenshot provided by user", "domains_retrieved": "2026-08-14" }, "academic_performance": [ { "id": "staar_reading_gr38", "title": "STAAR Reading", "subtitle": "Grades 3–8 · % At Meets Grade Level or Above", "all": 65, "all_precise": 65.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 47.2 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 41.6 }, { "key": "special_ed", "label": "Special Education", "value": 26.7 } ], "lower_is_better": false, "source_file": "2023 District STAAR Primary Student Groups Grades 3-8.csv" }, { "id": "staar_math_gr38", "title": "STAAR Math", "subtitle": "Grades 3–8 · % At Meets Grade Level or Above", "all": 60, "all_precise": 60.1, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 42.2 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 42.7 }, { "key": "special_ed", "label": "Special Education", "value": 29.7 } ], "lower_is_better": false, "source_file": "2023 District STAAR Primary Student Groups Grades 3-8.csv" } ], "graduation_postsec": [ { "id": "graduation_4yr", "title": "4-Year Graduation Rate", "subtitle": "Graduates + TxCHSE (Class of 2022)", "all": 97.0, "all_col": "DA3C4X22R", "subgroups": [], "source_file": "2023 District 4 Year Longitudinal Rate 4-Year-to-6-Year.csv" }, { "id": "ccmr", "title": "College, Career & Military Readiness", "subtitle": "% of Graduates who are College, Career, or Military Ready", "all": 69.7, "all_col": "DA0GP22R", "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 54.0, "tapr_column": "DE0GP22R" }, { "key": "hispanic", "label": "Hispanic", "value": 60.8, "tapr_column": "DH0GP22R" }, { "key": "african_american", "label": "African American", "value": 54.0, "tapr_column": "DB0GP22R" }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 48.5, "tapr_column": "DL0GP22R" }, { "key": "special_ed", "label": "Special Education", "value": 78.3, "tapr_column": "DS0GP22R" } ], "source_file": "2023 District College Career Military Readiness TSIA, College Prep.csv" }, { "id": "dropout_9_12", "title": "Annual Dropout Rate", "subtitle": "Grades 9–12", "all": 0.2, "all_col": "DA0912DR22R", "subgroups": [], "lower_is_better": true, "source_file": "2023 District Attendance Absenteeism Dropout.csv" } ] } }, "campuses": { "2024-25": [ { "campus_id": "170902101", "name": "ANDERSON EL", "short_name": "Anderson Elementary", "type": "E", "grade_span": "EE - 04", "overall_grade": "B", "distinctions": { "exceeds_growth": false, "exceeds_closing_gaps": false, "reading_ela": true, "math": true, "science": false, "social_studies": false, "post_secondary": true }, "academic_performance": [ { "id": "staar_reading", "title": "STAAR Reading", "subtitle": "All Grades · % At Meets GL", "all": 53.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 47.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 44.0 }, { "key": "special_ed", "label": "Special Education", "value": 21.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_math", "title": "STAAR Math", "subtitle": "All Grades · % At Meets GL", "all": 56.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 51.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 49.0 }, { "key": "special_ed", "label": "Special Education", "value": 26.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" } ], "graduation_postsec": [] }, { "campus_id": "170902107", "name": "ARMSTRONG EL", "short_name": "Armstrong Elementary", "type": "E", "grade_span": "EE - 04", "overall_grade": "C", "distinctions": { "exceeds_growth": false, "exceeds_closing_gaps": false, "reading_ela": false, "math": false, "science": false, "social_studies": false, "post_secondary": false }, "academic_performance": [ { "id": "staar_reading", "title": "STAAR Reading", "subtitle": "All Grades · % At Meets GL", "all": 42.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 43.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 37.0 }, { "key": "special_ed", "label": "Special Education", "value": 18.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_math", "title": "STAAR Math", "subtitle": "All Grades · % At Meets GL", "all": 37.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. 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Disadvantaged", "value": 18.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 29.0 }, { "key": "special_ed", "label": "Special Education", "value": null } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_science", "title": "STAAR Science", "subtitle": "All Grades · % At Meets GL", "all": 67.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 67.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": null }, { "key": "special_ed", "label": "Special Education", "value": null } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "eoc_english1", "title": "EOC English I", "subtitle": "% At Approaches GL", "all": 60.0, "subgroups": [], "lower_is_better": false, "source_file": "2025 Campus STAAR EOC SAT ACT Accelerated Testers.csv" }, { "id": "eoc_english2", "title": "EOC English II", "subtitle": "% At Approaches GL", "all": 60.0, "subgroups": [], "lower_is_better": false, "source_file": "2025 Campus STAAR EOC SAT ACT Accelerated Testers.csv" }, { "id": "eoc_algebra1", "title": "EOC Algebra I", "subtitle": "% At Approaches GL", "all": 72.0, "subgroups": [], "lower_is_better": false, "source_file": "2025 Campus STAAR EOC SAT ACT Accelerated Testers.csv" } ], "graduation_postsec": [ { "id": "ccmr", "title": "College, Career & Military Readiness", "subtitle": "% of Class of 2024 graduates who are College, Career, or Military Ready", "all": 23.3, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 19.6 }, { "key": "hispanic", "label": "Hispanic", "value": 21.1 }, { "key": "african_american", "label": "African American", "value": 9.4 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 19.2 } ], "lower_is_better": false, "source_file": "2025 Campus CCMR College Ready TSI Annual Graduates.csv" } ] }, { "campus_id": "170902078", "name": "BOZMAN INT", "short_name": "Bozman Intermediate", "type": "M", "grade_span": "05 - 06", "overall_grade": "B", "distinctions": { "exceeds_growth": false, "exceeds_closing_gaps": false, "reading_ela": true, "math": false, "science": false, "social_studies": false, "post_secondary": false }, "academic_performance": [ { "id": "staar_reading", "title": "STAAR Reading", "subtitle": "All Grades · % At Meets GL", "all": 56.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 48.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 36.0 }, { "key": "special_ed", "label": "Special Education", "value": 19.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_math", "title": "STAAR Math", "subtitle": "All Grades · % At Meets GL", "all": 41.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 34.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 31.0 }, { "key": "special_ed", "label": "Special Education", "value": 12.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_science", "title": "STAAR Science", "subtitle": "All Grades · % At Meets GL", "all": 26.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 19.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 9.0 }, { "key": "special_ed", "label": "Special Education", "value": 9.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" } ], "graduation_postsec": [] }, { "campus_id": "170902132", "name": "BRADLEY EL", "short_name": "Bradley Elementary", "type": "E", "grade_span": "EE - 04", "overall_grade": "B", "distinctions": { "exceeds_growth": false, "exceeds_closing_gaps": false, "reading_ela": false, "math": false, "science": false, "social_studies": false, "post_secondary": false }, "academic_performance": [ { "id": "staar_reading", "title": "STAAR Reading", "subtitle": "All Grades · % At Meets GL", "all": 61.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 44.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 48.0 }, { "key": "special_ed", "label": "Special Education", "value": 24.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_math", "title": "STAAR Math", "subtitle": "All Grades · % At Meets GL", "all": 49.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 38.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 27.0 }, { "key": "special_ed", "label": "Special Education", "value": 21.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" } ], "graduation_postsec": [] }, { "campus_id": "170902127", "name": "BROADWAY EL", "short_name": "Broadway Elementary", "type": "E", "grade_span": "KG - 04", "overall_grade": "A", "distinctions": { "exceeds_growth": true, "exceeds_closing_gaps": true, "reading_ela": false, "math": false, "science": false, "social_studies": false, "post_secondary": false }, "academic_performance": [ { "id": "staar_reading", "title": "STAAR Reading", "subtitle": "All Grades · % At Meets GL", "all": 74.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 53.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 58.0 }, { "key": "special_ed", "label": "Special Education", "value": 34.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_math", "title": "STAAR Math", "subtitle": "All Grades · % At Meets GL", "all": 67.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 45.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 63.0 }, { "key": "special_ed", "label": "Special Education", "value": 32.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" } ], "graduation_postsec": [] }, { "campus_id": "170902123", "name": "BUCKALEW EL", "short_name": "Buckalew Elementary", "type": "E", "grade_span": "KG - 04", "overall_grade": "A", "distinctions": { "exceeds_growth": true, "exceeds_closing_gaps": true, "reading_ela": false, "math": true, "science": false, "social_studies": false, "post_secondary": true }, "academic_performance": [ { "id": "staar_reading", "title": "STAAR Reading", "subtitle": "All Grades · % At Meets GL", "all": 84.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 66.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 77.0 }, { "key": "special_ed", "label": "Special Education", "value": 31.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_math", "title": "STAAR Math", "subtitle": "All Grades · % At Meets GL", "all": 85.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 72.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 81.0 }, { "key": "special_ed", "label": "Special Education", "value": 57.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" } ], "graduation_postsec": [] }, { "campus_id": "170902121", "name": "BUSH EL", "short_name": "Bush Elementary", "type": "E", "grade_span": "KG - 04", "overall_grade": "A", "distinctions": { "exceeds_growth": false, "exceeds_closing_gaps": false, "reading_ela": false, "math": true, "science": false, "social_studies": false, "post_secondary": false }, "academic_performance": [ { "id": "staar_reading", "title": "STAAR Reading", "subtitle": "All Grades · % At Meets GL", "all": 78.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 60.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 69.0 }, { "key": "special_ed", "label": "Special Education", "value": 47.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_math", "title": "STAAR Math", "subtitle": "All Grades · % At Meets GL", "all": 80.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 63.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 75.0 }, { "key": "special_ed", "label": "Special Education", "value": 50.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" } ], "graduation_postsec": [] }, { "campus_id": "170902011", "name": "CANEY CREEK H S", "short_name": "Caney Creek HS", "type": "S", "grade_span": "09 - 12", "overall_grade": "B", "distinctions": { "exceeds_growth": false, "exceeds_closing_gaps": false, "reading_ela": false, "math": true, "science": true, "social_studies": true, "post_secondary": false }, "academic_performance": [ { "id": "staar_reading", "title": "STAAR Reading", "subtitle": "All Grades · % At Meets GL", "all": 40.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 36.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 23.0 }, { "key": "special_ed", "label": "Special Education", "value": 15.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_math", "title": "STAAR Math", "subtitle": "All Grades · % At Meets GL", "all": 26.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 24.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 17.0 }, { "key": "special_ed", "label": "Special Education", "value": 20.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_science", "title": "STAAR Science", "subtitle": "All Grades · % At Meets GL", "all": 50.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 45.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 35.0 }, { "key": "special_ed", "label": "Special Education", "value": 29.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "eoc_english1", "title": "EOC English I", "subtitle": "% At Approaches GL", "all": 59.0, "subgroups": [], "lower_is_better": false, "source_file": "2025 Campus STAAR EOC SAT ACT Accelerated Testers.csv" }, { "id": "eoc_english2", "title": "EOC English II", "subtitle": "% At Approaches GL", "all": 66.0, "subgroups": [], "lower_is_better": false, "source_file": "2025 Campus STAAR EOC SAT ACT Accelerated Testers.csv" }, { "id": "eoc_algebra1", "title": "EOC Algebra I", "subtitle": "% At Approaches GL", "all": 66.0, "subgroups": [], "lower_is_better": false, "source_file": "2025 Campus STAAR EOC SAT ACT Accelerated Testers.csv" } ], "graduation_postsec": [ { "id": "ccmr", "title": "College, Career & Military Readiness", "subtitle": "% of Class of 2024 graduates who are College, Career, or Military Ready", "all": 83.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 83.8 }, { "key": "hispanic", "label": "Hispanic", "value": 82.3 }, { "key": "african_american", "label": "African American", "value": 93.3 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 76.7 } ], "lower_is_better": false, "source_file": "2025 Campus CCMR College Ready TSI Annual Graduates.csv" } ] }, { "campus_id": "170902080", "name": "CLARK INT", "short_name": "Clark Intermediate", "type": "M", "grade_span": "05 - 06", "overall_grade": "A", "distinctions": { "exceeds_growth": true, "exceeds_closing_gaps": true, "reading_ela": false, "math": true, "science": true, "social_studies": false, "post_secondary": true }, "academic_performance": [ { "id": "staar_reading", "title": "STAAR Reading", "subtitle": "All Grades · % At Meets GL", "all": 81.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 68.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 55.0 }, { "key": "special_ed", "label": "Special Education", "value": 35.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_math", "title": "STAAR Math", "subtitle": "All Grades · % At Meets GL", "all": 77.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 53.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 55.0 }, { "key": "special_ed", "label": "Special Education", "value": 40.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_science", "title": "STAAR Science", "subtitle": "All Grades · % At Meets GL", "all": 63.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 34.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 20.0 }, { "key": "special_ed", "label": "Special Education", "value": 25.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" } ], "graduation_postsec": [] }, { "campus_id": "170902014", "name": "COLLEGE PARK H S", "short_name": "College Park HS", "type": "S", "grade_span": "09 - 12", "overall_grade": "A", "distinctions": { "exceeds_growth": false, "exceeds_closing_gaps": false, "reading_ela": true, "math": false, "science": true, "social_studies": true, "post_secondary": false }, "academic_performance": [ { "id": "staar_reading", "title": "STAAR Reading", "subtitle": "All Grades · % At Meets GL", "all": 73.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 46.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 31.0 }, { "key": "special_ed", "label": "Special Education", "value": 22.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_math", "title": "STAAR Math", "subtitle": "All Grades · % At Meets GL", "all": 69.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 47.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 45.0 }, { "key": "special_ed", "label": "Special Education", "value": 23.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "staar_science", "title": "STAAR Science", "subtitle": "All Grades · % At Meets GL", "all": 81.0, "subgroups": [ { "key": "econ_disadv", "label": "Econ. Disadvantaged", "value": 61.0 }, { "key": "emergent_bilingual", "label": "Emergent Bilingual / ELL", "value": 49.0 }, { "key": "special_ed", "label": "Special Education", "value": 35.0 } ], "lower_is_better": false, "source_file": "2025 Campus STAAR All Grades.csv" }, { "id": "eoc_english1", "title": "EOC English I", "subtitle": "% At Approaches GL", "all": 85.0, "subgroups": [], "lower_is_better": false, "source_file": "2025 Campus STAAR EOC SAT ACT Accelerated Testers.csv" }, { "id": "eoc_english2", "title": "EOC English II", "subtitle": "% At Approaches GL", "all": 85.0, "subgroups": [], "lower_is_better": false, "source_file": "2025 Campus STAAR EOC SAT ACT Accelerated Testers.csv" }, { "id": "eoc_algebra1", "title": "EOC Algebra I", "subtitle": "% At Approaches GL", "all": 85.0, "subgroups": [], "lower_is_better": false, "source_file": "2025 Campus STAAR EOC SAT ACT Accelerated Testers.csv" } ], "graduation_postsec": [ { "id": "ccmr", "title": "College, Career & Military Readiness", "subtitle": "% of Class of 2024 graduates who are College, Career, or Military Ready", "all": 84.5, "subgroups": [ { "key": "econ_disadv", "label": "Econ. 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"Student Achievement", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 91.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 86.0, "rating_prior": "B", "score_prior": 85.0, "delta": 1.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 86.0, "rating_prior": "B", "score_prior": 85.0, "delta": 1.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "B", "score_prior": 80.0, "delta": 2.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "A", "score_prior": 93.0, "delta": -1.0 } }, "grade_span_label": "7–8", "primary_band": "junior_high", "bands_touched": [ "junior_high" ], "is_multi_band": false } ], "stats": { "total_campuses": 68, "rated_campuses": 66, "not_rated_campuses": 2, "rating_distribution": [ { "rating": "A", "count": 22, "pct": 33.3 }, { "rating": "B", "count": 26, "pct": 39.4 }, { "rating": "C", "count": 11, "pct": 16.7 }, { "rating": "D", "count": 5, "pct": 7.6 }, { "rating": "F", "count": 2, "pct": 3.0 } ], "band_averages": [ { "key": "elementary", "label": "Elementary (K-4)", "campus_count": 40, "avg_score_latest": 82.6, "avg_score_prior": 87.3, "avg_delta": -4.7 }, { "key": "intermediate", "label": "Intermediate (5-6)", "campus_count": 11, "avg_score_latest": 83.2, "avg_score_prior": 85.7, "avg_delta": -2.5 }, { "key": "junior_high", "label": "Junior High (7-8)", "campus_count": 7, "avg_score_latest": 88.0, "avg_score_prior": 84.6, "avg_delta": 3.4 }, { "key": "high_school", "label": "High School (9-12)", "campus_count": 8, "avg_score_latest": 84.8, "avg_score_prior": 84.4, "avg_delta": 0.4 } ], "multi_band_campuses": [ { "name": "Campbell Elementary", "grade_span": "PK–6", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Conroe Virtual School", "grade_span": "5–11", "primary_band": "high_school", "bands_touched": [ "intermediate", "junior_high", "high_school" ] }, { "name": "Deretchin Elementary", "grade_span": "PK–6", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Eissler Elementary", "grade_span": "PK–6", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Gordon-Reed Elementary", "grade_span": "EE–6", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Stewart Elementary", "grade_span": "KG–6", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Suchma Elementary", "grade_span": "KG–6", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Tough Elementary", "grade_span": "KG–6", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] } ], "band_methodology": "Each campus is assigned to whichever grade band (Elementary K-4 / Intermediate 5-6 / Junior High 7-8 / High School 9-12) contains the majority of its grade levels; TEA's own Campus Type (E/M/S/B) is coarser and not used here. Campuses whose grade span touches more than one band are counted only under their majority band and listed above." } }, "2024-25": { "years": { "prior": "2023-24", "latest": "2024-25" }, "source": "TEA Campus Accountability Summary (statewide), filtered to Conroe ISD (170902)", "source_files": [ "2024 Campus Accountability Summary.csv", "2025 Campus Accountability Summary.csv" ], "campuses": [ { "campus_id": "170902101", "name": "Anderson Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "B", "score_prior": 82.0, "delta": 6.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "C", "score_prior": 76.0, "delta": 6.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 89.0, "rating_prior": "B", "score_prior": 84.0, "delta": 5.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 81.0, "rating_prior": "D", "score_prior": 69.0, "delta": 12.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 89.0, "rating_prior": "B", "score_prior": 84.0, "delta": 5.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "C", "score_prior": 77.0, "delta": 8.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902107", "name": "Armstrong Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "C", "score_latest": 79.0, "rating_prior": "C", "score_prior": 72.0, "delta": 7.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "D", "score_latest": 65.0, "rating_prior": "D", "score_prior": 64.0, "delta": 1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 80.0, "rating_prior": "C", "score_prior": 74.0, "delta": 6.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 80.0, "rating_prior": "C", "score_prior": 74.0, "delta": 6.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 74.0, "rating_prior": "C", "score_prior": 72.0, "delta": 2.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 77.0, "rating_prior": "D", "score_prior": 68.0, "delta": 9.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902102", "name": "Austin Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "D", "score_latest": 68.0, "rating_prior": "C", "score_prior": 71.0, "delta": -3.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "D", "score_latest": 65.0, "rating_prior": "C", "score_prior": 70.0, "delta": -5.0 }, "school_progress": { "label": "School Progress", "rating_latest": "C", "score_latest": 70.0, "rating_prior": "C", "score_prior": 75.0, "delta": -5.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "D", "score_latest": 66.0, "rating_prior": "D", "score_prior": 69.0, "delta": -3.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 70.0, "rating_prior": "C", "score_prior": 75.0, "delta": -5.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "D", "score_latest": 64.0, "rating_prior": "D", "score_prior": 62.0, "delta": 2.0 } }, "grade_span_label": "PK–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902137", "name": "Bartlett Elementary", "type": "E", "type_label": "Elementary", "new_campus": true, "domains": { "overall": { "label": "Overall", "rating_latest": "C", "score_latest": 79.0, "rating_prior": null, "score_prior": null, "delta": null }, "student_achievement": { "label": "Student Achievement", "rating_latest": "C", "score_latest": 72.0, "rating_prior": null, "score_prior": null, "delta": null }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 80.0, "rating_prior": null, "score_prior": null, "delta": null }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 80.0, "rating_prior": null, "score_prior": null, "delta": null }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 75.0, "rating_prior": null, "score_prior": null, "delta": null }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 78.0, "rating_prior": null, "score_prior": null, "delta": null } }, "grade_span_label": "PK–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902129", "name": "Birnham Woods Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 89.0, "rating_prior": "B", "score_prior": 84.0, "delta": 5.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 90.0, "rating_prior": "B", "score_prior": 88.0, "delta": 2.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 86.0, "rating_prior": "C", "score_prior": 78.0, "delta": 8.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 86.0, "rating_prior": "C", "score_prior": 78.0, "delta": 8.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "D", "score_latest": 69.0, "rating_prior": "D", "score_prior": 65.0, "delta": 4.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "C", "score_prior": 75.0, "delta": 13.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902002", "name": "Booker T. Washington HS", "type": "S", "type_label": "High", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 87.0, "rating_prior": "B", "score_prior": 83.0, "delta": 4.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "B", "score_latest": 86.0, "rating_prior": "B", "score_prior": 85.0, "delta": 1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 92.0, "delta": -1.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "C", "score_prior": 72.0, "delta": 19.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 92.0, "delta": -1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 77.0, "rating_prior": "D", "score_prior": 62.0, "delta": 15.0 } }, "grade_span_label": "09–12", "primary_band": "high_school", "bands_touched": [ "high_school" ], "is_multi_band": false }, { "campus_id": "170902078", "name": "Bozman Intermediate", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "C", "score_prior": 79.0, "delta": 3.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "C", "score_latest": 77.0, "rating_prior": "C", "score_prior": 76.0, "delta": 1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 83.0, "rating_prior": "B", "score_prior": 82.0, "delta": 1.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "C", "score_latest": 78.0, "rating_prior": "C", "score_prior": 70.0, "delta": 8.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 83.0, "rating_prior": "B", "score_prior": 82.0, "delta": 1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "B", "score_latest": 81.0, "rating_prior": "C", "score_prior": 72.0, "delta": 9.0 } }, "grade_span_label": "05–06", "primary_band": "intermediate", "bands_touched": [ "intermediate" ], "is_multi_band": false }, { "campus_id": "170902132", "name": "Bradley Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 81.0, "rating_prior": "B", "score_prior": 87.0, "delta": -6.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "B", "score_prior": 83.0, "delta": -1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "C", "score_latest": 76.0, "rating_prior": "B", "score_prior": 85.0, "delta": -9.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "C", "score_latest": 76.0, "rating_prior": "B", "score_prior": 85.0, "delta": -9.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 74.0, "rating_prior": "C", "score_prior": 79.0, "delta": -5.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 77.0, "rating_prior": "A", "score_prior": 90.0, "delta": -13.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902127", "name": "Broadway Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 90.0, "delta": 4.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "A", "score_prior": 91.0, "delta": 1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 95.0, "rating_prior": "B", "score_prior": 85.0, "delta": 10.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "A", "score_latest": 95.0, "rating_prior": "B", "score_prior": 85.0, "delta": 10.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 80.0, "rating_prior": "C", "score_prior": 74.0, "delta": 6.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "B", "score_prior": 86.0, "delta": 7.0 } }, "grade_span_label": "KG–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902123", "name": "Buckalew Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 95.0, "rating_prior": "A", "score_prior": 95.0, "delta": 0.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 95.0, "rating_prior": "A", "score_prior": 95.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 92.0, "delta": 2.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 92.0, "delta": 2.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "B", "score_prior": 88.0, "delta": 3.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 94.0, "delta": 0.0 } }, "grade_span_label": "KG–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902121", "name": "Bush Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 93.0, "delta": 0.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 93.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "A", "score_prior": 92.0, "delta": -4.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "A", "score_prior": 92.0, "delta": -4.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 84.0, "delta": 1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 92.0, "delta": 1.0 } }, "grade_span_label": "KG–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902011", "name": "Caney Creek HS", "type": "S", "type_label": "High", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 80.0, "rating_prior": "B", "score_prior": 80.0, "delta": 0.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "B", "score_latest": 81.0, "rating_prior": "B", "score_prior": 82.0, "delta": -1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "B", "score_prior": 82.0, "delta": 0.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "D", "score_latest": 64.0, "rating_prior": "F", "score_prior": 56.0, "delta": 8.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "B", "score_prior": 82.0, "delta": 0.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 75.0, "rating_prior": "C", "score_prior": 76.0, "delta": -1.0 } }, "grade_span_label": "09–12", "primary_band": "high_school", "bands_touched": [ "high_school" ], "is_multi_band": false }, { "campus_id": "170902080", "name": "Clark Intermediate", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 93.0, "delta": 0.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 93.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 90.0, "delta": 1.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 90.0, "delta": 1.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 84.0, "rating_prior": "B", "score_prior": 83.0, "delta": 1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 94.0, "delta": -1.0 } }, "grade_span_label": "05–06", "primary_band": "intermediate", "bands_touched": [ "intermediate" ], "is_multi_band": false }, { "campus_id": "170902014", "name": "College Park HS", "type": "S", "type_label": "High", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 93.0, "delta": -2.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 90.0, "rating_prior": "A", "score_prior": 93.0, "delta": -3.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 87.0, "rating_prior": "A", "score_prior": 90.0, "delta": -3.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "C", "score_latest": 74.0, "rating_prior": "C", "score_prior": 70.0, "delta": 4.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 87.0, "rating_prior": "A", "score_prior": 90.0, "delta": -3.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 92.0, "delta": 1.0 } }, "grade_span_label": "09–12", "primary_band": "high_school", "bands_touched": [ "high_school" ], "is_multi_band": false }, { "campus_id": "170902050", "name": "Collins Intermediate", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 94.0, "delta": 0.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 94.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "A", "score_prior": 91.0, "delta": 1.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "A", "score_prior": 91.0, "delta": 1.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "B", "score_prior": 89.0, "delta": -1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 94.0, "delta": 0.0 } }, "grade_span_label": "05–06", "primary_band": "intermediate", "bands_touched": [ "intermediate" ], "is_multi_band": false }, { "campus_id": "170902001", "name": "Conroe HS", "type": "S", "type_label": "High", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "C", "score_latest": 75.0, "rating_prior": "B", "score_prior": 80.0, "delta": -5.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "C", "score_latest": 77.0, "rating_prior": "C", "score_prior": 78.0, "delta": -1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "C", "score_latest": 78.0, "rating_prior": "C", "score_prior": 79.0, "delta": -1.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "F", "score_latest": 59.0, "rating_prior": "F", "score_prior": 58.0, "delta": 1.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 78.0, "rating_prior": "C", "score_prior": 79.0, "delta": -1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "D", "score_latest": 69.0, "rating_prior": "B", "score_prior": 83.0, "delta": -14.0 } }, "grade_span_label": "09–12", "primary_band": "high_school", "bands_touched": [ "high_school" ], "is_multi_band": false }, { "campus_id": "170902220", "name": "Conroe Virtual School", "type": "B", "type_label": "Elem/Secondary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "C", "score_latest": 75.0, "rating_prior": "D", 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"Relative Performance", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 90.0, "delta": 1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "B", "score_prior": 88.0, "delta": 4.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902103", "name": "Runyan Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 81.0, "rating_prior": "B", "score_prior": 85.0, "delta": -4.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "C", "score_latest": 77.0, "rating_prior": "C", "score_prior": 75.0, "delta": 2.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 84.0, "rating_prior": "B", "score_prior": 83.0, "delta": 1.0 }, "academic_growth": { 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"school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 80.0, "rating_prior": "C", "score_prior": 77.0, "delta": 3.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 80.0, "rating_prior": "F", "score_prior": 59.0, "delta": 21.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 79.0, "rating_prior": "C", "score_prior": 77.0, "delta": 2.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 77.0, "rating_prior": "D", "score_prior": 67.0, "delta": 10.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902131", "name": "Snyder Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "B", "score_prior": 88.0, "delta": 3.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 90.0, "delta": 1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 85.0, "delta": 0.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 85.0, "delta": 0.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 79.0, "rating_prior": "C", "score_prior": 74.0, "delta": 5.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 90.0, "rating_prior": "B", "score_prior": 83.0, "delta": 7.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902130", "name": "Stewart Elementary", "type": "E", "type_label": "Elementary", 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"elementary", "bands_touched": [ "elementary", "intermediate" ], "is_multi_band": true }, { "campus_id": "170902133", "name": "Suchma Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 91.0, "delta": 0.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 91.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 90.0, "rating_prior": "A", "score_prior": 90.0, "delta": 0.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "A", "score_latest": 90.0, "rating_prior": "A", "score_prior": 90.0, "delta": 0.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 85.0, "delta": 0.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "A", "score_prior": 92.0, "delta": 0.0 } }, "grade_span_label": "KG–06", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ], "is_multi_band": true }, { "campus_id": "170902003", "name": "The Woodlands HS", "type": "S", "type_label": "High", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 94.0, "delta": -1.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 93.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "A", "score_prior": 90.0, "delta": -2.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "C", "score_latest": 79.0, "rating_prior": "B", "score_prior": 81.0, "delta": -2.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "A", "score_prior": 90.0, "delta": -2.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 95.0, "delta": -1.0 } }, "grade_span_label": "09–12", "primary_band": "high_school", "bands_touched": [ "high_school" ], "is_multi_band": false }, { "campus_id": "170902071", "name": "Tough Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 95.0, "rating_prior": "A", "score_prior": 95.0, "delta": 0.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 95.0, "rating_prior": "A", "score_prior": 94.0, "delta": 1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 94.0, "delta": 0.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 94.0, "delta": 0.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 84.0, "delta": 1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 96.0, "delta": -2.0 } }, "grade_span_label": "KG–06", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ], "is_multi_band": true }, { "campus_id": "170902070", "name": "Travis Intermediate", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "D", "score_latest": 69.0, "rating_prior": "C", "score_prior": 76.0, "delta": -7.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "D", "score_latest": 62.0, "rating_prior": "D", "score_prior": 65.0, "delta": -3.0 }, "school_progress": { "label": "School Progress", "rating_latest": "C", "score_latest": 74.0, "rating_prior": "C", "score_prior": 77.0, "delta": -3.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "D", "score_latest": 64.0, "rating_prior": "D", "score_prior": 67.0, "delta": -3.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 74.0, "rating_prior": "C", "score_prior": 77.0, "delta": -3.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "D", "score_latest": 65.0, "rating_prior": "C", "score_prior": 72.0, "delta": -7.0 } }, "grade_span_label": "05–06", "primary_band": "intermediate", "bands_touched": [ "intermediate" ], "is_multi_band": false }, { "campus_id": "170902056", "name": "Veterans Memorial Intermediate", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 86.0, "rating_prior": "B", "score_prior": 84.0, "delta": 2.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "C", "score_latest": 75.0, "rating_prior": "C", "score_prior": 74.0, "delta": 1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 83.0, "delta": 2.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "C", "score_latest": 76.0, "rating_prior": "C", "score_prior": 76.0, "delta": 0.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 83.0, "delta": 2.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "B", "score_prior": 85.0, "delta": 3.0 } }, "grade_span_label": "05–06", "primary_band": "intermediate", "bands_touched": [ "intermediate" ], "is_multi_band": false }, { "campus_id": "170902069", "name": "Vogel Intermediate", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "B", "score_prior": 88.0, "delta": -6.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "B", "score_latest": 84.0, "rating_prior": "B", "score_prior": 83.0, "delta": 1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 86.0, "delta": -1.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "C", "score_latest": 78.0, "rating_prior": "B", "score_prior": 82.0, "delta": -4.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 86.0, "delta": -1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 76.0, "rating_prior": "A", "score_prior": 91.0, "delta": -15.0 } }, "grade_span_label": "05–06", "primary_band": "intermediate", "bands_touched": [ "intermediate" ], "is_multi_band": false }, { "campus_id": "170902045", "name": "Wilkerson Intermediate", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 89.0, "rating_prior": "B", "score_prior": 86.0, "delta": 3.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "B", "score_latest": 87.0, "rating_prior": "B", "score_prior": 85.0, "delta": 2.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 89.0, "rating_prior": "B", "score_prior": 88.0, "delta": 1.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "C", "score_prior": 79.0, "delta": 3.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 89.0, "rating_prior": "B", "score_prior": 88.0, "delta": 1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "B", "score_prior": 81.0, "delta": 7.0 } }, "grade_span_label": "05–06", "primary_band": "intermediate", "bands_touched": [ "intermediate" ], "is_multi_band": false }, { "campus_id": "170902126", "name": "Wilkinson Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 83.0, "rating_prior": "C", "score_prior": 78.0, "delta": 5.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "C", "score_latest": 78.0, "rating_prior": "C", "score_prior": 78.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 80.0, "delta": 5.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 80.0, "delta": 5.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 79.0, "rating_prior": "B", "score_prior": 80.0, "delta": -1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 78.0, "rating_prior": "C", "score_prior": 72.0, "delta": 6.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902049", "name": "York JH", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "B", "score_prior": 88.0, "delta": 4.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 91.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 82.0, "delta": 3.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 82.0, "delta": 3.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 80.0, "rating_prior": "B", "score_prior": 80.0, "delta": 0.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "B", "score_prior": 82.0, "delta": 11.0 } }, "grade_span_label": "07–08", "primary_band": "junior_high", "bands_touched": [ "junior_high" ], "is_multi_band": false } ], "stats": { "total_campuses": 66, "rated_campuses": 64, "not_rated_campuses": 2, "rating_distribution": [ { "rating": "A", "count": 26, "pct": 40.6 }, { "rating": "B", "count": 25, "pct": 39.1 }, { "rating": "C", "count": 10, "pct": 15.6 }, { "rating": "D", "count": 3, "pct": 4.7 } ], "band_averages": [ { "key": "elementary", "label": "Elementary (K-4)", "campus_count": 38, "avg_score_latest": 87.3, "avg_score_prior": 85.1, "avg_delta": 2.2 }, { "key": "intermediate", "label": "Intermediate (5-6)", "campus_count": 12, "avg_score_latest": 84.8, "avg_score_prior": 82.4, "avg_delta": 2.4 }, { "key": "junior_high", "label": "Junior High (7-8)", "campus_count": 7, "avg_score_latest": 84.6, "avg_score_prior": 84.3, "avg_delta": 0.3 }, { "key": "high_school", "label": "High School (9-12)", "campus_count": 7, "avg_score_latest": 85.7, "avg_score_prior": 86.4, "avg_delta": -0.7 } ], "multi_band_campuses": [ { "name": "Conroe Virtual School", "grade_span": "05–10", "primary_band": "intermediate", "bands_touched": [ "intermediate", "junior_high", "high_school" ] }, { "name": "Deretchin Elementary", "grade_span": "EE–06", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Gordon-Reed Elementary", "grade_span": "EE–06", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Stewart Elementary", "grade_span": "KG–06", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Suchma Elementary", "grade_span": "KG–06", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Tough Elementary", "grade_span": "KG–06", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] } ], "band_methodology": "Each campus is assigned to whichever grade band (Elementary K-4 / Intermediate 5-6 / Junior High 7-8 / High School 9-12) contains the majority of its grade levels; TEA's own Campus Type (E/M/S/B) is coarser and not used here. Campuses whose grade span touches more than one band are counted only under their majority band and listed above." } }, "2023-24": { "years": { "prior": "2022-23", "latest": "2023-24" }, "source": "TEA Campus Accountability Summary (statewide), filtered to Conroe ISD (170902)", "source_files": [ "2023 Campus Accountability Summary.csv", "2024 Campus Accountability Summary.csv" ], "campuses": [ { "campus_id": "170902101", "name": "Anderson Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "B", "score_prior": 85.0, "delta": -3.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "C", "score_latest": 76.0, "rating_prior": "C", "score_prior": 78.0, "delta": -2.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 84.0, "rating_prior": "B", "score_prior": 86.0, "delta": -2.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "D", "score_latest": 69.0, "rating_prior": "C", "score_prior": 74.0, "delta": -5.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 84.0, "rating_prior": "B", "score_prior": 86.0, "delta": -2.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 77.0, "rating_prior": "B", "score_prior": 81.0, "delta": -4.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902107", "name": "Armstrong Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "C", "score_latest": 72.0, "rating_prior": "D", "score_prior": 69.0, "delta": 3.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "D", "score_latest": 64.0, "rating_prior": "D", "score_prior": 65.0, "delta": -1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "C", "score_latest": 74.0, "rating_prior": "C", "score_prior": 74.0, "delta": 0.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "C", "score_latest": 74.0, "rating_prior": "D", "score_prior": 65.0, "delta": 9.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 72.0, "rating_prior": "C", "score_prior": 74.0, "delta": -2.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "D", "score_latest": 68.0, "rating_prior": "D", "score_prior": 63.0, "delta": 5.0 } }, "grade_span_label": "PK–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902102", "name": "Austin Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "C", "score_latest": 71.0, "rating_prior": "C", "score_prior": 78.0, "delta": -7.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "C", "score_latest": 70.0, "rating_prior": "C", "score_prior": 73.0, "delta": -3.0 }, "school_progress": { "label": "School Progress", "rating_latest": "C", "score_latest": 75.0, "rating_prior": "B", "score_prior": 81.0, "delta": -6.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "D", "score_latest": 69.0, "rating_prior": "C", "score_prior": 78.0, "delta": -9.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 75.0, "rating_prior": "B", "score_prior": 81.0, "delta": -6.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "D", "score_latest": 62.0, "rating_prior": "C", "score_prior": 71.0, "delta": -9.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902129", "name": "Birnham Woods Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 84.0, "rating_prior": "B", "score_prior": 87.0, "delta": -3.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "A", "score_prior": 91.0, "delta": -3.0 }, "school_progress": { "label": "School Progress", "rating_latest": "C", "score_latest": 78.0, "rating_prior": "C", "score_prior": 76.0, "delta": 2.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "C", "score_latest": 78.0, "rating_prior": "C", "score_prior": 76.0, "delta": 2.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "D", "score_latest": 65.0, "rating_prior": "C", "score_prior": 75.0, "delta": -10.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 75.0, "rating_prior": "C", "score_prior": 78.0, "delta": -3.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902002", "name": "Booker T. Washington HS", "type": "S", "type_label": "High", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 83.0, "rating_prior": "B", "score_prior": 83.0, "delta": 0.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 86.0, "delta": -1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "A", "score_prior": 90.0, "delta": 2.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "C", "score_latest": 72.0, "rating_prior": "B", "score_prior": 83.0, "delta": -11.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "A", "score_prior": 90.0, "delta": 2.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "D", "score_latest": 62.0, "rating_prior": "D", "score_prior": 68.0, "delta": -6.0 } }, "grade_span_label": "09–12", "primary_band": "high_school", "bands_touched": [ "high_school" ], "is_multi_band": false }, { "campus_id": "170902078", "name": "Bozman Intermediate", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "C", "score_latest": 79.0, "rating_prior": "B", "score_prior": 85.0, "delta": -6.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "C", "score_latest": 76.0, "rating_prior": "C", "score_prior": 78.0, "delta": -2.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "B", "score_prior": 85.0, "delta": -3.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "C", "score_latest": 70.0, "rating_prior": "C", "score_prior": 76.0, "delta": -6.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "B", "score_prior": 85.0, "delta": -3.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 72.0, "rating_prior": "B", "score_prior": 85.0, "delta": -13.0 } }, "grade_span_label": "05–06", "primary_band": "intermediate", "bands_touched": [ "intermediate" ], "is_multi_band": false }, { "campus_id": "170902132", "name": "Bradley Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 87.0, "rating_prior": "A", "score_prior": 90.0, "delta": -3.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "B", "score_latest": 83.0, "rating_prior": "A", "score_prior": 90.0, "delta": -7.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 83.0, "delta": 2.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "B", "score_prior": 83.0, "delta": 2.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 79.0, "rating_prior": "B", "score_prior": 83.0, "delta": -4.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 90.0, "rating_prior": "B", "score_prior": 89.0, "delta": 1.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902127", "name": "Broadway Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 90.0, "rating_prior": "B", "score_prior": 87.0, "delta": 3.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 91.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "C", "score_prior": 78.0, "delta": 7.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 85.0, "rating_prior": "C", "score_prior": 78.0, "delta": 7.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 74.0, "rating_prior": "C", "score_prior": 75.0, "delta": -1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "B", "score_latest": 86.0, "rating_prior": "C", "score_prior": 79.0, "delta": 7.0 } }, "grade_span_label": "KG–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902123", "name": "Buckalew Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 95.0, "rating_prior": "A", "score_prior": 95.0, "delta": 0.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 95.0, "rating_prior": "A", "score_prior": 95.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "B", "score_prior": 89.0, "delta": 3.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "B", "score_prior": 89.0, "delta": 3.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "B", "score_prior": 88.0, "delta": 0.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 95.0, "delta": -1.0 } }, "grade_span_label": "KG–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902121", "name": "Bush Elementary", "type": "E", "type_label": "Elementary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 93.0, "delta": 0.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 92.0, "delta": 1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "A", "score_prior": 93.0, "delta": -1.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "A", "score_prior": 93.0, "delta": -1.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 84.0, "rating_prior": "B", "score_prior": 83.0, "delta": 1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "A", "score_prior": 92.0, "delta": 0.0 } }, "grade_span_label": "KG–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902011", "name": "Caney Creek HS", "type": "S", "type_label": "High", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 80.0, "rating_prior": "C", "score_prior": 70.0, "delta": 10.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "C", "score_prior": 74.0, "delta": 8.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "C", "score_prior": 73.0, "delta": 9.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "F", "score_latest": 56.0, "rating_prior": "F", "score_prior": 58.0, "delta": -2.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "C", "score_prior": 73.0, "delta": 9.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 76.0, "rating_prior": "F", "score_prior": 59.0, "delta": 17.0 } }, "grade_span_label": "09–12", "primary_band": "high_school", "bands_touched": [ "high_school" ], "is_multi_band": false }, { "campus_id": "170902080", "name": "Clark Intermediate", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 93.0, "delta": 0.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "A", "score_prior": 93.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 90.0, "rating_prior": "A", "score_prior": 90.0, "delta": 0.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "A", "score_latest": 90.0, "rating_prior": "A", "score_prior": 90.0, "delta": 0.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 83.0, "rating_prior": "B", "score_prior": 87.0, "delta": -4.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 93.0, "delta": 1.0 } }, "grade_span_label": "05–06", "primary_band": "intermediate", "bands_touched": [ "intermediate" ], "is_multi_band": false }, { "campus_id": "170902014", "name": "College Park HS", "type": "S", "type_label": "High", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "B", "score_prior": 87.0, "delta": 6.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 93.0, "rating_prior": "B", "score_prior": 86.0, "delta": 7.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 90.0, "rating_prior": "B", "score_prior": 84.0, "delta": 6.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "C", "score_latest": 70.0, "rating_prior": "B", "score_prior": 83.0, "delta": -13.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "A", "score_latest": 90.0, "rating_prior": "B", "score_prior": 84.0, "delta": 6.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 92.0, "rating_prior": "B", "score_prior": 89.0, "delta": 3.0 } }, "grade_span_label": "09–12", "primary_band": "high_school", "bands_touched": [ "high_school" ], "is_multi_band": false }, { "campus_id": "170902050", "name": "Collins Intermediate", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 95.0, "delta": -1.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 95.0, "delta": -1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 92.0, "delta": -1.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 92.0, "delta": -1.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 89.0, "rating_prior": "A", "score_prior": 90.0, "delta": -1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 94.0, "rating_prior": "A", "score_prior": 94.0, "delta": 0.0 } }, "grade_span_label": "05–06", "primary_band": "intermediate", "bands_touched": [ "intermediate" ], "is_multi_band": false }, { "campus_id": "170902001", "name": "Conroe HS", "type": "S", "type_label": "High", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 80.0, "rating_prior": "C", "score_prior": 71.0, "delta": 9.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "C", "score_latest": 78.0, "rating_prior": "C", "score_prior": 74.0, "delta": 4.0 }, "school_progress": { "label": "School Progress", "rating_latest": "C", "score_latest": 79.0, "rating_prior": "C", "score_prior": 74.0, "delta": 5.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "F", "score_latest": 58.0, "rating_prior": "F", "score_prior": 59.0, "delta": -1.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "C", "score_latest": 79.0, "rating_prior": "C", "score_prior": 74.0, "delta": 5.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "B", "score_latest": 83.0, "rating_prior": "D", "score_prior": 65.0, "delta": 18.0 } }, "grade_span_label": "09–12", "primary_band": "high_school", "bands_touched": [ "high_school" ], "is_multi_band": false }, { "campus_id": "170902220", "name": "Conroe Virtual School", "type": "B", "type_label": "Elem/Secondary", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "D", "score_latest": 62.0, "rating_prior": "B", "score_prior": 83.0, "delta": -21.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "C", "score_latest": 71.0, "rating_prior": "B", "score_prior": 85.0, "delta": -14.0 }, "school_progress": { "label": "School Progress", "rating_latest": "F", "score_latest": 57.0, "rating_prior": "B", "score_prior": 82.0, "delta": -25.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "F", "score_latest": 50.0, "rating_prior": "F", "score_prior": 59.0, "delta": -9.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "F", "score_latest": 57.0, "rating_prior": "B", "score_prior": 82.0, "delta": -25.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "F", "score_latest": 40.0, "rating_prior": "C", "score_prior": 79.0, "delta": -39.0 } }, "grade_span_label": "04–09", "primary_band": "intermediate", "bands_touched": [ "elementary", "intermediate", "junior_high", 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"rating_prior": null, "score_prior": null, "delta": null }, "student_achievement": { "label": "Student Achievement", "rating_latest": "C", "score_latest": 74.0, "rating_prior": null, "score_prior": null, "delta": null }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 83.0, "rating_prior": null, "score_prior": null, "delta": null }, "academic_growth": { "label": "Academic Growth", "rating_latest": "C", "score_latest": 76.0, "rating_prior": null, "score_prior": null, "delta": null }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 83.0, "rating_prior": null, "score_prior": null, "delta": null }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "B", "score_latest": 85.0, "rating_prior": null, "score_prior": null, "delta": null } }, "grade_span_label": "05–06", "primary_band": "intermediate", "bands_touched": [ "intermediate" ], "is_multi_band": false }, { "campus_id": "170902069", "name": "Vogel Intermediate", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "B", "score_prior": 84.0, "delta": 4.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "B", "score_latest": 83.0, "rating_prior": "B", "score_prior": 83.0, "delta": 0.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 86.0, "rating_prior": "B", "score_prior": 85.0, "delta": 1.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "C", "score_prior": 75.0, "delta": 7.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 86.0, "rating_prior": "B", "score_prior": 85.0, "delta": 1.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "B", "score_prior": 82.0, "delta": 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"rating_prior": "B", "score_prior": 82.0, "delta": -2.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 80.0, "rating_prior": "B", "score_prior": 85.0, "delta": -5.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "C", "score_latest": 72.0, "rating_prior": "B", "score_prior": 88.0, "delta": -16.0 } }, "grade_span_label": "EE–04", "primary_band": "elementary", "bands_touched": [ "elementary" ], "is_multi_band": false }, { "campus_id": "170902049", "name": "York JH", "type": "M", "type_label": "Middle", "new_campus": false, "domains": { "overall": { "label": "Overall", "rating_latest": "B", "score_latest": 88.0, "rating_prior": "A", "score_prior": 92.0, "delta": -4.0 }, "student_achievement": { "label": "Student Achievement", "rating_latest": "A", "score_latest": 91.0, "rating_prior": "A", "score_prior": 92.0, "delta": -1.0 }, "school_progress": { "label": "School Progress", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "B", "score_prior": 85.0, "delta": -3.0 }, "academic_growth": { "label": "Academic Growth", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "B", "score_prior": 85.0, "delta": -3.0 }, "relative_performance": { "label": "Relative Performance", "rating_latest": "B", "score_latest": 80.0, "rating_prior": "B", "score_prior": 82.0, "delta": -2.0 }, "closing_gaps": { "label": "Closing the Gaps", "rating_latest": "B", "score_latest": 82.0, "rating_prior": "A", "score_prior": 91.0, "delta": -9.0 } }, "grade_span_label": "07–08", "primary_band": "junior_high", "bands_touched": [ "junior_high" ], "is_multi_band": false } ], "stats": { "total_campuses": 65, "rated_campuses": 63, "not_rated_campuses": 2, "rating_distribution": [ { "rating": "A", "count": 21, "pct": 33.3 }, { "rating": "B", "count": 27, "pct": 42.9 }, { "rating": "C", "count": 12, "pct": 19.0 }, { "rating": "D", "count": 3, "pct": 4.8 } ], "band_averages": [ { "key": "elementary", "label": "Elementary (K-4)", "campus_count": 37, "avg_score_latest": 85.1, "avg_score_prior": 83.9, "avg_delta": 1.2 }, { "key": "intermediate", "label": "Intermediate (5-6)", "campus_count": 12, "avg_score_latest": 82.4, "avg_score_prior": 86.5, "avg_delta": -4.1 }, { "key": "junior_high", "label": "Junior High (7-8)", "campus_count": 7, "avg_score_latest": 84.3, "avg_score_prior": 89.4, "avg_delta": -5.1 }, { "key": "high_school", "label": "High School (9-12)", "campus_count": 7, "avg_score_latest": 86.4, "avg_score_prior": 81.4, "avg_delta": 5.0 } ], "multi_band_campuses": [ { "name": "Conroe Virtual School", "grade_span": "04–09", "primary_band": "intermediate", "bands_touched": [ "elementary", "intermediate", "junior_high", "high_school" ] }, { "name": "Deretchin Elementary", "grade_span": "EE–06", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Gordon-Reed Elementary", "grade_span": "EE–06", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Stewart Elementary", "grade_span": "KG–06", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Suchma Elementary", "grade_span": "EE–06", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] }, { "name": "Tough Elementary", "grade_span": "KG–06", "primary_band": "elementary", "bands_touched": [ "elementary", "intermediate" ] } ], "band_methodology": "Each campus is assigned to whichever grade band (Elementary K-4 / Intermediate 5-6 / Junior High 7-8 / High School 9-12) contains the majority of its grade levels; TEA's own Campus Type (E/M/S/B) is coarser and not used here. Campuses whose grade span touches more than one band are counted only under their majority band and listed above." } } }, "available_years": [ "2023-24", "2024-25", "2025-26" ] }, "demographics": { "2024-25": { "source": "TEA PEIMS 2024-25", "enrollment": 72327, "race_ethnicity": [ { "key": "hispanic", "label": "Hispanic / Latino", "pct": 40.7 }, { "key": "white", "label": "White", "pct": 38.3 }, { "key": "african_american", "label": "African American", "pct": 10.4 }, { "key": "asian", "label": "Asian", "pct": 5.6 }, { "key": "two_or_more", "label": "Two or more races", "pct": 4.5 }, { "key": "american_indian", "label": "American Indian", "pct": 0.3 }, { "key": "pacific_islander", "label": "Pacific Islander", "pct": 0.2 } ], "populations": [ { "key": "econ_disadv", "label": "Economically Disadvantaged", "pct": 43.8 }, { "key": "el", "label": "English Language Learners", "pct": 20.7 }, { "key": "special_ed", "label": "Special Education", "pct": 13.5 } ] }, "2023-24": { "source": "TEA PEIMS 2023-24", "enrollment": 71729, "race_ethnicity": [ { "key": "hispanic", "label": "Hispanic / Latino", "pct": 40.1 }, { "key": "white", "label": "White", "pct": 39.8 }, { "key": "african_american", "label": "African American", "pct": 9.9 }, { "key": "asian", "label": "Asian", "pct": 5.5 }, { "key": "two_or_more", "label": "Two or more races", "pct": 4.2 }, { "key": "american_indian", "label": "American Indian", "pct": 0.4 }, { "key": "pacific_islander", "label": "Pacific Islander", "pct": 0.2 } ], "populations": [ { "key": "econ_disadv", "label": "Economically Disadvantaged", "pct": 44.5 }, { "key": "el", "label": "English Language Learners", "pct": 20.8 }, { "key": "special_ed", "label": "Special Education", "pct": 11.4 } ] } }, "years": [ { "school_year": "2025-26", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "summary": { "met": 0, "missed": 0, "partial": 0, "no_data": 8, "internal": 18 }, "objectives": [ { "objective": 1, "text": "Performance Objective 1: Increase the percentage of students that perform at Meets Grade Level or above on the STAAR Reading/Language Arts to include (3rd grade -EOC English I & II Assessments) from 64% to 66% by May 2026 (as reported by Texas Education Agency to determine District accountability performance).", "short_label": "Increase the percentage of students that perform at Meets Grade Level or above on the STAAR Reading/Language Arts to include (3rd grade -EOC English I & II Assessments) from 64% to 66% by May 2026 (as reported by Texas Education Agency to determine District accountability performance).", "metric_label": "Grade 3 Reading/ELA (Meets)", "grade": "3", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Reading & Writing (English)", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 64.0, "target": 66.0, "delta": null, "threshold_dir": null, "target_year": "2026" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 23, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative By May 2026, Early Childhood instructional coaches will deliver at least four Professional learning sessions and conduct monthly Formative instructional coaching cycles focused on the explicit teaching of phonological awareness. Oct Mar June", "expected_result": "Success will be measured by at least an increase from 82% to 85% of Prekindergarten students showing growth in phonological awareness on CIRCLE assessments. Instructional coaches will provide a minimum of four Professional learning sessions and conduct monthly coaching cycles with all assigned educators. At least 90% of teachers will demonstrate improved instructional practices, and all educators will participate in regular data meetings to inform instruction using CIRCLE and Standards- Based Reporting data. Some", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative By May 2026, instructional coaches will participate in at least four Instructional Coach Symposiums focused on small group Formative instruction strategies, resulting in 90% of coaches demonstrating increased ability to support teachers in designing and delivering focused, Oct Mar June high-quality small group lessons for students receiving accelerated instruction, as measured by coaching logs, feedback surveys, and observation data.", "expected_result": "The expected result by May 2026 is increased growth in reading comprehension as measured by NWEA MAP data.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative By May 2026, instructional coaches will support Language Arts Professional Learning Communities (PLCs) in selecting and Formative using complex, grade-level texts aligned with high-priority TEKS in at least 90% of PLC meetings. This will ensure all students have access to Oct Mar June rigorous content, as measured by PLC agendas, coaching logs, and teacher feedback.", "expected_result": "The expected result by May 2026 is increased growth in reading comprehension as measured by NWEA MAP data.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative By May 2026, the Gifted and Talented department will provide targeted support to Language Arts departments by delivering at Formative least three training sessions and ongoing coaching focused on the use of complex, grade-level texts aligned with high-priority TEKS, ensuring Oct Mar June that Language Arts teachers incorporate these texts to promote access to rigorous content for all students, as documented through training attendance, coaching logs, and lesson plan .", "expected_result": "The percentage of students who receive a Masters Grade Level score on the STAAR 3rd through 8th grade Reading/Language Arts Assessment will increase from 86% to 88% by May 2026.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 5, "text": "Formative Providers of Dyslexia Instruction (PDIs) designated to teach students a dyslexia and related disorders intervention will receive Formative training throughout the 2025-2026 school year. Oct Mar June", "expected_result": "Students with dyslexia will receive quality dyslexia instruction with fidelity of the various dyslexia interventions.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 6, "text": "Formative Special Education department and related service providers will provide targeted professional development and evidence-based Formative intervention training for all Special Education providers to better support students with identified academic needs. Oct Mar June", "expected_result": "Special Education teachers will receive evidence-based intervention training with fidelity which will help grow students with identified academic needs", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Increase the percentage of students that perform at Meets Grade Level or above on the STAAR Math to include (3rd grade -EOC Algebra I Assessments) from 58% to 60% by May 2026 (as reported by Texas Education Agency to determine District accountability performance).", "short_label": "Increase the percentage of students that perform at Meets Grade Level or above on the STAAR Math to include (3rd grade -EOC Algebra I Assessments) from 58% to 60% by May 2026 (as reported by Texas Education Agency to determine District accountability performance).", "metric_label": "Grade 3 Math (Meets)", "grade": "3", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Mathematics", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 58.0, "target": 60.0, "delta": null, "threshold_dir": null, "target_year": "2026" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 27, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative By May 2026, Early Childhood instructional coaches will deliver at least four professional development sessions and conduct Formative monthly instructional coaching focused on the explicit teaching of early foundational numeracy skills. Oct Mar June", "expected_result": "Success will be measured by at least an increase from 93% to 95% of Prekindergarten students showing growth in overall skills on CIRCLE assessments. Instructional coaches will provide a minimum of four professional development sessions and conduct monthly coaching cycles with all assigned educators. At least 90% of teachers will demonstrate improved instructional practices, and all educators will participate in regular data meetings to inform instruction using CIRCLE and Standards-Based Reporting data. Some", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Implement targeted, data-driven accelerated instruction to include small group support, interventions, and high-leverage strategies Formative aligned to priority TEKS in order to close learning gaps and increase the number of students achieving Meets Grade Level or above on the Oct Mar June STAAR Math 3rd grade -EOC Algebra I Assessments.", "expected_result": "Use NWEA MAP to monitor performance and student growth.", "dec_review": "no_progress", "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Provide support to teachers and instructional coaches with priority standards through professional development and planning Formative aligned to CISD Solves focusing on fluency, problem solving, and manipulative use in order to increase students achieving Meets Grade Level Oct Mar June or above on STAAR Math 3rd grade -EOC Algebra I Assessments.", "expected_result": "Use NWEA MAP to monitor performance and student growth.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative Special Education department and related service providers will provide targeted professional development and evidence-based Formative intervention training for all Special Education providers to better support students with identified academic needs. Oct Mar June", "expected_result": "Special Education teachers will receive evidence-based intervention training with fidelity which will help grow students with identified academic needs", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: Increase the percentage of students that perform at Meets Grade Level or above on the STAAR Science to include (5th and 8th grade -EOC Biology Assessments) from 60% to 62% by May 2026 (as reported by Texas Education Agency to determine District accountability performance).", "short_label": "Increase the percentage of students that perform at Meets Grade Level or above on the STAAR Science to include (5th and 8th grade -EOC Biology Assessments) from 60% to 62% by May 2026 (as reported by Texas Education Agency to determine District accountability performance).", "metric_label": "Grade 5 Science (Meets)", "grade": "5", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Science", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 60.0, "target": 62.0, "delta": null, "threshold_dir": null, "target_year": "2026" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 30, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Implement targeted data-driven instruction and intervention for students who did not approach grade level standards on the 5th Formative and 8th grade STAAR Science and EOC Biology Assessments. Oct Mar June", "expected_result": "Use NWEA MAP in 5th grade, 8th grade, and STAAR EOC Biology Released Assessments to monitor performance and student growth.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Teachers will receive ongoing targeted coaching to align the curriculum and deliver high quality instruction with an emphasis on Formative vertically aligned TEKS, implementation of effective formative assessments, and enrichment opportunities. Oct Mar June", "expected_result": "Use NWEA MAP in 5th grade, 8th grade, and STAAR EOC Biology Released Assessments to monitor performance and student growth.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Special Education department and related service providers will provide targeted professional development and evidence-based Formative intervention training for all Special Education providers to better support students with identified academic needs. Oct Mar June", "expected_result": "Special Education teachers will receive evidence-based intervention training with fidelity which will help grow students with identified academic needs", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 4, "text": "Performance Objective 4: Increase the percentage of students that perform at Meets Grade Level or above on the STAAR Social Studies (to include 8th grade and EOC U.S. History Assessments) from 61% to 63% by May 2026 (as reported by Texas Education Agency to determine District accountability performance).", "short_label": "Increase the percentage of students that perform at Meets Grade Level or above on the STAAR Social Studies (to include 8th grade and EOC U.S. History Assessments) from 61% to 63% by May 2026 (as reported by Texas Education Agency to determine District accountability performance).", "metric_label": "Grade 8 Social Studies (Meets)", "grade": "8", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Social Studies", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 61.0, "target": 63.0, "delta": null, "threshold_dir": null, "target_year": "2026" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 32, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Implement targeted data-driven instruction and intervention for students who did not approach grade level standards on the 8th Formative grade STAAR Social Studies and EOC U.S. History Assessments. Oct Mar June", "expected_result": "Use Quarterly and/or STAAR Released Social Studies Assessments to monitor performance and student growth.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Develop and implement STAAR aligned formative and summative assessments based on priority standards in Social Studies. Formative", "expected_result": "Use Quarterly and/or STAAR Released Social Studies Assessments to monitor performance and Oct Mar June student growth.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Special Education department and related service providers will provide targeted professional development and evidence-based Formative intervention training for all Special Education providers to better support students with identified academic needs. Oct Mar June", "expected_result": "Special Education teachers will receive evidence-based intervention training with fidelity, which will help grow students with identified academic needs.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 5, "text": "Performance Objective 5: Increase the number of Emergent Bilingual (EB) students who demonstrate progress in English language proficiency on the Texas English Language Proficiency Assessment System (TELPAS 3-12) by one proficiency level from 32% to 35% by May 2026.", "short_label": "Increase the number of Emergent Bilingual (EB) students who demonstrate progress in English language proficiency on the Texas English Language Proficiency Assessment System (TELPAS 3-12) by one proficiency level from 32% to 35% by May 2026.", "metric_label": "District-internal measure", "grade": null, "group": "emergent_bilingual", "category": "telpas", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "range", "baseline": 32.0, "target": 35.0, "delta": null, "threshold_dir": null, "target_year": "2026" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 34, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Provide targeted instructional guidance and specialized professional learning for Social Studies teachers with emphasis on Formative Emergent Bilinguals in 8th grade. Oct Mar June", "expected_result": "Use Quarterly Assessments and/or STAAR Released Social Studies Assessments to monitor performance and student growth.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative The total number of Emergent Bilingual students that demonstrate 1 year composite growth will increase by 5%. Formative", "expected_result": "Monitor usage of Summit K12 to track student growth in all four language domains. Oct Mar June", "dec_review": "some_progress", "mar_review": null, "jun_review": null } ] }, { "objective": 6, "text": "Performance Objective 6: The percent of 3rd grade students that perform at Meets Grade Level or above on STAAR Reading & Language Arts will increase from 58% to 67% by May 2030.", "short_label": "The percent of 3rd grade students that perform at Meets Grade Level or above on STAAR Reading & Language Arts will increase from 58% to 67% by May 2030.", "metric_label": "Grade 3 Reading/ELA (Meets)", "grade": "3", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Reading & Writing (English)", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 58.0, "target": 67.0, "delta": null, "threshold_dir": null, "target_year": "2030" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 36, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative The percent of Prekindergarten students who are on track on the End-of-Year Phonological Awareness CLI Circle assessment will Formative increase from 81% to 86% by June 2030. Oct Mar June", "expected_result": "An increase in the percentage of Prekindergarten students demonstrating age-appropriate phonological awareness skills, moving from 81% to 86% by May 2030, indicates improved early literacy readiness and foundational language development.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative The percent of Kindergarten to 3rd grade students reaching their NWEA MAP Growth Projection on the Reading assessment will Formative reach 55% by 2030. Oct Mar June", "expected_result": "An increased percentage of Kindergarten through 3rd grade students meeting or exceeding their individual growth goals on the NWEA MAP Reading assessment, reaching 55% by 2030, indicating improved reading development and effective instruction aligned to student needs.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 7, "text": "Performance Objective 7: The percent of 3rd grade students that perform at Meets Grade Level or above on STAAR Math will increase from 56% to 65% by May 2030.", "short_label": "The percent of 3rd grade students that perform at Meets Grade Level or above on STAAR Math will increase from 56% to 65% by May 2030.", "metric_label": "Grade 3 Math (Meets)", "grade": "3", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Mathematics", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 56.0, "target": 65.0, "delta": null, "threshold_dir": null, "target_year": "2030" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 38, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative The percent of Prekindergarten students that are proficient on the End-of-Year Math Progress Monitoring portion of the CLI Formative Circle assessment will increase from 92% to 95% by May 2030. Oct Mar June", "expected_result": "An increase in the percentage of Prekindergarten students demonstrating proficiency in foundational Math skills, rising from 92% to 95% by May 2030, reflects strengthened early numeracy development and effective early Math instruction.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative The percent of Kindergarten to 3rd Grade students reaching their NWEA MAP Growth Projection on the Math assessment will Formative reach 55% by 2030. Oct Mar June", "expected_result": "An increase in the percentage of Kindergarten through 3rd grade students meeting or exceeding their projected growth targets on the NWEA MAP Math assessment, reaching 55% by 2030, reflecting strengthened foundational Math skills and the effectiveness of differentiated instruction and interventions.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 8, "text": "Performance Objective 8: The percentage of graduates that meet College, Career, and Military Readiness (CCMR) criteria will increase from 78% to 88% by June 2030.", "short_label": "The percentage of graduates that meet College, Career, and Military Readiness (CCMR) criteria will increase from 78% to 88% by June 2030.", "metric_label": "CCMR", "grade": null, "group": "all", "category": "ccmr", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Graduation & Post-Secondary", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 78.0, "target": 88.0, "delta": null, "threshold_dir": null, "target_year": "2030" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 40, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative The percent of graduates who meet Texas Success Initiative (TSI) criteria in both Math and English/Language Arts will increased Formative from 47% to 60 % by June 2030. Oct Mar June", "expected_result": "An increase in the percentage of high school graduates demonstrating college readiness in both Math and English/Language Arts, with 60% meeting TSI criteria by June 2030. This reflects stronger academic preparation and support systems that enable more students to graduate ready for post-secondary education without the need for remediation.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative The percent of graduates who earn an industry based certification (IBC) and are completers will increase from 8% to 30 % by Formative June 2030. Oct Mar June", "expected_result": "A significant rise in the number of graduates who complete a program of study and earn a recognized industry-based certification, increasing from 8% to 30% by June 2030. This reflects improved career and technical education (CTE) alignment, better workforce readiness, and expanded post-secondary opportunities for students.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative The percent of economically disadvantaged graduates who meet College, Career, and Military Readiness (CCMR) requirements Formative will increase from 65 % to 76% by June 2030. Oct Mar June", "expected_result": "An increase in the percentage of economically disadvantaged graduates who meet CCMR criteria, rising from 65% to 76% by June 2030. This indicates expanded access to and success in college, career, and military readiness opportunities, leading to greater post-secondary preparedness and equity in student outcomes.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 9, "text": "Performance Objective 9: Based on an economic disadvantage percentage of 44% the District will increase the Relative Performance from 58% to 60% for the 2025-2026 academic year.", "short_label": "Based on an economic disadvantage percentage of 44% the District will increase the Relative Performance from 58% to 60% for the 2025-2026 academic year.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "range", "baseline": 58.0, "target": 60.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 42, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Train principals and leadership teams to use TEA's Accountability Reports to monitor campus-level Relative Performance trends Formative and drivers. Oct Mar June", "expected_result": "Campus leadership will use TEA Accountability Reports to regularly monitor and analyze Relative Performance trends and drivers, resulting in data-informed decisions that contribute to increasing the District's Relative Performance from 58% to 60% by the end of the 2025-2026 academic year.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Through the tracking of student performance gains using NWEA MAP, Quarterly Assessments, and STAAR, the District will Formative increase the percentage of campuses who reach an A level rating in Domain IIB Relative Performance from 6% in 2025 to 15% of campuses in Oct Mar June 2026.", "expected_result": "The District will increase the percentage of campuses who reach an A level rating in Domain IIB Relative Performance from 6% in 2025 to 15% of campuses in 2026 .", "dec_review": "no_progress", "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Provide targeted School Improvement support with ongoing monitoring and guidance to strengthen instructional practices and Formative increase Title I campus relative performance. Oct Mar June", "expected_result": "Title I campuses will demonstrate measurable gains in relative performance, with consistent progress toward closing achievement gaps and meeting accountability targets.", "dec_review": "some_progress", "mar_review": null, "jun_review": null } ] }, { "objective": 10, "text": "Performance Objective 10: Maintain a high school graduation rate of 97.3% or higher by ensuring students are equipped for a variety of postsecondary success.", "short_label": "Maintain a high school graduation rate of 97.3% or higher by ensuring students are equipped for a variety of postsecondary success.", "metric_label": "Graduation", "grade": null, "group": "all", "category": "graduation", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Graduation & Post-Secondary", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "threshold", "baseline": null, "target": 97.3, "delta": null, "threshold_dir": "min", "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 44, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Provide a report of prior year attendance at the beginning of the school year and every 9-week period thereafter, identifying Formative students with high absences. Support campuses in developing personalized attendance plans, with a focus on students exhibiting irregular Oct Mar June attendance, high mobility, and socioeconomic challenges.", "expected_result": "Achieve a graduation rate of 97.1% or higher by enhancing student attendance through proactive tracking, intervention, and support systems.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Ensure consistent academic course placement is aligned and appropriate with the student's educational experience, minimizing the Formative need for repeating coursework while promoting efficient progress toward graduation. Oct Mar June", "expected_result": "Increase the number of Texas graduation required courses credited to students who transfer from other countries into Conroe ISD.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Provide secondary campuses with monthly dropout reports throughout the school year as well as guidance and support from the Formative Department for Dropout Prevention to reduce their campuses' dropout rates for the 2025-2026 school year. Oct Mar June", "expected_result": "The 2024-2025 and 2025-2026 dropout rates will be less than 2% for all students in seventh through twelfth grades, in both years.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative Provide instruction in foundational digital citizenship skills, which serves as a critical prerequisite for the comprehensive Formative development of digital literacy and essential 21st-century skills. Oct Mar June", "expected_result": "Increase the number of students participating in digital citizenship lessons which are aligned to educating students about appropriate online behavior and cyberbullying awareness and response.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 5, "text": "Formative Equip Fine Arts students with the skills, experiences, and support needed for post-secondary readiness while developing staff Formative capacity to guide and sustain those pathways. Oct Mar June", "expected_result": "Students enrolled in two or more Fine Arts courses have higher attendance and graduation rates compared to students not enrolled in Fine Arts courses.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 6, "text": "Formative Provide targeted professional development for Languages Other Than English (LOTE) teachers on differentiated instruction and Formative proficiency-based grading to support post secondary readiness. Oct Mar June", "expected_result": "Increase successful course completion in required LOTE courses for graduation and increased positive teacher efficacy as reported by professional learning survey data.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: Implement a plan to attract, source, and hire highly effective teachers and administrators to staff campuses in Conroe ISD at a 100% fill rate.", "short_label": "Implement a plan to attract, source, and hire highly effective teachers and administrators to staff campuses in Conroe ISD at a 100% fill rate.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 2, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_2", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 47, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative The District will utilize all available resources to recruit quality, diverse applicant pools in identified shortage areas, specifically Formative Bilingual and Special Education, and for high need campuses in accordance with DBA Legal, DC Legal, DC Local, and Title II Oct Mar June Requirements. In addition to Yearlong Clinical Teachers, the District will utilize colleges, universities, regional education service centers, education-related professional organizations, job fairs, TEA certification pathways, alternative certification programs, Grow Our Own programs, CTE Teaching and Training Program, and in-house recruitment of degreed paraprofessionals and other non-teaching staff.", "expected_result": "The District expects to build/enhance partnerships with Yearlong Clinical Teachers and other stated resources to recruit quality, diverse applicant pools in identified shortage areas, specifically Bilingual and Special Education, and Considerable for high need campuses.", "dec_review": "considerable", "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Implement a professional learning plan focused on the diverse needs of staff to ensure at least 90% teacher participation and satisfaction as measured by feedback obtained from completion of an end of year survey.", "short_label": "Implement a professional learning plan focused on the diverse needs of staff to ensure at least 90% teacher participation and satisfaction as measured by feedback obtained from completion of an end of year survey.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 2, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_2", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": 90.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 49, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative The District will provide structured supports to assist teachers in obtaining certification. Supports will include continuation and Formative expansion of shared tracking documents and the addition of structured preparation time for teachers to address Alternative Certification Oct Mar June Program (ACP) requirements.", "expected_result": "The District expects to provide adequate support to ensure at least 75% of teachers acquire appropriate certification within the first year of employment and 100% acquire certification within two years.", "dec_review": "some_progress", "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: Implement a plan to retain highly effective staff such that 90% of teachers are retained each school year.", "short_label": "Implement a plan to retain highly effective staff such that 90% of teachers are retained each school year.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 2, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_2", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 50, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative The District will retain highly qualified educators, and specifically Novice Teachers, by engaging in meaningful consultation and Formative examining relevant data to understand educators' most pressing needs, including potential root causes, through hiring surveys, of Oct Mar June informal complaints/concerns, and exit surveys as required by ESEA section 2102 (d)(3) and 2102(b)(3).", "expected_result": "The District expects to retain more highly qualified teachers by developing systems/solutions to address educators' most pressing needs such that the retention rate for Novice Teachers is 90% and the retention rate for all teachers is 90%.", "dec_review": "no_progress", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative The District will retain highly qualified educators by expanding the Teacher Incentive Allotment (TIA) which allows high Formative performing teachers at the hardest to staff campuses to earn additional compensation for outstanding performance as demonstrated by student Oct Mar June growth.", "expected_result": "The District expects to retain highly qualified teachers by increasing the number of teachers who are eligible for TIA distinction and associated compensation.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 4, "text": "Performance Objective 4: Establish a leadership pipeline that identifies, develops, and advances high-potential employees, with at least 85% of participants completing the program annually.", "short_label": "Establish a leadership pipeline that identifies, develops, and advances high-potential employees, with at least 85% of participants completing the program annually.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 2, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_2", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": 85.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 52, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Enhance CISD Leads by expanding training modules, strengthening mentorship opportunities, and integrating job-embedded Formative assignments to deepen leadership development. Oct Mar June", "expected_result": "Participants demonstrate increased leadership readiness, with a growing pool of qualified candidates prepared to assume future leadership roles across the District.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: Develop and implement a professional learning framework that empowers school counselors with the knowledge, skills, and resources necessary to successfully deliver a comprehensive school counseling program.", "short_label": "Develop and implement a professional learning framework that empowers school counselors with the knowledge, skills, and resources necessary to successfully deliver a comprehensive school counseling program.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 3, "goal_title": "Safe and Collaborative School Culture", "section": "goal_3", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 53, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Offer ongoing professional development sessions specifically tailored for school counselors, focusing on the legal statutes and Formative professional expectations that define their roles. Oct Mar June", "expected_result": "At least 90% of school counselors will demonstrate increased knowledge related to legal and institutional guidelines for advocacy, as measured by evaluation data collected following professional development sessions.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Campuses will utilize the CATCH (Coordinated Approach to Child Health) curriculum to educate students about the dangers of Formative fentanyl and other opioids and to support suicide prevention as required by SB 3908. Oct Mar June", "expected_result": "100% of 6th through 8th grade campuses utilize CATCH curriculum program.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Ensure that students, staff, and the community receive appropriate information in key areas such as bullying prevention and Formative intervention, mental health awareness, suicide prevention and intervention, and substance use prevention, intervention, and awareness. This Oct Mar June approach supports the following policies: FDB, FFEB, FFF, FFH, FFI, and FFB.", "expected_result": "Increase attendance in school and community events, workshops, and webinars by 10%.", "dec_review": "considerable", "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative Maintain and strengthen partnerships with community stakeholders and mental health providers to ensure that families and Formative students have access to the mental health resources and support they need. This supports crisis intervention policies outlined in FFB. Oct Mar June", "expected_result": "Increase number of students accessing services by optimizing the caseload capacity for mental health providers by 5 %.", "dec_review": "considerable", "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Monitor implementation of schoolwide behavioral expectations at specific cohort campuses to strengthen procedures and discipline.", "short_label": "Monitor implementation of schoolwide behavioral expectations at specific cohort campuses to strengthen procedures and discipline.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 3, "goal_title": "Safe and Collaborative School Culture", "section": "goal_3", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 55, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Provide direct support to campuses to address schoolwide, classroom, and individual student concerns through training, systems, Formative and structures. Oct Mar June", "expected_result": "A reduction in Level 3 behavior notifications, demonstrating the successful implementation and impact of schoolwide support structures and problem-solving teams in promoting positive student behavior and accountability.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: Develop and implement a fiscally responsible budget that aligns expenditures with revenues, protects educational programs, and maintains a balanced budget.", "short_label": "Develop and implement a fiscally responsible budget that aligns expenditures with revenues, protects educational programs, and maintains a balanced budget.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Fiscal Stewardship", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 56, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative processes and procedures to identify opportunities for improving efficiency, identifying cost savings, and generating Formative additional revenue. Oct Mar June", "expected_result": "Increased efficiency and cost savings by streamlining tasks, alongside enhanced revenue growth supported by higher student attendance rates district-wide.", "dec_review": "some_progress", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Provide financial support for integration of technology in instructional and administrative programs. Formative", "expected_result": "Enhanced student learning outcomes and improved operational efficiency through the effective Oct Mar June integration of technology in instructional and administrative programs", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Continue to build awareness among all stakeholders of the current systems in place to fund public education in the State of Texas.", "short_label": "Continue to build awareness among all stakeholders of the current systems in place to fund public education in the State of Texas.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Fiscal Stewardship", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 58, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Maintain active engagement with stakeholders by providing education on school finance through district committees, meetings, Formative and collaboration with community organizations. Oct Mar June", "expected_result": "Improved stakeholder understanding and support of school financial decisions, leading to increased transparency and trust.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: Develop a district-wide system to evaluate the effective utilization and allocation of financial resources for staffing and other district needs specifically targeted at improving district performance and student achievement.", "short_label": "Develop a district-wide system to evaluate the effective utilization and allocation of financial resources for staffing and other district needs specifically targeted at improving district performance and student achievement.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Fiscal Stewardship", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 59, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Implement a district-wide evaluation system to monitor and optimize the allocation of financial resources for staffing and other Formative needs, focused on enhancing district performance and student achievement. Oct Mar June", "expected_result": "Develop and adopt fiscally responsible budget to meet Board and instructional goals.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Provide essential instructional positions needed to accommodate growth in student population and to address unique campus Formative needs. Oct Mar June", "expected_result": "Provide the necessary resources to allow the District to recruit and hire the most qualified candidates.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: Increase social media interactions (likes, shares, comments, and link clicks) on district posts by 10% over the previous year's estimate by May 2026.", "short_label": "Increase social media interactions (likes, shares, comments, and link clicks) on district posts by 10% over the previous year's estimate by May 2026.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Communication and Community Relations", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2026" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 61, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Increase parent and community member viewership on social media video shorts and stories by 15%. Formative", "expected_result": "Increased viewership and enhanced engagement with the District social media platforms. Oct Mar June", "dec_review": "considerable", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Increase parent and community member engagement with student and staff recognition posts highlighting awards, achievements, Formative and milestones by 10%. Oct Mar June", "expected_result": "Increased engagement with parents and the community.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Obtain 80% parent engagement with teachers and schools as measured by program metrics in Thrillshare by May 2026.", "short_label": "Obtain 80% parent engagement with teachers and schools as measured by program metrics in Thrillshare by May 2026.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Communication and Community Relations", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2026" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 63, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Implement a structured marketing campaign around the launch of the app including materials for campuses and classrooms. Formative", "expected_result": "Increased school-to-home connectivity. Oct Mar June", "dec_review": "accomplished", "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Facilitate Thrillshare app training for all campuses by October 1, 2025. Formative", "expected_result": "Widespread teacher usage, which will enhance communication, collaboration, and engagement Oct Mar June within the school community.", "dec_review": "accomplished", "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: Increase stakeholder feedback by 5% on designated events over the previous year's estimate by the end of May 2026.", "short_label": "Increase stakeholder feedback by 5% on designated events over the previous year's estimate by the end of May 2026.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Communication and Community Relations", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "delta", "baseline": null, "target": null, "delta": 5.0, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 65, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Facilitate training on Parent and Family Engagement to all Title I, Part A campuses and district staff by October 1, 2025. Formative", "expected_result": "Increased parent participation as measured by event attendance and engagement surveys Oct Mar June", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: The Operations Department will implement and oversee safe schools plans, including training, state audits, and internal programs, to help increase the District's overall completion and success rates from 88% to 95%.", "short_label": "The Operations Department will implement and oversee safe schools plans, including training, state audits, and internal programs, to help increase the District's overall completion and success rates from 88% to 95%.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 6, "goal_title": "Operations", "section": "goal_6", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "range", "baseline": 88.0, "target": 95.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 66, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Campus administrators and counselors will complete threat assessment training from the Texas School Safety Center to Formative implement with their campus teams. To reinforce this training and assist campus teams, the Director of School Safety will offer additional Oct Mar June training and support for the threat assessment process. Each school will ensure that at least one administrator and counselor attend the threat assessment training.", "expected_result": "High-functioning Safe and Supportive Schools Program (SSSP) campus teams will be equipped to recognize and provide appropriate intervention.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative The Operations Department will create, implement, and maintain procedures and systems to enhance emergency response to Formative multihazard events by conducting an annual training and work session for all campuses. Each campus will , update, and approve its Oct Mar June campus-specific multihazard emergency operations plan annually.", "expected_result": "Multi-hazard emergency hazard response knowledge and training for campus personnel will enhance a safe learning environment for students.", "dec_review": "accomplished", "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: The Health Services Department will provide Professional learning for the Health Services team, where 75% of all nurses will complete at least six Professional learning opportunities during the year.", "short_label": "The Health Services Department will provide Professional learning for the Health Services team, where 75% of all nurses will complete at least six Professional learning opportunities during the year.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 6, "goal_title": "Operations", "section": "goal_6", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 68, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Provide enhanced Professional learning opportunities for nursing staff to ensure nurses are prepared to provide safe and effective Formative care to all students by providing at least seven in-district and nine out-of-district opportunities for nurses. Oct Mar June", "expected_result": "Students will be provided with safe and effective nursing care to meet their individual needs.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: The Transportation Department will improve the efficiency of bus arrival times to school and home by increasing the use of Smart Tag IDs by students to scan on and off the bus from a use rate of 77% to 82%.", "short_label": "The Transportation Department will improve the efficiency of bus arrival times to school and home by increasing the use of Smart Tag IDs by students to scan on and off the bus from a use rate of 77% to 82%.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 6, "goal_title": "Operations", "section": "goal_6", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": 82.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 69, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative The Transportation Department will oversee and evaluate the data from Smart Tag scans to identify trends and pinpoint areas for Formative improvement on a weekly basis. This will ensure that the scanning process remains efficient and dependable across the school district's buses. Oct Mar June", "expected_result": "The outcome of this strategy will be a streamlined and dependable scanning process throughout the school district's buses. This improvement will lead to fewer manual scans, create a safer environment for students, and assist in expediting arrival times of buses to school and home.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative The Transportation Department will share Smart Tag campus student bus loading scanning data with campuses, on a weekly Formative basis for the first six-weeks of school and then monthly thereafter so the campus Foundation Teams can use the data to take appropriate Oct Mar June action to support the scanning of Smart Tag's on and off the bus.", "expected_result": "The strategy is expected to boost Smart Tag Badge usage among students both on and off the bus, while also improving student behavior during bus rides through adherence to CHAMPS strategies.", "dec_review": "considerable", "mar_review": null, "jun_review": null } ] }, { "objective": 4, "text": "Performance Objective 4: Technology Services will offer virtual and in-person professional learning, once each grading period, regarding the difference between active vs. passive screen time so instruction will center around active classroom use of District-owned devices.", "short_label": "Technology Services will offer virtual and in-person professional learning, once each grading period, regarding the difference between active vs. passive screen time so instruction will center around active classroom use of District-owned devices.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 6, "goal_title": "Operations", "section": "goal_6", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "no_file", "source_pdf": "2025-26_District_Improvement_Plan.pdf", "source_page": 71, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Technology Services will develop, schedule, and conduct virtual and in-person professional learning each 9-week period Formative regarding the difference between active and passive screen time so that instruction centers around the active classroom use of District-owned Oct Mar June devices.", "expected_result": "Virtual and in-person professional learning is prepared and available for staff on the active and passive uses of technology in the classroom.", "dec_review": "some_progress", "mar_review": null, "jun_review": null } ] } ] }, { "school_year": "2024-25", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "summary": { "met": 18, "missed": 5, "partial": 8, "no_data": 2, "internal": 1, "context": 4 }, "objectives": [ { "objective": 1, "text": "Performance Objective 1: Increase the percent of third grade students that score Meets grade level or above on STAAR Reading from 52% to 56% by 2025.", "short_label": "Increase the percent of third grade students that score Meets grade level or above on STAAR Reading from 52% to 56% by 2025.", "metric_label": "Grade 3 Reading/ELA (Meets)", "grade": "3", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Reading & Writing (English)", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 52.0, "target": 56.0, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": 60.0, "result": "met", "divergence": false, "match_quality": "strong", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 13, "tapr_source": { "report": "2025 District STAAR Grade 3", "tapr_column": "STAAR Performance, Reading/Language Arts (Grade 3), SY 2024-25, All Students, % At Meets GL Standard or Above", "level_used": "Meets", "tapr_year": 2025, "school_year": "2024–25", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Instruction of grade-level content will be recursive, chunked, and taught using the gradual release model via the Texas Reading Academies. This will provide students with multiple exposures, explicit instruction, and supported practice with the feedback needed to ensure mastery of essential reading behaviors/strategies/skills.", "expected_result": "Increase the percent of third grade students that score Meets grade level or above on STAAR Reading by 4%.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 2, "text": "To improve emergent literacy skills, professional development and coaching focused on systemic, explicit, and embedded instruction in phonological awareness, letter names, and letter sounds will be provided. Ongoing formative assessments, including CIRCLE assessments and Standards-Based Reporting (SBR) aligned with state Prekindergarten guidelines, will be implemented.", "expected_result": "The number of Prekindergarten students proficient in identifying uppercase and lowercase letters will increase from 81% to 85%, while proficiency in identifying letter sounds will increase from 88% to 92%.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 3, "text": "Students in first through sixth grades will receive remediation on targeted foundational reading skills in the Passport to Learning Summer School program.", "expected_result": "Increase the number of students demonstrating growth on the end of summer school post-test to 50%.", "dec_review": "no_progress", "mar_review": "no_progress", "jun_review": "continue_modify" } ] }, { "objective": 2, "text": "Performance Objective 2: Increase the student performance level on TEKS 8.5E (making connections) from 50% to 55% by May 2025 as measured on the eighth grade ELAR STAAR.", "short_label": "Increase the student performance level on TEKS 8.5E (making connections) from 50% to 55% by May 2025 as measured on the eighth grade ELAR STAAR.", "metric_label": "District-internal measure", "grade": "8", "group": "all", "category": "internal", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Reading & Writing (English)", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "range", "baseline": 50.0, "target": 55.0, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 15, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Eighth-grade campus literacy coaches will develop lesson exemplars for cross-genre units with support from the District coaching team.", "expected_result": "Improve student performance level on TEKS 8.5E (making connections) from 50% to 55%.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 2, "text": "Seventh-grade campus literacy coaches will develop lesson exemplars for cross-genre units with support from the District coaching team.", "expected_result": "Improve student performance level on TEKS 7.5E (making connections) from 59% to 64%.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "accomplished" }, { "strategy": 3, "text": "Provide professional learning through Coaching Symposiums on integrating cross-text analysis into daily read-alouds.", "expected_result": "Improve student performance level on TEKS 6.5E (making connections) from 57% to 62%. Dec Mar June", "dec_review": "no_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 4, "text": "Provide professional learning through Coaching Symposiums on integrating cross-text analysis into daily read-alouds.", "expected_result": "Improve student performance level on TEKS 5.6E (making connections) from 58% to 63%. Dec Mar June", "dec_review": "no_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 5, "text": "Provide professional learning through Coaching Symposiums on integrating cross-text analysis into daily read-alouds.", "expected_result": "Improve student performance level on TEKS 4.6E (making connections) from 43% to 50%. Dec Mar June", "dec_review": "no_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 6, "text": "Provide professional learning through Coaching Symposiums on integrating cross-text analysis into daily read-alouds.", "expected_result": "Improve student performance level on TEKS 3.6E (making connections) from 47% to 54%. Dec Mar June", "dec_review": "no_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 7, "text": "Students in first through sixth grades will receive remediation on targeted foundational reading skills in the Passport to Learning Summer School program.", "expected_result": "Increase the number of students demonstrating growth on the end of summer school post-test to 50%.", "dec_review": "no_progress", "mar_review": "no_progress", "jun_review": "continue_modify" } ] }, { "objective": 3, "text": "Performance Objective 3: Increase the student performance level on TEKS E1.9 C (revising) from 64% to 69% by May 2025 as measured on the English I EOC.", "short_label": "Increase the student performance level on TEKS E1.9 C (revising) from 64% to 69% by May 2025 as measured on the English I EOC.", "metric_label": "District-internal measure", "grade": "EOC-English1", "group": "all", "category": "internal", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Reading & Writing (English)", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "range", "baseline": 64.0, "target": 69.0, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 18, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide professional learning for ninth-grade literacy coaches through Coaching Symposiums on building a repertoire of revision techniques and applying them authentically through \"revision on the go.\"", "expected_result": "Improve student performance level on TEKS E1.9 C (revising) from 64% to 69%.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Provide professional learning for eighth-grade literacy coaches through Coaching Symposiums on building a repertoire of revision techniques and applying them authentically through \"revision on the go.\"", "expected_result": "Improve student performance level on TEKS 8.10 C (revising) from 58% to 63%.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 3, "text": "Provide professional learning for seventh-grade literacy coaches through Coaching Symposiums on building a repertoire of revision techniques and applying them authentically through \"revision on the go.\"", "expected_result": "Improve student performance level on TEKS 7.10 C (revising) from 66% to 71%.", "dec_review": "no_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 4, "text": "Provide professional learning for sixth-grade literacy coaches through Coaching Symposiums on building a repertoire of revision techniques and applying them authentically through \"revision on the go.\"", "expected_result": "Improve student performance level on TEKS 6.10 C (revising) from 63% to 65%.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 5, "text": "Provide professional learning for fifth-grade literacy coaches through Coaching Symposiums on building a repertoire of revision techniques and applying them authentically through \"revision on the go.\"", "expected_result": "The goal is to improve student performance level on TEKS 5.11 C (revising) from 45% to 52%.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 6, "text": "Provide professional learning for fourth-grade literacy coaches through Coaching Symposiums on building a repertoire of revision techniques and applying them authentically through \"revision on the go.\"", "expected_result": "Improve student performance level on TEKS 4.11 C (revising) from 49% to 55%.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 7, "text": "Provide professional learning for third-grade literacy coaches through Coaching Symposiums on building a repertoire of revision techniques and applying them authentically through \"revision on the go.\"", "expected_result": "Improve student performance level on TEKS 3.11 C (revising) from 43% to 50%.", "dec_review": "no_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 8, "text": "Students in first through sixth grades will receive remediation on targeted foundational reading skills in the Passport to Learning Summer School program.", "expected_result": "Increase the number of students demonstrating growth on the end of summer school post-test to 50%.", "dec_review": "no_progress", "mar_review": "no_progress", "jun_review": "continue_modify" } ] }, { "objective": 4, "text": "Performance Objective 4: Increase the performance of students served through ESL and/or SPED, to at least 60% at the Approaches grade level on the STAAR English I and English II EOC by May 2025.", "short_label": "Increase the performance of students served through ESL and/or SPED, to at least 60% at the Approaches grade level on the STAAR English I and English II EOC by May 2025.", "metric_label": "English I EOC Reading/ELA (Approaches) — Special Education", "grade": "EOC-English1", "group": "special_ed", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Reading & Writing (English)", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "target_only", "baseline": null, "target": 60.0, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": 38.0, "result": "missed", "divergence": true, "match_quality": "strong", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 22, "tapr_source": { "report": "2025 District STAAR EOC SAT ACT Accelerated Testers", "tapr_column": "STAAR Performance, EOC English I, SY 2024-25, Special Ed (Current), % At Approaches GL Standard or Above", "level_used": "Approaches", "tapr_year": 2025, "school_year": "2024–25", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "English I and II teachers will implement best practices of SLA instruction with consistency and fidelity, as defined through the SLA Foundations training.", "expected_result": "Increase English I and II performance for the targeted student populations to 60% at the Approaches grade level or higher.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Campus administrators will conduct multiple walkthroughs per teacher to ensure consistency and fidelity in implementing reading and writing best practices in English I and II.", "expected_result": "Increase English I and II performance for the targeted student populations to 60% at the Approaches grade level or higher.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 3, "text": "After attending the Moving Emergent Bilinguals Forward on the ELA EOC and Lead4Ward's Moving Toward More Inclusive Practices for Students Served in Special Education trainings, English I and II teachers will implement best instructional practices for Emergent Bilinguals and students served through Special Education.", "expected_result": "Increase English I and II performance for the targeted student populations to 60% at the Approaches grade level or higher.", "dec_review": "considerable", "mar_review": "some_progress", "jun_review": "continue_modify" } ] }, { "objective": 5, "text": "Performance Objective 5: Increase the performance of students receiving Dyslexia services by 5% at the Meets grade level from the previous year as measured on the STAAR Reading assessment by May 2025.", "short_label": "Increase the performance of students receiving Dyslexia services by 5% at the Meets grade level from the previous year as measured on the STAAR Reading assessment by May 2025.", "metric_label": "Reading/ELA (Meets) — Dyslexia Services", "grade": null, "group": "dyslexia", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Reading & Writing (English)", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "delta", "baseline": null, "target": null, "delta": 5.0, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "no_data", "divergence": false, "match_quality": "unresolvable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 24, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide training for Dyslexia interventionists, which includes intensive, explicit, systematic, evidence-based reading instruction to identify at-risk students with Dyslexia. [TEC 11.252(a)(3)(B)(iv)]", "expected_result": "Increase reading levels as measured on Beginning, Middle, and End-of-Year Reading assessments in Kindergarten through second grade.", "dec_review": "no_progress", "mar_review": "considerable", "jun_review": "discontinue" }, { "strategy": 2, "text": "Provide training for Dyslexia interventionists, which includes intensive, explicit, systematic, evidence-based reading instruction to identify at-risk students with Dyslexia. [TEC 11.252(a)(3)(B)(iv)]", "expected_result": "Students with Dyslexia will increase their STAAR scores by 5% or better at the Meets or Masters grade level in third through twelfth grades.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "discontinue" } ] }, { "objective": 6, "text": "Performance Objective 6: Increase the percentage of third grade students from 51% to 55% at the Meets grade level as measured on the STAAR Math assessment by May 2025.", "short_label": "Increase the percentage of third grade students from 51% to 55% at the Meets grade level as measured on the STAAR Math assessment by May 2025.", "metric_label": "Grade 3 Math (Meets)", "grade": "3", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Mathematics", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 51.0, "target": 55.0, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Significant progress", "claimed_code": "significant", "actual": 58.0, "result": "met", "divergence": false, "match_quality": "strong", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 26, "tapr_source": { "report": "2025 District STAAR Grade 3", "tapr_column": "STAAR Performance, Mathematics (Grade 3), SY 2024-25, All Students, % At Meets GL Standard or Above", "level_used": "Meets", "tapr_year": 2025, "school_year": "2024–25", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Prekindergarten teachers will receive training on best practices in math and implement them for all student groups.", "expected_result": "The percentage of prekindergarten students who are proficient at counting sets on the End of Dec Mar June Year (EOY) CIRCLE assessment will increase from 86% to 90% by May 2025.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Kindergarten teachers will receive training on best practices in math and implement them for all student groups.", "expected_result": "The percentage of Kindergarten students that score on grade level or above in numeracy on the Dec Mar June EOY Early Math Assessments will increase from 82% to 86% by May 2025.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 3, "text": "First-grade teachers will receive training on best practices in math and implement them for all student groups.", "expected_result": "The percentage of first-grade students that score on grade level or above in numeracy on the Dec Mar June EOY Early Math Assessments will increase from 66% to 70% by May 2025.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 4, "text": "Second-grade teachers will receive training on best practices in math and implement them for all student groups.", "expected_result": "The percentage of second-grade students that score on grade level or above in numeracy on Dec Mar June the EOY Early Math Assessments will increase from 73% to 77% by May 2025", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "accomplished" }, { "strategy": 5, "text": "First and second grade students will receive remediation on targeted foundational math skills through the Passport to Learning Summer School program.", "expected_result": "Increase the number of students demonstrating growth on the end of summer post-test to 55%.", "dec_review": "no_progress", "mar_review": "no_progress", "jun_review": "continue_modify" } ] }, { "objective": 7, "text": "Performance Objective 7: Increase the performance in third through sixth grade on TEKS that include representing and solving multi-step word problems involving the four operations (add, subtract, multiply, and divide) as measured by the 2025 Math STAAR assessment.", "short_label": "Increase the performance in third through sixth grade on TEKS that include representing and solving multi-step word problems involving the four operations (add, subtract, multiply, and divide) as measured by the 2025 Math STAAR assessment.", "metric_label": "Grade 6 Math", "grade": "6", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Mathematics", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": 62.0, "result": "context", "divergence": false, "match_quality": "defaulted_meets", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 29, "tapr_source": { "report": "2025 District STAAR Grade 6", "tapr_column": "STAAR Performance, Mathematics (Grade 6), SY 2024-25, All Students, % At Meets GL Standard or Above", "level_used": "Meets", "tapr_year": 2025, "school_year": "2024–25", "match_quality": "defaulted_meets" }, "strategies": [ { "strategy": 1, "text": "Provide professional learning at Coaching Symposiums focusing on Daily Math and teaching multi-step problem- solving skills using addition, subtraction, multiplication, and division.", "expected_result": "Improve third-grade student performance level on TEKS 3.4A (addition and subtraction word problems) from 51.78% to 57%.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Provide professional learning at Coaching Symposiums focusing on Daily Math and teaching multi-step problem- solving skills using addition, subtraction, multiplication, and division.", "expected_result": "Improve third-grade student performance level on TEKS 3.4K (multiplication and division word problems) from 52.22% to 58%.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 3, "text": "Provide professional learning at Coaching Symposiums focusing on Daily Math and teaching multi-step problem- solving skills using addition, subtraction, multiplication, and division.", "expected_result": "Improve fourth-grade student performance level on TEKS 4.4H (multiplication and division of word problems) from 46% to 51%.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 4, "text": "Provide professional learning at Coaching Symposiums focusing on Daily Math and teaching multi-step problem- solving skills using addition, subtraction, multiplication, and division.", "expected_result": "Improve fifth-grade student performance level on TEKS 5.4B (multi-step word problems) from 36.16% to 42%.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 5, "text": "Provide professional learning at Coaching Symposiums focusing on Daily Math and teaching multi-step problem- solving skills using addition, subtraction, multiplication, and division.", "expected_result": "Improve sixth-grade student performance level on TEKS 6.3D (operations with integers) from 62.05% to 67%.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 6, "text": "Students in third through sixth grades will receive remediation on targeted foundational math skills in the Passport to Learning Summer School program.", "expected_result": "Increase the number of students demonstrating growth on the end of summer school post-test to 55%.", "dec_review": "no_progress", "mar_review": "no_progress", "jun_review": "continue_modify" } ] }, { "objective": 8, "text": "Performance Objective 8: Increase the performance in seventh and eighth grades on TEKS that include applying rational number operations to concepts pertaining to area and surface area as measured by the 2025 Math STAAR assessment.", "short_label": "Increase the performance in seventh and eighth grades on TEKS that include applying rational number operations to concepts pertaining to area and surface area as measured by the 2025 Math STAAR assessment.", "metric_label": "Math", "grade": null, "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Mathematics", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_match", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 33, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide support during Coaching Symposiums on how to use the Topic Planning Guide while big-picture planning to help identify, edit, and write multi-step problems with rational numbers and problem situations involving composite areas.", "expected_result": "Increase seventh-grade student performance level on TEKS 7.3B (apply extensions with operations using real numbers) from 38.4% to 45%.", "dec_review": "some_progress", "mar_review": "no_progress", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Provide support during Coaching Symposiums on how to use the Topic Planning Guide while big-picture planning to help identify, edit, and write multi-step problems with problem situations involving composite area.", "expected_result": "Increase seventh grade student performance level on TEKS 7.9C (determine area of composite figures) from 26.1% to 35%.", "dec_review": "no_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 3, "text": "Provide support during Coaching Symposiums on how to use the Topic Planning Guide while big-picture planning to help identify, edit, and write real-world and mathematical problem situations involving surface area.", "expected_result": "Increase eighth grade student performance level on TEKS 8.7B (determine surface area of prisms and cylinders) from 49% to 56%.", "dec_review": "no_progress", "mar_review": "considerable", "jun_review": "continue_modify" } ] }, { "objective": 9, "text": "Performance Objective 9: Increase performance in seventh grade, eighth grade, and Algebra 1 on TEKS applying rational number operations to concepts of linear relationships (tables, graphs, slope, etc.) as measured by the 2025 Math/EOC STAAR assessment.", "short_label": "Increase performance in seventh grade, eighth grade, and Algebra 1 on TEKS applying rational number operations to concepts of linear relationships (tables, graphs, slope, etc.) as measured by the 2025 Math/EOC STAAR assessment.", "metric_label": "Grade 7 Math", "grade": "7", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Mathematics", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": 28.0, "result": "context", "divergence": false, "match_quality": "defaulted_meets", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 35, "tapr_source": { "report": "2025 District STAAR Grade 7", "tapr_column": "STAAR Performance, Mathematics (Grade 7), SY 2024-25, All Students, % At Meets GL Standard or Above", "level_used": "Meets", "tapr_year": 2025, "school_year": "2024–25", "match_quality": "defaulted_meets" }, "strategies": [ { "strategy": 1, "text": "Provide support during Coaching Symposiums on how to use the Topic Planning Guide while big-picture planning to help identify, edit, and write multi-step problems with rational numbers.", "expected_result": "Increase student performance level on TEKS 7.3B (apply extensions with operations using real numbers) will increase from 38% to 45%.", "dec_review": "some_progress", "mar_review": "no_progress", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Provide support during Coaching Symposiums on how to use the Topic Planning Guide while big-picture planning to help identify, edit, and create real-world situations and multiple representations involving linear relationships.", "expected_result": "Increase student performance level on TEKS 8.4C (determine rate of change and y-intercept from a table or graph) from 51% to 57%.", "dec_review": "no_progress", "mar_review": "no_progress", "jun_review": "continue_modify" }, { "strategy": 3, "text": "Provide support during Coaching Symposiums on how to use the Topic Planning Guide while big-picture planning to help identify, edit, and write real-world and mathematical problem situations, where students incorporate prior knowledge of rational numbers to simplify expressions.", "expected_result": "Increase student performance level on TEKS A.11B (simplify algebraic expressions with integer and rational exponents) from 48% to 55%.", "dec_review": "no_progress", "mar_review": "considerable", "jun_review": "continue_modify" } ] }, { "objective": 10, "text": "Performance Objective 10: Increase students served in Special Education to 58% at the Approaches grade level as measures by the Algebra I STAAR EOC assessment.", "short_label": "Increase students served in Special Education to 58% at the Approaches grade level as measures by the Algebra I STAAR EOC assessment.", "metric_label": "Algebra I EOC Math (Approaches) — Special Education", "grade": "EOC-Algebra", "group": "special_ed", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Mathematics", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "target_only", "baseline": null, "target": 58.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": 53.0, "result": "missed", "divergence": true, "match_quality": "strong", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 37, "tapr_source": { "report": "2025 District STAAR EOC SAT ACT Accelerated Testers", "tapr_column": "STAAR Performance, EOC Algebra I, SY 2024-25, Special Ed (Current), % At Approaches GL Standard or Above", "level_used": "Approaches", "tapr_year": 2025, "school_year": "2024–25", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Provide support during Coaching Symposiums on how to use the Topic Planning Guide while big-picture planning to close the instructional gap and provide more Tier-1 best practices to Special Education students.", "expected_result": "Increase student served in Special Education performance on the 2025 Algebra I STAAR EOC Assessment to 58%.", "dec_review": "some_progress", "mar_review": "no_progress", "jun_review": "continue_modify" } ] }, { "objective": 11, "text": "Performance Objective 11: Increase performance of Emergent Bilingual students from 45% to 48% at the Meets level as measured on the eighth grade US History STAAR by May 2025.", "short_label": "Increase performance of Emergent Bilingual students from 45% to 48% at the Meets level as measured on the eighth grade US History STAAR by May 2025.", "metric_label": "Grade 8 Social Studies (Meets) — Emergent Bilingual", "grade": "8", "group": "emergent_bilingual", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Social Studies", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 45.0, "target": 48.0, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": 20.0, "result": "missed", "divergence": true, "match_quality": "strong", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 38, "tapr_source": { "report": "2025 District STAAR Grade 8", "tapr_column": "STAAR Performance, Social Studies (Grade 8), SY 2024-25, EB/EL (Current & Monitored), % At Meets GL Standard or Above", "level_used": "Meets", "tapr_year": 2025, "school_year": "2024–25", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Fifth and sixth grade teachers will receive instructional guidance on vertically aligning the skills to be mastered in seventh and eighth grade.", "expected_result": "Increase fifth and sixth grade students' performance level on TEKS 5.23 and 6.19 (applying critical thinking skills to organize and use information) from 74% to 77%.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "accomplished" }, { "strategy": 2, "text": "Eighth grade Honors teachers will receive continued support with more rigorous TEKS instruction to prepare students for success at the Honors level.", "expected_result": "Increase eighth grade students' Masters performance level on TEKS 8.29 (applying critical thinking skills to organize and use information) from 30% to 33%.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 3, "text": "Instructional guidance (including lesson design, mini-lessons, and content clarification) will be conducted with Kindergarten through fourth-grade Social Studies teachers to vertically align the skills to be mastered in seventh and eighth grade, including creating new lessons that can support priority standards in each grade level.", "expected_result": "Increase fourth grade students' performance level on TEKS 4.19 (applying critical thinking skills to organize and use information) from 69% to 72%.", "dec_review": "some_progress", "mar_review": "no_progress", "jun_review": "continue_modify" }, { "strategy": 4, "text": "Seventh-grade teachers will receive instructional guidance to vertically align the skills to be mastered in eighth grade.", "expected_result": "Increase seventh-grade students' performance level on TEKS 7.20 (applying critical thinking Dec Mar June skills to organize and use information) from 49% to 52%.", "dec_review": "considerable", "mar_review": "no_progress", "jun_review": "accomplished" } ] }, { "objective": 12, "text": "Performance Objective 12: Increase performance level on TEKS 11.28 (related to differentiating sources and information) from 80% to 82% on the US History EOC by May 2025.", "short_label": "Increase performance level on TEKS 11.28 (related to differentiating sources and information) from 80% to 82% on the US History EOC by May 2025.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Social Studies", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "range", "baseline": 80.0, "target": 82.0, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 40, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Ninth and tenth-grade teachers will receive instructional guidance on vertically aligning the skills to be mastered in eleventh grade.", "expected_result": "Increase student performance level on TEKS 9.21 and 10.28 (applying critical thinking skills to organize and use information) from 64% to 67%.", "dec_review": "some_progress", "mar_review": "no_progress", "jun_review": "accomplished" }, { "strategy": 2, "text": "Eleventh-grade Honors teachers will receive continued support with more rigorous TEKS instruction to prepare students for success at the Honors level.", "expected_result": "Increase eleventh-grade students' Master performance level on TEKS 11.28 (applying critical thinking skills to organize and use information) from 30% to 33%.", "dec_review": "some_progress", "mar_review": "no_progress", "jun_review": "accomplished" } ] }, { "objective": 13, "text": "Performance Objective 13: Increase performance of students served through ESL and/or Special Education, to at least 48% at the Approaches grade level on the eighth grade Social Studies STAAR assessment by May 2025.", "short_label": "Increase performance of students served through ESL and/or Special Education, to at least 48% at the Approaches grade level on the eighth grade Social Studies STAAR assessment by May 2025.", "metric_label": "Grade 8 Social Studies (Approaches) — Special Education", "grade": "8", "group": "special_ed", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Social Studies", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "target_only", "baseline": null, "target": 48.0, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": 35.0, "result": "missed", "divergence": true, "match_quality": "strong", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 42, "tapr_source": { "report": "2025 District STAAR Grade 8", "tapr_column": "STAAR Performance, Social Studies (Grade 8), SY 2024-25, Special Ed (Current), % At Approaches GL Standard or Above", "level_used": "Approaches", "tapr_year": 2025, "school_year": "2024–25", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Ensure all seventh and eighth grade Social Studies, to include Resource/Support teachers, from the top 3 contributing junior high campuses attend specialized Texas and U.S. History training on the Social Studies Instructional model and best practices.", "expected_result": "Increase in seventh and eighth grade Quarterly Assessments results.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Ensure that all fifth and sixth grade Social Studies, to include Resource/Support teacher, from the top 3 contributing junior high campuses attend Bridging the Gap 2.0 training on the Social Studies instructional model and best practices.", "expected_result": "Increase in fifth and sixth grade Quarterly Assessments results.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "accomplished" }, { "strategy": 3, "text": "Teachers to include Resource/Support in fourth through eighth grade whose students feed into the top 3 contributing campuses will plan and develop lessons that are aligned to priority standards that support eighth grade STAAR assessed content.", "expected_result": "Increase in fourth grade Quarterly Assessment results.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" } ] }, { "objective": 14, "text": "Performance Objective 14: Increase student performance in fifth grade, eighth grade, and Biology EOC by 3% at the Masters grade level as measured by the 2025 Science/EOC STAAR assessment.", "short_label": "Increase student performance in fifth grade, eighth grade, and Biology EOC by 3% at the Masters grade level as measured by the 2025 Science/EOC STAAR assessment.", "metric_label": "Grade 5 Science (Masters)", "grade": "5", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Science", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "delta", "baseline": null, "target": null, "delta": 3.0, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": 22.0, "result": "context", "divergence": false, "match_quality": "strong", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 44, "tapr_source": { "report": "2025 District STAAR Grade 5", "tapr_column": "STAAR Performance, Science (Grade 5), SY 2024-25, All Students, % At Masters GL Standard", "level_used": "Masters", "tapr_year": 2025, "school_year": "2024–25", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "All seventh and eighth grade Science Honors, Biology Honors, Chemistry Honors, and Physics Honors teachers will receive ongoing support to align their curriculum, ensuring students are well-prepared for success at the Honors level and in future AP courses.", "expected_result": "Growth in the seventh and eighth grade Science Honors, Biology Honors, Chemistry Honors, and Physics Honors Quarterly Assessments Increased enrollment in advanced Science courses", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Provide advanced learning for Science students by integrating extension opportunities within the Honors curriculum and offering enrichment through Robotics programs, the Science and Engineering Fair, Sci.Story, and Biotechnology.", "expected_result": "More students are exposed to rigorous hands-on learning techniques in the field of Science and Technology.", "dec_review": "some_progress", "mar_review": "accomplished", "jun_review": "accomplished" } ] }, { "objective": 15, "text": "Performance Objective 15: Increase the student performance of Economically Disadvantaged students, Emergent Bilinguals, and Special Education students achieving Meets grade level passing standard by 3% in fifth grade, eighth-grade, and Biology EOC as measured by the 2025 Science/EOC STAAR Assessment.", "short_label": "Increase the student performance of Economically Disadvantaged students, Emergent Bilinguals, and Special Education students achieving Meets grade level passing standard by 3% in fifth grade, eighth-grade, and Biology EOC as measured by the 2025 Science/EOC STAAR Assessment.", "metric_label": "Grade 5 Science (Meets) — Econ. Disadvantaged", "grade": "5", "group": "econ_disadv", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Science", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": 24.0, "result": "context", "divergence": false, "match_quality": "strong", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 46, "tapr_source": { "report": "2025 District STAAR Grade 5", "tapr_column": "STAAR Performance, Science (Grade 5), SY 2024-25, Econ Disadv, % At Meets GL Standard or Above", "level_used": "Meets", "tapr_year": 2025, "school_year": "2024–25", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Provide in-person and virtual professional learning opportunities for all Science teachers. During each of these professional learning opportunities, instructional emphasis will be placed on grade-level priority standards, the 5E/3-D Instructional Model, and best practices to support Emergent Bilinguals and Special Education students.", "expected_result": "Increase in student assessment results.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Targeted Coaching for Vertical Alignment and Improved Instruction: Teachers in third, fourth, sixth, and seventh grade will receive coaching in delivering explicit, high-quality instruction and conducting effective formative assessments of TEKS that are vertically aligned with high-priority standards for fifth and eighth grade.", "expected_result": "Increase in student assessment results.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" } ] }, { "objective": 16, "text": "Performance Objective 16: Increase the percentage of high school graduates that are College, Career, or Military Ready (CCMR) from 63% to 76% by 2025. High Priority", "short_label": "Increase the percentage of high school graduates that are College, Career, or Military Ready (CCMR) from 63% to 76% by 2025.", "metric_label": "CCMR", "grade": null, "group": "all", "category": "ccmr", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Graduation & Post-Secondary", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 63.0, "target": 76.0, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Significant progress", "claimed_code": "significant", "actual": 63.4, "result": "missed", "divergence": true, "match_quality": "strong", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 48, "tapr_source": { "report": "2025 District CCMR College Ready TSI Annual Graduates", "tapr_column": "District 2024 Associated CCMR: College Ready - All Students Rate", "level_used": null, "tapr_year": 2025, "school_year": "2024–25", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Provide curriculum and test-prep training to Math and English teachers that integrate test strategies for the PSAT, SAT, ACT, and TSI 2.0.", "expected_result": "Graduates who meet Texas Success Initiative Assessment (TSIA) criteria in both Math and English, Language Arts & Reading (ELAR) will increase from 44% to 56% by 2025.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Through strategically mapped industry certifications and professional-grade equipment across our Programs of Study and deliberate TEKS alignment, each course provides students direct pathways to earn relevant credentials while mastering industry-standard technologies. This integrated approach maximizes opportunities for students to graduate with both skill based excellence and workforce- ready certifications.", "expected_result": "Graduates who earn an Industry-Based Certification will increase from 11% to 42% by August 2025, which improves the CCMR overall goal.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 3, "text": "Implementation of a comprehensive student support system that combines data-driven progress monitoring, targeted academic interventions, district-funded certifications, and college, career and military access support to ensure every student has an equitable pathway to post-secondary success.", "expected_result": "The number of Economically Disadvantaged graduates who meet CCMR will increase from 47% to 75% by June 2025, which will improve the CCMR target goal.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 4, "text": "Develop a student identification and recruitment system to provide more students with dual credit enrollment opportunities.", "expected_result": "The percentage of students enrolled in one or more dual credit courses will increase 36% to Dec Mar June 40%.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 5, "text": "Create student supports for Advanced Placement exam registrations and course enrollments.", "expected_result": "The number of students enrolled in Advanced Placement courses will increase 1%. Dec Mar June", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 6, "text": "Create district-wide professional learning opportunities for Advanced Placement teachers.", "expected_result": "Increase the number of qualifying AP scores (3-4-5) by 1%. Dec Mar June", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 7, "text": "Maximizing CTE program completion is done through strategic alignment of industry certifications, professional-grade equipment, and curriculum mapping within each Program of Study, using continuous data analysis and progress monitoring to drive student success. By providing comprehensive professional development and universal access to certification testing, students follow clear pathways from enrollment to industry-validated credentials. This systematic approach meets Perkins V and accountability measures while ensuring every student has equitable access to complete their chosen career pathway with industry-recognized certifications and skills.", "expected_result": "Increase Career and Technical Education (CTE) programs of study completers from 6% to 8%. Some Considerable Continue/", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" } ] }, { "objective": 17, "text": "Performance Objective 17: Maintain a dropout rate of 2% or less for all students and student groups in seventh through twelfth grade.", "short_label": "Maintain a dropout rate of 2% or less for all students and student groups in seventh through twelfth grade.", "metric_label": "Dropout", "grade": null, "group": "all", "category": "dropout", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Graduation & Post-Secondary", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "threshold", "baseline": null, "target": 2.0, "delta": null, "threshold_dir": "max", "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": 0.4, "result": "met", "divergence": false, "match_quality": "strong", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 51, "tapr_source": { "report": "2025 District Attendance Absenteeism Dropout", "tapr_column": "Annual Dropout Rate, Grades 09-12, SY 2023-24, All Students, Rate", "level_used": null, "tapr_year": 2025, "school_year": "2024–25", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Provide secondary campuses with monthly dropout reports throughout the school year as well as guidance and support from the Department for Dropout Prevention to reduce their campuses' dropout rates for the 2023-2024 school year.", "expected_result": "The 2023-2024 and 2024-2025 dropout rates will be less than 2% for all students in seventh through twelfth grades, in both years.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 2, "text": "Each school year, require all Conroe ISD students to complete a \"Family Survey\" to identify eligible migrant students for dropout prevention support from the District's migrant liaison.", "expected_result": "Maintain dropout rate of migrant students under 2%.", "dec_review": "accomplished", "mar_review": "accomplished", "jun_review": "accomplished" }, { "strategy": 3, "text": "Ensure consistent academic course placement is aligned and appropriate with the student's educational experience, minimizing the need for repeating coursework while promoting efficient progress toward graduation.", "expected_result": "Increase the number of Texas graduation required courses credited to students who transfer into Conroe ISD.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 18, "text": "Performance Objective 18: Maintain a High School graduation rate of 97.1% or higher.", "short_label": "Maintain a High School graduation rate of 97.1% or higher.", "metric_label": "Graduation", "grade": null, "group": "all", "category": "graduation", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Graduation & Post-Secondary", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "threshold", "baseline": null, "target": 97.1, "delta": null, "threshold_dir": "min", "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": 97.6, "result": "met", "divergence": false, "match_quality": "strong", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 53, "tapr_source": { "report": "2025 District 4 Year Longitudinal Rate", "tapr_column": "Longitudinal, 4-Year, Class of 2024, Grads + TxCHSE, All Students, Rate", "level_used": null, "tapr_year": 2025, "school_year": "2024–25", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Provide a report every 9 weeks flagging students with high absences and support campuses in developing personalized attendance plans, focusing on students with irregular attendance, high mobility, and socioeconomic challenges.", "expected_result": "Achieve a graduation rate of 97.1% or higher by enhancing student attendance through proactive tracking, intervention, and support systems.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" } ] }, { "objective": 1, "text": "Performance Objective 1: Develop a district-wide system to evaluate the effective utilization and allocation of financial resources for staffing and other district needs specifically targeted at improving district performance and student achievement.", "short_label": "Develop a district-wide system to evaluate the effective utilization and allocation of financial resources for staffing and other district needs specifically targeted at improving district performance and student achievement.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 2, "goal_title": "School Leadership and Fiscal Responsibility", "section": "goal_2", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 54, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Maintain high academic results in a cost-effective manner.", "expected_result": "Develop and adopt fiscally responsible budget to meet Board and instructional goals. Dec Mar June", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "accomplished" }, { "strategy": 2, "text": "Provide essential positions needed to accommodate growth in student population and to address unique campus needs.", "expected_result": "Provide the necessary resources to allow the District to recruit and hire the most qualified Dec Mar June candidates.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 3, "text": "Provide financial support for integration of technology in instructional and administrative programs.", "expected_result": "Instructional technology integration will increase student outcomes on local and state Dec Mar June assessments.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 2, "text": "Performance Objective 2: Continue to build awareness among all stakeholders of the current systems in place to fund public education in the State of Texas and the limitations it places on local school districts.", "short_label": "Continue to build awareness among all stakeholders of the current systems in place to fund public education in the State of Texas and the limitations it places on local school districts.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 2, "goal_title": "School Leadership and Fiscal Responsibility", "section": "goal_2", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 56, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Continue to engage with and educate stakeholders on school finance through various district committees and meetings and in collaboration with community organizations.", "expected_result": "Stakeholders will understand the challenges that districts are facing financially and advocate for the District.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 3, "text": "Performance Objective 3: Develop and implement a comprehensive leadership development pipeline to identify, nurture, and promote high-potential employees, ensuring a continuous supply of qualified leaders to meet organizational needs over the next five years.", "short_label": "Develop and implement a comprehensive leadership development pipeline to identify, nurture, and promote high-potential employees, ensuring a continuous supply of qualified leaders to meet organizational needs over the next five years.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 2, "goal_title": "School Leadership and Fiscal Responsibility", "section": "goal_2", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 57, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Establish criteria and assessment tools for identifying high-potential employees.", "expected_result": "Future leaders will be identified and provided with growth opportunities. Dec Mar June", "dec_review": "accomplished", "mar_review": "accomplished", "jun_review": "accomplished" }, { "strategy": 2, "text": "Further develop CISD Leads, our structured leadership development program, including training modules, mentorship opportunities, and job-embedded assignments.", "expected_result": "Future leaders will be provided with growth opportunities and experiences.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 1, "text": "Performance Objective 1: Implement a plan to attract and retain highly effective teachers and administrators to work at hard to staff campuses.", "short_label": "Implement a plan to attract and retain highly effective teachers and administrators to work at hard to staff campuses.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 3, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_3", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "—", "claimed_code": "unknown", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 59, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "The District will utilize all available resources to recruit quality, diverse applicant pools in identified shortage areas, specifically Bilingual and Special Education, and for high need campuses in accordance with DBA Legal, DC Legal, DC Local, and Title II Requirements. This includes colleges, universities, regional education service centers, education-related professional organizations, job fairs, TEA certification pathways, alternative certification programs, Grow Our Own programs, and in-house recruitment of degreed paraprofessionals and other non-teaching staff.", "expected_result": "The District expects to build/enhance partnerships with said resources to recruit quality, diverse applicant pools in identified shortage areas, specifically Bilingual and Special Education, and for high need campuses. Considerable Considerable Continue/", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 2, "text": "The District will recruit qualified peace officers and/or security personnel by developing and advertising job descriptions of the duties of peace officers and/or security personnel, as determined by the Board, and identified in Local CKE and CKEA.", "expected_result": "The District expects to attract and retain highly qualified peace officers and/or security personnel.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "discontinue" } ] }, { "objective": 2, "text": "Performance Objective 2: Implement a plan to retain highly effective staff.", "short_label": "Implement a plan to retain highly effective staff.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 3, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_3", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 61, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "The District will maximize the retention of novice teachers (0-1 years of experience) at a rate of 90% or above.", "expected_result": "The District expects to identify trends over time and assess each campus' effectiveness in Dec Mar June retaining novice teachers.", "dec_review": "no_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 2, "text": "The District will retain highly qualified educators by engaging in meaningful consultation and examining relevant data to understand educators' most pressing needs, including potential root causes, through hiring surveys, of informal complaints/ concerns, and exit surveys as required by ESEA section 2102 (d)(3) and 2102(b)(3).", "expected_result": "The District expects to retain more highly qualified teachers by developing systems/solutions to address educators' most pressing needs.", "dec_review": "no_progress", "mar_review": "no_progress", "jun_review": "continue_modify" } ] }, { "objective": 3, "text": "Performance Objective 3: Implement a professional learning plan focused on the diverse needs of staff.", "short_label": "Implement a professional learning plan focused on the diverse needs of staff.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 3, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_3", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 63, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "By May 2025, the District will utilize a comprehensive professional learning plan that addresses the diverse needs of all novice staff members tailored to the varying experience levels, learning styles, and professional goals of the novice teacher ensuring at least 90% novice participation and satisfaction, as measured by the novice teacher completion of an end of the year survey and feedback.", "expected_result": "The District expects teachers will complete requirements for the Novice Teacher Academy and be supported by a mentoring teacher.", "dec_review": "no_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 2, "text": "The District will provide additional support to administrators with special emphasis on novice principals, 0-3 years, related to hiring practices, employee growth, and employee performance.", "expected_result": "The District expects campus administrators will have the ability to hire more effective teachers and identify, support, and document staff performance concerns to improve instruction and campus performance.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 3, "text": "The District will assist paraprofessionals in meeting certification requirements and/or highly qualified requirements through assessment and acquisition of the TEA Educator Aide Certification. The District will provide access to quality professional development and host Grow Our Own events to educate and support paraprofessionals on the acquisition of a bachelor's degree in education.", "expected_result": "The District expects to increase quality, diverse applicant pools in identified shortage areas, Bilingual and Special Education, and for high need campuses in accordance with DBA Legal, DC Legal, DC Local, and Title II requirements.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" } ] }, { "objective": 1, "text": "Performance Objective 1: Implement, train, and support, in coordination with the Texas School Safety Center and the Texas Education Agency, model policies, and procedures for Conroe ISD campus Safe and Supportive School Program (SSSP) Teams.", "short_label": "Implement, train, and support, in coordination with the Texas School Safety Center and the Texas Education Agency, model policies, and procedures for Conroe ISD campus Safe and Supportive School Program (SSSP) Teams.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 65, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Administration will ensure that they, and counselors, receive threat assessment training from the Texas School Safety Center to apply to their campus teams. To support this training and the campus teams, the Director of School Safety will provide supplemental training to campus teams and support the threat assessment process.", "expected_result": "High-functioning SSSP campus teams will be equipped to recognize and provide appropriate intervention.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" } ] }, { "objective": 2, "text": "Performance Objective 2: Implement and monitor a safe schools plan.", "short_label": "Implement and monitor a safe schools plan.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 66, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Develop and implement procedures and systems to improve the preparedness and response efforts of the District for medical emergencies.", "expected_result": "Students will be provided a safe learning environment as evidenced by 100% of campuses having designated personnel trained in CPR/AED/First Aid, Traumatic Injury Response, Seizure Awareness, and Naloxone administration for suspected opioid overdose.", "dec_review": "accomplished", "mar_review": "accomplished", "jun_review": "accomplished" }, { "strategy": 2, "text": "Develop, implement, and support procedures and systems to improve the emergency response to multi-hazard events.", "expected_result": "Multi-hazard emergency hazard response knowledge and training for campus personnel Dec Mar June will enhance a safe learning environment for students.", "dec_review": "accomplished", "mar_review": "accomplished", "jun_review": "accomplished" } ] }, { "objective": 3, "text": "Performance Objective 3: Increase active outreach to families of all newcomer students from four to six events, addressing needs identified through two-way communication strategies such as surveys or parent meetings.", "short_label": "Increase active outreach to families of all newcomer students from four to six events, addressing needs identified through two-way communication strategies such as surveys or parent meetings.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 68, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide a connection between student, home, school, and community to ensure families new to the country are able to access school and community resources.", "expected_result": "Decrease dropout rate of newcomers and other EB students.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" }, { "strategy": 2, "text": "Provide parents with Spanish information meetings to explain the educational system in the District, including the high school scheduling structure, earning credits for graduation, and attendance requirements.", "expected_result": "Parents will be active participants in the education of their immigrant children.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" }, { "strategy": 3, "text": "Schedule individual family meetings for newcomers who meet the criteria as Students with Interrupted Formal Education (SIFE) to offer community resources and provide educational programming options such as continuing on the traditional high school graduation plan, GED programs, or the Newcomers Program at Washington High School.", "expected_result": "Prevent SIFE newcomers from dropping out.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" } ] }, { "objective": 4, "text": "Performance Objective 4: Design and implement a professional learning framework for school counselors to improve their capacity to provide comprehensive student support.", "short_label": "Design and implement a professional learning framework for school counselors to improve their capacity to provide comprehensive student support.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 70, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Equip school counselors with the knowledge, skills, and resources to support students' social and emotional development at developmentally appropriate levels through individual meetings, small groups, and classroom guidance. This supports policy located in FFEA.", "expected_result": "Increase the delivery of guidance lessons by 5%, as documented through counselor tracking data.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 5, "text": "Performance Objective 5: Provide comprehensive support to students, families, and staff to address substance use awareness, bullying and violence prevention, mental health awareness, and suicide prevention and intervention.", "short_label": "Provide comprehensive support to students, families, and staff to address substance use awareness, bullying and violence prevention, mental health awareness, and suicide prevention and intervention.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 71, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Ensure that students, staff, and the community receive appropriate information in key areas such as bullying prevention and intervention, mental health awareness, suicide prevention and intervention, and substance use prevention, intervention, and awareness. This approach supports the following policies: FDB, FFEB, FFF, FFH, FFI, and FFB.", "expected_result": "Increase attendance in school/community events, workshops, and webinars by 10%.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 2, "text": "Maintain and strengthen partnerships with community stakeholders and mental health providers to ensure that families and students have access to the mental health resources and support they need. This supports crisis intervention policies outlined in FFB.", "expected_result": "Increase number of students accessing services by optimizing the caseload capacity for mental health providers.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 3, "text": "Create opportunities to inform parents/guardians on a variety of social and emotional health issues. This includes information and prevention of 1) maltreatment and child abuse; 2) sex/human trafficking; 3) dating violence; 4) suicide, self-harm, and identifying other mental health concerns; 5) responsible use of social media, including sexting and the law; 6) alcohol, tobacco, and substance abuse, including vaping; and 7) bullying and conflict resolution. This supports policies in FFG and FFB relating to child abuse and crisis intervention.", "expected_result": "Increased opportunities for parent feedback on the usefulness of resources, areas of improvement, and any additional support needed. Considerable Considerable Accomplished", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 6, "text": "Performance Objective 6: Continue Multi-Tiered Systems of Support (MTSS) to address schoolwide, classroom and individual student concerns. High Priority", "short_label": "Continue Multi-Tiered Systems of Support (MTSS) to address schoolwide, classroom and individual student concerns.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 73, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "To address Positive Behavior Interventions and Supports (PBIS), the District will provide training in schoolwide PBIS, classroom management, classroom management for teacher leaders, behavior interventions, and interventions for working with extreme behaviors.", "expected_result": "Achieve a 10% increase in participation in professional development to support the professional growth of administrators, teachers, and other school staff.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 2, "text": "Provide direct support to campuses to address schoolwide, classroom, and individual student concerns.", "expected_result": "A reduction in behavior notifications, demonstrating the successful implementation and Dec Mar June impact of schoolwide support structures and problem-solving teams in promoting positive student behavior and accountability.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 7, "text": "Performance Objective 7: Reduce the rates of students removed from the classroom for in-school suspension, out-of-school suspension, and/or District Alternative Education Program (DAEP) by providing behavior interventions. High Priority", "short_label": "Reduce the rates of students removed from the classroom for in-school suspension, out-of-school suspension, and/or District Alternative Education Program (DAEP) by providing behavior interventions.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 75, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Increased training and support for campus leaders to strengthen problem solving teams and implement effective campus- wide structures for interventions and supports.", "expected_result": "Out-of-placement rates will decrease across all student groups, including those in at-risk populations.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 8, "text": "Performance Objective 8: Provide professional learning for school leadership addressing the health needs of students.", "short_label": "Provide professional learning for school leadership addressing the health needs of students.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 76, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide comprehensive training for designated employees to deliver safe and effective care to students with diabetes.", "expected_result": "Each campus will have at least one Unlicensed Diabetes Care Assistant (UDCA). These Dec Mar June trained individuals will be available to provide for the unique health care needs of students with diabetes.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" }, { "strategy": 2, "text": "Continue to provide enhanced professional learning opportunities for nursing staff to ensure nurses are prepared to provide safe and effective care to all students.", "expected_result": "Students will be provided with safe and effective nursing care to meet their individual needs as evidenced by 100% of school nurses participating in at least five professional learning opportunities this school year.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" } ] }, { "objective": 1, "text": "Performance Objective 1: Develop and implement a series of professional learning that addresses the knowledge, skills, and practices necessary for teachers to be successful in Prekindergarten through twelfth grade classrooms.", "short_label": "Develop and implement a series of professional learning that addresses the knowledge, skills, and practices necessary for teachers to be successful in Prekindergarten through twelfth grade classrooms.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 78, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "The Early Childhood Instructional Coach will provide on-the-job support that focuses on the development of specific early childhood education knowledge, skills, and practices for Prekindergarten teachers to meet the teacher qualification requirements as per the High-Quality Prekindergarten Program.", "expected_result": "Teachers will work collaboratively with the Early Childhood Department to ensure they are working toward the goal of 150 coaching and professional learning hours over a span of five years. These hours can be obtained through CISD professional learning and coaching hours as well as external early childhood specific professional learning.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 2, "text": "Provide job-embedded professional learning to address required TEKS for each grade level and content area.", "expected_result": "The District Comprehensive Professional Learning Plan, with over 1,000 opportunities, is Dec Mar June provided throughout the school year. District and campus Instructional Coaches provide the job-embedded professional learning.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 3, "text": "Provide enrichment activities for students as an integral part of well-rounded student experiences though Fine Arts and provide job-embedded professional learning for Fine Arts teachers on effective strategies to best implement the TEKS.", "expected_result": "Increase alignment between Fine Arts content connections through enrichment activities and job-embedded professional learning for Fine Arts teachers on effective strategies to best implement the TEKS.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 4, "text": "Provide job-embedded professional learning for Physical Education teachers and athletic coaches on effective strategies to best implement the TEKS.", "expected_result": "Increase alignment between best practices and instructional outcomes for students.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 5, "text": "Provide job-embedded professional learning and resources for Languages Other Than English (LOTE) teachers to support the implementation of a proficiency-focused and performance-based curriculum in alignment with the TEKS.", "expected_result": "Accelerated language acquisition for students in LOTE courses.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 2, "text": "Performance Objective 2: Provide educators with effective, research-based professional learning, focusing on instructional strategies to increase student performance of gifted students.", "short_label": "Provide educators with effective, research-based professional learning, focusing on instructional strategies to increase student performance of gifted students.", "metric_label": "District-internal measure", "grade": null, "group": "gifted", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 81, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "By May 2025, provide educators with effective, research-based professional learning focusing on gifted instructional strategies, including Depth and Complexity, Content Imperatives, Questioning Strategies, Depth of Knowledge, and Bloom's Taxonomy, to increase student performance as measured by post-training surveys that indicate the educator's level of commitment to incorporating the taught strategies within two weeks of the training session.", "expected_result": "By May 2025, the Gifted Department will provide educators with effective, research-based professional learning focusing on gifted instructional strategies including Depth & Complexity, Content Imperatives, Questioning Strategies, Depth of Knowledge, and Bloom's Taxonomy. Increase opportunities for high potential students to participate in rigorous No Progress Some Continue/ learning using various strategies designed for the gifted learner. Post-training survey will indicate the educator's level of Progress Modify commitment to incorporate the taught strategies within two weeks of the training session.", "dec_review": "no_progress", "mar_review": "some_progress", "jun_review": "continue_modify" } ] }, { "objective": 3, "text": "Performance Objective 3: Increase effective instruction of teachers through professional learning that promotes inclusive practices and collaboration between Special Education and General Education teachers.", "short_label": "Increase effective instruction of teachers through professional learning that promotes inclusive practices and collaboration between Special Education and General Education teachers.", "metric_label": "District-internal measure", "grade": null, "group": "special_ed", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 82, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "The Special Education Department will build capacity of Special Education teachers by providing professional learning, coaching, modeling, etc. and monitor using the Special Education services and support tools, trained on and provided. Campuses in the Caney Creek Feeder will be given training and on campus input/feedback from Lead4ward focusing on inclusive practices.", "expected_result": "Increase grade-level exposure and rigor of core content for special education students.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 2, "text": "Identify and provide professional learning for teachers in Reading instruction for students with Dyslexia and learning disabilities.", "expected_result": "Increase exposure to proven literacy instructional strategies.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 3, "text": "Special Education teachers in the Caney Creek feeder will complete Lead4Ward training for best practices in Special Education. Training will include the opportunity for Special Education and General Education staff to collaborate and individualize plans for students to provide opportunities for inclusion to the fullest extent possible with non-disabled peers.", "expected_result": "Increase rigor and content focus for Special Education students in their least restrictive environment to achieve academic growth. Promote inclusive practices to the fullest extent possible based on each student's individualized plan. Increased collaboration between Special Education and General Education staff.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 4, "text": "Build capacity of district and campus staff by providing instructional coaching, feedback, and training to address identified areas of need.", "expected_result": "Increase in student assessment outcomes.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 4, "text": "Performance Objective 4: Increase the utilization of digital resources, hardware, and productivity through support and professional learning.", "short_label": "Increase the utilization of digital resources, hardware, and productivity through support and professional learning.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 84, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Focus professional learning on how teachers can increase engagement using Learning Management Systems and district- provided digital resources.", "expected_result": "Students and teachers are using Learning Management Systems and district-provided digital resources at a 5% increase from the previous school year.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 2, "text": "Model and support technology integration in all content area classrooms.", "expected_result": "Instructional Technology coaches are utilized to assist teachers in the planning and modeling Dec Mar June of technology integration.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 3, "text": "Provide updated student devices to support instruction and assessment and provide help desk support for teachers and students as they use devices.", "expected_result": "Student devices are prepared according to district standards for distribution to campuses.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 5, "text": "Performance Objective 5: Increase the percentage of campuses that receive a score of three (met current target) or above on the TELPAS campus rating from 80% to 90% (increase of five campuses) on the 2025 TELPAS.", "short_label": "Increase the percentage of campuses that receive a score of three (met current target) or above on the TELPAS campus rating from 80% to 90% (increase of five campuses) on the 2025 TELPAS.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "telpas", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "range", "baseline": 80.0, "target": 90.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 86, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide teachers of Emergent Bilingual students with instructional strategies/accommodations to scaffold instruction according to the various language proficiency levels of Listening, Speaking, Reading, and Writing.", "expected_result": "Growth in percentage of Emerging Bilingual students who progress one proficiency level on TELPAS composite rating in first through twelfth grade.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" }, { "strategy": 2, "text": "Provide professional learning on the 7 Steps to an Interactive Language-Rich Classroom to support the English language development of Emergent Bilingual students.", "expected_result": "Growth in percentage of Emergent Bilingual students who progress one proficiency level on TELPAS composite rating in first through twelfth grade.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" }, { "strategy": 3, "text": "Provide professional learning on Sheltered Instruction in the content areas to support the English language development of newcomer Emergent Bilingual students.", "expected_result": "Growth in percentage of Emergent Bilingual students who progress one proficiency level on TELPAS composite rating in first through twelfth grade.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" }, { "strategy": 4, "text": "Provide professional learning on TELPAS Proficiency Level Descriptors (PLDs) and how to create targeted student language learning objectives to support Emergent Bilingual students.", "expected_result": "Growth in percentage of Emergent Bilingual students who progress one proficiency level on TELPAS composite rating in first through twelfth grade.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" }, { "strategy": 5, "text": "District Bilingual and ESL specialists and facilitators will support identified campuses. They will focus on targeted instructional planning, using English Language Proficiency Standards (ELPS), and familiarity with PLDs to provide students with increased opportunities to develop the skills they lack in each language domain.", "expected_result": "Growth in percentage of Emergent Bilingual students who progress one proficiency level on TELPAS composite rating in first through twelfth grade.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" }, { "strategy": 6, "text": "District Bilingual and ESL specialists and facilitators will ensure integration of English language skills into all content areas for Emergent Bilingual area.", "expected_result": "Growth in percentage of Emergent Bilingual students who progress one proficiency level on TELPAS composite rating in first through twelfth grade.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" }, { "strategy": 7, "text": "District Bilingual and ESL specialists and facilitators will utilize instructional technology integration to provide English learners with multiple opportunities across various subjects to practice their language skills on a recording platform.", "expected_result": "Growth in percentage of Emergent Bilingual students who progress one proficiency level on TELPAS composite rating in first through twelfth grade.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" } ] }, { "objective": 6, "text": "Performance Objective 6: Provide intervention for campuses identified as Comprehensive Support and Needs Improvement under the State and Federal Accountability System. High Priority", "short_label": "Provide intervention for campuses identified as Comprehensive Support and Needs Improvement under the State and Federal Accountability System.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2024-25_District_Improvement_Plan.pdf", "source_page": 89, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide small group intervention support to remediate foundational skills for fifth and sixth grade Math students.", "expected_result": "Increase in student performance on the fifth and sixth grade STAAR test. Dec Mar June", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] } ] }, { "school_year": "2023-24", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "summary": { "met": 1, "missed": 3, "partial": 3, "no_data": 4, "internal": 22, "context": 3 }, "objectives": [ { "objective": 1, "text": "Performance Objective 1: Identify students reading below grade level (approaches or below), specifically those identified as Economically Disadvantaged, and provide targeted reading instruction with the goal of increasing all student groups by at least 5%.", "short_label": "Identify students reading below grade level (approaches or below), specifically those identified as Economically Disadvantaged, and provide targeted reading instruction with the goal of increasing all student groups by at least 5%.", "metric_label": "District-internal measure", "grade": null, "group": "econ_disadv", "category": "internal", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Reading & Writing (English)", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": 5.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 11, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Teachers will grow students' instructional reading levels by supporting increased volume and stamina in independent reading as Formative measured by BAS, mCLASS, and MAZE", "expected_result": "By increasing the independent reading time that students read an accessible text, students will be able to read for longer periods of time. When students have more time to read, they will read a variety of texts, be exposed to more vocabulary, see different types of text structure, practice word study and comprehension strategies, set personal goals for time, page quantity, and build an enjoyment for reading. When in small groups, teachers will target those reading behaviors that are inhibiting students from increasing their volume/stamina.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Develop and deepen students' ability to comprehend grade-level texts as measured by CFA performance. Formative", "expected_result": "By focusing on comprehension through the mini-lesson, read aloud and small group instruction, Dec Mar June students will be able to visualize, make inferences and synthesize increasingly complex texts. Students receiving 1416 intervention through the supplemental support of BookNook (a TCLAS recommended resource) or Conroe Lesson Cycles focus on comprehension through a live digital interactive read aloud.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Increase the percent of 3rd grade students that score meets grade level or above on STAAR Reading from 52% to 63% by 2025.", "short_label": "Increase the percent of 3rd grade students that score meets grade level or above on STAAR Reading from 52% to 63% by 2025.", "metric_label": "Grade 3 Reading/ELA (Meets)", "grade": "3", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Reading & Writing (English)", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 52.0, "target": 63.0, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": 60.0, "result": "missed", "divergence": false, "match_quality": "strong", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 13, "tapr_source": { "report": "2024 District STAAR Grade 3", "tapr_column": "District 2024 Domain 1A: Meets Grade Level STD, Grade 3, All Students, STAAR Reading/ELA Rate", "level_used": "Meets", "tapr_year": 2024, "school_year": "2023–24", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Formative Instruction of grade level content will be recursive, chunked, and taught using the gradual release model. This will provide Formative students multiple exposures, explicit instruction and supported practice with feedback needed to move from approximation to mastery on essential reading behaviors/strategies/skills.", "expected_result": "Increase the percent of 3rd grade students that score meets grade level or above on STAAR Reading from 52% to 63% by 2025.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Provisioned with extensive time, high-interest, accessible texts, and setting and monitoring engagement goals, students will Formative progressively grow their reading stamina. Reading for longer periods of time will give students the opportunities to practice reading skills, strategies and behaviors needed to fluently decode and comprehend texts.", "expected_result": "Increase the percent of 3rd grade students that score meets grade level or above on STAAR Reading from 52% to 63% by 2025.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Students will receive small group, differentiated instruction through Guided Reading. Students' needs as determined through Formative running records and anecdotal notes and the demands of the text will be used to create Guided Reading plans to accelerate student reading progress.", "expected_result": "Increase the percent of 3rd grade students that score meets grade level or above on STAAR Reading from 52% to 63% by 2025.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative Through professional development, the Early Childhood Department will provide trainings and coaching that recommend PreK Formative best practices in early literacy for all student groups. Ongoing formative assessments to include CIRCLE assessments and Standards Based Reporting will be connected to the PreK guidelines from the state.", "expected_result": "Growth in PreK CIRCLE assessment measures", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: Increase student performance in grades 3-8 on the STAAR Extended Constructed Response from a district-wide average of 4.64 to 5.50 by 2025.", "short_label": "Increase student performance in grades 3-8 on the STAAR Extended Constructed Response from a district-wide average of 4.64 to 5.50 by 2025.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 15, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Teachers will incrementally increase student performance on Extended Constructed Response as measured in CFAs and on- Formative demand writing.", "expected_result": "Increase quality of student writing.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 4, "text": "Performance Objective 4: Increase the percentage of 3rd grade students that score meets (75%) grade level or above on STAAR Math from 51% to 60% by of 2025.", "short_label": "Increase the percentage of 3rd grade students that score meets (75%) grade level or above on STAAR Math from 51% to 60% by of 2025.", "metric_label": "Grade 3 Math (Meets)", "grade": "3", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Mathematics", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 51.0, "target": 60.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": 55.0, "result": "missed", "divergence": false, "match_quality": "strong", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 16, "tapr_source": { "report": "2024 District STAAR Grade 3", "tapr_column": "District 2024 Domain 1A: Meets Grade Level STD, Grade 3, All Students, STAAR Mathematics Rate", "level_used": "Meets", "tapr_year": 2024, "school_year": "2023–24", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Formative The percentage of Prekindergarten students that are proficient at counting sets on the End of Year (EOY) CIRCLE assessment Formative will increase from 86% to 90% by June 2025. Through professional development, the Early Childhood Department will provide trainings and coaching that recommend PreK best practices in math for all student groups. Ongoing formative assessments to include CIRCLE assessments and standards based reporting will be connected to the PreK guidelines from the state.", "expected_result": "Growth in PreK CIRCLE assessment measures.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative The percentage of Kindergarten students that score on grade level or above in numeracy on the EOY Early Math Assessments will Formative increase from 82% to 86% by June 2025. Through professional development, the Elementary Math Department will provide trainings and coaching that recommend best practices in math for all student groups using ongoing formative assessments and activities directly related to the Kindergarten Early Math Assessment.", "expected_result": "Growth in Kindergarten Early Math Assessment.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative The percentage of 1st grade students that score on grade level or above in numeracy on the EOY Early Math Assessments will Formative increase from 66% to 70% by June 2025. Through professional development, the Elementary Math Department will provide trainings and coaching that recommend best practices in math for all student groups using ongoing formative assessments and activities directly related to the 1st Grade Early Math Assessment.", "expected_result": "Growth in 1st Grade Early Math Assessment.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative The percentage of 2nd grade students that score on grade level or above in numeracy on the EOY Early Math Assessments will Formative increase from 73% to 77% by June 2025. Through professional development, the Elementary Math Department will provide trainings and coaching that recommend best practices in math for all student groups using ongoing formative assessments and activities directly related to the 2nd Grade Early Math Assessment.", "expected_result": "Growth in 2nd Grade Early Math Assessment.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 5, "text": "Performance Objective 5: Instructional guidance and resources will be provided by the CISD Mathematics Department in grades 4 through College Prep Mathematics to improve student performance in all student groups by at least 5% on the respective state exam.", "short_label": "Instructional guidance and resources will be provided by the CISD Mathematics Department in grades 4 through College Prep Mathematics to improve student performance in all student groups by at least 5% on the respective state exam.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Mathematics", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": 5.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 19, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Through campus professional development and coaching, the mathematics department will coordinate and collaborate with Formative campus math coaches during planning to improve student mastery of the TEKS. State exams will be used to measure student success May 2024. N/A", "expected_result": "Show growth on respective state assessment from May 2023 to May 2024.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Through district wide professional and collaborative meetings, the math department will support campus math coaches through Formative coaching to incorporate high-quality Tier I instruction into their lessons to improve student mastery of the content TEKS. Three CFAs will be used as formative assessments to evaluate and improve student performance for SPED, EL, and at-risk student groups.", "expected_result": "Show growth on respective common formative assessments.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Through collaborative meetings and onsite campus coaching, the math department will help campuses use the two interim exams Formative as progress measures to re-evaluate their instructional strategies to improve student performance from the fall administration to the spring administration. The state exam in May will be used to compare the projected student success for all student groups between the interim measures to the May 2024 STAAR administration.", "expected_result": "Show growth on respective interim assessments.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 6, "text": "Performance Objective 6: To meet or exceed our 2022-2023 goals of a 5% increase on the 8th grade U.S. History STAAR and 11th grade EOC STAAR at the Meets scores level. The categories of focus will be for: All Students, Economically Disadvantaged, and Emergent Bilinguals.", "short_label": "To meet or exceed our 2022-2023 goals of a 5% increase on the 8th grade U.S. History STAAR and 11th grade EOC STAAR at the Meets scores level. The categories of focus will be for: All Students, Economically Disadvantaged, and Emergent Bilinguals.", "metric_label": "Grade 8 Social Studies (Meets) — Econ. Disadvantaged", "grade": "8", "group": "econ_disadv", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Social Studies", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": 27.0, "result": "context", "divergence": false, "match_quality": "strong", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 21, "tapr_source": { "report": "2024 District STAAR Grade 8", "tapr_column": "District 2024 Domain 1A: Meets Grade Level STD, Grade 8, Econ Disadv, STAAR Social Studies Rate", "level_used": "Meets", "tapr_year": 2024, "school_year": "2023–24", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Formative Instructional guidance will be conducted with 5th and 6th grade Social Studies teachers with the goal of vertically aligning the Formative skills to be mastered at both 7th and 8th grade. Teachers in 7th and 8th grade will receive campus targeted instruction directed at meeting the established goals for 2023-2024.", "expected_result": "Growth in the 7th and 8th Grade Common Formative Assessment.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Instructional guidance will be conducted with 9th and 10th grade Social Studies teachers with the goal of vertically aligning the Formative skills to be mastered at the 11th grade. Teachers in 11th grade will receive campus targeted instruction directed at meeting the established goals for 2023-2024.", "expected_result": "Growth in the 11th Grade Common Formative Assessment.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Instructional guidance (including lesson design, mini lessons, and content clarification) will be conducted with elementary grades Formative K-4 Social Studies teachers with the goal of vertically aligning the skills to be mastered at both 7th and 8th grade. The social studies department will create new lessons that can be used to support priority standards in each grade level. K-4th grade teachers will receive guidance on teaching 30 minutes of daily explicit social studies instruction, including breakdowns of TEKS in each grade level. N/A", "expected_result": "Growth in the 4th Grade Common Formative Assessment.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 7, "text": "Performance Objective 7: To exceed our Masters scores from the 2022-2023 by 3% on the 8th grade U.S. History STAAR and 11th grade EOC STAAR assessment.", "short_label": "To exceed our Masters scores from the 2022-2023 by 3% on the 8th grade U.S. History STAAR and 11th grade EOC STAAR assessment.", "metric_label": "Grade 8 Social Studies (Masters)", "grade": "8", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Social Studies", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": 30.0, "result": "context", "divergence": false, "match_quality": "strong", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 23, "tapr_source": { "report": "2024 District STAAR Grade 8", "tapr_column": "District 2024 Domain 1A: Masters Grade Level STD, Grade 8, All Students, STAAR Social Studies Rate", "level_used": "Masters", "tapr_year": 2024, "school_year": "2023–24", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Formative All 8th Grade Honors teachers will receive continued support with TEK instruction that is more rigorous in order to prepare Formative students for success at the Honors level.", "expected_result": "Growth in 8th grade Common Formative Assessments.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative All 11th Grade Honors teachers will receive continued support with TEK instruction that is more rigorous in order to prepare Formative students for success at the Honors level.", "expected_result": "Growth in 11th grade Common Formative Assessments.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative All teachers in K-7th grade will receive continued support with TEKS instruction that is more rigorous in order to prepare students Formative for success at the Honors level.", "expected_result": "Growth in the 4th-7th grade Common Formative Assessments", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 8, "text": "Performance Objective 8: To exceed our Masters scores from the 2022-2023 by 3% on the 5th and 8th grade Science & Biology STAAR assessment.", "short_label": "To exceed our Masters scores from the 2022-2023 by 3% on the 5th and 8th grade Science & Biology STAAR assessment.", "metric_label": "Grade 5 Science (Masters)", "grade": "5", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Science", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": 19.0, "result": "context", "divergence": false, "match_quality": "strong", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 25, "tapr_source": { "report": "2024 District STAAR Grade 5", "tapr_column": "District 2024 Domain 1A: Masters Grade Level STD, Grade 5, All Students, STAAR Science Rate", "level_used": "Masters", "tapr_year": 2024, "school_year": "2023–24", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Formative All 7th and 8th Grade Science and Biology Honors teachers will receive continued support aligning curriculum designed to Formative prepare students for success at the Honors level and their eventual success in future AP courses.", "expected_result": "Growth in the 7th and 8th grade and Biology Common Formative Assessments.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Provide advanced learning structures by exposing students to extended learning opportunities through a Robotic program. Formative", "expected_result": "More students are exposed to hands on learning techniques in the field of science and technology. Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 9, "text": "Performance Objective 9: To exceed our 2022-2023 performance at the Meets passing standard by 3% in grades 5th, 8th and Biology for Emergent Bilinguals and Special Education students.", "short_label": "To exceed our 2022-2023 performance at the Meets passing standard by 3% in grades 5th, 8th and Biology for Emergent Bilinguals and Special Education students.", "metric_label": "District-internal measure", "grade": "5", "group": "emergent_bilingual", "category": "internal", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Science", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 27, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Provide in person and virtual professional learning opportunities for all science teachers. During each of these professional Formative learning opportunities, instructional emphasis will be placed on grade level priority standards, the 5E Instructional Model, and best practices to support Emergent bilinguals and Special Education students.", "expected_result": "Increase in student assessment results.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 10, "text": "Performance Objective 10: Increase the percentage of graduates that are college, career, or military ready (CCMR) from 79% to 81% by August 2024. High Priority", "short_label": "Increase the percentage of graduates that are college, career, or military ready (CCMR) from 79% to 81% by August 2024.", "metric_label": "CCMR", "grade": null, "group": "all", "category": "ccmr", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Graduation & Post-Secondary", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 79.0, "target": 81.0, "delta": null, "threshold_dir": null, "target_year": "2024" }, "claimed": "Not stated", "claimed_code": "not_found", "actual": 64.1, "result": "missed", "divergence": false, "match_quality": "strong", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 28, "tapr_source": { "report": "2024 District CCMR College Ready TSI Annual Graduates", "tapr_column": "District 2023 Associated CCMR: College Ready - All Students Rate", "level_used": null, "tapr_year": 2024, "school_year": "2023–24", "match_quality": "strong" }, "strategies": [ { "strategy": 1, "text": "Formative Graduates who meet Texas Success Initiative (TSI) criteria in both Math and English, Language Arts & Reading (ELAR) will Formative increase from 49% to 52% by June 2024.", "expected_result": "Yearly Targeted Goal Met.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Graduates who earn an industry-based certification will increase from 40% to 42% by August 2024. Formative", "expected_result": "Yearly Targeted Goal Met. Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative The number of Economically Disadvantaged graduates who meet CCMR will increase from 72% to 75% by June 2024. Formative", "expected_result": "Yearly Targeted Goal Met. Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative Increase high school readiness for grade 8 students in Evidence-Based Reading & Writing (EBRW) and Math on the PSAT 8-9 Formative from 41% to 45%", "expected_result": "Participation in high school advanced academics courses will increase.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 5, "text": "Formative Increase the percentage of students eligible to enroll in dual credit courses from 36% to 40%. Formative", "expected_result": "Yearly Targeted Goal Met. Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 6, "text": "Formative Increase in the number of 9-12 students enrolled in Advanced Placement courses by 1%. Formative", "expected_result": "Utilize the AP Potential Report in annual student registration meeting to recruit under-represented Dec Mar June student groups for AP courses.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 7, "text": "Formative Increase the number of AP exams scoring 3-4-5 by 1% Formative", "expected_result": "Yearly Targeted Goal Met. Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 8, "text": "Formative Increase dual credit participation for economically disadvantaged students by 1%. Formative", "expected_result": "Yearly Targeted Goal Met. Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 9, "text": "Formative Provide school counselors with specialized training in college and career counseling to enable them to guide students in setting Formative and achieving their college and career goals, making informed decisions, and facilitating successful transitions to higher education, the workforce or military.", "expected_result": "Higher rates of student success in achieving their educational and career goals and better preparation for the transition to college, the workforce or military.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 11, "text": "Performance Objective 11: Increase CTE programs of study completers from 6% to 8%.", "short_label": "Increase CTE programs of study completers from 6% to 8%.", "metric_label": "CTE", "grade": null, "group": "all", "category": "cte", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Postsecondary Readiness", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 6.0, "target": 8.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "no_data", "divergence": false, "match_quality": "dataset_pending", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 31, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Align Certifications to Programs of Study, courses, and curriculum maps. Alignment to include a of Version 2 and 3 Formative Industry Based Certification list and curriculum/software used.", "expected_result": "Increase exposure to certification content for students.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Instructional Guidance, support and training on certifications and strategies to increase student learning. The training will include Formative conferences, peer-teacher and district staff.", "expected_result": "Increase teacher understanding of certification requirements and expanded student learning.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Provide industry standard hardware and software and equipment on all campuses. Formative", "expected_result": "PERKINS Dec Mar June Increase in student mastery demonstrated.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative Continue building capacity of CTE Career Clusters/Programs of Study among teachers, counselors, and administrators, relating to Formative concentrators and completers as analyzed by Perkins CLNA.", "expected_result": "Increased knowledge and Completers Student Status across 9th - 12th grade.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 12, "text": "Performance Objective 12: The 2023 dropout rate will be less than 2% for all students in 7th through 12th grades. This includes all seven race/ethnic groups, Special Education, Homeless, Migrant, Foster Care, and EB students.", "short_label": "The 2023 dropout rate will be less than 2% for all students in 7th through 12th grades. This includes all seven race/ethnic groups, Special Education, Homeless, Migrant, Foster Care, and EB students.", "metric_label": "Dropout", "grade": null, "group": "all", "category": "dropout", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Graduation & Post-Secondary", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_match", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 33, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Supporting the implementation and organization of extra curricular athletic programs throughout 7 - 12 grade campuses will Formative decrease student dropouts.", "expected_result": "Robust and competitive 7-12 athletic programs foster a sense of belonging among students who participate in them and are more likely to maintain regular attendance and participation in school; thus, facilitating the reduction of the district's overall dropout rate.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Secondary campuses will receive monthly dropout reports from the office of the Dropout Prevention Department. Formative Explanation of \"School Start Window\": it is the timeframe that returning students have to report back to school. It extends from first day of school in August, until the last Friday in September. N/A Any returning student not enrolled, nor attending any other school, or be enrolled in a home school program, by Friday, September 29th , 2023 is considered a dropout for the 2022-2023 school year. Campuses will receive weekly dropout reports, as well as guidance and support from the Director for Dropout Prevention to reduce their campuses' dropout rates for the 2022-2023 school year. AP's and Social Services Liaisons for dropout prevention will collaborate in dropout recovery efforts. After 9/29/23 campuses will receive monthly dropout reports, analysis and assistance from the Dropout Prevention Team to encourage dropouts to return to school, wherever they might be. Also, the dropout department will assist campuses to figure out ways to clear reported dropouts who might not be \"real\" dropouts. Recovery efforts continue until final submission to TEA which is around mid-January of 2024. After last Friday in September, the dropout prevention efforts alternate between dropout recovery efforts for the 2022-2023 school year, and the dropout prevention efforts for the 2023-2024 school year. Dropout reduction [TEC 11.252(a)(3)(C)]", "expected_result": "The 2022-2023 (2023), and 2023-2024 (2024) dropout rates will be less than 2% for all students in 7th through 12th grades, in both years. This includes all seven race/ethnic groups, Special Education, Homeless, Migrant, Foster Care, and EB students.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Each school year, every returning and new student to Conroe ISD is required to fill out a \"Family Survey\" to help identify migrant Formative and formerly migrant students in order to determine eligibility to receive migrant services, which includes a personalized dropout prevention monitoring by the district's migrant liaison.", "expected_result": "Maintain dropout rate of migrant students under 2%.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 13, "text": "Performance Objective 13: High School - dropout prevention measures increases CISD graduation rate. The best of the 4-year, 5-year or 6-year state graduation rates is used for Domain I: All students, seven race/ethnic groups, SpEd, and EB. The best of these graduation rates for the 2020 graduates was the 5-year rate at 97.3%. Goal for 2021 graduates: The best of the 3 rates will increase from 97.4% to 97.5%. HB 3 Texas Consolidated State Plan and ESEA Section 1111(c)(4)(A): Graduation Rate, and Dropout reduction [TEC 11.252(a)(3)9C)]", "short_label": "High School - dropout prevention measures increases CISD graduation rate. The best of the 4-year, 5-year or 6-year state graduation rates is used for Domain I: All students, seven race/ethnic groups, SpEd, and EB. The best of these graduation rates for the 2020 graduates was the 5-year rate at 97.3%. Goal for 2021 graduates: The best of the 3 rates will increase from 97.4% to 97.5%. HB 3 Texas Consolidated State Plan and ESEA Section 1111(c)(4)(A): Graduation Rate, and Dropout reduction [TEC 11.252(a)(3)9C)]", "metric_label": "Graduation", "grade": null, "group": "all", "category": "graduation", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Graduation & Post-Secondary", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 97.4, "target": 97.5, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_match", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 36, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Closely monitor age of regular education and special education of Calendar N students who are \"continuers\" (still enrolled Formative pursuing 5 or 6th year graduation) to get positive non-dropout outcomes before aging out, 21, and 22 years of age respectively..", "expected_result": "Every student when coded calendar N generates an automated email which is sent directly to the N/A Social Services Liaison for Dropout Prevention.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: Develop a district-wide system to evaluate effective utilization of funds/resources appropriated to staffing needs and increasing the performance of student sub populations.", "short_label": "Develop a district-wide system to evaluate effective utilization of funds/resources appropriated to staffing needs and increasing the performance of student sub populations.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 2, "goal_title": "School Leadership and Fiscal Responsibility", "section": "goal_2", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 37, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Maintain high academic results in a cost-effective manner. Formative", "expected_result": "Develop and adopt fiscally responsible budget to meet Board and instructional goals. Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Provide essential positions needed to accommodate growth in student population and to address unique campus needs. Formative", "expected_result": "Provide the necessary resources to allow the District to recruit and hire the most qualified Dec Mar June candidates.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Provide financial support for integration of technology in instructional and administrative programs. Formative", "expected_result": "Instructional technology integration will increase student outcomes on local and state assessments. Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Continue to analyze, research and investigate current and future facility needs.", "short_label": "Continue to analyze, research and investigate current and future facility needs.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 2, "goal_title": "School Leadership and Fiscal Responsibility", "section": "goal_2", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 39, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Continued engagement with the Long-Range Planning Committee and our community as a whole to educate the community Formative regarding future facility needs.", "expected_result": "Engage community through virtual and in-person meetings that complement the planning committee's process.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Continued study of current student locations, potential growth based on new housing trends occurring within the district, student Formative relocation patterns throughout the District, and economic factors which are unique to the District.", "expected_result": "Evaluate the ability to accommodate growth within our existing facilities and plan for future facility needs based on enrollment trends.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: The Deptartment of School Improvement and Transformational Leadership, along with other district administrators and personnel, will build a pipeline of future leaders in CISD.", "short_label": "The Deptartment of School Improvement and Transformational Leadership, along with other district administrators and personnel, will build a pipeline of future leaders in CISD.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 2, "goal_title": "School Leadership and Fiscal Responsibility", "section": "goal_2", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 40, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative CISD will build the capacity of current and potential future leaders by providing research-based training opportunities that address Formative effective leadership practices.", "expected_result": "CISD will create a pipeline of future leaders.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: The District will implement a plan to attract and retain highly effective teachers and administrators to work at hard to staff campuses.", "short_label": "The District will implement a plan to attract and retain highly effective teachers and administrators to work at hard to staff campuses.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 3, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_3", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 41, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative The District will utilize all available resources to recruit quality, diverse applicant pools in identified shortage areas, specifically Formative Bilingual and Special Education, and for high need campuses in accordance with DBA Legal, DC Legal, DC Local, and Title II Requirements. This includes colleges, universities, regional education service centers, education-related professional organizations, job fairs, TEA certification pathways, alternative certification programs, and in-house recruitment of degreed paraprofessionals and other non-teaching staff.", "expected_result": "The District expects to build/enhance partnerships with said resources to recruit quality, diverse applicant pools in identified shortage areas, specifically Bilingual and Special Education, and for high needs campuses.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative The District will recruit qualified peace officers and/or security personnel by developing and advertising job descriptions of the Formative duties of peace officers and/or security personnel, as determined by the Board, and identified in Local CKE and CKEA.", "expected_result": "The District expects to attract and retain highly qualified peace officers and/or security personnel.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative The District will offer scholarships to Bilingual teachers seeking administrative certification and Bilingual paraprofessionals Formative seeking teacher certification.", "expected_result": "The District expects to increase the percentage of Hispanic teachers and administrators currently serving the District's largest student population, Hispanic.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: The District will implement a professional learning plan focused on the diverse needs of staff.", "short_label": "The District will implement a professional learning plan focused on the diverse needs of staff.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 3, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_3", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 43, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative The District will ensure novice teachers who are in 0-1 years are provided with professional learning opportunities and support. Formative", "expected_result": "The District expects teachers will complete requirements for the Novice Teacher Academy and be Dec Mar June supported by a mentoring teacher.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative The District will provide additional support to targeted campus administrators with special emphasis on novice principals, 0-3 Formative years, related to hiring practices, employee growth, and employee performance.", "expected_result": "The District expects campus administrators will have the ability to hire more effective teachers and identify, support, and document staff performance concerns to improve instruction and campus performance.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative The District will assist paraprofessionals in meeting certification requirements and/or highly qualified requirements through Formative assessment and acquisition of the TEA Educator Aide certification. The District will provide access to quality professional development and host Grow Our Own events to educate and support paraprofessionals on the acquisition of a bachelor's degree in Education.", "expected_result": "The District expects to increase quality, diverse applicant pools in identified shortage, Bilingual and Special Education, and for high needs campuses in accordance with DBA Legal, DC Legal, DC Local, and Title II Requirements.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: The District will implement a plan to retain highly effective staff.", "short_label": "The District will implement a plan to retain highly effective staff.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 3, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_3", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 45, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative The District will retain novice teachers (0-1 years of experience) at a rate of 90% or above. Formative", "expected_result": "The District expects to identify trends over time and assess each campus' effectiveness in retaining Dec Mar June novice teachers. N/A", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative The District will retain highly qualified educators by engaging in meaningful consultation and examining relevant data to Formative understand educators' most pressing needs, including potential root causes, through hiring surveys, of informal complaints/concerns and exit surveys as required by ESEA section 2102 (d)(3) and 2102(b)(3).", "expected_result": "The District expects to retain more highly qualified teachers by developing systems/solutions to address educators' most pressing needs.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: Provide staff development for school leadership addressing the diversity and unique needs of students.", "short_label": "Provide staff development for school leadership addressing the diversity and unique needs of students.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 47, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Provide comprehensive training for designated employees to deliver safe and effective care to students with diabetes. Formative", "expected_result": "Each campus will have at least one Unlicensed Diabetes Care Assistant (UDCA). These trained Dec Mar June individuals will be available to provide for the unique health care needs of students with diabetes.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Continue to provide enhanced professional learning opportunities for nursing staff to ensure nurses are prepared to provide safe Formative and effective care to all students.", "expected_result": "Students will be provided with safe and effective nursing care to meet their individual needs as evidenced by 100% of school nurses attending at least two professional learning opportunities this school year.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Implement active outreach to families of every student providing two way communication at least annually through surveys, participation in school decision making committees, and/or parent forums. Part A- English Language Acquisition, Language Enhancement, and Academic Achievement Act SEC. 3101. [20 U.S.C. 6811]", "short_label": "Implement active outreach to families of every student providing two way communication at least annually through surveys, participation in school decision making committees, and/or parent forums. Part A- English Language Acquisition, Language Enhancement, and Academic Achievement Act SEC. 3101. [20 U.S.C. 6811]", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 49, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Provide a connection between student, home, school, and community to ensure families new to the country are able to access Formative school and community resources.", "expected_result": "Decrease dropout rate of newcomers and other LEP students N/A", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Hold meetings in Spanish with immigrant parents to explain the educational system in CISD and outline attendance and academic Formative expectations. Also, introduce them to school and community resources. These meetings will be held four times a year (2 each semester) at Conroe High School. Two more meetings (each semester) in South County at the Jett Center ballroom, one in Fall of 2023, the second one in the Spring of 2024. A third meeting in south county is scheduled at McCullough JH in the Fall 2023. N/A", "expected_result": "Parents will be active participants in the education of their immigrant children.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Interview newcomers identified as SIFE (Students with Interrupted Formal Education) to offer the Newcomers Program at Formative Washington n High School. The families will also receive information about community resources.", "expected_result": "Prevents SIFE newcomers from dropping out. N/A", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: Implement Safe Schools Plan.", "short_label": "Implement Safe Schools Plan.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 51, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Develop and implement procedures and systems to improve the preparedness and response efforts of the school district for Formative medical emergencies.", "expected_result": "Students will be provided a safe learning environment as evidenced by 100% of campuses having designated personnel trained in CPR/AED/First Aid, Traumatic Injury Response, Seizure awareness, and Naloxone administration for suspected opioid overdose.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Develop, implement, and support procedures and systems to improve the emergency response to multi-hazard events. Formative", "expected_result": "Multi-hazard emergency hazard response knowledge and training for campus personnel will Dec Mar June enhance a safe learning environment for students.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 4, "text": "Performance Objective 4: Reduce the rates of students removed from the classroom for ISS, OSS, and/or DAEP. High Priority", "short_label": "Reduce the rates of students removed from the classroom for ISS, OSS, and/or DAEP.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 53, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Increased training and support for campus leaders to strengthen problem solving teams and campus-wide structures for Formative interventions and supports.", "expected_result": "Out of placement rates will decrease. Removal rates for African American, Hispanic, and Foster students will be more proportionate to other district student groups. Increase the use of Branching Minds.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 5, "text": "Performance Objective 5: Create multiple opportunities for families/community stakeholders to provide feedback regarding district and campus communication, improve campus climate, and identify barriers to parent engagement.", "short_label": "Create multiple opportunities for families/community stakeholders to provide feedback regarding district and campus communication, improve campus climate, and identify barriers to parent engagement.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 54, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Provide communications regarding District initiatives, programs, meetings, activities, operations, and leadership within and Formative among all departments and schools through a variety of media. This includes the CISD website, newsletters, email announcements, campus/ district meetings, newspaper, radio, television, and social media. N/A N/A", "expected_result": "Increased knowledge about the District and its programs; increased engagement", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Title I campuses will provide CIPs, Family Engagement Policy, and parent notices to parents in English and Spanish. Formative", "expected_result": "Increased parental engagement Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Conroe ISD will involve stakeholders in determining programs and activities needed to address the learning needs of students, Formative staff, and community.", "expected_result": "Increased stakeholder engagement and program/activity participation", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative To the extent possible, the district will make all communications, regardless of the medium, relating to student safety available in Formative both English and Spanish.", "expected_result": "Increased knowledge about the District and its programs; increased engagement", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 5, "text": "Formative Elicit comments, suggestions, and questions from parents/families/communities/businesses through CISD website, social media, Formative and e-mail.", "expected_result": "Increased engagement", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 6, "text": "Performance Objective 6: Provide comprehensive support to students, families, and staff to address substance use awareness, bullying and violence prevention, mental health awareness, and suicide prevention and intervention.", "short_label": "Provide comprehensive support to students, families, and staff to address substance use awareness, bullying and violence prevention, mental health awareness, and suicide prevention and intervention.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 56, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Engage the community in presentations, guest speaker events, parental discussions, and training sessions on bullying prevention, Formative mental health awareness, suicide prevention and intervention, and substance use prevention, intervention, and awareness. This supports the following policies: FDB, FFEB, FFF, FFH and FFI.", "expected_result": "Increased awareness and knowledge among community members in preventing and addressing important issues, leading to improved relationships between schools and the community, increased support for students and families, and ultimately creating safer and healthier communities for all.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Maintain and strengthen partnerships with community stakeholders and mental health providers to ensure that families and Formative students have access to the mental health resources and support they need. This supports crisis intervention policies outlined in FFB.", "expected_result": "Increased mental health support and improved access to mental health resources and services for students and families, leading to better mental health outcomes.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Create opportunities to inform parents/guardians on a variety of social and emotional health issues. This includes information and Formative prevention of 1) maltreatment and child abuse; 2) sex/human trafficking; 3) dating violence; 4) suicide, self-harm, and identifying other mental health concerns; 5) responsible use of social media, including sexting and the law; 6) alcohol, tobacco, and substance abuse, including vaping; and 7) bullying and conflict resolution. This supports policies in FFG and FFB relating to child abuse and crisis intervention.", "expected_result": "Enhance parental and guardian awareness and knowledge, enabling them to effectively prevent and address a spectrum of social and emotional health issues, including child abuse, human trafficking, dating violence, mental health concerns, responsible online behavior, substance abuse, and conflict resolution, in order to create a safer and more supportive environment for children and adolescents.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative Offer comprehensive training to both staff and students to reinforce the prevention, recognition, response, and reporting of Formative bullying or behaviors resembling bullying. This supports the policies located in FFI, FDB, FFF, FFH, and FFB regarding bullying prevention.", "expected_result": "Increased awareness of bullying and similar behaviors, improved ability to identify such conduct, and the implementation of proactive measures collectively contribute to a safer and more respectful environment.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 7, "text": "Performance Objective 7: Design and implement a professional learning strategy for school counselors to improve their capacity to provide comprehensive student mental health and social and emotional support.", "short_label": "Design and implement a professional learning strategy for school counselors to improve their capacity to provide comprehensive student mental health and social and emotional support.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 58, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Equip school counselors with the knowledge, skills, and resources they need to support students' social and emotional Formative development at developmentally appropriate levels through individual meetings, small groups, and classroom guidance. This supports policy located in FFEA.", "expected_result": "Enhance students' social and emotional skills, reduce stress, anxiety, and depression, increase resilience and coping skills, improve academic achievement, decrease disciplinary problems, and foster a more positive school climate as expected results or impacts.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Equip school counselors with the knowledge, skills, and resources they need to accurately and efficiently track and document their Formative time spent on the Comprehensive School Counseling Program, as required by law. This supports policy located in DP.", "expected_result": "Enhanced legal adherence to improve data collection and analysis, leading to more informed decision-making and ultimately resulting in the effective implementation of the Comprehensive School Counseling Program for student success.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 8, "text": "Performance Objective 8: Accurate PEIMS recording of Compensatory Education Home Instruction attendance for student served by pregnancy related services.", "short_label": "Accurate PEIMS recording of Compensatory Education Home Instruction attendance for student served by pregnancy related services.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 60, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative At the end of each Compensatory Education Home Instruction period attendance documentation will be reviewed for completion Formative and accuracy.", "expected_result": "Accurate attendance recording in PEIMS", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 9, "text": "Performance Objective 9: CISD will establish and support Multi-Tiered Systems of Support to address schoolwide, classroom and individual student concerns. High Priority", "short_label": "CISD will establish and support Multi-Tiered Systems of Support to address schoolwide, classroom and individual student concerns.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 61, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative To address Positive Behavior Interventions and Supports, the district will provide training in schoolwide PBIS, classroom Formative management, classroom management for teacher leaders, behavior interventions, and interventions for working with extreme behaviors.", "expected_result": "Increase professional growth in administrators, teachers and other school staff", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Provide direct support to campuses to address schoolwide, classroom and individual student concerns. Formative", "expected_result": "Increased support for elementary campuses with identified students in need at K-2 Dec Mar June Decrease in discipline referrals Foundations meetings scheduled at every campus Increase in students with intervention and support plans in Branching Minds", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: Student access to devices and wireless. Maintain network security and cybersecurity.", "short_label": "Student access to devices and wireless. Maintain network security and cybersecurity.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 63, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Replacing aging chrome books and computers as funding allows. Formative", "expected_result": "Updated devices to make sure devices work with testing. Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Establish redundant network, internet connections and generated power for key locations to limit outages. Formative", "expected_result": "Increased stability and uptime Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Increase the utilization of district funded digital resources and increase productivity through updated district programs and hardware.", "short_label": "Increase the utilization of district funded digital resources and increase productivity through updated district programs and hardware.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 64, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Focus Professional Learning on how teachers can increase engagement using Learning Management Systems and District- Formative provided digital resources.", "expected_result": "Students and teachers are using Learning Management Systems and District-provided digital resources at a 5% increase from the previous school year.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Model and support technology integration in all content area classrooms. Formative", "expected_result": "Instructional Technology coaches are utilized to assist teachers in the planning and modeling of Dec Mar June technology integration.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Provide updated student devices to support instruction and assessment and provide help desk support for teachers and students as Formative they use devices.", "expected_result": "Student devices are prepared according to district standards for distribution to campuses.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: To meet or exceed our 2022-2023 goals of 5% increase on the STAAR assessment at the Mastery scores level in all subjects tested.", "short_label": "To meet or exceed our 2022-2023 goals of 5% increase on the STAAR assessment at the Mastery scores level in all subjects tested.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 66, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Provide educators with effective, research-based professional learning focusing on differentiation for the gifted learner. Formative", "expected_result": "To meet or exceed our 2022-2023 goals of 5% increase on the STAAR assessment at the Mastery Dec Mar June scores level in all subjects tested.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 4, "text": "Performance Objective 4: Meet or exceed a 5% increase of Emergent Bilinguals (EBs) served in Bilingual and ESL will advance one TELPAS proficiency level over the previous year in grades 1-12.", "short_label": "Meet or exceed a 5% increase of Emergent Bilinguals (EBs) served in Bilingual and ESL will advance one TELPAS proficiency level over the previous year in grades 1-12.", "metric_label": "District-internal measure", "grade": null, "group": "emergent_bilingual", "category": "telpas", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 67, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Provide teachers with instructional strategies/accommodations to scaffold instruction according to the various language Formative proficiencies and language domains.", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Provide professional development on the 7 Steps to an Interactive Language-Rich Classroom to support English language Formative development of long-term EBs.", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Provide professional development on Sheltered Instruction in the Content Areas to support English language development of Formative newcomer EBs.", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative Provide professional development on TELPAS Proficiency Level Descriptors (PLDs) and how to create targeted student language Formative learning objectives.", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 5, "text": "Formative District instructional coach support at identified campuses will focus on targeted instructional planning, use of English Language Formative Proficiency Standards (ELPS) and familiarity with PLDs to provide students increased opportunities to develop the skills they lack in each language domain.", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 6, "text": "Formative Use of an interdisciplinary approach to teaching English language skills to EBs in the context of each area of study. Formative", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite Dec Mar June rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 7, "text": "Formative Use of instructional technology integration to ensure EBs have multiple opportunities across content areas to practice language Formative skills on a recording platform.", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 5, "text": "Performance Objective 5: Meet or exceed last year's results by a 5% increase of students with dyslexia on the Reading STAAR Assessments at the Meets level.", "short_label": "Meet or exceed last year's results by a 5% increase of students with dyslexia on the Reading STAAR Assessments at the Meets level.", "metric_label": "Reading/ELA (Meets) — Dyslexia Services", "grade": null, "group": "dyslexia", "category": "staar", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Reading & Writing (English)", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "no_data", "divergence": false, "match_quality": "unresolvable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 70, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Provide intensive, explicit, systematic, evidence-based reading instruction to identified at-risk students with dyslexia to increase Formative reading levels and state assessment scores [TEC 11.252(a)(3)(B)(iv)].", "expected_result": "Students will increase reading levels on the BAS and perform 5% or better on the STAAR assessments.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Promote an understanding of Dyslexia and Related Disorders through training of multisensory instructional practices and Formative classroom support for teachers.", "expected_result": "Teachers will attend required annual dyslexia training and have the opportunity to attend additional professional learning opportunities throughout the school year.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Provide advanced training opportunities for District Reading Interventionists to become Certified Academic Language Therapists. Formative", "expected_result": "The district will increase the number of CALTs from the current one interventionist with this Dec Mar June certification.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 6, "text": "Performance Objective 6: Achieve or exceed state accountability standards for all students in all subject areas by increasing the percent of students in all student groups scoring Approaches, Meets and Masters on STAAR over the previous year.", "short_label": "Achieve or exceed state accountability standards for all students in all subject areas by increasing the percent of students in all student groups scoring Approaches, Meets and Masters on STAAR over the previous year.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 72, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative The Special Education department will build capacity of special education teachers by providing professional development, Formative coaching, modeling, etc. and monitor using the special education services and support tools, trained on and provided.", "expected_result": "Increase grade level exposure and rigor of core content for special education students", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Identify and provide professional learning for teachers in reading instruction for students with dyslexia and learning disabilities. Formative", "expected_result": "Increase exposure to proven literacy instructional strategies. Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Special education teachers will complete Lead4Ward training for best practices in special education. Formative", "expected_result": "Increase rigor and content focus for special education student in their least restrictive environment Dec Mar June to achieve academic growth.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative Build capacity of district and campus staff by providing instructional coaching, feedback, and training to address identified areas Formative of need.", "expected_result": "Increase in student assessment outcomes.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 7, "text": "Performance Objective 7: Develop/implement district leadership trainings that address the knowledge, skills, and practices needed for teachers to be successful in PreK - 12 classrooms.", "short_label": "Develop/implement district leadership trainings that address the knowledge, skills, and practices needed for teachers to be successful in PreK - 12 classrooms.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 74, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative The Early Childhood Instructional Coach will provide on the job support that focuses on the development of specific early Formative childhood education knowledge, skills and practices for PreK teachers to meet the teacher qualification requirements as per the High-quality Prekindergarten Program.", "expected_result": "Teachers will work collaboratively with the Early Childhood Department to ensure they are working toward the goal of 150 coaching and professional development hours over a span of five years. These hours can be obtained through CISD professional learning and coaching hours as well as external early childhood specific professional learning.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Provide job embedded professional learning to address required TEKS for each grade level and content area. Formative", "expected_result": "The District Comprehensive Professional Learning Plan with over 1,000 opportunities is provided Dec Mar June throughout the school year. District and campus Instructional Coaches provide the job embedded PD.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Formative Provide enrichment activities for students as an integral part of well-rounded student experiences though Fine Arts and provide Formative job embedded professional learning for Fine Arts teachers on effective strategies to best implement the TEKS.", "expected_result": "Increase alignment between fine arts content connections through enrichment activities and job- embedded professional learning for Fine arts teachers on effective strategies to best implement the TEKS.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Formative Provide job embedded professional learning for physical education teachers and athletic coaches on effective strategies to best Formative implement the TEKS.", "expected_result": "Increase alignment between best practices and instructional outcomes for students.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 8, "text": "Performance Objective 8: To increase economically disadvantaged students within GT to mirror the district's demographic within 3% of overall sub- populations.", "short_label": "To increase economically disadvantaged students within GT to mirror the district's demographic within 3% of overall sub- populations.", "metric_label": "District-internal measure", "grade": null, "group": "econ_disadv", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Not stated", "claimed_code": "not_found", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2023-24_District_Improvement_Plan.pdf", "source_page": 76, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Formative Utilize alternative evaluations for gifted identification that are non-bias. Formative", "expected_result": "To increase economically disadvantaged students within GT to mirror the district's demographic Dec Mar June within 3% of overall sub-populations.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Formative Increase enrichment pull-out programs and professional learning opportunities for campuses that are under-identified in the Gifted Formative Programs.", "expected_result": "To increase economically disadvantaged students within GT to mirror the district's demographic within 3% of overall sub-populations.", "dec_review": null, "mar_review": null, "jun_review": null } ] } ] }, { "school_year": "2022-23", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "summary": { "met": 8, "missed": 0, "partial": 15, "no_data": 10, "internal": 1 }, "objectives": [ { "objective": 1, "text": "Performance Objective 1: Identify students reading below grade level (approaches or below), specifically those identified as Economically Disadvantaged, and provide targeted reading instruction with the goal of increasing all student groups by at least 5%.", "short_label": "Identify students reading below grade level (approaches or below), specifically those identified as Economically Disadvantaged, and provide targeted reading instruction with the goal of increasing all student groups by at least 5%.", "metric_label": "District-internal measure", "grade": null, "group": "econ_disadv", "category": "internal", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Reading & Writing (English)", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": 5.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 10, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Teachers will grow students' instructional reading levels by supporting increased volume and stamina in independent reading as measured by BAS, mCLASS, and MAZE Oct", "expected_result": "By increasing the independent reading time that students read an accessible text, students will be able to read for longer periods of time. When students have more time to read, they will read a variety of texts, be exposed to more vocabulary, see different types of text structure, practice word study and comprehension strategies, set personal goals for time, page quantity, and build an enjoyment for reading. When in small groups, teachers will target those reading behaviors that are inhibiting students from increasing their volume/stamina.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Develop and deepen students' ability to comprehend complex literary texts as measured by CFA performance.", "expected_result": "By focusing on comprehension through the mini-lesson, read aloud and small Oct Dec Mar June group instruction, students will be able to visualize, make inferences and synthesize increasingly complex texts. Students receiving 4545 intervention through the supplemental support of BookNook (a TCLAS recommended resource) focus on comprehension through a live digital interactive read aloud.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Develop and deepen students' ability to comprehend complex informational texts as measured by CFA performance. Oct", "expected_result": "By teaching these comprehension strategies, students will be able to understand the author's intent by thinking within the text, beyond the text, and about the text. This thinking and processing allows students the opportunity to grow in both knowledge and appreciation of all literary forms.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Assist students to regularly self-select accessible texts in order to increase fluency, reading rate, and the length of independent reading time. Oct", "expected_result": "Assist students in choosing accessible text selections in order to increase fluency and deepen comprehension (book shopping, book talks).", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Increase the percent of 3rd grade students that score meets grade level or above on STAAR Reading from 54% to 57% by 2025.", "short_label": "Increase the percent of 3rd grade students that score meets grade level or above on STAAR Reading from 54% to 57% by 2025.", "metric_label": "Grade 3 Reading/ELA (Meets)", "grade": "3", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Reading & Writing (English)", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 54.0, "target": 57.0, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 12, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Instruction of grade level content will be recursive, chunked, and taught using the gradual release model. This will provide students multiple exposures, explicit instruction and supported practice with feedback needed to move from Oct approximation to mastery on essential reading behaviors/strategies/skills.", "expected_result": "Increase the percent of 3rd grade students that score meets grade level or above on STAAR Reading from 63% to 65% by 2025.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Provisioned with extensive time, high-interest, accessible texts, and setting and monitoring engagement goals, students will progressively grow their reading stamina. Reading for longer periods of time will give students the Oct opportunities to practice reading skills, strategies and behaviors needed to fluently decode and comprehend texts.", "expected_result": "Increase the percent of 3rd grade students that score meets grade level or above on STAAR Reading from 54% to 57% by 2025.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Students will receive small group, differentiated instruction through Guided Reading. Students' needs as determined through running records and anecdotal notes and the demands of the text will be used to create Guided Reading Oct plans to accelerate student reading progress.", "expected_result": "Increase the percent of 3rd grade students that score meets grade level or above on STAAR Reading from 54% to 57% by 2025.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Through professional development, the Early Childhood Department will provide trainings and coaching that recommend PreK best practices in early literacy for all student groups. Ongoing formative assessments to include CIRCLE Oct assessments and Standards Based Reporting will be connected to the PreK guidelines from the state.", "expected_result": "Growth in PreK CIRCLE assessment measures", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: Increase students' level of writing, 5% or greater, by utilizing specific instructional practices for the explicit teaching of writing.", "short_label": "Increase students' level of writing, 5% or greater, by utilizing specific instructional practices for the explicit teaching of writing.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Reading & Writing (English)", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 14, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Teachers will increase students' fluency in writing structure through individual conferences and small groups as measured by on-demand writing. Oct", "expected_result": "Increase quality of student writing.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Teachers will increase students' fluency in writing elaboration through individual conferences and small groups as measured by on-demand writing. Oct", "expected_result": "Increase quality of student writing.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Teachers will increase students' fluency in writing conventions through individual conferences and small groups as measured by on-demand writing and the editing portion of STAAR. Oct", "expected_result": "Increase quality of student writing.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 4, "text": "Performance Objective 4: Increase the percentage of 3rd grade students that score meets (75%) grade level or above on STAAR Math from 51% to 55% by August of 2025.", "short_label": "Increase the percentage of 3rd grade students that score meets (75%) grade level or above on STAAR Math from 51% to 55% by August of 2025.", "metric_label": "Grade 3 Math (Meets)", "grade": "3", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Mathematics", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 51.0, "target": 55.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 16, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "The percentage of Prekindergarten students that are proficient at counting sets on the End of Year (EOY) CIRCLE assessment will increase from 86% to 90% by June 2025. Through professional development, the Early Childhood Oct Department will provide trainings and coaching that recommend PreK best practices in math for all student groups. Ongoing formative assessments to include CIRCLE assessments and standards based reporting will be connected to the PreK guidelines from the state.", "expected_result": "Growth in PreK CIRCLE assessment measures.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "The percentage of Kindergarten students that score on grade level or above in numeracy on the EOY Early Math Assessments will increase from 82% to 90% by June 2025. Through professional development, the Elementary Math Oct Department will provide trainings and coaching that recommend best practices in math for all student groups using ongoing formative assessments and activities directly related to the Kindergarten Early Math Assessment.", "expected_result": "Growth in Kindergarten Early Math Assessment.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "The percentage of 1st grade students that score on grade level or above in numeracy on the EOY Early Math Assessments will increase from 66% to 75% by June 2025. Through professional development, the Elementary Math Oct Department will provide trainings and coaching that recommend best practices in math for all student groups using ongoing formative assessments and activities directly related to the 1st Grade Early Math Assessment.", "expected_result": "Growth in 1st Grade Early Math Assessment.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "The percentage of 2nd grade students that score on grade level or above in numeracy on the EOY Early Math Assessments will increase from 73% to 80% by June 2025. Through professional development, the Elementary Math Oct Department will provide trainings and coaching that recommend best practices in math for all student groups using ongoing formative assessments and activities directly related to the 2nd Grade Early Math Assessment.", "expected_result": "Growth in 2nd Grade Early Math Assessment.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 5, "text": "Performance Objective 5: Instructional guidance and resources will be provided by the CISD Mathematics Department in grades 4 through College Prep Mathematics to improve student performance in all student groups by at least 5% on the respective state exam.", "short_label": "Instructional guidance and resources will be provided by the CISD Mathematics Department in grades 4 through College Prep Mathematics to improve student performance in all student groups by at least 5% on the respective state exam.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Mathematics", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": 5.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 19, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Through campus professional development and coaching, the mathematics department will coordinate and collaborate with campus instructors during planning to improve student mastery of the TEKS. Professional development Oct will be provided to teachers using Marzano's 43 elements in the CISD instructional model throughout the fall and spring semesters. State exams will be used to measure student success in May 2023", "expected_result": "Show growth on respective state assessment from May 2022 to May 2023.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Through district wide professional and collaborative meetings, the math department will support teachers through coaching to incorporate CISD best practices into their lessons to improve student mastery of the content TEKS. Oct Three CFAs will be used as formative assessments to evaluate and improve student performance for SPED, EL, and at-risk student groups.", "expected_result": "Show growth on respective common formative assessments.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Through collaborative meetings and onsite campus coaching, the math department will help campuses use the two interim exams as progress measures to re-evaluate their instructional strategies to improve student performance from the Oct fall administration to the spring administration. The state exam in May will be used to compare the projected student success for all student groups between the interim measures to the May 2023 STAAR administration. N/A", "expected_result": "Show growth on respective interim assessments.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 6, "text": "Performance Objective 6: To meet or exceed our 2022-2023 goals of a 5% increase on the 8th grade U.S. History STAAR and 11th grade EOC STAAR at the Meets scores level. The categories of focus will be for: All Students, Economically Disadvantaged, and Emergent Bilinguals.", "short_label": "To meet or exceed our 2022-2023 goals of a 5% increase on the 8th grade U.S. History STAAR and 11th grade EOC STAAR at the Meets scores level. The categories of focus will be for: All Students, Economically Disadvantaged, and Emergent Bilinguals.", "metric_label": "Grade 8 Social Studies (Meets) — Econ. Disadvantaged", "grade": "8", "group": "econ_disadv", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Social Studies", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 21, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Instructional guidance will be conducted with 5th and 6th grade Social Studies teachers with the goal of vertically aligning the skills to be mastered at both 7th and 8th grade. 7th and 8th grade teachers will receive campus Oct targeted instruction directed at meeting the established goals for 2022-2023.", "expected_result": "Growth in the 7th and 8th Grade Common Formative Assessment.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 7, "text": "Performance Objective 7: To exceed our Masters scores from the 2021-2022 by 3% on the 8th grade U.S. History STAAR and 11th grade EOC STAAR assessment.", "short_label": "To exceed our Masters scores from the 2021-2022 by 3% on the 8th grade U.S. History STAAR and 11th grade EOC STAAR assessment.", "metric_label": "Grade 8 Social Studies (Masters)", "grade": "8", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Social Studies", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "No progress", "claimed_code": "no_progress", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 22, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "All 7th and 8th Grade Honors teachers will receive continued support with aligning curriculum designed to prepare students for success at the Honors level and their eventual success in future AP courses. Oct", "expected_result": "Growth in the 7th and 8th grade Common Formative Assessments.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 8, "text": "Performance Objective 8: To exceed our Masters scores from the 2021-2022 by 3% on the 8th grade Science & Biology STAAR assessment.", "short_label": "To exceed our Masters scores from the 2021-2022 by 3% on the 8th grade Science & Biology STAAR assessment.", "metric_label": "Grade 8 Science (Masters)", "grade": "8", "group": "all", "category": "staar", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Science", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 23, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "All 7th and 8th Grade Science and Biology Honors teachers will receive continued support aligning curriculum designed to prepare students for success at the Honors level and their eventual success in future AP courses. Oct", "expected_result": "Growth in the 7th and 8th grade and Biology Common Formative Assessments.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 9, "text": "Performance Objective 9: To exceed our 2021-2022 performance at the Meets passing standard by 3% in grades 5th, 8th and Biology for Emergent Bilinguals and Special Education students.", "short_label": "To exceed our 2021-2022 performance at the Meets passing standard by 3% in grades 5th, 8th and Biology for Emergent Bilinguals and Special Education students.", "metric_label": "District-internal measure", "grade": "5", "group": "emergent_bilingual", "category": "internal", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Science", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 24, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide in person and virtual professional learning opportunities for all science teachers. During each of these professional learning opportunities, instructional emphasis will be placed on grade level priority standards, the 5E Oct Instructional Model, and best practices to support English Learners and Special Education students. N/A", "expected_result": "Increase in student assessment results.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Provide advanced learning structures by exposing students to extended learning opportunities through a Robotic program. Oct", "expected_result": "More students are exposed to hands on learning techniques in the field of science and technology.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 10, "text": "Performance Objective 10: Increase the percentage of graduates that are college, career, or military ready (CCMR) from 65% to 69% by August 2023. High Priority", "short_label": "Increase the percentage of graduates that are college, career, or military ready (CCMR) from 65% to 69% by August 2023.", "metric_label": "CCMR", "grade": null, "group": "all", "category": "ccmr", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Graduation & Post-Secondary", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 65.0, "target": 69.0, "delta": null, "threshold_dir": null, "target_year": "2023" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 26, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Graduates who meet Texas Success Initiative (TSI) criteria in both Math and English, Language Arts & Reading (ELAR) will increase from 40% to 45% by June 2023. Oct", "expected_result": "Yearly Targeted Goal Met. N/A", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Graduates who earn an industry-based certification will increase from 25% to 27% by August 2023.", "expected_result": "Yearly Targeted Goal Met. Oct Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "The number of Economically Disadvantaged graduates who meet CCMR will increase from 47% to 57% by June 2023. Oct", "expected_result": "Yearly Targeted Goal Met. N/A", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Provide all junior high 8th grade English and Math teachers instructional support for PSAT 8-9 in September 2022. Campuses will communicate the benefits of PSAT 8-9 to parents and students. Oct", "expected_result": "Increase high school readiness in Evidence-Based Reading & Writing (EBRW) and Math on the PSAT 8-9 from 37% to 40%", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 5, "text": "Provide classroom practice and instructional support to all students in grade 10 for the October PSAT/NMSQT assessment. Oct", "expected_result": "Increase the percentage of students eligible to enroll in dual credit courses with N/A PSAT scores from 36% to 40%.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 6, "text": "Utilize the AP Potential Report in annual student registration meeting to recruit under-represented student groups for AP courses. Oct", "expected_result": "Increase in the number of 9-12 students enrolled in advanced classes by 1%. N/A", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 7, "text": "Provide instructional support and free tutoring for all Advanced Placement students prior to exams.", "expected_result": "Increase in the number of 3-4-5 AP scores by 1% Oct Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 8, "text": "Create a district process to fund dual credit fees for economically disadvantaged students.", "expected_result": "Increase dual credit participation for economically disadvantaged students by Oct Dec Mar June 1%. N/A", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 11, "text": "Performance Objective 11: Increase CTE programs of study completers from 25% to 37%", "short_label": "Increase CTE programs of study completers from 25% to 37%", "metric_label": "CTE", "grade": null, "group": "all", "category": "cte", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Postsecondary Readiness", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 25.0, "target": 37.0, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "no_data", "divergence": false, "match_quality": "dataset_pending", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 29, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Align Certifications to Programs of Study, courses, and Scope and Sequences. Alignment to include a of Version 2 and 3 Industry Based Certification list and curriculum/software used. Oct", "expected_result": "Increase exposure to certification content for students.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Instructional Guidance, support and training on certifications and strategies to increase student learning. The training will include conferences, peer-teacher and district staff. Oct", "expected_result": "Increase teacher understanding of certification requirements and expanded N/A N/A student learning.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Provide industry standard hardware and software and equipment on all campuses.", "expected_result": "Increase in student mastery demonstrated. Oct Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Continue building capacity of CTE Pathways/Programs of Study among teachers, counselors, and administrators, relating to concentrators and completers as analyzed by Perkins CLNA. Oct", "expected_result": "Increased knowledge and Completers Student Status across 9th - 12th grade.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 12, "text": "Performance Objective 12: The 2023 drop out rate will be less than 2% for all students in 7th through 12th grades. This includes all 7 race/ethnic groups, Special Education, Homeless, Migrant, Foster Care, and EB students.", "short_label": "The 2023 drop out rate will be less than 2% for all students in 7th through 12th grades. This includes all 7 race/ethnic groups, Special Education, Homeless, Migrant, Foster Care, and EB students.", "metric_label": "Dropout", "grade": null, "group": "all", "category": "dropout", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Graduation & Post-Secondary", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_conroe_row", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 31, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Supporting the implementation and organization of extra curricular athletic programs throughout 7 - 12 grade campuses will decrease student dropouts. Oct", "expected_result": "Robust and competitive 7-12 athletic programs foster a sense of belonging among students who participate in them and are more likely to maintain regular attendance and participation in school; thus, facilitating the reduction of the district's overall dropout rate.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Secondary Campuses will receive monthly dropout reports from the office of the Dropout Prevention Department. Oct Explanation of \"School Start Window\": it is the timeframe that returning students have to report back to school. It extends from first day of school in August, until the last Friday in September. Any returning student not enrolled, nor attending any other school, or be enrolled in a homeschool program, by Friday, September 30th , 2022 is considered a dropout for the 2021-2022 school year. Campuses will receive weekly dropout reports, as well as guidance and support from the Director for Dropout Prevention to reduce their campuses' dropout rates for the 2021-2022 school year. AP's and Social Services Liaisons for dropout prevention will collaborate in dropout recovery efforts. After 9/30/22 campuses will receive monthly dropout reports, analysis and assistance from the Dropout Prevention Team to encourage dropouts to return to school, wherever they might be. Also, the dropout department will assist campuses to figure out ways to clear reported dropouts who might not be \"real\" dropouts. Recovery efforts continue until final submission to TEA which is around mid-January of 2023. After last Friday in September, the dropout prevention efforts alternate between dropout recovery efforts for the 2021-2022 school year, and the dropout prevention efforts for the 2022-2023 school year. Dropout reduction [TEC 11.252(a)(3)(C)]", "expected_result": "The 2021-2022 (2022), and 2022-2023 (2023) drop out rates will be less than 2% for all students in 7th through 12th grades, in both years. This includes all 7 race/ethnic groups, Special Education, Homeless, Migrant, Foster Care, and EB students.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 13, "text": "Performance Objective 13: High School - Dropout Prevention measures increases CISD graduation rate. The best of the 4-year, 5-year or 6-year State Graduation rates is used for Domain I: All students, 7 race/ethnic groups, SpEd, and EB. The best of these graduation rates for the 2020 graduates was the 5-year rate at 97.3%. Goal for 2021 graduates: The best of the 3 rates will increase from 97.4% to 97.5%. HB 3 Texas Consolidated State Plan and ESEA Section 1111(c)(4)(A): Graduation Rate, and Dropout reduction [TEC 11.252(a)(3)9C)]", "short_label": "High School - Dropout Prevention measures increases CISD graduation rate. The best of the 4-year, 5-year or 6-year State Graduation rates is used for Domain I: All students, 7 race/ethnic groups, SpEd, and EB. The best of these graduation rates for the 2020 graduates was the 5-year rate at 97.3%. Goal for 2021 graduates: The best of the 3 rates will increase from 97.4% to 97.5%. HB 3 Texas Consolidated State Plan and ESEA Section 1111(c)(4)(A): Graduation Rate, and Dropout reduction [TEC 11.252(a)(3)9C)]", "metric_label": "Graduation", "grade": null, "group": "all", "category": "graduation", "goal": 1, "goal_title": "Student Achievement and Post-Secondary Success", "section": "goal_1", "subject_group": "Graduation & Post-Secondary", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 97.4, "target": 97.5, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "no_data", "divergence": false, "match_quality": "no_file", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 33, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Closely monitor age of regular education and special education of Calendar N students who are \"continuers\" (still enrolled pursuing 5 or 6th year graduation) to get positive non-dropout outcomes before aging out, 21, and 22 years of Oct age respectively.. N/A N/A N/A", "expected_result": "Every student when coded calendar N generates an automated email which is send directly to Latanza Gaddis, Social Services Liaison for Dropout Prevention, housed at Washington HS Alltenative Academic HS.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: Develop a district-wide system to evaluate effective utilization of funds/resources appropriated to staffing needs and increasing the performance of student sub populations.", "short_label": "Develop a district-wide system to evaluate effective utilization of funds/resources appropriated to staffing needs and increasing the performance of student sub populations.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 2, "goal_title": "School Leadership and Fiscal Responsibility", "section": "goal_2", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 34, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Maintain high academic results in a cost-effective manner.", "expected_result": "Develop and adopt fiscally responsible budget to meet Board and instructional Oct Dec Mar June goals.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Provide essential positions needed to accommodate growth in student population and to address unique campus needs. Oct", "expected_result": "Provide the necessary resources to allow the District to recruit and hire the most qualified candidates.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Provide financial support for integration of technology in instructional and administrative programs.", "expected_result": "Instructional technology integration will increase student outcomes on local and Oct Dec Mar June state assessments.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Continue to analyze, research and investigate current and future facility needs.", "short_label": "Continue to analyze, research and investigate current and future facility needs.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 2, "goal_title": "School Leadership and Fiscal Responsibility", "section": "goal_2", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 36, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Continued engagement with the Long-Range Planning Committee and our community as a whole to educate the community regarding future facility needs. Oct", "expected_result": "Engage community through virtual and in-person meetings that complement the planning committee's process.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Continued study of current student locations, potential growth based on new housing trends occurring within the district, student relocation patterns throughout the District, and economic factors which are unique to the District. Oct", "expected_result": "Evaluate the ability to accommodate growth within our existing facilities and N/A plan for future facility needs based on enrollment trends.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: Implement a plan to attract and retain highly effective teachers to work at hard to staff campuses.", "short_label": "Implement a plan to attract and retain highly effective teachers to work at hard to staff campuses.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 3, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_3", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 37, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Revised 7/19/23: Utilize all available resources, including colleges, universities, regional education service centers, education-related professional organizations, job fairs, TEA certification pathways, alternative certification Oct programs, and in-house recruitment of degreed paraprofessionals to recruit quality, diverse applicant pools, particularly in identified shortage areas and for high need campuses in accordance with DBA Legal, DC Legal, DC Local, and Title II Requirements.", "expected_result": "Build/enhance partnerships with said resources to recruit quality, diverse applicant pools, particularly in identified shortage areas and for high needs campuses.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Continue to enhance the use of technology, including Indeed, Linked In, Facebook, Twitter, virtual job fair platforms, and electronic job boards, to attract and source quality applicants in an efficient and effective manner. Oct", "expected_result": "Utilize all electronic resources to attract and source quality applicants in an efficient and effective manner.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "7/19/23: Recruit qualified peace officers and/or security personnel by developing and advertising job descriptions of the duties of peace officers and/or security personnel, as determined by the Board, and identified in Local Oct CKE and CKEA. N/A N/A N/A", "expected_result": "Attract and retain highly qualified peace officers and/or security personnel.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Implement a professional learning plan focused on the diverse needs of staff.", "short_label": "Implement a professional learning plan focused on the diverse needs of staff.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 3, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_3", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 39, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "To ensure novice teachers who are in 0-1 years are provided with professional learning opportunities and support. Oct", "expected_result": "Teachers will complete requirements for the Novice Teacher Academy and be supported by a mentoring teacher.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Provide additional support to targeted campus administrators with special emphasis on novice principals, 0-3 years, related to hiring practices, employee growth, and employee performance. Oct", "expected_result": "Campus administrators will have the ability to hire more effective teachers and identify, support, and document staff performance concerns to improve instruction and campus performance.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "7/19/23: Assist paraprofessionals to meet certification requirements and/or highly qualified requirements through assessment and acquisition of the TEA Educator Aide certification, access to quality professional development and Oct hosting Grow Our Own events to educate and support paraprofessionals on acquisition of a bachelor's degree. N/A N/A N/A", "expected_result": "Increase quality, diverse applicant pools, particularly in identified shortage areas and for high needs campuses, in accordance with DBA Legal, DC Legal, DC Local, and Title II Requirements.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: Implement a plan to retain highly effective staff.", "short_label": "Implement a plan to retain highly effective staff.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 3, "goal_title": "Recruitment, Development, and Retention of Staff", "section": "goal_3", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 41, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Retain novice teachers (0-1 years of experience) at a rate of 90% or above.", "expected_result": "Identify trends over time and assess each campus' effectiveness in retaining Oct Dec Mar June novice teachers.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Provide screening assistance with administrator applicants to support campus efforts to recruit diverse leadership with the intended result of increasing the percentage of Hispanic Administrators by up to 1%. Oct", "expected_result": "Increase the percentage of Hispanic Administrators by up to 1%.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Build the capacity of current and potential future leaders by providing research based training opportunities that address effective leadership practices. Oct", "expected_result": "Create a pipeline of future leaders.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "5/13/23: Retain highly qualified educators by engaging in meaningful consultation and examining relevant data to understand educators' most pressing needs, including potential root causes, through hiring surveys, of informal Oct complaints/concerns and exit surveys as required by ESEA section 2102 (d)(3) and 2102(b)(3). N/A N/A N/A", "expected_result": "Retain more highly qualified teachers by developing systems/solutions to address educators' most pressing needs.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: Provide staff development for school leadership addressing the diversity and unique needs of students.", "short_label": "Provide staff development for school leadership addressing the diversity and unique needs of students.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "—", "claimed_code": "unknown", "actual": null, "result": "internal", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 43, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide professional learning opportunities for clinic assistants to improve their knowledge and skills to assist the school nurse in caring for students. Oct", "expected_result": "School nurses will be provided trained support personnel to care for students as evidenced by at least 75% of clinic assistants attending at least one learning opportunity.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Continue to provide enhanced professional learning opportunities for nursing staff to ensure nurses are prepared to provide safe and effective care to all students. Oct", "expected_result": "Students will be provided with safe and effective nursing care to meet their individual needs as evidenced by 100% of school nurses attending at least two professional learning opportunities this school year.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Implement active outreach to families of every student providing two way communication at least annually through surveys, participation in school decision making committees, and/or parent forums. Part A- English Language Acquisition, Language Enhancement, and Academic Achievement Act SEC. 3101. [20 U.S.C. 6811]", "short_label": "Implement active outreach to families of every student providing two way communication at least annually through surveys, participation in school decision making committees, and/or parent forums. Part A- English Language Acquisition, Language Enhancement, and Academic Achievement Act SEC. 3101. [20 U.S.C. 6811]", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 44, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide a connection between student, home, school, and community to ensure families new to the country are able to access school and community resources. Oct", "expected_result": "Decrease dropout rate of Newcomers and other LEP students", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Hold meetings in Spanish with immigrant parents to explain the educational system in CISD and outline attendance and academic expectations. Also, introduce them to school and community resources. These meetings will be Oct held four times a year (2 each semester) at Conroe High School . Two more meetings (each semester) in South County at the New Jett Center ballroom, one in Fall (9/9/22) the second one in the Spring. A third meeting in south county is scheduled at McCullough JH in the Fall 22.", "expected_result": "Parents will be active participants in the education of their immigrant children.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Interview Newcomers identified as SIFE (Students with Interrupted Formal Education) to offer Newcomers Program for SIFE students at WHS. Also, make them aware of community resources. Oct", "expected_result": "Prevents SIFE Newcomers from Dropping out.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: To increase economically disadvantaged students within GT to mirror the district's demographic within 3% of overall sub- populations.", "short_label": "To increase economically disadvantaged students within GT to mirror the district's demographic within 3% of overall sub- populations.", "metric_label": "District-internal measure", "grade": null, "group": "econ_disadv", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 46, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Utilize alternative evaluations for gifted identification that is non-bias.", "expected_result": "To increase economically disadvantaged students within GT to mirror the Oct Dec Mar June district's demographic within 3% of overall sub-populations.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Increase enrichment pull-out programs and professional learning opportunities for campuses that are under- identified in the Gifted Programs. Oct", "expected_result": "To increase economically disadvantaged students within GT to mirror the district's demographic within 3% of overall sub-populations.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 4, "text": "Performance Objective 4: Implement Safe Schools Plan.", "short_label": "Implement Safe Schools Plan.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 47, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Develop and implement procedures and systems to improve the preparedness and response efforts of the school district. Oct", "expected_result": "Students will be provided a safe learning environment.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 5, "text": "Performance Objective 5: Increase quality instructional time by decreasing the incidents of students removed from the classroom for ISS, OSS, and/or DAEP", "short_label": "Increase quality instructional time by decreasing the incidents of students removed from the classroom for ISS, OSS, and/or DAEP", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 48, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Continued training and support for campus leaders to strengthen campus-wide support, alternatives to out of placement, and problem-solving teams. Oct", "expected_result": "Removal rates for African American students will be proportionate to other district student groups.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Examine and implement educational resources (BASE Education, Mental Health Specialist support) to provide information and awareness on substance use and utilize as a preventative and as an intervention to decrease repetitive visits Oct to ISS, OSS, and DAEP. N/A", "expected_result": "Decrease repeated placements of students in ISS, OSS, and DAEP.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 6, "text": "Performance Objective 6: Establish Multi-Tiered Systems of Supports to address schoolwide, classroom and student specific concerns and monitor fidelity of implementation on campuses.", "short_label": "Establish Multi-Tiered Systems of Supports to address schoolwide, classroom and student specific concerns and monitor fidelity of implementation on campuses.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 49, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Continue supporting systems that proactively integrate social emotional learning to support student academic and personal growth. Oct", "expected_result": "Schools establish and implement a plan aligned to schoolwide systems to support students' academic, behavioral and emotional success.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Support and monitor the implementation of Positive Behavior Interventions & Supports at the Schoolwide, Classroom and individual student level. Oct", "expected_result": "School Foundations processes in writing Observations Professional Learning in all areas New Teacher Support and Professional Learning Professional learning for administrators and Counselors. Decrease in out of placement and referrals", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Support campuses in analyzing the implementation and success of interventions by monitoring student plans as well as the overall fidelity of interventions on campus. Oct", "expected_result": "Increase of Branching Minds on Campus Completion of Student Plans for academic and behavioral interventions. Branching Minds Intervention usage indicates recommended research-based interventions and supports are implemented. Monitor the movement of students support (Tier I, Tier II, Tier III,)", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 7, "text": "Performance Objective 7: Create multiple opportunities for families/community stakeholders to provide feedback regarding district and campus communication, improve campus climate and identify barriers to parent engagement.", "short_label": "Create multiple opportunities for families/community stakeholders to provide feedback regarding district and campus communication, improve campus climate and identify barriers to parent engagement.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 51, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide communications regarding District initiatives, programs, meetings, activities, operations, and leadership within and among all departments and schools through a variety of media. This includes the CISD website, newsletters, Oct email announcements, campus/District meetings, newspaper, radio, television, and social media.", "expected_result": "Increased knowledge about the District and its programs; increased engagement", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Title I campuses will provide CIPs, Family Engagement Policy, and parent notices to parents in English and Spanish. Oct", "expected_result": "Increased parental engagement", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Conroe ISD will involve stakeholders in determining programs and activities needed to address the learning needs of students, staff, and community. Oct", "expected_result": "Increased stakeholder engagement and program/activity participation", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "To the extent possible, the district will make all communications, regardless of the medium, relating to student safety available in both English and Spanish. Oct", "expected_result": "Increased knowledge about the District and its programs; increased engagement", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 5, "text": "Elicit comments, suggestions, and questions from parents/families/communities/businesses through CISD website, social media, and e-mail. Oct", "expected_result": "Increased engagement", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 8, "text": "Performance Objective 8: Provide support to students, families and staff to address substance use awareness, bullying and violence prevention, mental health awareness and suicide prevention and intervention.", "short_label": "Provide support to students, families and staff to address substance use awareness, bullying and violence prevention, mental health awareness and suicide prevention and intervention.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 53, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Facilitate and encourage participation in community presentations, outside speakers, parent panels, training for suicide prevention and intervention and substance use prevention/intervention/awareness. Oct", "expected_result": "Increase participation - attendance Increase community partnerships", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Continue the partnership and collaboration with community stakeholders and mental health providers to help provide support for families and students through connections of mental health resources. Oct", "expected_result": "Improved access to mental health services as measured by the number of students accessing services. (Yes2Youth, Tri-County, T-CHATT, Community Resource Fair, Wellness Fair)", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Develop opportunities to inform parents/guardians on a variety of social and emotional health issues. This includes information and prevention of 1) maltreatment and child abuse; 2) sex/human trafficking; 3) dating violence; 4) Oct suicide, self-harm, and identifying other mental health concerns; 5) responsible use of social media, including sexting and the law; 6) alcohol, tobacco, and substance abuse, including vaping; and 7) bullying and conflict resolution. N/A", "expected_result": "Support students' social-emotional well-being, mental health, and safety by adding resources, increasing communication, and addressing mental health concerns while lowering the number of bullying incidents throughout the district.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Provide professional learning to staff and students to support bullying prevention, identification, response to and reporting of bullying or bully-like behavior. The District will follow the policies of the Board of Education FFI, FDB, Oct FFF, FFH, and FFB relating to the prevention of bullying. Procedures for reporting bullying can be found under CISD's local policy at https://pol.tasb.org/PolicyOnline/PolicyDetails?key=909&code=FFI. N/A N/A", "expected_result": "Support students' social-emotional well-being, mental health, and safety by lowering the number of bullying incidents throughout the district.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 9, "text": "Performance Objective 9: Provide professional learning and support for campus counselors in order to support the mental health and social and emotional well being of students.", "short_label": "Provide professional learning and support for campus counselors in order to support the mental health and social and emotional well being of students.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 4, "goal_title": "Safe and Collaborative School Culture", "section": "goal_4", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 55, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide professional learning and support for school counselors in working with students at developmentally appropriate levels to teach social and emotional skills through individual meetings, small groups and classroom guidance. Oct", "expected_result": "Increase professional growth in school counselors Decrease in behavior incidents Increase participation in Why Try, STAR/LIFT programs, Social Emotional Learning Playbook, counselor guidance lessons, and Dispute Resolution Center.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Provide professional learning and support for school counselors and campus leadership in the Comprehensive Counseling Model. Oct", "expected_result": "Increased implementation of the Comprehensive Counseling Model as shown by counseling plans and documentation.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 1, "text": "Performance Objective 1: Student access to devices and wireless. Maintain network security and cybersecurity.", "short_label": "Student access to devices and wireless. Maintain network security and cybersecurity.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 57, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Replacing aging chrome books and computers as funding allows", "expected_result": "Updated devices to make sure devices work with testing. Oct Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Establish redundant network, internet connections and generated power for key locations to limit outages.", "expected_result": "Increased stability and uptime Oct Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Configure internal and external systems to prevent security intrusions.", "expected_result": "Network security Oct Dec Mar June", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Cybersecurity: Scan systems for Personally identifiable information (PII) and secure or remove any findings as well as maintain internal phishing campaigns. Oct", "expected_result": "Safeguarding confidential information", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 2, "text": "Performance Objective 2: Increase the utilization of district funded digital resources and increase productivity through updated district programs and hardware.", "short_label": "Increase the utilization of district funded digital resources and increase productivity through updated district programs and hardware.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 59, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Focus Professional Learning on how teachers can increase engagement using Learning Management Systems.", "expected_result": "Students are using Canvas and Seesaw to support their learning with a 5% Oct Dec Mar June increase from the previous school year. N/A", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Focus Professional Learning on embedding TexQuest resources in classroom instruction.", "expected_result": "Students are using TexQuest resources to access information to support their Oct Dec Mar June learning with a 5% growth in usage from from the previous school year. N/A", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Model and support technology integration in all content area classrooms.", "expected_result": "Instructional Technology coaches are utilized to assist teachers in the planning Oct Dec Mar June and modeling of technology integration N/A", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Maintain and support summer school enrollment website to streamline registration process.", "expected_result": "Increases communication related to summer school and reduces paperwork Oct Dec Mar June between parents and campus staff.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 5, "text": "Provide updated student devices to support instruction and assessment.", "expected_result": "Student devices are prepared according to district standards for distribution to Oct Dec Mar June campuses.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 3, "text": "Performance Objective 3: To meet or exceed our 2021-2022 goals of 5% increase on the STAAR assessment at the Mastery scores level in all subjects tested.", "short_label": "To meet or exceed our 2021-2022 goals of 5% increase on the STAAR assessment at the Mastery scores level in all subjects tested.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 61, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide training opportunities for teachers to plan high quality research projects through the Texas Performance Standards Project (TPSP). Oct", "expected_result": "To meet or exceed our 2021-2022 goals of 5% increase on the STAAR assessment at the Mastery scores level in all subjects tested.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Provide educators with effective, research-based professional learning focusing on differentiation for the gifted learner. Oct", "expected_result": "To meet or exceed our 2021-2022 goals of 5% increase on the STAAR assessment at the Mastery scores level in all subjects tested.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 4, "text": "Performance Objective 4: Meet or exceed a 5% increase of Emergent Bilinguals (EBs) served in Bilingual and ESL will advance one TELPAS proficiency level over the previous year in grades 1-12.", "short_label": "Meet or exceed a 5% increase of Emergent Bilinguals (EBs) served in Bilingual and ESL will advance one TELPAS proficiency level over the previous year in grades 1-12.", "metric_label": "District-internal measure", "grade": null, "group": "emergent_bilingual", "category": "telpas", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 63, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide teachers with instructional strategies/accommodations to scaffold instruction according to the various language proficiencies and language domains. Oct", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Provide professional development on the 7 Steps to an Interactive Language-Rich Classroom to support English language development of long-term EBs. Oct", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Provide professional development on Sheltered Instruction in the Content Areas to support English language development of newcomer EBs. Oct", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Provide professional development on TELPAS Proficiency Level Descriptors (PLDs) and how to create targeted student language learning objectives. Oct", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 5, "text": "District instructional coach support at identified campuses focused on targeted instructional planning, use of English Language Proficiency Standards (ELPS) and familiarity with PLDs to provide students increased opportunities to Oct develop the skills they lack in each language domain.", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 6, "text": "Use of an interdisciplinary approach to teaching English language skills to EBs in the context of each area of study. Oct", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 7, "text": "Use of instructional technology integration to ensure EBs have multiple opportunities across content areas to practice language skills on a recording platform. Oct", "expected_result": "Growth in percentage of EB students who progress one proficiency level on TELPAS composite rating in grades 1-12.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 5, "text": "Performance Objective 5: Meet or exceed last year's results by a 5% increase of students with dyslexia on the Reading STAAR Assessments at the Meets level.", "short_label": "Meet or exceed last year's results by a 5% increase of students with dyslexia on the Reading STAAR Assessments at the Meets level.", "metric_label": "Reading/ELA (Meets) — Dyslexia Services", "grade": null, "group": "dyslexia", "category": "staar", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Reading & Writing (English)", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "no_data", "divergence": false, "match_quality": "unresolvable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 66, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide intensive, explicit, systematic, evidence-based reading instruction to identified at-risk students with dyslexia to increase reading levels and state assessment scores [TEC 11.252(a)(3)(B)(iv)]. Oct", "expected_result": "Students will increase reading levels on the BAS and perform 5% or better on the STAAR assessments.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Promote an understanding of Dyslexia and Related Disorders through training of multisensory instructional practices and classroom support for teachers. Oct", "expected_result": "Teachers will attend required annual dyslexia training and have the opportunity to attend additional professional learning opportunities throughout the school year.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Provide advanced training opportunities for District Reading Interventionists to become Certified Academic Language Therapists. Oct", "expected_result": "The district will increase the number of CALTs from the current one interventionist with this certification.", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 6, "text": "Performance Objective 6: Achieve or exceed state accountability standards for all students in all subject areas by increasing the percent of students in all student groups scoring Approaches, Meets and Masters on STAAR over the previous year.", "short_label": "Achieve or exceed state accountability standards for all students in all subject areas by increasing the percent of students in all student groups scoring Approaches, Meets and Masters on STAAR over the previous year.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 68, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Special Education department will build capacity of special education teachers by providing professional development, coaching, modeling, etc. and monitor using the special education services and support tools, trained on and Oct provided.", "expected_result": "Increase grade level exposure and rigor of core content for special education students", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Identify and provide professional learning for teachers in reading instruction for students with dyslexia and learning disabilities. Oct", "expected_result": "Increase exposure to proven literacy instructional strategies.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Special education teachers will complete Lead4Ward training for best practices in special education.", "expected_result": "Increase rigor and content focus for special education student in their least Oct Dec Mar June restrictive environment to achieve academic growth.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Build capacity of district and campus staff by providing instructional coaching, feedback, and training to address identified areas of need. Oct", "expected_result": "Assistant Superintendent of Teaching and Learning Director of Curriculum & Instruction", "dec_review": null, "mar_review": null, "jun_review": null } ] }, { "objective": 7, "text": "Performance Objective 7: Develop/implement district leadership trainings that address the knowledge, skills, and practices needed for teachers to be successful in PreK - 12 classrooms.", "short_label": "Develop/implement district leadership trainings that address the knowledge, skills, and practices needed for teachers to be successful in PreK - 12 classrooms.", "metric_label": "District-internal measure", "grade": null, "group": "all", "category": "internal", "goal": 5, "goal_title": "Effective Instruction", "section": "goal_5", "subject_group": "Other Goals", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "qualitative", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": null }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": "not_mappable", "source_pdf": "2022-23_District-Improvement-Plan.pdf", "source_page": 70, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "The Early Childhood Instructional Coach will provide on the job support that focuses on the development of specific early childhood education knowledge, skills and practices for PreK teachers to meet the teacher qualification Oct requirements as per the High-quality Prekindergarten Program.", "expected_result": "Teachers will work collaboratively with the Early Childhood Department to ensure they are working toward the goal of 150 coaching and professional development hours over a span of five years. These hours can be obtained through CISD professional learning and coaching hours as well as external early childhood specific professional learning.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 2, "text": "Provide job embedded professional learning to address required TEKS for each grade level and content area.", "expected_result": "District Comprehensive Professional Learning Plan with over 1,000 Oct Dec Mar June opportunities is provided throughout the school year. District and campus Instructional Coaches provide the job embedded PD.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 3, "text": "Provide enrichment activities for students as an integral part of well-rounded student experiences though Fine arts and continue to train teachers on effective strategies to best implement the TEKS. Oct", "expected_result": "Increase alignment between fine arts content connections through enrichment activities and job-embedded professional learning for Fine arts teachers on effective strategies to best implement the TEKS.", "dec_review": null, "mar_review": null, "jun_review": null }, { "strategy": 4, "text": "Provide job embedded professional learning for physical education teachers and athletic coaches on effective strategies to best implement the TEKs. Oct", "expected_result": "Increase alignment between best practices and instructional outcomes for students.", "dec_review": null, "mar_review": null, "jun_review": null } ] } ] } ], "cip": { "campuses": [ { "campus_id": "170902101", "campus_name": "Anderson Elementary", "short_name": "Anderson Elementary", "goals": [ { "goal": 1, "title": "Student Achievement and Post-Secondary Success", "desc": "Prepare all students for graduation and post-secondary success through high-quality, TEKS-aligned curriculum delivered consistently." }, { "goal": 2, "title": "School Leadership and Fiscal Responsibility", "desc": "Foster dynamic leaders who effectively manage teams and fiscal resources." }, { "goal": 3, "title": "Recruitment, Development, and Retention of Staff", "desc": "Recruit, develop, and retain highly-qualified staff to ensure effective instruction for all students." }, { "goal": 4, "title": "Safe and Collaborative School Culture", "desc": "Cultivate a safe, positive, and collaborative school culture conducive to learning, with strong parent and community partnerships." }, { "goal": 5, "title": "Effective Instruction", "desc": "Deliver meaningful instruction through objective-driven lessons and rigorous learning experiences using appropriate technology." } ], "years": [ { "school_year": "2024-25", "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "summary": { "met": 9, "missed": 2, "partial": 1, "no_data": 0, "internal": 0 }, "objectives": [ { "objective": 1, "goal": 1, "section": "goal_1", "text": "Performance Objective 1: Increase the percent of third grade students that achieve the Meets level or above on the 2025 STAAR Reading Assessment from 44% to 49%.", "short_label": "Increase 3rd grade STAAR Reading Meets from 44% to 49%.", "metric_label": "Grade 3 Reading (Meets GL)", "subject_group": "Reading & Writing (English)", "category": "staar", "grade": "3", "group": "all", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 44, "target": 49, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": 48.0, "result": "missed", "divergence": true, "match_quality": "strong", "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "source_page": 10, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Differentiate instruction based on assessment results and identify students who need additional support; provide targeted interventions in letter sound recognition.", "expected_result": "By the end of PK, 90% of students are expected to be proficient at 20 letter sounds.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Design and implement engaging and interactive activities that focus on phoneme segmentation, using games, rhymes, and hands-on materials.", "expected_result": "By the end of Kindergarten, 70% of students are expected to meet benchmark levels in phoneme segmentation through the mCLASS Assessment.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 3, "text": "Implement small group instruction with targeted and individualized support for students with similar decoding needs.", "expected_result": "By the end of first grade, 70% of students are expected to meet benchmark levels in decoding through the mCLASS Assessment.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 4, "text": "Implement a balanced literacy approach (phonics, fluency, vocabulary, comprehension, and writing) to foster overall reading proficiency in grades K-2.", "expected_result": "By the end of second grade, 60% of students are expected to read on or above grade level on the BAS, SEL, or Running Record assessments.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 5, "text": "Implement a balanced literacy approach (phonics, fluency, vocabulary, comprehension, and writing) to foster overall reading proficiency in grade 3.", "expected_result": "By the end of third grade, 60% of students are expected to read on or above grade level on the BAS, SEL, or running record assessments.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" } ] }, { "objective": 2, "goal": 1, "section": "goal_1", "text": "Performance Objective 2: Increase the percent of third grade students that achieve the Meets level or above on the 2025 STAAR Math Assessment from 49% to 54%.", "short_label": "Increase 3rd grade STAAR Math Meets from 49% to 54%.", "metric_label": "Grade 3 Math (Meets GL)", "subject_group": "Mathematics", "category": "staar", "grade": "3", "group": "all", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 49, "target": 54, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": 53.0, "result": "missed", "divergence": true, "match_quality": "strong", "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "source_page": 13, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Tailor instruction based on initial assessment results and identify students who need additional support in counting sets; provide targeted interventions.", "expected_result": "By the end of PK, 90% of students are expected to master counting sets through the CIRCLE Assessment.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 2, "text": "Design and implement hands-on and interactive activities to engage students in counting and comparing sets and 1-to-1 correspondence.", "expected_result": "By the end of Kindergarten, 60% of students are expected to score on or above grade level in numeracy on the Early Math Assessment.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "accomplished" }, { "strategy": 3, "text": "Support teachers with professional development opportunities to enhance teaching methods and strategies for developing numeracy skills.", "expected_result": "By the end of first and second grade, 60% of first grade and 70% of second grade students are expected to be on or above grade level in numeracy on the Early Math Assessment.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 4, "text": "Differentiate small group instruction to address students experiencing difficulties with mathematical fluency and fundamental math skills.", "expected_result": "At the end of third grade, 70% of third grade students will meet the district mastery set score for the EOY Universal Screener in Eduphoria.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 3, "goal": 1, "section": "goal_1", "text": "Performance Objective 3: Increase the percent of fourth grade students that achieve the Meets level or above on the 2025 STAAR Reading Assessment from 46% to 51%.", "short_label": "Increase 4th grade STAAR Reading Meets from 46% to 51%.", "metric_label": "Grade 4 Reading (Meets GL)", "subject_group": "Reading & Writing (English)", "category": "staar", "grade": "4", "group": "all", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 46, "target": 51, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": 58.0, "result": "met", "divergence": false, "match_quality": "strong", "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "source_page": 15, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Fourth grade students will work in small group instruction to strengthen their reading and will track progress through district Quarterly Assessments (QAs), Common Assessments (CAs), and student data trackers.", "expected_result": "At the end of the year, 52% of fourth grade students will achieve the Meets level or above on the 2024 STAAR Reading Assessment.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 4, "goal": 1, "section": "goal_1", "text": "Performance Objective 4: Increase the percent of fourth grade students that achieve the Meets level or above on the 2025 STAAR Math Assessment from 48% to 53%.", "short_label": "Increase 4th grade STAAR Math Meets from 48% to 53%.", "metric_label": "Grade 4 Math (Meets GL)", "subject_group": "Mathematics", "category": "staar", "grade": "4", "group": "all", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 48, "target": 53, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": 59.0, "result": "met", "divergence": false, "match_quality": "strong", "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "source_page": 16, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Identify students performing below the Meets level threshold and provide them with targeted, small-group instruction focusing on their specific areas of weakness.", "expected_result": "At the end of fourth grade, 80% of fourth grade students will meet the District mastery-set score for the EOY Universal Screener in Eduphoria.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" } ] }, { "objective": 5, "goal": 1, "section": "goal_1", "text": "Performance Objective 5: Emergent Bilingual (EB) students will increase at least one level on the 2025 TELPAS Yearly Progress Indicator.", "short_label": "EB students will increase at least one level on the 2025 TELPAS Yearly Progress Indicator.", "metric_label": "Emergent Bilingual — TELPAS Progress", "subject_group": "Reading & Writing (English)", "category": "internal", "grade": null, "group": "emergent_bilingual", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "source_page": 17, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Utilize literacy intervention, small group guided reading instruction, and 7 Steps of Language & Literacy Strategies.", "expected_result": "At the end of the year, 30% of third and fourth grade EB students will increase their TELPAS Yearly Progress Indicator.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" } ] }, { "objective": 1, "goal": 2, "section": "goal_2", "text": "Performance Objective 1: To maintain efficient and effective fiscal management of resources and operations.", "short_label": "Maintain efficient and effective fiscal management of resources and operations.", "metric_label": "Fiscal Management", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 2: School Leadership and Fiscal Responsibility", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "source_page": 18, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Evaluate educational priorities on campus and provide resources within the budget to ensure the most effective instruction. Inventory materials and provide staff development opportunities that align with standards-based instruction.", "expected_result": "Integrated relevant materials and training for maximized student success.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" } ] }, { "objective": 1, "goal": 3, "section": "goal_3", "text": "Performance Objective 1: Staff will continue to grow professionally through staff development trainings and implementation of new learning.", "short_label": "Staff will continue to grow professionally through staff development and implementation of new learning.", "metric_label": "Staff Professional Development", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 3: Recruitment, Development, and Retention of Staff", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "source_page": 19, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Teachers will be expected to attend a minimum of two hours of professional staff development per semester.", "expected_result": "New learning implemented in the classroom, with evidence shown through lesson planning.", "dec_review": "considerable", "mar_review": "accomplished", "jun_review": "accomplished" } ] }, { "objective": 1, "goal": 4, "section": "goal_4", "text": "Performance Objective 1: The school as a whole will implement the school's proactive behavior management program in addition to the guidance curriculum plan focused on positive character development, social-emotional learning, and overall emotional well-being of every child.", "short_label": "Implement proactive behavior management program and guidance curriculum for social-emotional learning.", "metric_label": "Behavior Management & SEL Program", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 4: Safe and Collaborative School Culture", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "source_page": 21, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Staff and students will implement the 'Shine Like an All-Star' character program through consistent implementation of the classroom learning environment that incorporates social skills curriculum and the comprehensive school counseling program.", "expected_result": "Students will demonstrate improved social-emotional skills, positive behavior, and character development, resulting in a more inclusive, empathetic, and respectful school community.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 2, "goal": 4, "section": "goal_4", "text": "Performance Objective 2: The Foundations team will provide training and support for staff and students in common area expectations to create a structured, safe, and positive atmosphere.", "short_label": "Foundations team will provide training in common area expectations for a structured, safe atmosphere.", "metric_label": "Common Area Expectations Training", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 4: Safe and Collaborative School Culture", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "source_page": 22, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "The Foundations team will use a rubric to monitor common areas.", "expected_result": "Increased SAEs and decreased behavior referrals.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 3, "goal": 4, "section": "goal_4", "text": "Performance Objective 3: We will enhance parental involvement in student academic development by promoting stronger and positive two-way communication with teachers.", "short_label": "Enhance parental involvement by promoting stronger two-way communication with teachers.", "metric_label": "Parent-Teacher Communication & Engagement", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 4: Safe and Collaborative School Culture", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "source_page": 23, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Create a safe environment for parents by establishing collaborative, open communication and feedback through in-person or virtual conferences regarding academic expectations, concerns, and goals.", "expected_result": "Increased communication and feedback between parents and teachers, resulting in increased academic and emotional growth.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 1, "goal": 5, "section": "goal_5", "text": "Performance Objective 1: Integrate consistent small group instruction for reading and math.", "short_label": "Integrate consistent small group instruction for reading and math.", "metric_label": "Small Group Instruction (Reading & Math)", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 5: Effective Instruction", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "source_page": 24, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Teachers and paraprofessionals will plan and implement differentiated small group lessons that support the TEKS and the CISD scope and sequence.", "expected_result": "Students will experience enhanced learning opportunities, increased academic growth, and a deeper understanding of the curriculum, leading to improved overall academic performance and achievement.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 2, "goal": 5, "section": "goal_5", "text": "Performance Objective 2: To ensure that all students and staff have access to technology to maximize learning and communication, and to enhance the educational practices of teachers.", "short_label": "Ensure all students and staff have access to technology to maximize learning.", "metric_label": "Technology Access & Educational Practice", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 5: Effective Instruction", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Anderson_Elementary.pdf", "source_page": 26, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Provide the technology and programs needed in the classroom to supplement and enrich learning (Dreambox, Seesaw, Unique Learning, Imagine Learning, S'more, ClassKick).", "expected_result": "Consistent use of Dreambox, Seesaw, Unique Learning, Imagine Learning, S'more, and ClassKick.", "dec_review": "accomplished", "mar_review": "accomplished", "jun_review": "accomplished" } ] } ] } ] }, { "campus_id": "170902107", "campus_name": "Armstrong Elementary", "short_name": "Armstrong Elementary", "goals": [ { "goal": 1, "title": "Student Achievement and Post-Secondary Success", "desc": "Prepare all students for graduation and post-secondary success through high-quality, TEKS-aligned curriculum delivered consistently." }, { "goal": 2, "title": "School Leadership and Fiscal Responsibility", "desc": "Foster dynamic leaders who effectively manage teams and fiscal resources." }, { "goal": 3, "title": "Recruitment, Development, and Retention of Staff", "desc": "Recruit, develop, and retain highly-qualified staff to ensure effective instruction for all students." }, { "goal": 4, "title": "Safe and Collaborative School Culture", "desc": "Cultivate a safe, positive, and collaborative school culture conducive to learning, with strong parent and community partnerships." }, { "goal": 5, "title": "Effective Instruction", "desc": "Deliver meaningful instruction through objective-driven lessons and rigorous learning experiences using appropriate technology." } ], "years": [ { "school_year": "2024-25", "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "summary": { "met": 7, "missed": 4, "partial": 4, "no_data": 0, "internal": 0 }, "objectives": [ { "objective": 1, "goal": 1, "section": "goal_1", "text": "Performance Objective 1: Increase performance level of all third grade students on items related to solving one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts. Increase STAAR Math performance on TEKS 3.4K from 40% to 60% by May 2025.", "short_label": "Increase 3rd grade STAAR Math (TEKS 3.4K) from 40% to 60%.", "metric_label": "Grade 3 Math (Meets GL)", "subject_group": "Mathematics", "category": "staar", "grade": "3", "group": "all", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 40, "target": 60, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": 30.0, "result": "missed", "divergence": true, "match_quality": "strong", "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 15, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Third grade teachers will plan for, differentiate, and teach daily instruction through quality mini-lessons, strategic intervention groups, on going review and math stations targeting skills needed to solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.", "expected_result": "Increase the African American student group STAAR Math performance from 27% to 55% by May 2025.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Third grade teachers will plan for, differentiate, and teach daily instruction through quality mini-lessons, strategic intervention groups, ongoing review and math stations targeting skills needed to solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.", "expected_result": "Increase the Hispanic student group STAAR Math performance from 46% to 60% by May 2025.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" } ] }, { "objective": 2, "goal": 1, "section": "goal_1", "text": "Performance Objective 2: Increase performance level of all fourth grade students on items related to solving with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. Increase STAAR Math performance on TEKS 4.4H from 28% to 55% by May 2025.", "short_label": "Increase 4th grade STAAR Math (TEKS 4.4H) from 28% to 55%.", "metric_label": "Grade 4 Math (Meets GL)", "subject_group": "Mathematics", "category": "staar", "grade": "4", "group": "all", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 28, "target": 55, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": 43.0, "result": "missed", "divergence": true, "match_quality": "strong", "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 17, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Fourth grade teachers will plan for, differentiate, and teach daily instruction through quality mini-lessons, strategic intervention groups, ongoing review and math stations targeting skills needed to solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.", "expected_result": "Increase the African American student group STAAR Math performance from 25% to 55% by May 2025.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Fourth grade teachers will plan for, differentiate, and teach daily instruction through quality mini-lessons, strategic intervention groups, ongoing review and math stations targeting skills needed to solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.", "expected_result": "Increase the Hispanic student group STAAR Math performance from 26% to 55% by May 2025.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" } ] }, { "objective": 3, "goal": 1, "section": "goal_1", "text": "Performance Objective 3: Increase performance level of all third grade students on items related to making connections to personal experiences, ideas in other texts, and society. Increase STAAR Reading performance on TEKS 3.6E from 48% to 60% by May 2025.", "short_label": "Increase 3rd grade STAAR Reading (TEKS 3.6E) from 48% to 60%.", "metric_label": "Grade 3 Reading (Meets GL)", "subject_group": "Reading & Writing (English)", "category": "staar", "grade": "3", "group": "all", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 48, "target": 60, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": 32.0, "result": "missed", "divergence": true, "match_quality": "strong", "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 19, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Third grade teachers will plan for, differentiate, and teach through read alouds, guided reading, and strategy groups needed to make connections to personal experiences, ideas in other texts, and society.", "expected_result": "Increase the African American student group STAAR Reading performance from 36% to 50% by May 2025.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Third grade teachers will plan for, differentiate, and teach through read alouds, guided reading, and strategy groups needed to make connections to personal experiences, ideas in other texts, and society.", "expected_result": "Increase the Hispanic student group STAAR Reading performance from 52% to 67% by May 2025.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 3, "text": "Third grade teachers will engage students in structured conversations utilizing TEKS frames surrounding making connections to ideas in other texts and society during read alouds and guided reading.", "expected_result": "Emergent bilingual students will advance proficiency levels in speaking and reading domains for TELPAS.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 4, "goal": 1, "section": "goal_1", "text": "Performance Objective 4: Increase performance level of all fourth grade students on items related to making connections to personal experiences, ideas in other texts, and society. Increase STAAR Reading performance on TEKS 4.6E from 46% to 60% by May 2025.", "short_label": "Increase 4th grade STAAR Reading (TEKS 4.6E) from 46% to 60%.", "metric_label": "Grade 4 Reading (Meets GL)", "subject_group": "Reading & Writing (English)", "category": "staar", "grade": "4", "group": "all", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": true, "result_basis": "state", "promised": { "type": "range", "baseline": 46, "target": 60, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Significant progress", "claimed_code": "significant", "actual": 51.0, "result": "missed", "divergence": true, "match_quality": "strong", "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 22, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Fourth grade teachers will plan for, differentiate, and teach through read alouds, guided reading, and strategy groups needed to make connections to personal experiences, ideas in other texts, and society.", "expected_result": "Increase the African American student group STAAR Reading performance from 30% to 45% by May 2025.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Fourth grade teachers will plan for, differentiate, and teach through read alouds, guided reading, and strategy groups needed to make connections to personal experiences, ideas in other texts, and society.", "expected_result": "Increase the Hispanic student group STAAR Reading performance from 50% to 65% by May 2025.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "continue_modify" }, { "strategy": 3, "text": "4th grade teachers will engage students in structured conversations utilizing TEKS frames surrounding making connections to ideas in other texts and society during read alouds and guided reading.", "expected_result": "4th grade students will engage in structured conversations utilizing TEKS frames surrounding making connections to ideas in other texts and society.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 4, "text": "Fourth grade teachers will engage students in structured conversations utilizing TEKS frames surrounding making connections to ideas in other texts and society during read alouds and guided reading.", "expected_result": "Emergent Bilingual students will engage in structured conversations utilizing TEKS frames surrounding making connections to ideas in other texts and society to increase student proficiency levels in either the Speaking or Reading domains for TELPAS.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 5, "goal": 1, "section": "goal_1", "text": "Performance Objective 5: Increase performance levels of 3rd and 4th grade students on items related to Extended Constructed Response. Increase third and fourth grade STAAR Reading performance levels on the Extended Constructed Response from 62% scoring a one or higher to 72% scoring a one or higher by May 2025.", "short_label": "Increase 3rd/4th grade ECR writing from 62% scoring 1+ to 72%.", "metric_label": "Grade 3/4 Extended Constructed Response (ECR)", "subject_group": "Reading & Writing (English)", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "range", "baseline": 62, "target": 72, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 25, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Third and fourth grade teachers will plan for, differentiate, and teach through individual writing conferences, strategic intervention groups, and utilize the Conroe ISD 2 Day Cycle format.", "expected_result": "Increase the African American student group STAAR Reading performance from 44% scoring a one or higher on the Extended Constructed Response to 60% by May 2025.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" }, { "strategy": 2, "text": "Third and fourth grade teachers will plan for, differentiate, and teach through individual writing conferences, strategic intervention groups, and utilize the Conroe ISD 2 Day Cycle.", "expected_result": "Increase the Hispanic student group STAAR Reading performance from 36% scoring a one or higher on the Extended Constructed Response to 50% by May 2025.", "dec_review": "some_progress", "mar_review": "some_progress", "jun_review": "continue_modify" } ] }, { "objective": 6, "goal": 1, "section": "goal_1", "text": "Performance Objective 6: Increase student performance in Kindergarten - 2nd grade on the standards based report card items relating to problem solving. 70% of students will score a 3 or higher on the problem solving cluster by May 2025.", "short_label": "K-2 students: 70% score 3+ on problem solving cluster by May 2025.", "metric_label": "K-2 Problem Solving (Standards-Based Report Card)", "subject_group": "Mathematics", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "threshold", "baseline": null, "target": 70, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Some progress", "claimed_code": "some", "actual": null, "result": "partial", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 27, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "All Kindergarten - 2nd grade teachers will plan for, differentiate, and teach though daily small group instruction targeting skills needed to solve word problems.", "expected_result": "Improvement of small group instruction to increase problem solving skills of K-2 students.", "dec_review": "some_progress", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 7, "goal": 1, "section": "goal_1", "text": "Performance Objective 7: Increase performance level of Kindergarten-2nd grade students on the standards based report card items related to retelling text in ways that maintain meaning and logical order. Increase performance on TEKS K.5E, 1.6E, and 2.6E by May 2025.", "short_label": "K-2 students increase retelling performance on TEKS K.5E, 1.6E, and 2.6E.", "metric_label": "K-2 Retelling Text (Standards-Based Report Card)", "subject_group": "Reading & Writing (English)", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 29, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Kindergarten-2nd grade teachers will plan for, differentiate, and teach through read alouds, writing lessons, and strategic intervention groups to increase student performance with retelling text in ways that maintain meaning and logical order. Increase performance on TEKS K.5E, 1.6E, and 2.6E by May 2025.", "expected_result": "Students will effectively retell text in ways that maintain meaning and logical order.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "continue_modify" } ] }, { "objective": 8, "goal": 1, "section": "goal_1", "text": "Performance Objective 8: Establish a well-rounded school curriculum that addresses STEM, Music, Art, and Physical Education or Enriched Learning Experiences.", "short_label": "Establish well-rounded curriculum: STEM, Music, Art, and Physical Education.", "metric_label": "Well-Rounded Curriculum (STEM, Music, Art, PE)", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 1: Student Achievement and Post-Secondary Success", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Significant progress", "claimed_code": "significant", "actual": null, "result": "partial", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 31, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "To provide firsthand experience related to the topic or concept being taught in the program or specific subject area.", "expected_result": "Increase academic knowledge and to strengthen observation and perception skills.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 1, "goal": 2, "section": "goal_2", "text": "Performance Objective 1: Armstrong Elementary will monitor and maintain efficient and effective fiscal management of resources and operations throughout the fiscal year.", "short_label": "Monitor and maintain efficient fiscal management throughout the fiscal year.", "metric_label": "Fiscal Management", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 2: School Leadership and Fiscal Responsibility", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 32, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "The campus principal and financial campus secretary will meet weekly to review budgeted items and spending to ensure the budget enhances the teaching and learning of all students at Armstrong Elementary.", "expected_result": "Manage funds to meet campus needs and increase student performance.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 2, "goal": 2, "section": "goal_2", "text": "Performance Objective 2: Armstrong Leadership team conducts weekly targeted walk-throughs focusing on campus expectations and CISD best practices.", "short_label": "Conduct weekly targeted walk-throughs focusing on campus expectations and best practices.", "metric_label": "Instructional Walk-Throughs", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 2: School Leadership and Fiscal Responsibility", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 34, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Leadership team will meet weekly to review instructional walk-through data and to develop plans to support the implementation of instructional best practices.", "expected_result": "Increase instructional knowledge and implementation of best practices.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 1, "goal": 3, "section": "goal_3", "text": "Performance Objective 1: Armstrong will recruit, retain, and develop highly qualified teachers and staff for all students.", "short_label": "Recruit, retain, and develop highly qualified teachers and staff.", "metric_label": "Staff Recruitment and Development", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 3: Recruitment, Development, and Retention of Staff", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 36, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "The hiring committee will attend and recruit at Conroe ISD Job Fair, local universities, and regional job fairs and will communicate incentives offered through the Teacher Incentive Allotment to potential staff members.", "expected_result": "Hire highly qualified teachers and staff to maximize student learning.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 2, "text": "Campus administration will meet monthly with all teachers to support professional growth, provide feedback, and to reflect on professional progress toward goals.", "expected_result": "Hire highly qualified teachers and staff to maximize student learning.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 1, "goal": 4, "section": "goal_4", "text": "Performance Objective 1: Armstrong will work jointly with parents and the community to maximize learning for all students through communication, collaborative partnerships and unity of purpose.", "short_label": "Work jointly with parents and community through communication and collaborative partnerships.", "metric_label": "Parent and Community Engagement", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 4: Safe and Collaborative School Culture", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 38, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Armstrong will host Title 1 family engagement events in the fall and spring: Annual Fall Title 1 Family Meeting, Fall Reading night, and Spring Math night.", "expected_result": "Provide families with information, training, and materials to support their child's learning.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 2, "goal": 4, "section": "goal_4", "text": "Performance Objective 2: Armstrong will provide a safe and orderly school environment conducive to learning for all students and staff.", "short_label": "Provide a safe and orderly school environment conducive to learning.", "metric_label": "Safe and Orderly School Environment", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 4: Safe and Collaborative School Culture", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 39, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Positive Behavior Support Liaison and counselors will meet with students weekly to intervene and teach self regulation and social skills.", "expected_result": "Reduce number of behavioral issues and emotional outcries to increase student engagement in the classroom.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" }, { "strategy": 2, "text": "Campus STOIC Standouts will train staff and conduct learning walks spotlighting exemplar classroom systems, structures, and routines throughout the year and will provide targeted feedback for improvement and implementation of STOIC procedures.", "expected_result": "Provide teachers with tools needed to be proficient or higher in Domain 3 of T-TESS evaluations.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 1, "goal": 5, "section": "goal_5", "text": "Performance Objective 1: Armstrong will ensure that all students and staff have access to technology to maximize learning and to enhance the educational practices of teachers.", "short_label": "Ensure all students and staff have access to technology to maximize learning.", "metric_label": "Technology Access and Integration", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 5: Effective Instruction", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 41, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Teacher will utilize Seesaw, Summit, Amplify, and Dreambox software to transform lessons to data-informed, real-time assessments that enable teachers to create powerful learning opportunities.", "expected_result": "Additional data collected will drive instruction and intervention.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] }, { "objective": 2, "goal": 5, "section": "goal_5", "text": "Performance Objective 2: Instructional Coaches will assist teachers in designing lessons and scaffolding instructional best practices to meet the needs of all learners.", "short_label": "Instructional Coaches assist teachers in designing lessons and scaffolding best practices.", "metric_label": "Instructional Coaching and Lesson Design", "subject_group": "Other Goals", "category": "internal", "grade": null, "group": "all", "goal_title": "Goal 5: Effective Instruction", "tapr_mappable": false, "result_basis": "district", "promised": { "type": "target_only", "baseline": null, "target": null, "delta": null, "threshold_dir": null, "target_year": "2025" }, "claimed": "Met Objective", "claimed_code": "met", "actual": null, "result": "met", "divergence": false, "match_quality": null, "source_pdf": "2025_CIP_Armstrong_Elementary.pdf", "source_page": 43, "tapr_source": null, "strategies": [ { "strategy": 1, "text": "Teachers and instructional coaches will collaborate through Big Picture Planning for each unit in ELAR and Math, PLC meetings, weekly lesson planning, coaching cycles, and Instructional Rounds to design and implement best practices.", "expected_result": "Increased student growth and building teacher capacity in CISD best practices.", "dec_review": "considerable", "mar_review": "considerable", "jun_review": "accomplished" } ] } ] } ] } ] }, "provenance": "DIP targets from CISD District Improvement Plans; actuals from TEA TAPR." }