CAMPUS IMPROVEMENT PLAN SOUTHRIDGE ELEMENTARY SCHOOL Ms. Julie Sheriff, Principal

Transcription

1 CAMPUS IMPROVEMENT PLAN SOUTHRIDGE ELEMENTARY SCHOOL Ms. Julie Sheriff, Principal

2 Campus Improvement Plan CAMPUS IMPROVEMENT PLAN: Continuous Improvement NOTE: All Title I Schools Each Title I school wide program plan is developed with the involvement of parents and other members of the community to be served and individuals who will carry out the plan. These individuals include teachers, principals, administrators, administrators of other Title I programs and other school staff. If the plan relates to a secondary campus, students from such campus are included in the planning process. School: Southridge Elementary Enter the date of completion Friday, September 26, 2014 District Vision: All of our students enjoy thriving, productive lives in a future they create. District Mission: Students, staff, and community... In the space below, please attach your campus "Accountability Summary" and "System Safeguards" Report provided by TEA. This data is to be used in making subsequent decisions in your Campus Improvement Plan. Acc.Summary 13.pdf, southridgetapr.pdf, Southridge CNA document docx Goal #1: Achievement of all students, as measured by standardized tests and classroom performance, shall continually improve. Particular emphasis shall be placed on reading, writing, mathematics, science, and social studies. Select the choices that apply for your campus. Student Test Data will be disaggregated by faculty and staff to identify student needs.(title 1 components #1-CNA and #8-A), Intensive accelerated instruction will be provided to students not meeting minimum expectations. Include tutorials, summer schools, mentor programs, response to intervention, etc. (Title I component #9-M), Parents will be notified about academic progress through teacher/parent conference, what school will do, what parents can do, progress reports, report cards, et. Provide full opportunities for the participation of all parents in a format and, to the extent practicable, in a language that the parents understand. (Title I component#6- PI), Failure rates (grades - not TAKS) will be used to identify students' needs, and students at risk. (Title 1 components #1- CNA and #8-A), Establish a K-12 vertical team to facilitate effective instructional alignment and improvements specific to all standardized testing.(title I component#2- RS), Provide strategies to attract highly qualified teachers to high need students. (Title I component#5- R/R), Provide instruction by highly qualified teachers. (Title I component #3-HQ), Provide professional development for campus staff in assisting all students to meet the state s challenging content and student performance standards. (Title I component#4- PD), Ensure smooth transition for students from early childhood programs and from elementary to middle school and middle to high school. (Title I component #7-T), Coordination of funds to increase student achievement. (Title I component #10-Coord), Training is provided for parents to understand TEKS/curriculum for their child. (Title 1 Component #6 - PI), Training is provided for parents to understand assessment requirements, standards, and other proficiency information (Title 1 Component #6 - PI), Strategies for utilizing teachers regarding the use of academic assessments for providing information and improving the achievement of individual students are employed. (Title 1 Component #8 - A) Additional Data, Title 1 explanations, comments, etc. Use the space below to enter information specific to your campus related to the above goal. All campuses who failed to meet a safeguard based on their 2014 testing data must describe strategies to address the safeguard. Title I campuses must utilize the space below to describe how their Title I funds will be used to provide opportunities for all students to meet the state's passing standard and advanced level of student achievement on STAAR. A Summer Math Camp will be held in August to jump start math skills for the coming school year. Will effect students entering 3, 4 and 5th grades. 09/26/14 --Camp was extremely successful...great attendance due to students receiving school supplies for 100% attendance. Utilizing Title I funds will hire instructional specialists to assist with intensive accelerated instruction, intervention plans for students not meeting minimum expectations. ((9/26/14) 2 Instructional specialists were hired one serving K-2 and the other( 3-5) Specialists will train/coach teachers to improve in math instructional strategies. Tutors will be hired to assist our ELL students in reading, math and science. Parent education programs will be held to educate parents in reading and math. (Mentoring Minds purchased) Math and reading materials to assist in intensive accelerated instruction will be purchased. "Love and Logic" parenting materials in English and Spanish will be purchased for parent check out. (teachers were trained in August) Student supplies will be purchased for our homeless students.(supply closet is being designed by together with staff and PTA members) Thinking Maps training will be conducted through an on line training subscription entitled,"tmls Thinking Maps Learning Community" total $3,290.00(Plan to start this in January) Reading assessments will be accessed through istations (testing every 30 days) PLC's, professional development opportunities, walkthroughs will assist in maintaining the campus stay true to non-negotiables:

3 Comprehension Toolkit, Thinking maps, CO/LO objectives posted and consistently referenced, AVP(Evidence of engagement/interaction, authentic student work (posted together with the standard taught) Objectives missed will be analyzed through AWARE and retaught in tutoring groups held school wide each Monday and Thursday starting October 6. LHS Mentors will work with assigned at-risks students in the area of Math..(Upgrading skill areas for problem solving activities) Intentional Problem Solving with be observed in all classrooms. Use of the LLI Kit (designed for students struggling in reading and writing) will be used during the school day and in our 21st Century program after school. Rapid Recall reading program will be used as an intervention with students to increase fluency. Words Their Way will be observed for differentiation lists, groups and activities. Guided reading groups will be observed in all classrooms. StemSCOPES hands on enrichment activities will be used (missed Science safeguard) including journaling and data organization to reinforce standards. Think Through Math lessons will be utilized in most classrooms. Daily formative assessments will assist in monitoring student progress, master of objectives and instructional adjustments/design. On-going collaboration with grade levels together with the Science Discovery teacher will assess in depth instruction in targeted skills. Vertical teams will consistently plan regarding instruction and Science standards. On-going collaboration with LAS, teachers for our ELL's. Professional Development will be held on campus to incorporate technology into interactive student learning. Small group targeted instruction, designed from AWARE data will be held throughout the school day and in tutoring. 21st Century has hired our teachers to assist in working with our at-risk students from 4:00-5:30 p.m. (Mon. through Thursday) Teachers in Third, fourth and fifth grades have created rotations based on specific objectives: for example one teacher would work with students on inference, while another would be working with a group on place value. Tutoring would also be leveled groups. Specials teachers plan to collaborate with grade levels, addressing, science, reading and math. Possibility of a Vocabulary Club being held on Tuesday (after school or before school) In the space below, please attach your campus "Texas Accountability Performance Report (TAPR) " Report provided by the assessment department. This data is to be used in making subsequent decisions in your Campus Improvement Plan. TAPR.pdf Goal #2 -All students shall attend school regularly. Select all choices that apply Parents, the staff and the student body are informed of student attendance laws and procedures. (90% rule, Truancy Laws and District Policies), A process is used to refer students with excessive absences to the counseling and/or health services departments., Truancy charges are regularly filed when appropriate., Parent notification is given when students are absent., Student incentive programs are used to improve attendance., Student residency is verified., Staff development is offered to appropriate personnel to help facilitate achievement of this goal., Strategies are implemented to increase parental involvement. Title I component (Title 1 Component #6-PI), Training is provided for parents regarding how to utilize technology to monitor student progress and achievement. (Title 1 Component #6 - PI) Additional Data, Title 1 explanations, comments, etc. Use the space below to enter information specific to your campus related to the above goal. Title I campuses must jointly develop, with the parents of children served under Title I, Part A, a school-parent compact as a component of its written parental involvement policy. In the space below, Title I campuses must describe how they will revise and implement their school-parent compact and parental involvement policy. Title 1 campuses should also describe parental involvement activities/strategy will be for the upcoming school year, as decided in the campus improvement planning process. Parent education programs will be held monthly. The importance of being at school will be emphasized. Students enrolling in school with high absentee/tardy issues from other campuses will have parent/teacher meeting scheduled within the first two weeks of school. Parent meet and greet will be held with a tour of our Parent Education materials available to them...such as the "Love and Logic" series being purchased in both English and Spanish. Efforts will be made to secure staff to serve as the Title I Parent Liaison. In the space below Title 1 campuses can upload their school-parent compact and parental involvement policy. No Response Goal #3- All LISD students shall complete high school. The dropout rate for all the students including sub-populations will be maintained at <0.2% for middle schools and high schools will have a 95% completion rate. Select all choices that apply. At-risk students will be identified using available data., Students will be provided opportunities to explore career options., Drop-out prevention strategies, such as Personal Graduation Plans and other specific programs will be used to encourage students to stay in school., Procedures will be used to ensure accurate coding/tracking of high school withdrawals., Describe how at-risk students are exited on your campus (110% rule). Describe how at-risk students are exited on your campus (110% rule)., Utilize the RtI process to provide early intervention for struggling students. (Title 1 Component #9 - M), Students will be engaged in college and career readiness activities to promote the goal of high school completion and workforce readiness.

4 Additional Data, Title 1 explanations, comments, etc. Use the space below to enter information specific to your campus related to the above goal. Title 1 campuses who are expending resources on strategies related to this goal, must describe below how their resources will be used and the anticipated impact. Teacher will have time and access to view all data uploaded in AWARE. Materials will be purchased to assist teacher with interventions designed for their at-risk students including "Mentoring Minds, LLI materials, leveled library books, Istation Home Access, instructional materials aligning standards and assessments. Supplies to assist with the educational progress of our homeless population of students. Goal #4- Students shall feel safe and positive about their learning environment Select all choices that apply The school safety plan is developed and monitored for effectiveness throughout the school year. (Review by police, fire drills, lock downs, etc.)., A proactive plan identifies and helps troubled youth (substance abuse, suicide, violence and illegal activities)., Students receive public acknowledgement for non-academic achievement., Discipline records are used to plan programs that address disciplinary needs, (violence prevention, mediation, conflict resolution)., Students participate in activities that foster positive Teacher/Student relationships., Students demonstrate skills of cooperation and conflict resolutions., Orientation is held from elementary to middle school and middle school to high school. (Title I component #7-T), Civic responsibility and community service and community involvement are encouraged., Counselors work with students to make appropriate curricular choices or program choices., Students will expand their involvement in extracurricular and co-curricular activities., Staff development opportunities are offered to appropriate personnel in order to help facilitate achievement of this goal., Students are aided in their transition from elementary school to middle school, and middle school to high school through vertical conversations, teacher collaboration and professional learning.(t1 component #7-T) Additional Data, Title 1 explanations, comments, etc. Use the space below to enter information specific to your campus related to the above goal. Professional Development will be offered to teachers in Math, reading and science instructional strategies. Title I funds will be spent sending SR staff to training which would support student achievement..including Response to Intervention training, school safety, Suicide, anti-bullying and drug abuse intervention/prevention. CPI Training. R-Time will continue with new t-shirts for staff and new lesson designs for this school year. We will purchase supplies and substitutes for vertical planning, professional development and collaboration. Goal #5 - Diverse students shall be prepared to meet the demands of the real world when they exit Lewisville Independent School District. Select all choices that apply Special program students are accurately identified and appropriately served. (Special ed., LEAP, ELL), ESL students are served on our campus, Bilingual students are served on our campus, Special Education students are served on our campus, Title 1 students are served on our campus, LEAP students are served on our campus, A plan is in place to accurately identify students for special programs. (Program serving diverse students include, but are not limited to the following: Gifted and Talented, At-Risk, Bilingual/ESL, Dyslexia, Special Education, Counseling, other special funded programs)., Campus personnel utilizes appropriate interventions for students with special needs., The RtI Team is in place and appropriately trained to serve students., Teachers receive training and support to differentiate instruction to meet the needs of all students. (Title I component #2-SR), The following resources are used to meet the needs of special students: 504, Inclusion, Contact Teachers, LEAP services, Advanced Placement and Dyslexia Additional Data, Title 1 explanations, comments, etc. Use the space below to enter information specific to your campus related to the above goal. Tutors will be hired to work specifically with our ELL's. We plan to hire an additional Title I Instructional Specialist to wok with RTI interventions, coaching/supporting teacher with differentiated instruction with our diverse group of students. Professional Development will be paid for with Title funds in the area of SIOP, Differentiation, Thinking Maps, AVP Training, ELPS Training. CAMPUS IMPROVEMENT PLAN: Focused Improvement Campus Mission In the box below write the campus mission statement. Southridge, faculty, parents, community and students are dedicated to excellence in education, building a strong foundation for lifelong success. ***All goals described below should be accomplished in one school year. Please set at least 2 goals which should be tied to the goals being focused on in the Strategic Design document.**** Strategic Design Goals Select the specific result(s) that your goals are focused on. Goal 1: Provide all learners with flexible, safe, nurturing, and inclusive learning environments. 1.2 Engage students in the design of classroom routines and procedures., Goal 2: Engage learners through the use of technological tools to access, create and share content as well as collaborate with others learners throughout the world., Goal 3: Reframe state readiness standards through the development of power standards in a way that leads to profound learning and has meaning and value for students., Goal 4: Create flexible systems that result in a learning organization supported by innovative and engaged staff., Goal 5: Continuously involve our diverse community, staff and students to use their strengths, resources and talents to provide engaging, innovative experiences for all

5 learners., Goal 6: We will develop and implement meaningful, varied assessments that inform and inspire students and educators for continuous improvement and growth in a way that transforms learning and teaching., Goal 7: Design an accountability system that transcends state/national mandates and reflects local values and expectations as identified by our core beliefs, vision, and mission. Campus Goal #1 Describe a goal specific to your campus in the box below. Goal 3: Reframe state readiness standards through the development of power standards in a way that leads to profound learning and has meaning and value for students. Goal 1: Provide all learners with flexible, safe, nurturing and inclusive learning environments. 1.2 Engage students in the design of classroom routines and procedures. Objectives Describe the objectives for Goal 1. To continue with the implementation of Dual Language up through 4th grade this school year. Action Plan Describe the actions/activities your school will take to achieve the objectives related to the goal. 1. to emerse teachers, parents and students in relevant multi-cultural experiences supporting out DL program 2. to further develop our R-Time program using relevant and innovative real world applications to problem solving. 3. To continue growing with in Project Based Learning resulting in community partnerships. Campus Reflection In the box below, describe the campus reflection regarding progress achieved toward Goal 1. No Response Campus Goal #2 Use the text box below to describe an area of campus need that you plan to focus on for the school year. After describing the area of campus need, describe the plan of action to address the need. Goal 1. Provide all learners with flexible, safe, nurturing and inclusive learning environments. 2.1 Engage students in the design of classroom procedures and routines. Objectives Describe the objectives for Goal 2. To involve our social, emotional and academically at-risk students in the responsible, relevant development of their own success plan. Design a system that reinforces student risk taking creativity innovation and thinking outside the box, rewarding growth and knowledge. Actions/Activities Describe the actions/activities your school will take to achieve the objectives related to the goal. Mentoring programs Junior Achievement Dual Language Parent and Teacher Collaboration Parent Education Programs R-time WATCHDOG DADs Student Council growth Classroom Ambassadors PBL Campus Reflection In the box below, describe the campus reflection regarding progress achieved toward Goal 2. No Response Campus Goal #3 Use the text box below to describe an area of campus need that you plan to focus on for the school year. After describing the area of campus need, describe the plan of action to address the need. No Response Objectives Describe the objectives for Goal 3. No Response

6 Actions/Activities Describe the actions/activities your school will take to achieve the objectives related to the goal. No Response Campus Reflection In the box below, describe the campus reflection regarding progress achieved toward Goal 3. No Response Required Title I Components #1 - CNA: Conduct a comprehensive needs assessment in order to design and implement a successful campus plan. #2 - RS: Implement school-wide reform strategies that are scientifically research based. #3 - HQ: Provide instruction by highly qualified teachers. #4 - PD: Professional development for campus staff in assisting all students to meet the state s performance standards. #5 - R/R: Provide strategies to attract highly qualified teachers to high need students. #6 - PI: Provide full opportunities for the participation of all parents in a format and, to the extent practicable, in a language that the parents understand. #7 - T: Ensure smooth-transition for students from one grade level to the next #8 - A: Teachers involved in decision-making about assessments #9 - M: Interventions for students to master state standards #10 - Coord: Coordination of funds from all sources No Response History Started by Julie Sheriff at 6/11/ :58 AM Received by Rebecca MacDonald at 6/11/ :58 AM Received by Rhonda Godbey at 6/11/ :58 AM Received by Buddy Bonner at 6/11/ :58 AM Received by Kevin Rogers at 6/11/ :58 AM Received by Lori Rapp at 6/11/ :58 AM Received by Lezley Lewis at 6/11/ :58 AM Received by Charles Fruge at 6/11/ :58 AM Received by Sarah Fitzhugh at 6/11/ :58 AM Completed at 6/11/ :58 AM Recalled by Julie Sheriff at 6/16/ :02 AM Started by Julie Sheriff at 6/16/ :04 AM Received by Kevin Rogers at 6/16/ :04 AM Received by Lori Rapp at 6/16/ :04 AM Received by Lezley Lewis at 6/16/ :04 AM Received by Charles Fruge at 6/16/ :04 AM Received by Sarah Fitzhugh at 6/16/ :04 AM Received by Jane Recchia at 6/16/ :04 AM Received by Robin Mitsdarffer at 6/16/ :04 AM Received by Bridget Carpenter at 6/16/ :04 AM Completed at 6/16/ :04 AM Recalled by Julie Sheriff at 9/26/2014 1:50 PM Started by Julie Sheriff at 9/26/2014 2:27 PM Started by Julie Sheriff at 9/26/2014 2:28 PM Started by Julie Sheriff at 9/26/2014 2:28 PM Started by Julie Sheriff at 9/26/2014 2:28 PM Recalled by Julie Sheriff at 9/29/ :30 AM Started by Julie Sheriff at 9/29/ :36 AM Started by Julie Sheriff at 9/29/ :36 AM Started by Julie Sheriff at 9/29/ :37 AM Sent by Julie Sheriff to Buddy Bonner at 9/29/ :37 AM ed by Julie Sheriff to Jane Recchia at 9/29/ :37 AM ed by Julie Sheriff to Julie Sheriff at 9/29/ :38 AM ed by Julie Sheriff to Michael Castillo at 9/29/ :39 AM Remaining Freeflow by Buddy Bonner

7 TEXAS EDUCATION AGENCY 2013 Accountability Summary SOUTHRIDGE ELEMENTARY ( ) - LEWISVILLE ISD Accountability Rating Met Standard Met Standards on Did Not Meet Standards on - Student Achievement - NONE - Student Progress - Closing Performance Gaps Distinction Designation Academic Achievement in Reading/ELA Percent of Eligible Measures in Top Quartile 1 out of 4 = 25% NO DISTINCTION EARNED Academic Achievement in Mathematics Percent of Eligible Measures in Top Quartile 1 out of 3 = 33% NO DISTINCTION EARNED 100 Performance Index Report Top 25 Percent Student Progress NO DISTINCTION EARNED N/A Index 1 Student Achievement (Target Score=50) Index 2 Student Progress (Target Score=30) Index 3 Closing Performance Gaps (Target Score = 55) Index 4 Postsecondary Readiness (Target Score = 75) Campus Type Campus Size Campus Demographics Elementary 639 Students Grade Span KG - 05 Percent Economically Disadvantaged 67.1% Percent English Language Learners 31.5% Mobility Rate 21.7% Performance Index Summary System Safeguards Index Points Earned Maximum Points Index Score 1 - Student Achievement Student Progress 634 1, Closing Performance Gaps Postsecondary Readiness N/A N/A N/A Number and Percent of Indicators Met Performance Rates 20 out of 22 = 91% Participation Rates 14 out of 14 = 100% Graduation Rates N/A Total 34 out of 36 = 94% For further information about this report, please see the Performance Reporting Division web site at TEA Division of Performance Reporting Page 55 August 8, 2013

8 COMPREHENSIVE NEEDS ASSESSMENT FOR Southridge Elementary REQUIREMENT TEC (a) (1-2); TEC STAAR Read Math Write Science Year State District Campus AfAm Hisp White Asian 2 or>2 Sped Econ Dis ELL 80% 79% 79% 77% 63% 67% 82% 80% 85% 90% 88% 79% 87% 88% 79% 79% 82% 78% 91% 89% 73% 79% 80% 67% 73% 77% 73% 56% 76% 47% 76% 73% 72% 81% 83% 67% 70% 59% 86% 70% 64% 42% % 70% 76% 64% 67% 76% 61% 43% 79% 39% 81% 66% 80% 89% 81% 80% 82% 86% 79% 56% 79% 73% 84% 93% 82% 81% 80% 91% 87% 93% 75% 100% 71% 50% 75% * 79% 93% 100% 58% 71% 86% 100% 71% * 71% * * 46% 68% 68% 52% 68% 71% 43% 42% 36% 21% 54% 100% ALL SCORES IN THIS RECARD ARE PRELIMINARY FROM JUNE 6, 2014 The plan listed below include provisions for a comprehensive needs assessment addressing student performance on the academic excellence indicators, and other appropriate measures of performance. Campus-level committees will meet to assess the academic achievement for each student in the school using TAPR Texas Academic Performance Report. NCLB PL Section 1114 Additionally a schoolwide program shall include a comprehensive needs assessment of the entire school that is based on information on the performance of children in relation to the State content standards and the State performance standards. CAMPUS PROCESS (Check all that apply) attach sign in sheets 70% 74% 77% 64% 65% 70% 68% 51% 77% 41% 71% 63% 62% 56% 62% 59% 57% 76% 48% 17% 70% 28% 65% 59% Site Based Decision Making Meetings (BLT) Grade Level Meetings Student and Parent Advisory Committees School Support Team Meetings (Admin/Paraprofessional) SE, RtI Summer Planning Team DATA REVIEWED (Check all that apply) Keep in box X Class Size X Student Academic Assessments: (List) STAAR, CBA, DRA2/EDL2, District Benchmarks, TELPAS, ELPS, Teacher Made Assessments Academic Records Migrant Student Data Early Childhood Inventories Student Participation by Groups, Gender and Age Professional Learning Needs and Participation Hiring Needs Attendance Rates by Student Groups and Gender Drop Out Rates by Student Groups and Gender Policies and Procedures Professional Development Activities School Violence Incidences Woodcock-Muñoz Discipline Referrals TABE Test Scores Language Proficiency Tests Parent Surveys/Interviews PEIMS 425 Records Health Risks of Drug Use Social Disapproval of Drug Use/Violence Placement Tests Psychological Profiles GED Exam Results School Violence Incidences by Groups and Gender Staff Surveys/Interviews Student Retention Records Student Surveys/Interviews Teacher Retention

9 Student Performance by Groups, and Gender Tobacco, Alcohol, and Other Drug-Use by Student Multi-hazard Emergency Operations Plan/Security Audit Administrator Surveys/Interviews Homeless Population Instructional Reading Assessments Community Crime Community Demographics Community Surveys/Interviews Community Tobacco, Alcohol and Other Drug-Use Surveys Technology to Manage Data for School Improvement Truancy Safe Environment HB 5 District Assessment of Campus PRIORITIZED LIST OF NEEDS Listed below is a prioritized list of needs: 1. Improve student math and science achievement for economically disadvantaged students, LEP, African American, Asian students. 2. Targeted professional development for math in grade 3. SIOP to be offered and emphasized strategies to be used by all staff. 3. Review RtI procedures with all staff to ensure students are on target individually and in comparison to grade level peers. 4. Further implement LLI as best practice intervention in grades K Provide refresher staff development for Content & Language Objectives and Thinking Maps and AVP. 6. Provide support and professional learning opportunities for 13 new professional staff members. 6. Title I funding for Parent Involvement Coordinator and/or an additional Title I Insructional Specialist 7. Title I funds to provide staff development. DESCRIPTION OF COMPREHENSIVE NEEDS ASSESSMENT PROCESS Campus assessment was completed by the administrators and building leaders met with faculty, student and parents in March, April & May Meetings were held by principal Julie Sheriff. Needs were prioritized and agreed upon by the Building Leadership Team. Secretary filed all agendas, sign in sheets and minutes as appropriate. SUMMARY Student scores on standardized assessments fell though largely consistent with overall district. Continue implementation of RtI protocols and focus on tier one strategies for all learners. Establish forum for sharing use of instructional technology in the 4 th & 5 th grade to support 1:X implementation.

10 Maintain two way dual language program and provide professional development for Kindergarten and 1 st grade. Establish two way dual language program and provide professional development for 2 nd grade. Initiate two way dual language training for 4th d grade team in preparation for program launch in fall Maintain and grow Watch DOGS program. Increase communications with parents for both academic and social areas.

11 Texas Academic Performance Report District Name: LEWISVILLE ISD Campus Name: SOUTHRIDGE ELEMENTARY Campus Number: Accountability Rating: Met Standard

12 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 639 Campus Name: SOUTHRIDGE ELEMENTARY Campus Performance Grade Span: KG - 05 Campus Number: School Type: Elementary African American Hispanic White American Indian State District Campus Asian ELL STAAR Percent at Phase-in 1 Level II or Above Grade 3 Reading % 89% 93% 100% 78% 100% * * * 100% 83% 88% * % 88% 84% 94% 79% 80% - * - 100% 100% 78% * Mathematics % 75% 68% 71% 61% 79% * * * * * 52% * % 79% 62% 38% 66% 70% - * - * 63% 57% * Pacific Islander Two or More Races Special Ed Econ Disadv STAAR Percent at Phase-in 1 Level II or Above Grade 4 Reading % 79% 65% 60% 57% 75% - 100% - 86% 58% 58% 45% % 86% 78% 64% 78% 87% - 71% - * 50% 76% 65% Mathematics % 71% 60% 60% 53% 69% - 83% - 71% 50% 57% 34% % 77% 79% 57% 70% 96% - 100% - * 64% 66% 65% Writing % 78% 56% 70% 43% 56% - 100% - 71% 42% 51% 17% % 82% 76% 64% 79% 79% - 71% - * 36% 77% 70% STAAR Percent at Phase-in 1 Level II or Above Grade 5 Reading % 86% 77% 77% 80% 79% * 67% - * 80% 73% 67% % 87% 79% 91% 72% 75% - * - * * 76% 59% Mathematics % 83% 67% 50% 67% 79% * 67% - * 40% 58% 62% % 87% 93% 91% 93% 94% - * - * 100% 90% 94% Science % 80% 76% 50% 81% 84% - 75% - * 54% 71% 65% % 82% 73% 64% 66% 93% - * - * 100% 63% 59% STAAR Percent at Phase-in 1 Level II or Above All Grades All Subjects % 88% 73% 72% 65% 82% * 84% * 81% 62% 67% 51% % 88% 78% 69% 75% 84% - 83% - 94% 65% 73% 68% Reading % 90% 79% 81% 70% 89% * 81% * 93% 68% 74% 56% % 88% 80% 83% 76% 81% - 80% - 100% 68% 77% 62% Mathematics % 87% 73% 70% 67% 82% * 87% * 71% 68% 65% 57% % 88% 77% 59% 76% 86% - 93% - 86% 71% 70% 76% TEA Division of Performance Reporting Page 1

13 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 639 Campus Name: SOUTHRIDGE ELEMENTARY Campus Performance Grade Span: KG - 05 Campus Number: School Type: Elementary African American Hispanic White American Indian State District Campus Asian ELL STAAR Percent at Phase-in 1 Level II or Above All Grades Writing % 79% 56% 70% 43% 56% - 100% - 71% 42% 51% 17% % 82% 76% 64% 79% 79% - 71% - * 36% 77% 70% Science % 91% 76% 50% 81% 84% - 75% - * 54% 71% 65% % 89% 73% 64% 66% 93% - * - * 100% 63% 59% Pacific Islander Two or More Races Special Ed Econ Disadv STAAR Percent at Final Level II or Above All Grades All Subjects % 49% 30% 17% 28% 42% * 44% * 35% 28% 24% 16% % 47% 38% 25% 31% 53% - 46% - 63% 35% 29% 20% Reading % 55% 36% 25% 35% 46% * 38% * 36% 26% 28% 13% % 52% 41% 34% 35% 49% - 47% - 71% 36% 32% 19% Mathematics % 47% 28% 11% 27% 39% * 47% * 29% 29% 21% 22% % 48% 34% 15% 28% 51% - 47% - 57% 39% 26% 19% Writing % 50% 20% 10% 14% 38% - 50% - 29% 33% 18% 3% % 52% 36% 21% 25% 54% - 57% - * 14% 23% 30% Science % 47% 34% 19% 29% 40% - 50% - * 23% 31% 25% % 41% 43% 36% 31% 73% - * - * 60% 33% 12% STAAR Percent at Level III Advanced All Grades All Subjects % 20% 12% 5% 9% 20% * 24% * 19% 3% 8% 4% % 20% 15% 5% 11% 24% - 20% - 25% 13% 9% 3% Reading % 26% 19% 11% 15% 27% * 25% * 29% 3% 13% 4% % 24% 15% 7% 12% 22% - 27% - 29% 11% 8% 0% Mathematics % 23% 11% 0% 6% 23% * 33% * 21% 6% 6% 7% % 23% 17% 5% 13% 29% - 27% - 29% 14% 13% 10% Writing % 7% 2% 0% 2% 6% - 0% - 0% 0% 3% 0% % 12% 7% 0% 4% 17% - 0% - * 7% 3% 0% TEA Division of Performance Reporting Page 2

14 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 639 Campus Name: SOUTHRIDGE ELEMENTARY Campus Performance Grade Span: KG - 05 Campus Number: School Type: Elementary African American Hispanic White American Indian State District Campus Asian ELL STAAR Percent at Level III Advanced All Grades Science % 18% 7% 6% 6% 4% - 25% - * 0% 8% 5% % 14% 12% 0% 10% 27% - * - * 40% 8% 0% STAAR Percent Met or Exceeded Progress All Grades Reading % 67% 61% 71% 57% 54% - 86% - * 64% n/a * Pacific Islander Two or More Races Special Ed Econ Disadv Mathematics % 61% 60% 71% 46% 64% - * - * 64% n/a - STAAR Percent Exceeded Progress All Grades Reading % 19% 17% 12% 16% 23% - 14% - * 18% n/a * Mathematics % 18% 21% 24% 14% 23% - * - * 27% n/a - Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading % 51% 41% 40% 43% 40% - 40% % 44% 54% Mathematics % 50% 49% 55% 47% 57% - * - * 56% 49% 50% Student Success Initiative Grade 5 Reading Students Requiring Accelerated Instruction % 14% 23% 23% 20% 21% * 33% - * 20% 27% 33% STAAR Cumulative Met Standard % 93% 87% 88% 87% 92% - 67% - * 69% 88% 76% Grade 5 Mathematics Students Requiring Accelerated Instruction % 17% 33% 50% 33% 21% * 33% - * 60% 42% 38% STAAR Cumulative Met Standard % 92% 90% 81% 94% 92% - 88% - * 92% 88% 95% TEA Division of Performance Reporting Page 3

15 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 639 Campus Name: SOUTHRIDGE ELEMENTARY Campus Performance Grade Span: KG - 05 Campus Number: School Type: Elementary State District Campus African American Hispanic White American Indian Asian Pacific Islander Two or More Races Special Ed Econ Disadv ELL 2013 STAAR Participation (All Grades) All Tests Test Participant 99% 99% 100% 100% 100% 100% 100% 100% * 100% 100% 100% 100% Included in Accountability 92% 94% 81% 75% 83% 84% 29% 79% * 88% 81% 78% 68% Not Included in Accountability Mobile 4% 3% 11% 23% 3% 16% 71% 0% * 12% 15% 13% 5% Other Exclusions 3% 3% 8% 3% 14% 0% 0% 21% * 0% 4% 10% 27% Not Tested 1% 1% 0% 0% 0% 0% 0% 0% * 0% 0% 0% 0% Absent 1% 1% 0% 0% 0% 0% 0% 0% * 0% 0% 0% 0% Other 0% 0% 0% 0% 0% 0% 0% 0% * 0% 0% 0% 0% TEA Division of Performance Reporting Page 4

16 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 639 Campus Name: SOUTHRIDGE ELEMENTARY Campus Performance Grade Span: KG - 05 Campus Number: School Type: Elementary African American Hispanic White American Indian Pacific Islander Two or More Races State District Campus Asian ELL Attendance Rate % 96.8% 97.1% 96.8% 97.5% 96.6% * 97.8% * 95.8% 96.2% 97.0% 97.9% % 96.8% 97.0% 97.6% 97.2% 96.3% * 97.6% % 96.0% 97.0% 97.8% Special Ed Econ Disadv TEA Division of Performance Reporting Page 5

17 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 639 Campus Name: SOUTHRIDGE ELEMENTARY Campus Profile Grade Span: KG - 05 Campus Number: School Type: Elementary Campus Student Information Count Percent District State Total Students: % 52,399 5,058,939 Students by Grade: Early Childhood Education 0 0.0% 0.2% 0.3% Pre-Kindergarten 0 0.0% 2.9% 4.5% Kindergarten % 6.9% 7.7% Grade % 7.1% 7.8% Grade % 7.3% 7.7% Grade % 7.3% 7.6% Grade % 7.5% 7.5% Grade % 7.6% 7.4% Grade % 7.8% 7.5% Grade % 8.0% 7.5% Grade % 7.9% 7.2% Grade % 7.9% 8.0% Grade % 7.6% 6.9% Grade % 7.1% 6.5% Grade % 7.0% 6.0% Ethnic Distribution: African American % 9.1% 12.7% Hispanic % 26.8% 51.3% White % 49.6% 30.0% American Indian 3 0.5% 0.4% 0.4% Asian % 11.1% 3.6% Pacific Islander 1 0.2% 0.1% 0.1% Two or More Races % 2.9% 1.8% Economically Disadvantaged % 30.0% 60.4% Non-Educationally Disadvantaged % 70.0% 39.6% English Language Learners (ELL) % 13.7% 17.1% Students w/ Disciplinary Placements ( ) 5 0.8% 1.3% 1.7% At-Risk % 25.0% 44.7% Mobility ( ) % 10.9% 17.9% TEA Division of Performance Reporting Page 6

18 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 639 Campus Name: SOUTHRIDGE ELEMENTARY Campus Profile Grade Span: KG - 05 Campus Number: School Type: Elementary Non-Special Education Rates Special Education Rates Student Information Campus District State Campus District State RetentionRates by Grade: Kindergarten 1.0% 1.8% 2.1% 7.7% 9.0% 9.7% Grade 1 2.2% 1.3% 4.4% 0.0% 3.3% 8.2% Grade 2 8.0% 1.3% 2.9% 0.0% 1.2% 3.9% Grade 3 2.3% 0.5% 2.1% 0.0% 0.2% 1.6% Grade 4 0.0% 0.3% 1.0% 0.0% 0.8% 1.0% Grade 5 0.0% 0.3% 0.5% 0.0% 0.4% 0.7% Grade 6-0.4% 0.6% - 0.4% 1.0% Grade 7-0.6% 1.0% - 0.5% 1.4% Grade 8-0.6% 0.7% - 0.8% 1.5% Class Size Information Campus District State Class Size Averages by Grade and Subject (Derived from teacher responsibility records): Elementary: Kindergarten Grade Grade Grade Grade Grade Grade Mixed Grades Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies TEA Division of Performance Reporting Page 7

19 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 639 Campus Name: SOUTHRIDGE ELEMENTARY Campus Profile Grade Span: KG - 05 Campus Number: School Type: Elementary Campus Staff Information Count/Average Percent District State Total Staff % 100.0% 100.0% Professional Staff: % 72.7% 63.9% Teachers % 59.9% 51.0% Professional Support % 8.9% 9.0% Campus Administration (School Leadership) % 3.0% 2.9% Educational Aides: % 9.6% 9.3% Total Minority Staff: % 18.2% 45.1% Teachers by Ethnicity and Sex: African American % 4.1% 9.4% Hispanic % 8.1% 24.9% White % 85.5% 62.8% American Indian % 0.8% 0.4% Asian % 1.0% 1.4% Pacific Islander % 0.0% 0.1% Two or More Races % 0.5% 1.1% Males % 18.4% 23.2% Females % 81.6% 76.8% Teachers by Years of Experience: Beginning Teachers % 4.6% 7.0% 1-5 Years Experience % 21.3% 26.1% 6-10 Years Experience % 23.2% 22.7% Years Experience % 33.6% 26.9% Over 20 Years Experience % 17.3% 17.3% Number of Students per Teacher 13.2 n/a TEA Division of Performance Reporting Page 8

20 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 639 Campus Name: SOUTHRIDGE ELEMENTARY Campus Profile Grade Span: KG - 05 Campus Number: School Type: Elementary Staff Information Campus District State Average Years Experience of Teachers: Average Years Experience of Teachers with District: Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers - $46,566 $41, Years Experience $48,199 $47,168 $44, Years Experience $49,450 $48,868 $46, Years Experience $52,401 $52,133 $50,587 Over 20 Years Experience $61,734 $62,746 $58,291 Average Actual Salaries (regular duties only): Teachers $51,828 $51,903 $48,821 Professional Support $56,356 $59,235 $57,253 Campus Administration (School Leadership) $72,186 $75,373 $71,259 Instructional Staff Percent: n/a 72.8% 64.2% Contracted Instructional Staff (not incl. above): , Campus Program Information Count Percent District State Student Enrollment by Program: Bilingual/ESL Education % 14.1% 16.6% Career & Technical Education 0 0.0% 14.1% 22.0% Gifted & Talented Education % 9.9% 7.7% Special Education % 9.6% 8.5% Teachers by Program (population served): Bilingual/ESL Education % 6.0% 5.3% Career & Technical Education % 3.0% 4.1% Compensatory Education % 0.6% 2.9% Gifted & Talented Education % 1.5% 2.0% Regular Education % 76.2% 73.2% Special Education % 9.2% 9.2% Other % 3.5% 3.3% Link to: PEIMS Financial Standard Reports/ Financial Actual Report '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group. TEA Division of Performance Reporting Page 9