Schools
Schools

    2016 Accountability Ratings

    District and All Campuses Accountability Rating-"Met Standard"
    Accountability Rating Explanation

    HB 5 - Community and Student Engagement Ratings

    In addition to the accountability results based on learner assessment data, every Texas school district under the requirements of House Bill 5 was required beginning in the 2013-2014 school year, to evaluate each campus and the district as a whole on nine factors and assign ratings of Exemplary, Recognized, Acceptable, or Unacceptable in each of those factors based on district developed rubrics. These factors and rating comprise the Community and Student Engagement Accountability System (CSEAS).

    These ratings allow each district and campus the opportunity to showcase the broad spectrum of services, supports, and activities available to learners and the community as a whole and begin the process of widening the accountability measures beyond standardized assessments.

    Annual Report and Public Hearing

    TEC 39.306 requires districts to annually publish a report regarding the educational performance of the district and campuses. The report includes:
    • District/Campus Accountability Information
    • Texas Academic Performance Report (TAPR) 
    • PEIMS Financial Standard Report
    • Campus Performance Objectives
    • Violent or Criminal Incidents Report
    • Texas Higher Education Coordinating Board (THECB) Information for each High School. 

    Performance-Based Monitoring Analysis System (PBMAS)

    PBMAS reports are provided annually from the state (TEA) regarding their performance of school districts and charter schools in the areas of bilingual education/English as a second language, career and technical education, special education, and certain Title programs under the No Child Left Behind Act. The report is provided at the district, region and state levels.  

    District Snapshot

     

    Texas Academic Performance Reports (TAPR) {formally AEIS}
     
    Texas annually rates its public schools and districts on the academic performance of their students through the Texas Academic Performance Reports (TAPR), formerly known as the Academic Excellence Indicator System (AEIS). The TAPR reports provide a great deal of performance information about every public school and district in the state. These reports also provide extensive profile information about staff, finances, demographics and programs.The Texas Education Agency provides the TAPR report every year. More information and the district and campus TAPR reports can be found on the TEA website. (*Note No STAAR results are available on the 2011-12 AEIS Reports)

    Texas Performance Reporting System (TPRS)

    The Texas Performance Reporting System (TPRS) is the most comprehensive state academic accountability report published by the Texas Education Agency (TEA). The TPRS combines information previously released in the state accountability reports, the Texas Academic Performance Reports (TAPR), and the School Report Card (SRC). It also includes results for student groups not previously reported on the previously noted reports. Most data are available at the campus, district, region, and state level. The TPRS provides performance and participation assessment results for the following student groups:

    • Economically Disadvantaged/Non-Economically Disadvantaged
    • Male/Female
    • Special Education/Non-Special Education
    • At Risk/Non-At Risk
    • Migrant/Non-Migrant
    • English Language Learners (ELLs)
    • Career and Technical Education (CTE)/Non-CTE
    • Bilingual Education/English as a Second Language
    The links below will take you to a site where you can access a district TPRS report:

    School Report Cards
    School Report Cards (SRC) are produced annually for each Texas public school campus by the Texas Education Agency.(*Note that no School Report Card is available for 2011-12.) Information included in the School Report Cards include: Accountability Rating, Distinction Designations, Performance Index, Demographics, Class Size Averages, School Financial Information, STAAR Results, Graduation Rates, Texas Success Initiatives (TSI)-Higher Education Readiness Component, and SAT/ACT Results.

    District Improvement Plan and Campus Improvement Plans

    District Improvement Plan
    Under provisions of the Texas education code, every school district is required to develop a district plan to improve student performance. Coppell ISD utilizes a collaborative planning process including community and staff input to develop the district’s education plan. District and campus plans are developed annually to be mutually supportive of the state goals and objectives under Education Code, Chapter 4.

    In Coppell ISD, the planning team is known as the District Educational Improvement Council (DEIC) and the plan, aligned with the district’s five-year Strategic Plan, is known as the District Improvement Plan (DIP). The Board of Trustees for the district oversees the meeting procedures of the District-level planning and decision-making committee and annually approves their plan recommendations. 
     
    Campus Improvement Plans 
    In Coppell ISD, each campus forms a Campus Site-Based Committee that sets the campus's educational objectives, consistent with the District Improvement Plan and Strategic Plan. This Campus Improvement Plan is a one year plan that notes how resources and time will be allocated in the school year to meet the determined objectives. The Campus Improvement Committee consists of representation from the community, parents and staff. Visit the campus website under About Us/State Accountability Reports to find the Campus Improvement Plans.

    Federal Report Cards

    • Part I: Student Achievement by Proficiency Level - Provides the State of Texas Assessment of Academic Readiness (STAAR) performance and participation results for each subject area and grade level tested.

      Participation reports also include reports of the participation of Children with Individualized Education Plans (IEPs) by assessment type.

    • Part II:  Student Achievement and State Academic Annual Measurable Objectives (AMOs) - Provides the AMO outcomes and data table of STAAR performance results for each subject area tested in the accountability subset. This section also includes participation rates on STAAR for reading/English and mathematics, use of alternative assessments, plus four-year and five-year graduation rates.
    • Part III:  Priority and Focus Schools - Provides information on priority schools and focus schools. Priority schools are the lowest 5% of Title I-served campuses based on performance in reading and mathematics and graduation rates. Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the widest gaps between student group performance and safeguard targets. 
    • Part IV:Teacher Quality Data - Provides information on teacher quality in three parts:

    Part A – Percent of Teachers by Highest Degree Held – Professional qualifications of all public elementary and secondary teachers in the Texas

    Part B and C – Teachers with Emergency/Provisional Credentials, Highly Qualified (HQ) Teachers High Poverty/Low Poverty Summary Reports – Percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, and the percentage of classes in the state not taught by highly qualified teachers disaggregated by high-poverty compared to low-poverty schools.

    • Part V: Graduates Enrolled in Texas Institution of Higher Education (IHE) - Provides the percentage of students who enroll and begin instruction at an institution of higher education in Texas during the school year (fall or spring semester) following high school graduation.
    • Part VI:  Statewide National Assessment of Educational Progress (NAEP) Results - Provides most recent NAEP results for Texas showing reading and mathematics performance results and participation rates, disaggregated by student group.
     

    Comparable Improvement

    Comparable Improvement reports were part of the AEIS reports and can be found within the appropriate year for the AEIS report, going back to the 1995-96 school year. Note that there are no Comparable Improvement reports for 2002-03, 2003-04, or 2011-present. (To view reports, select the AEIS year and then select Comparable Improvement.)
     

    Texas No Child Left Behind Report Cards

    Section 1111(h)(2) of the No Child Left Behind Act (NCLB) requires each local education agency (LEA) that receives Title I, Part A funding to disseminate specific LEA- and campus-level data to 1) all LEA campuses, 2) parents of all enrolled students, and 3) to make the information widely available through public means such as posting on the internet, distribution to the media, or distribution through public agencies.

    To meet this requirement the Texas Education Agency (TEA) provides these statistics at the state level and for each district or campus that is required.
     
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