Grape Creek Report Card2003-2004

Grape Creek Intermediate School

Robin Graham Erica Crawford

Dee Ann Shelton Carol Anderson

Enrollment Trends

Programs

Programs

Ethnicity

Personnel

Grape Creek

• 82 Students in 3rd Grade• 92 Students in 4th Grade• 95 Students in 5th Grade • School Population Demographics

– 73.6% White– 24.9% Hispanic– 1.5% African American– 57.6% Economically Disadvantaged– 2.6% LEP– 21.3 % Mobility

WE’RE IN THE BALLPARK.

WE JUST HAVE TO SLUG IT OUT.

The Big Picture

District Summary

Grape Creek Intermediate

AverageGap

Grade3 Grade 4 Grade 5 %low

income %ELL 2002Avg Gap

Change inAvg Gap* 2004-2002

Math -19.5 -17.4 -15.6 -25.4 57.6 2.6 -38.5 18.0

Reading -15.5-8.9 -20.6 -17.1 57.6 2.6 -22.2 3.3

Writing -17.5 Not tested -17.5 Not tested 57.6 2.6 -41.8 24.3

Science -23.6 Not tested Not tested -23.6 57.6 2.6 Not available

Not available

Data Source

Selection Criteria:Comparable schools must meet the following criteria:• The percent of low-income students for the school must be greater than or equal

to the selected school or 90%• The percent of limited English proficiency students for the school must be greater

than or equal to the selected school or 75%• The grade size must be at least 40% the size of the grade in the selected school• The percent tested in the grade must be greater than or equal to the percent

tested in the grade at the selected school or 85%• There were at least 10 continuously enrolled tested students in the grade• The percent of continuously enrolled tested students is at least 40% the number

in the selected school

Definitions:• A student is flagged as low income if he or she is eligible for the Free & Reduced

Price Lunch program

All of the Charts and Graphs that showed Grape Creek Data came from the website www.just4kids.org

All of the Charts that showed state Data came from the TEA website http://www.tea.state.tx.us/student.assessment/reporting/results/swresults/taks/2004/index.html

3rd Grade Math Scores

• 2004 Math Scores

- 96% pass rate Campus Groups - 84% pass rate Campus (71 students)

- 90% pass rate State

Statewide Results

Opportunity in Math Scores

Multi-Year Summary

3rd Grade Reading Scores

• 2004 Reading

- 96% pass rate Campus Group - 86% pass rate Campus (81 students)

- 91% pass rate State

Opportunities for Reading

Multi-Year Summary

4th Grade Math Scores

• 2004 Math– 91% Pass Rate Campus Group– 89% Pass Rate Campus – 87% Pass Rate State

• Hispanics– 75% Pass Rate – 4th Grade– Greatest Room for Improvement

Comparison to Similar School

Multi-Year Summary

Opportunity In Math Scores

Reading Scores• 2004 Scores

– 92% Pass Rate Campus Group– 86% Pass Rate Campus– 86% Pass Rate State

• Hispanics– 78% Pass Rate – Improvement Goal

• 2003 Scores – Improvement 2% for Campus, 3% for 4th Grade

Multi-Year Summary

Opportunity in Reading Scores

Writing Scores

• 2004 Scores– 94% Passing Campus Group– 87% Passing Campus– 91% Passing State

• Hispanic Scores– 84% Passing– Improvement Goals

Comparison to Similar Schools

Multi-Year Summary

Opportunity in Writing Scores

5th Grade Math Scores

• 2004 Math Scores

- 88% pass rate Campus Groups

- 77% pass rate Campus

- 82% pass rate State

5th Grade Math

5th Grade Math

5th Grade Reading Scores

• 2004 Reading

- 88% pass rate Campus Group

- 81% pass rate Campus

- 80% pass rate State

5th Grade Reading

5th Grade Reading

5th Grade Science Scores

• 2004 Science

- 77% pass rate Campus Group

- 73% pass rate Campus

- 70% pass rate State

5th Grade Science

5th Grade Science

Overall Campus Goal

• Achieve Recognized Status

• How will we do this?

• By addressing the needs of all students through activities that will foster growth.

Goal 1

• All Students Grade 3-5 will exceed the state passing standards.

• Objectives: – Disaggregate TAKS data into

subgroup populations to identify areas of need.

– TAKS Fun Afternoon for grades 3-5 to reinforce TAKS objectives to be met.

Goal 2

• Reduce the passing rate discrepancy between the Hispanic and White subpopulations in reading, writing, and math on the TAKS assessment to not more than 5 points.

• Objectives:– Train new teachers in the use of the ADM

program.– Staff development for cultural diversity and

TEKS.– Teachers develop specific reading strategies

for Hispanic students.