1. Grape Creek Report Card 2003-2004 Grape Creek Intermediate School Robin Graham Erica Crawford Dee Ann Shelton Carol Anderson

2. Enrollment Trends

3. Programs

5. Ethnicity

6. Personnel

7. Grape Creek 82 Students in 3 rd Grade 92 Students in 4 th Grade 95 Students in 5 th Grade School Population Demographics –73.6% White –24.9% Hispanic –1.5% African American –57.6% Economically Disadvantaged –2.6% LEP –21.3 % Mobility

8. WE’RE IN THE BALLPARK. WE JUST HAVE TO SLUG IT OUT. The Big Picture

9. District Summary Grape Creek Intermediate Average Gap Grade 3 Grade 4Grade 5 %low income %ELL 2002 Avg Gap Change in Avg Gap* 2004-2002 Math-19.5-17.4-15.6-25.457.62.6-38.5 18.0 Reading-15.5 -8.9  -20.6-17.157.62.6-22.2 3.3 Writing-17.5Not tested-17.5Not tested57.62.6-41.8 24.3 Science-23.6Not tested -23.657.62.6 Not available

10. 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.orgwww.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/ta ks/2004/index.html http://www.tea.state.tx.us/student.assessment/reporting/results/swresults/ta ks/2004/index.html

11. 3 rd Grade Math Scores 2004 Math Scores - 96% pass rate Campus Groups - 84% pass rate Campus (71 students) - 90% pass rate State

12. Statewide Results

13. Opportunity in Math Scores

14. Multi-Year Summary

15. 3 rd Grade Reading Scores 2004 Reading - 96% pass rate Campus Group - 86% pass rate Campus (81 students) - 91% pass rate State

17. Opportunities for Reading

18. Multi-Year Summary

19. 4 th Grade Math Scores 2004 Math –91% Pass Rate Campus Group –89% Pass Rate Campus –87% Pass Rate State Hispanics –75% Pass Rate – 4 th Grade –Greatest Room for Improvement

20. Comparison to Similar School

21. Multi-Year Summary

22. Opportunity In Math Scores

23. 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 4 th Grade

24. Multi-Year Summary

25. Opportunity in Reading Scores

26. Writing Scores 2004 Scores –94% Passing Campus Group –87% Passing Campus –91% Passing State Hispanic Scores –84% Passing –Improvement Goals

27. Comparison to Similar Schools

28. Multi-Year Summary

29. Opportunity in Writing Scores

30. 5th Grade Math Scores 2004 Math Scores - 88% pass rate Campus Groups - 77% pass rate Campus - 82% pass rate State

32. 5th Grade Math

34. 5th Grade Reading Scores 2004 Reading - 88% pass rate Campus Group - 81% pass rate Campus - 80% pass rate State

36. 5 th Grade Reading

38. 5th Grade Science Scores 2004 Science - 77% pass rate Campus Group - 73% pass rate Campus - 70% pass rate State

40. 5 th Grade Science

43. Overall Campus Goal Achieve Recognized Status How will we do this? By addressing the needs of all students through activities that will foster growth.

44. 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.

45. 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.