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

▶
fort bend i bend isd
SMART_READER_LITE
LIVE PREVIEW

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

Mar 29, 2023 360 likes •587 views

Fort Bend I Bend ISD 2019 Texas Academic Performance Report & Public Hearing February 10, 2020 Accountability in Fort Bend ISD Fort Bend ISD is committed to providing an exceptional educational system where all students can reach their

slide-1
SLIDE 1

Fort Bend I Bend ISD

2019 Texas Academic Performance Report & Public Hearing February 10, 2020

slide-2
SLIDE 2

Accountability in Fort Bend ISD

2

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

slide-3
SLIDE 3

3

Community-Based Accountability

slide-4
SLIDE 4

2018-19 TAPR Overview

4

Texas Academic Performance Report (TAPR) Ratings and Accreditation Status:

  • FIRST Rating – A=Superior
  • Accountability Rating – B
  • Accreditation – Accredited
  • Special Education Status – Meet Requirements

Additional Required Items:

  • Campus Performance Objectives
  • Report on Violent or Criminal Incidents on Campus
  • Student Performance in Postsecondary Institutions
slide-5
SLIDE 5

5

43.2% 15.3% 40.1% 24.9% 6.8% 8.7% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% Economically Disadvantaged English Learners At-Risk Career & Technical Education Gifted & Talented Special Education

Program Participation

26.5% 27.1% 16.2% 26.4% 3.9%

Race/Ethnicity

Hispanic African American White Asian Other

2018-19 Student Profile

slide-6
SLIDE 6

10.3 25.5 49.8 10.1 3 1.1 8.7 29.2 46.6 12.7 2.4 0.5 20 40 60 80 100 Educational Aides Auxiliary Staff Teachers Professional Support School Leadership Central Administration

Percent of Staff

Total Staff

State Fort Bend 8.2 29.1 19.1 28.2 15.3 5.1 29.2 20.2 31.9 13.5 0.0 20.0 40.0 60.0 80.0 100.0 Beginning Teachers 1-5 Years 6-10 Years 11-20 Years Over 20 Years

Percent of Teachers

Teachers by Years of Experience

State Fort Bend

6

2018-19 Staff Profile

slide-7
SLIDE 7

2018-19 STAAR Passing Performance Grades 3-8 and EOC, Reading

81% (=) 73% (+) 73% (+) 93%(=) 91% (=) 71% (+) 43% (=) 75% (+)

0% 20% 40% 60% 80% 100% All African American Hispanic Asian White Economically Disadvantaged Special Education English Learners

STAAR Reading Approaches Grade Level or Above

2019 2018 2017

59% (+) 45% (+) 44% (+) 79% (=) 73% (+) 41% (=) 24% (-) 47% (+)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% All African American Hispanic Asian White Economically Disadvantaged Special Education English Learners

STAAR Reading Meets Grade Level or Above

2019 2018 2017

30% (+) 17% (+) 17% (=) 52% (+) 40% (+) 16% (+) 8% (=) 24% (+)

0% 10% 20% 30% 40% 50% 60% All African American Hispanic Asian White Economically Disadvantaged Special Education English Learners

STAAR Reading Masters Grade Level

2019 2018 2017

19% (=) 27% (-) 27% (-) 7% (=) 9% (=) 29% (-) 57% (=) 25% (-)

0% 10% 20% 30% 40% 50% 60% 70% All African American Hispanic Asian White Economically Disadvantaged Special Education English Learners

STAAR Reading Did Not Meet Grade Level

2019 2018 2017

slide-8
SLIDE 8

2018-19 STAAR Passing Performance Grades 3-8 and EOC, Math

85% (=) 76% (+) 79% (=) 97% (=) 93% (=) 77% (+) 51% (+) 85% (=)

0% 20% 40% 60% 80% 100% 120% All African American Hispanic Asian White Economically Disadvantaged Special Education English Learners

STARR Math Approaches Grade Level or Above

2019 2018 2017

60% (+) 43% (+) 46% (+) 86% (=) 73% (+) 44% (+) 28% (=) 58% (+)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% All African American Hispanic Asian White Economically Disadvantaged Special Education English Learners

STAAR Math Meets Grade Level or Above

2019 2018 2017

36% (+) 19% (+) 21% (+) 65% (+) 45% (+) 21% (+) 11% (=) 34% (+)

0% 10% 20% 30% 40% 50% 60% 70% All African American Hispanic Asian White Economically Disadvantaged Special Education English Learners

STAAR Math Masters Grade Level

2019 2018 2017

15% (=) 24% (-) 21% (=) 3% (=) 7% (=) 23% (-) 49% (-) 15% (=)

0% 10% 20% 30% 40% 50% 60% All African American Hispanic Asian White Economically Disadvantaged Special Education English Learners

STAAR Math Did Not Meet Grade Level

2019 2018 2017

slide-9
SLIDE 9

9

2018-19 STAAR School Progress Measure-- Academic Growth, Reading, 3-8 and EOC

72 67 68 79 74 67 67 71 72 (=) 67 (=) 68 (=) 79 (=) 73 (-) 67 (=) 70 (+) 71 (=) 60 65 70 75 80

All African American Hispanic Asian White Economically Disadvantaged Special Education English Learner STAAR Reading School Progress Measure-- Academic Achievement 2019 2018

State All Students (68)

slide-10
SLIDE 10

2018-19 STAAR School Progress Measure— Academic Growth, Math, 3-8 and EOC

10

72 65 66 85 75 66 59 71 73 (+) (68 (+) 68 (+) 86 (+) 75 (=) 68 (+) 57 (-) 73 (+)

10 20 30 40 50 60 70 80 90 100 All African American Hispanic Asian White Economically Disadvantaged Special Education English Leaners STAAR Math School Progress Measure-- Academic Achievement 2019 2018

State All Students (70)

slide-11
SLIDE 11

Discipline

2017-18 Serious Incidents Per Enrolled Student 2018-19 Serious Incidents Per Enrolled Student FBISD 1.8% 1.9% Elementary 0.4% 0.2% Middle 3.3% 3.3% High 2.6% 3.2%

Examples of Serious Disciplinary Incidents:

  • Assault
  • Terroristic Threat
  • Drugs or alcohol
  • Felony offenses
slide-12
SLIDE 12

College, Career and Military Readiness by Student Group (Annual Graduates)

12

61.4% 41.7% 47.3% 85.8% 78.5% 45.6% 24.2% 21.1% 69.1% 54.8% 54.5% 90.5% 82.5% 55.5% 55.2% 38.5%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

All African American Hispanic Asian White Economically Disadvantaged Special Education English Learners

College, Career and Military Ready Graduates (Student Achievement) Class of 2017 Class of 2018

slide-13
SLIDE 13

FBISD 4-Year Longitudinal Graduation Rate

2015 2016 2017 2018

Graduated 94.3% 94.4% 95.3% 95.9% Received TxCHSE 0.3% 0.2% 0.4% .2% Continued HS 2.3% 1.9% 1.2% 1.2% Dropped Out 3.2% 3.5% 3.1% 2.7% Graduates and TxCHSE 94.6% 94.6% 95.7% 96.1% Graduates, TxCHSE Graduates, TxCHSE, and Continuers 96.8% 96.5% 96.9% 97.3%

13

slide-14
SLIDE 14

FBISD 4-Year Longitudinal Graduation Rate By Student Group

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

slide-15
SLIDE 15

2019-20 MOY Reading, Minimum Student Growth Percentile (SGP) by Grade

67.82% 60.81% 66.91% 70.95% 66.67% 65.25% 58.40% 32.18% 39.19% 33.09% 29.05% 33.33% 34.75% 41.60% K 1 2 3 4 5 6

19-20 MOY MINIMUM SGP BY GRADE--READING

Yes No

slide-16
SLIDE 16

61.68% 57.87% 58.96% 60.85% 62.40% 50.19% 38.32% 42.13% 41.04% 39.15% 37.60% 49.81% 7 8 9 10 11 12

19-20 MOY MINIMUM SGP BY GRADE--READING

Yes No

2019-20 MOY Reading, Minimum Student Growth Percentile (SGP) by Grade

slide-17
SLIDE 17

46.88% 58.90% 65.14% 70.49% 70.38% 65.82% 62.38% 53.13% 41.10% 34.86% 29.51% 29.62% 34.18% 37.62% K 1 2 3 4 5 6

19-20 MOY MINIMUM SGP BY GRADE--MATH

Yes No

2019-20 MOY Math, Minimum Student Growth Percentile (SGP) by Grade

slide-18
SLIDE 18

57.55% 60.48% 59.76% 56.60% 51.52% 46.88% 42.45% 39.52% 40.24% 43.40% 48.48% 53.13% 7 8 9 10 11 12

19-20 MOY MINIMUM SGP BY GRADE--MATH

Yes No

2019-20 MOY Math, Minimum Student Growth Percentile (SGP) by Grade

slide-19
SLIDE 19

Campus pus S Suppo pport Systems

19

Comprehensive Campuses: Hunters Glen ES, Lantern Lane ES Overall D Rating: McAuliffe MS, Goodman ES, Ridgemont ES

Focused School Support (Goodman ES, Hunter’s Glen ES, Lantern Lane ES, Ridgemont ES, McAuliffe MS)

  • In depth, collaborative

District and Campus Support Team (CST) walks and discussion

  • Evidence/data analysis

support and coaching

  • Administrative support

to address emergent issues for the campus Job-Embedded Professional Development

  • Intensive Professional Learning

Community coaching and support

  • Instructional Coaches to

support Tier I instruction

  • Longer contract for

professional development Region 4 ESC Support

  • Effective Schools Framework

Training

  • Texas Instructional Leadership
  • Campus Leadership Team

Training

  • Guidance for analysis of

systems School Improvement Specialists

  • Campus-based classroom

walks in addition to CST Walks

  • Coaching
  • Assessment of needs

Goodman ES

  • All-In Mentoring
  • Impact Team Training and

Support

  • Teaching & Learning Support

Team

slide-20
SLIDE 20

Next Steps— Community-Based Accountability System

20

Pilot Schools (6)

  • Signaling & Support
  • Evidentiary Plans
  • Expand/scale (10

additional campuses in spring 2020)

System Alignment

  • Revision of Policy
  • Strategic Planning

Process and Reporting

  • Organizational

Learning

CBAS System

  • Finalize Operational

Key Questions

  • Department Plans
  • CBAS Reporting

Structures

slide-21
SLIDE 21

2019 District TAPR Report, School Report Cards and More About CBAS

https://www.fortbendisd.com/Page/927

21 FBISD 2019 Annual Texas Academic Performance Report (TAPR)

slide-22
SLIDE 22

Public Com

  • mments an

and Q Questio tions