Academic Performance

  • In 2010-2011 this school was rated "Recognized" by the Texas Education Agency.
  • In 2009-2010, this school was rated "Exemplary."
  • In 2008-2009, this school was rated "Recognized."

                                                                                        Source: TX Education Agency, 2010-2011

 

  • In 2007-2008 this school was acknowledged by the Texas Education Agency for the following indicator(s):
  • Commended Performance: Mathematics
  • Commended Performance: Science
  • Comparable Improvement: Reading/English Language Arts & Math
  • Attendance Rate
Source: TX Education Agency, 2007-2008

 

About the Accountability Ratings

TAKS Results - 2009/ 2010 school year
Scale: % meeting or exceeding standards

Grade 3

Reading

 89% (2011)
 93% (2010)
 95% (2009)
 95% (2008)
 90% (2007)
 94% (2006)
The state average for Reading was 89% in 2011.

Math
 89% (2011)
 95% (2010)
 95% (2009)
 85% (2008)
 85% (2007)
 81% (2006)
The state average for Math was 87% in 2011.

Source: TX Education Agency, 2010-2011

 

Grade 4

Reading

 91% (2011)
 82% (2010)
 80% (2009)
 78% (2008)
 74% (2007)
 80% (2006)
The state average for Reading was 85% in 2011.

Writing
 96% (2011)
 97% (2010)
 92% (2009)
 97% (2008)
 92% (2007)
 91% (2006)
The state average for Writing was 90% in 2011.

Math
 94% (2011)
 94% (2010)
 84% (2009)
 76% (2008)
 89% (2007)
 83% (2006)
The state average for Math was 88% in 2011.

Source: TX Education Agency, 2010-2011

 

Grade 5

Reading

 90% (2011)
 93% (2010)
 87% (2009)
 93% (2008)
 87% (2007)
 81% (2006)
The state average for Reading was 82% in 2011.

Science
 90% (2011)
 93% (2010)
 85% (2009)
 78% (2008)
 84% (2007)
 66% (2006)
The state average for Science was 87% in 2011.

Math
 97% (2011)
 87% (2010)
 93% (2009)
 92% (2008)
 98% (2007)
 84% (2006)
The state average for Math was 81% in 2011.

Source: TX Education Agency, 2010-2011

 

About the Tests

  • In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11.
  • TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas.
  • The grade 11 Exit Level TAKS is a high school graduation requirement.
  • The goal is for all students to score at or above the state standard.

from:

http://www.greatschools.org/modperl/achievement/tx/2409#from..HeaderLink

 

CIT/CILT notes:  End of school year- 2012-2013

CNA recommendations for school year- 2013-2014

  1.  Stanton teachers and the administration completed a comprehensive analysis using assessments to make recommendations for next year and to improve teaching and learning through ongoing study of data:

    Resources:  2012-2013 STAAR Results (power Point) visual charts for grades 3, 4 and 5, Kinder through 2nd Achievement Charts (TPRI progress), Pre-Kinder CPALLS, DRA assessments and Star Reading and Math computer assessment

    Objective:           Organizing for Effort and Recognition of Accomplishment

    Key Driver:          El Paso Data Mining

    • Needs Assessment results- staffing for the 2012-2013 school year
    • Budget Expenditures
    • Student Achievement Results

      Who:                     Teachers (PLC’s), CIT, CILT and the Administration

      Evidence:  Lesson Plans, Report Cards, PLC sign-in sheets, Staff Development

      STAAR Reading: Grade 3

      The District overall average passing rate in Reading is 80%.

      Overall Stanton increased passing rate from 59.28% (11-12) to 70% (12-13).

      Hispanic increased passing rate from 59.53% (11-12) to 70% (12-13).

      Economic Disadvantage increased passing rate from 59.4% (11-12) to 70% (12-13).

      LEP increased passing rate from 52.58% (11-12) to 59% (12-13).

      Male increased passing rate from 55.48% (11-12) to 75% (12-13).

      Female increased passing rate from 62.18% (11-12) to 63% (12-13).

       

      STAAR Math: Grade 3

      The District overall average passing rate in Math is 77%.

      Overall Stanton increased passing rate from 64.74% (11-12) to 65% (12-13).

      Hispanic increased passing rate from 64.9% (11-12) to 73% (12-13).

      Economic Disadvantage increased passing rate from 64.79% (11-12) to 73% (12-13).

      LEP increased passing rate from 59.85% (11-12) to 80% (12-13).

      Male increased passing rate from 62.37% (11-12) to 76% (12-13).

      Female increased passing rate from 66.61% (11-12) to 68% (12-13).

      STAAR Reading: Grade 4

      The District overall average passing rate in Reading is 73%.

      Overall Stanton increased passing rate from 60.94% (11-12) to 68.4% (12-13).

      Hispanic passing rate dropped from 60.76% (11-12) to 55% (12-13).

      Economic Disadvantage passing rate dropped from 60.15% (11-12) to 57% (12-13).

      LEP passing rate dropped from 52.27% (11-12) to 33% (12-13).

      Male passing rate dropped from 61.09% (11-12) to 50% (12-13).

      Female passing rate dropped from 60.81% (11-12) to 60% (12-13).

       

      STAAR Math: Grade 4

      The District overall average passing rate in Math is 77%.

      Overall Stanton increased passing rate from 66.11% (11-12) to 72.7% (12-13).

      Hispanic passing rate dropped from 66.57% (11-12) to 63% (12-13).

      Economic Disadvantage increased passing rate from 64.25% (11-12) to 66% (12-13).

      LEP passing rate dropped from 62.59% (11-12) to 55% (12-13).

      Male increased passing rate from 66.36% (11-12) to 68% (12-13).

      Female passing rate dropped from 65.89% (11-12) to 62% (12-13).

       

      STAAR Writing: Grade 4

      The District overall average passing rate in Writing is 72%.

      Overall Stanton passing rate dropped from 67% (11-12) to 66% (12-13).

      Hispanic passing rate dropped from 67% (11-12) to 66% (12-13).

      Economic Disadvantage increased passing rate from 63% (11-12) to 67% (12-13).

      LEP increased passing rate from 50% (11-12) to 57% (12-13).

      Male passing rate dropped from 59% (11-12) to 55% (12-13).

      Female increased passing rate from 73% (11-12) to 76% (12-13).

       

       

      STAAR Reading: Grade 5

      The District overall average passing rate in Reading is 78%.

      Does not include 2nd admin.-  Passing Percentage will increase because  14 out of 31 passed 2nd administration

      Overall Stanton passing rate dropped from 69% (11-12) to 58% (12-13). 

      Hispanic passing rate dropped from 70% (11-12) to 58% (12-13).

      Economic Disadvantage passing rate dropped from 68% (11-12) to 58% (12-13).

      LEP passing rate dropped from 23% (11-12) and 30% (12-13).

      Male passing rate dropped from 57% (11-12) and 63% (12-13).

      Female passing rate dropped from 78% (11-12) to 54% (12-13).

       

      STAAR Math: Grade 5

      The District overall average passing rate in Math is 84%.

      Does not include 2nd admin.-  Passing Percentage will increase because  11 out of 16 passed 2nd administration

      Overall Stanton increased passing rate from 68% (11-12) to 78% (12-13).

      Hispanic increased passing rate from 49% (11-12) to 79% (12-13).

      Economic Disadvantage passing rate dropped from 65% (11-12) to 53% (12-13).

      LEP passing rate remained the same from 33% (11-12)  and 33% (12-13).

      Male passing rate remained the same from 53% (11-12) to 53% (12-13).

      Female increased passing rate from 77% (11-12) to 76% (12-13).

       

      STAAR Science: Grade 5

      The District overall average passing rate in Science is 78%.

      Overall Stanton passing rate dropped from 62% (11-12) to 50% (12-13).

      Hispanic passing rate dropped from 62% (11-12) to 51% (12-13).

      Economic Disadvantage passing rate dropped from 57% (11-12) to 51% (12-13).

      LEP passing rate dropped 33% (11-12)  to 30% (12-13).

      Male passing rate increased from 53% (11-12) to 58% (12-13).

      Female passing rate dropped from 68% (11-12) to 44% (12-13)

  2.  Stanton will continue to review and study Standards-based curriculum to ensure alignment between written, taught and tested curriculum.

    Objective:           Organizing for Effort, Academic rigor, clear expectations (utilize

    Who:                     Teachers

    How:                     90 minute PLC’s monthly

                                    Weekly PLC’s  (one for Math and one for Reading)

                                    Full Day grade level planning with - minimum of once in the fall and once in the Spring

    Evidence:            Lesson Plans, targeted areas of need, agendas, staff development handouts, testing calendar (campus mock tests)

    Target areas identified by data and student interventions TIER II and TIER III

    • Reading Comprehension
    • Vocabulary
    • School-wide Writing Calendar (Exemplars in all grade levels to be reviewed monthly in PLC’s)
    • Implement DEAR Time- School Wide
    • Notebooks (math, reading, writing and science)
    • Accelerated Reader- school-wide

      Personnel:          Hire a Reading teacher using Title I funds to assist our Reading Coach implement our reading program

      Hire an additional certified teacher with the TLI grant to assist our Reading Coach implement our reading program.

      LPAC Clerk approved by the District to assist in collecting data reports for LEP student achievement.

  3.  Establish daily sponge lessons in every class to teach STAAR tested curriculum

    Objective:           Academic rigor, clear expectations

    Key Driver:          Time on task

    Who:                     Teachers and Inclusion teacher

    Resources:          purchased material, achievement charts, STAAR, lesson plans

    Evidence:            Lesson Plans, STAAR Master, Marzano Strategies, formative assessments

     

  4.  Involve students in managing and monitoring their own learning.

    Objective:           Self managing of learning

    Who:                     Students

    Resources:          Mastery Sheets (Killen Management System), notebooks, folders

    Evidence:            Master Sheets, Student work, Report Cards, Data Reports

     

  5. Administer weekly Assessments linked to the written and tested curriculum which impact tutorial intervention.

    Objective:           Evaluation during Faculty meetings PLC’s, CILT, CIT and for recognition of accomplishments (promote cross grade level planning to support all core areas)

    Who:                     Teachers Kinder through 5th grade (next year, teachers will not test their own class)

    Resources:          Common Assessments, Campus Mocks, Benchmarks, tutorial recommendation form

    Evidence:            Tutorial sign-in sheets, Assessments results 

     

  6. Increase student engagement with hands on instructional activities, to reduce lecture and dittos.

Objective:           Academic Rigor- Accountable Talk, Cooperative Learning, best practices-staff development, Science Labs/instruction all grade levels (state mandated 40%), graphic organizers, teacher schedules will be the same for each teacher in the grade level.

Key Driver:          Time on Task

Who:                     Teachers 

Resource:      CIT