2010 annual performance report of conroe isd
20 10 Annual Performance Report of Conroe ISD
3205 West Davis
Conroe, Texas
77304-2098
2010 Annual Performance Report
Superintendent of Schools Donald J. Stockton, Ed.D.
Board of Trustees Mel Brown, Ph.D.................................................President John C. Husbands .................................. 1st Vice President Ann Snyder, Ed.D ............................... 2nd Vice President Gerald D. Irons, Sr. .................... Secretary/Past President Ray Sanders ........................................ Assistant Secretary Lynda E. Sasser ......................................... Past President C. J. Haynes ............................. Immediate Past President
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Table of Contents Conroe ISD Vision ..................................................................................... iv Conroe ISD Goals ........................................................................................v Executive Summary .....................................................................................1 Overview ......................................................................................................8 District Statistics ..........................................................................................8 Student Performance ....................................................................................9 Conroe ISD Rating .......................................................................................9 Academic Achievement ..............................................................................9 High School Indicators .............................................................................15 Human Resources .....................................................................................17 Technology ...............................................................................................17 Safe Schools ..............................................................................................18
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A Vision for CISD CISD is a learning community united in its commitment to ensuring all students graduate with confidence and competence. The schools and communities work together to provide performance standards that can be applied to the real world. This is achieved through the implementation of quality in instruction, operations, and leadership.
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Conroe Independent School District
Committed to Excellence
Conroe ISD Strategic Goals 2010-2011 Goal 1: Student Achievement and Post-secondary Success CISD will maintain rigorous standards of achievement to prepare all students for graduation and post-secondary success. (NCLB Goal 1, 2, 5)
Goal 2: Fiscal Responsibility CISD will maintain efficient and effective fiscal management of resources and operations to maximize learning for all students.
Goal 3: Recruitment, Development, and Retention of Staff CISD will employ, develop, and retain highly qualified staff to maximize learning for all students. (NCLB Goal 3)
Goal 4: Parents and Community CISD will work jointly with parents and the community to maximize learning for all students through collaborative partnerships and unity of purpose.
Goal 5: Safe Schools CISD will strive to ensure a safe and orderly environment conducive to learning for all students and staff. (NCLB Goal 4)
Goal 6: Technology CISD will provide technology infrastructure, tools, and solutions to meet the administrative requirements of the district and to maximize learning for all students.
Goal 7: Communication CISD will promote and enhance two-way communication among our staff and our community to maximize the success of all students.
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Conroe Independent School District
Committed to Excellence
2010
Annual Performance Report
Executive Summary The success of CISD is attributable to the collective and shared work of its teachers, students, administrators, support staff, and parents. CISD is committed to its vision that all students will graduate with competence and confidence. The 2010 Annual Performance Report reflects our successes as well as the challenges before us.
Academic Achievement CISD earned an Exemplary rating for 2010 from the Texas Education Agency. Within the District, 95.91% of the campuses received ratings of Exemplary or Recognized. The percent of Exemplary and Recognized campus ratings for CISD is significantly above the State, which has 70.40% Exemplary or Recognized campuses. This is an exceptional accomplishment for our schools and reflects the dedication and commitment of the staff, students, and parent community to all students’ education.
2010 TAKS Results by Subject CISD students made outstanding gains in achievement on the Texas Assessment of Knowledge and Skills (TAKS). Student groups improved or maintained their academic performance in Reading/English Language Arts (ELA), Mathematics, Writing and Science. Reading /ELA In 2010, 95% of CISD students met the passing standard for Reading/ELA, compared to 90% in the State. Passing rates ranged from 88% to 97% within student groups. All students have gained 13 percentage points from 2003 to 2010. Student groups have gained 11 to 24 percentage points from 2003 to 2010. Writing In 2010, 97% met the passing standard for Writing versus 93% in the State. Passing rates ranged from 94% to 97% within student groups. All students have gained 12 percentage points from 2003 to 2010. Student groups have gained 8 to 24 percentage points from 2003 to 2010, with the Eco Dis group having the largest gains.
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Mathematics In 2010, 91% met the standard in Mathematics, compared to 84% in the State. African American students improved their passing rate by 5 percent from 2009 to 2010. Hispanic students improved by 3%, and Economically Disadvantaged by 3%. All students have gained 19 percentage points from 2003 to 2010. Student groups have gained 17 to 35 percentage points from 2003 to 2010. Social Studies In 2010, 98% met the standard in Social Studies versus 95% in the State. Passing rates ranged from 95% to 98% across student groups. All students have gained 11 percentage points from 2003 to 2010. Student groups have gained 8 to 23 percentage points from 2003 to 2010.
Science 90% of CISD students met the passing standard on the Science TAKS test compared to 83% in the State. Passing rates ranged from 80% to 94% across the student groups. All students have gained 32 percentage points from 2003 to 2010. Student groups have gained 28 to 53 percentage points from 2003 to 2010.
Closing the Achievement Gap The closing of the achievement gap is indicated when each student group increases its passing rate at a higher level than all students, thus narrowing the difference between the passing rates of the student group and all students. The goal is for each student group to mirror the performance of all students in each subject. Continued progress towards closing the achievement gap for all students and student groups has been noted in a trend analysis for the years 2003 through 2010. In all content areas, the student groups have significantly narrowed the difference between the student groups and all students in Conroe ISD.
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Reading/ELA The % passing for all students increased 13% over the 8-year period 2003 to 2010. The % passing for African American, Hispanic, and Economically Disadvantaged students increased 24% over the 8-year period. The gap between all students and each student group over the 8-year period has significantly decreased. Gap between African American and all students decreased from 15% in 2003 to 4% in 2010. Gap between Hispanic and all students decreased from 17% in 2003 to 6% in 2010. Gap between Economically Disadvantaged and all students decreased from 18% in 2003 to 7% in 2010. Mathematics The % passing for all students increased 19% from 2003 to 2010, while the passing rate for African American, Hispanic, and Economically Disadvantaged students increased 31% to 35%. The gap between all students and each student group over the 8-year period has significantly decreased. Gap between African American and all students decreased from 25% in 2003 to 9% in 2010. Gap between Hispanic and all students decreased from 18% in 2003 to 5% in 2010. Gap between Economically Disadvantaged and all students decreased from 20% in 2003 to 8% in 2010. Writing The % passing for all students increased 12% over the 8-year period 2003 to 2010. The % passing for student groups, African American, Hispanic, and Economically Disadvantaged students increased 20% to 24%. The gap between all students and student groups in the 8-year period 2003 to 2010 has significantly decreased. Gap between African American and all students decreased from 10% in 2003 to 2% in 2010. Gap between Hispanic and all students decreased from 12% in 2003 to 2% in 2010. Gap between Economically Disadvantaged and all students decreased from 15% in 2003 to 3% in 2010.
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Social Studies The % passing for all students increased 11% the 8-year period 2003 to 2010. The % passing for student groups, African American, Hispanic, and Economically Disadvantaged students increased 18% to 23%. The gap between all students and student groups over the 8-year period 2003 to 2010 has decreased. Gap between African American and all students decreased 8% in 2003 to 1% in 2010. Gap between Hispanic and all students decreased 14% gap in 2003 to 2% in 2010. Gap between Economically Disadvantaged and all students decreased 13% in 2003 to 3% in 2010.
Science The % passing for all students increased 32% for the 8-year period 2003 to 2010. The % passing for student groups, African American, Hispanic, and Economically Disadvantaged students increased 52% to 53%. The gap between all students and each student group the 8-year period 2003 to 2010 has significantly decreased. Gap between African American and all students decreased from 30% in 2003 to 10% in 2010. Gap between Hispanic and all students decreased from 30% in 2003 to 9% in 2010. Gap between Economically Disadvantaged and all students decreased from 30% in 2003 to 10% in 2010.
Continued progress towards closing the achievement gap for all students will be accomplished through the sustained efforts of campus and district staff. Differentiated Instruction is emphasized as an integral part of the District’s Staff Development Plan and as part of Response to Intervention (RtI). Differentiated Instruction will continue to emphasize the foundational research of Multiple Intelligences, Cooperative Learning, and Brain-Based Research as well as the differentiation of the content, process, product, and environment. Differentiated Instruction also includes the management/strategies of tiered assessments, flexible groupings, and anchor activities. CISD will continue to emphasize Differentiated Environment, which includes behavior management and classroom management and their correlation to the Response to Intervention (RtI) behavior model.
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Differentiated Assessment connects to Differentiated Instruction utilizing common assessments, analysis of non-fiction Writing, rubrics, student profiles, analysis of benchmark data, and monitoring of INOVA data. Common assessments are used to drive instructional decision-making. Elementary Language Arts will continue to focus on closing the achievement gaps for all grades in Reading and Writing with a focus on students receiving Special Education services along with Limited English Proficient (LEP) and economically disadvantaged students. This will be partially accomplished through the utilization of the Stephanie Harvey Comprehension Toolkits for elementary and intermediate teachers. Secondary Language Arts staff development will target strategies designed to meet the needs of struggling readers, will emphasize the teaching of literary elements and analysis (targeting Objective 2) and provide training on utilization of student choice of literature. CISD initiated the Balanced Math Program in the 2010-2011 school year for all mathematics teachers, and it has been well-received. The program emphasizes a cohesive and consistent approach to mathematical thinking through Math Review/Mental Math, Math Fluency, Problem Solving, and Direct Instruction for Conceptual Understanding. In addition, Differentiated Instruction techniques will continue to be a focus in working with the African American Mathematics students. Staff development on meeting the needs of African American students was provided in our districtwide staff development and this will continue during the school year as research and resources are shared with Mathematics teachers. Increased experiential learning activities and hands-on Science laboratory experiences are the cornerstone of CISD Science instruction. District Science Instructional Coaches will work closely with District Language Arts and Bilingual Instructional Coaches to support integration of Science information using non-fiction Reading strategies. The Science Department will refine and implement an Earth Science Module which will have integrated lesson plans for the earth Science unit. In addition, the Department will initiate staff development on several objectives using Differentiated Instruction to develop Science strategies to close learning gaps. The Teachers Curriculum Institute (TCI) programs of Social Studies Alive, History Alive, and Government Alive combine a wide variety of differentiated skills and activities that actively engage students. The continuation of a Special Education liaison coordinator who works closely with the Curriculum and Instruction/Staff Development Department has been advantageous to both departments for aligning procedures, curriculum, instruction, and assessments between general education and special education programs for a seamless utilization of resources and alignment. The Curriculum and Instruction Department focuses departmental attention to address closure of student achievement gaps through communication, activities, instructional strategies, data analysis, and staff development. A comprehensive focus continues to be placed on academic improvement in all areas for Limited English Proficient students. The Elementary Bilingual Program continues with the English Language Acquisition Model (ELA Model) for our bilingual education students. The fifty/fifty model with 50% Spanish and 50% English instruction for Pre-Kindergarten and Kindergarten bilingual classrooms has been extended to first, second, third, and fourth grades. At the secondary level, the International Student Academy (ISA) continues to provide academic support and opportunities at Conroe High School and Washington Junior High School for our newcomers who are non-English speaking.
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TAKS/ TAKS-A / TAKS-M/ TAKS-Alt In 2010, 93.2% of CISD’s special education students took the TAKS; 1.5% took TAKS Accommodated only; 2.3% took TAKS- M only; 0.7% took TAKS -Alt only; and 1.1% took a combination of tests. TAKS Accommodated results were combined with Standard TAKS results in all content areas for 2010. TAKS-M and TAKS-Alt continue to be report only for AEIS in 2010, although they do count for AYP. Both will be used for AEIS accountability in 2011.
Secondary Student Performance and Graduate Information CISD is committed to preparing all students for college and careers. Building and implementing a comprehensive educational plan for all students based on high standards, teaching a curriculum aligned with those standards, and upholding principles to guide every classroom will enable us to achieve this goal. CISD continues to make academic strides in its secondary and post-secondary student performance. Students are encouraged to take demanding courses, to participate in dual credit courses, to participate in SAT and ACT testing, and to take AP testing. CISD tested an all-time high number of students on the SAT (1,775) and ACT (1,127), and the ACT composite improved from 23.2 to 23.4. Forty-one percent of all CISD seniors met the ACT college readiness benchmarks in all four subject areas (up from 29% in 2005). AP exams were taken by 2,604 students, representing a nearly 500% growth in both areas over the past 10 years. Sixty-three percent (63%) of CISD students performed at a 3 or better on AP exams compared to 56% at the national level. Of the Class of 2009 graduates, 82.4% graduated under the Recommended or Distinguished Achievement Plan, an increase of 1.8 % from the 80.6% in 2008. CISD students signed up for 940 dual credit courses this fall (2010). CISD seniors again outperformed the state and national average on the SAT, with a combined mean score of 1086 for the math and critical Reading portions of the exam in 2010. This is significantly better than the Texas average of 992 and the national math mean score of 1016. CISD seniors had a mean score of 522 on the Critical Reading test. This is compared to the state’s 484 and the nation’s 501 mean scores. CISD seniors had a mean score of 548 in Math compared to the Texas mean of 505 and the National mean of 516. The CISD mean Writing score is 510. This is 37 points higher than the Texas mean score of 473 and 18 points higher the national mean score of 492. An increase in students taking more rigorous courses is likely the most significant contributor to this performance.
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Over the past ten years (2000 through 2010) CISD scores have increased from a Mathematics and Verbal combined mean score of 1059 to our 1070 mean this year. Ten years ago the state’s combined mean score was 993; this year its slightly lower mean score is 989. The national mean score was 1019 in year 2000 compared to the 1017 achieved this year, for a decrease of two points.
Conroe ISD provides support to students by making Preliminary Scholastic Aptitude Test (PSAT) available to all tenth grade students. In addition to paying for tenth grade tests, the District makes tutorial and other programs available to students. The PSAT provides students a glimpse into the testing situation as well as the content covered on the test. Once students begin preparing for the SAT, Conroe ISD once again provides tutorial classes and test preparation sessions to assist students so they can challenge the test with confidence and competence. CISD has 27 National Merit Semifinalists in 2010, 23 Hispanic Recognition Scholars, and 64 National Merit Commended students, an increase from 57 in 2009.
Two critical indicators of the District’s success in ensuring graduation for all students are the dropout rate and the completion rate. The CISD 2009 dropout rate was 0.1% for grades 7 and 8, compared to the state’s annual dropout rate of 0.3%. A concentrated effort has been placed on reducing the dropout rate through monitoring students, tracking students that drop out of school, and returning them to school.
The completion rate for all students (excluding those who took the GED) for the class of 2009 was 97.7 %, a slight decrease of 0.5% from the class of 2008. The increase in the completion rate for all students and student groups is an area targeted for improvement in CISD.
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Conroe Independent School District
Committed to Excellence
2010
Annual Performance Report Overview
Conroe Independent School District has developed a district strategic plan that serves to guide district and campus staff in the attainment of the district’s vision and goals through a continuous cycle of improvement. This plan encompasses the goals of the district, the annual performance objectives, the improvement strategies to achieve each objective, the identification of the person(s) responsible for oversight of each strategy, a timeline for ongoing monitoring of the strategies, the resources needed to implement the identified strategies, the formative evaluation of each strategy, and the summative evaluation of each objective. As part of the continuous improvement cycle, a comprehensive performance evaluation is conducted annually to study multiple types of data on student performance and targeted outcomes, to analyze trends and patterns within and across the data, and to identify causal factors. The Annual Performance Report is the basis for the following year’s needs assessment, maintaining the cycle of continued improvement. Student performance data on the Texas Assessment of Knowledge and Skills (TAKS) and other information from the Academic Excellence Indicator System provided the preponderance of data for the performance evaluation. Other sources of information include the input of parents, community, business leaders, administrators and teachers through the District-Level Planning and Decision-Making Committee, the campus principals and teachers, the curriculum and instruction teams, and the superintendent’s cabinet. A comprehensive demographic study conducted by Population and Survey Analysts (PASA) also provided strategic planning information for our student enrollment projections through 2015-2016.
District Statistics The Conroe Independent School District (CISD) served 49,323 students in 55 schools during the 2009-2010 school year. The ethnic distribution of CISD is 6.8% African American (3,352 students); 28.1% Hispanic (13,871 students); 60.8% White (29,967 students); 0.7% Native American (349 students); and 3.6% Asian/Pacific Islander (1,784 students). Of the 1,033 districts in the State, CISD is the eighteenth largest district and is one of the fastest growing districts in Texas. The district encompasses 348 square miles, with diverse geographic areas that include the communities of Shenandoah, Oak Ridge North, The Woodlands, Conroe, Cut and Shoot, and Grangerland, as well as other neighborhoods and unincorporated areas.
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Student Performance The 2010 accountability rating system for Texas public schools uses three base indicators, (1) spring 2010 performance on Texas Assessment of Knowledge and Skills (TAKS); (2); the Completion Rate II for the Class of 2009; and (3) the 2008-09 Dropout Rate for grades 7 and 8. The measures for these indicators are evaluated for all students and student groups, and all measures apply toward the rating of the District. The TAKS indicator represents the evaluation of 25 measures: 5 assessment measures (Reading/ELA, Mathematics, Writing, Social Studies, and Science) for all of the 5 student groups. The dropout rate is evaluated for 5 student groups, as is the Completion Rate. This brings the number of measures to be evaluated for ratings for Conroe ISD to 35 indicators for the AEIS system. Conroe ISD Rating: Exemplary In 2010, Conroe ISD received a rating of Exemplary by the Texas Education Agency. Conroe ISD students outscored their peers across the State in all subjects and at all grade levels on the English version of TAKS. CISD has also significantly outperformed the State and comparable districts in their ratings, with 95.91% of its campuses receiving either an Exemplary or Recognized rating, compared to 70.44% of the campuses across the State. Academic Achievement 2010 vs 2009 TAKS by Subject A comparison of the results of TAKS for all grades tested (grades 3-11) for the years 2010 and 2009 indicated that Conroe ISD students not only met the complexities and challenges of the TAKS, but they maintained or increased their performance over last year in all of the 25 measures evaluated for all students and all student groups
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Reading and ELA Reading/ELA maintained its passing rate of 95% and out-performed the State’s 90%. 95% of CISD students met the passing standard for Reading/ELA, representing an improved performance of 93% in the passing rate from 2009. 91% African American and 89% Hispanic students met or exceeded standard and 88% Economically Disadvantaged met standard. Writing Writing increased its passing rate to 97% and out-performed the State’s 93% passing. Passing rates ranged from 94 % to 97% for student groups. African American, Hispanic and Economically Disadvantaged students increased from 2% to 4%, with all achieving 94% to 95% met standard. Mathematics CISD students passed Mathematics with a 91% passing rate, representing a two percentage-point gain from 2009. CISD outperformed the State’s rate of 84% by seven percent. Hispanic and African American students improved their passing rate from 2009 to 2010, advancing from 83% to 86% and 77% to 82% respectively. Economically Disadvantaged students improved their passing rate by 3% from 2009 to 2010, advancing from 80% to 83%. Social Studies Social Studies scores increased with 98% of students meeting the passing standard, outperforming the State’s rate of 95%. Passing rates ranged from 95% to 98% across the student groups. Science CISD students passed Science with 90% passing rate, representing a three percentage-point gain from 2009. CISD outperformed the State’s rate of 83% by seven percent. Science scores increased from 73% to 80% of Economically Disadvantaged students meeting the passing standard. Passing rates ranged from 80% to 81% across the student groups. Percent passing of African American students increased from 76% to 80% and Hispanic students from 75% to 81%.
2010 TAKS Results by Grade A comparison of the TAKS results is provided for 2010 and 2009 by grade level and content area, using the met standard accountability criteria for all students. Reading/ ELA (grades 3-11) The passing rates for Reading/ELA across grade levels ranged from 91% (first administration in grade 5) to 96% in grades 3, 9, and 11. When the second administration of Reading is factored in, the passing rates across grade levels is comparable, showing consistency in acquisition of reading skills and strategies. The overall passing rate for all grades in Reading/ELA is 95%. Staff development will focus on early reading intervention, targeted small group instruction, curriculum integration, and critical thinking and analysis of literary elements.
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Mathematics (grades 3-11) CISD students achieved passing rates in Mathematics that ranged from 83% in grades 9 and 10 to 96% in grade 4. At the secondary level, CISD students’ passing rates were 3 to 4 percentage points higher than last year’s. The overall passing rate for all grades in Mathematics is 91%. Improvement areas include algebraic thinking, processes and tools, geometric relationships, and measurement and similarity. Staff development will focus on math fluency, curriculum integration, problem-solving skills, technology, and common assessments through the new Math Structures initiative. Writing (grades 4 and 7) The passing rate for Writing in 2010 in grade 4 was 96%, and in grade 7 the passing rate was 97%. The passing rate for grade 4 is 2% higher than in 2009, and in grade 7 the passing rate is three percent higher than 2009. The overall passing rate for all grades in Writing is 97%. The district’s focus on vertical and horizontal alignment in Six Traits of Writing training has resulted in positive performance in student writing. Emphasis will continue on curriculum integration and moving from formulaic to authentic writing. Science (grades 5, 8, 10, and 11) Passing rates for Science were higher in all grade levels in 2010 than those in 2009. CISD students’ passing rate ranged from 84% in grade 10 to 95% in grade 11. The overall passing rate for all grades in Science is 90%. Improvement areas include earth Science, structure and properties of matter, earth and space systems, organization of living things, and the interdependence of organisms and the environment. The district is focusing resources in the areas of Science vertical alignment, differentiated instruction, curriculum integration, vocabulary development, scientific process, and common assessments. Social Studies (grades 8, 10, and 11) Passing rates for Social Studies were at 98% for grades 8 and 10 and 99% for grade 11. CISD performed higher than the State in all grades. The overall passing rate for all grades in Social Studies is 98%. Social Studies is an area of strength for CISD students. Continued focus will be placed on geographic and political influences on History through staff development in technology, questioning strategies, curriculum integration, and differentiated instruction.
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Closing the Gap Between All Students and Student Groups The closing of the achievement gap is indicated when several factors are evident. First, the gap is narrowing when the performance of each of the student groups increases more than that of the performance of all students across subjects. In CISD, the achievement of each student group increased more than that of all students in all subjects. Another factor that must be present to close the achievement gap is a decrease in the difference between all students’ performance and the performance of each student group, with the performance of each student group rising to meet or exceed that of all students. Reading and ELA The achievement gap in Reading/ELA has decreased significantly over the past eight years, with a current gap of 4 to 7 points between all students vs student groups compared to the 15 to 18 point gap in 2003. In 2010, 95% of all students met the passing standard compared to 82% in 2003. 91% African American students met standard in 2010 compared to 67% in 2003; 89% Hispanic students compared to 66% in 2003; and 88% Economically Disadvantaged met standard compared to 64% in 2003. Mathematics The achievement gap in Mathematics decreased over the past seven years, with a current gap of 5 to 9 points between all students vs student groups compared to the 18 to 25 point gap in 2003. In 2010, 91% of all students met standard compared to 72% in 2003. 82% African American students met standard in 2010 compared to 47% in 2003; 86% Hispanic students compared to 54% in 2003; and 83% Economically Disadvantaged met standard compared to 52% in 2003. Writing The achievement gap in Writing has also decreased, with a current gap of 2 to 3 points between all students and student groups vs the 10 to 15 point gap in 2003. In 2010, 97% of all students met standard compared to 85% in 2003. 95% African American students met standard in 2010 compared to 75% in 2003; 95% Hispanic students compared to 73% in 2003; and 94% Economically Disadvantaged compared to 70% in 2003.
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Social Studies The achievement gap in Social Studies has declined, with a current gap of 1 to 3 points between the passing rate of all students and student groups compared to the 8 to 15 point gap in 2003. In 2010, 98% of all CISD students met the passing standard for Social Studies compared to 87% in 2003; 97% African American students met standard in 2010 compared to 79% in 2003; 96% Hispanic students compared to 74% in 2003; and 95% Economically Disadvantaged met standard compared to 73% in 2003. Science The achievement gap in Science has significantly declined, with a current gap of 9 to 10 points between the passing rate of all students and student groups compared to the 30 point gap in 2003. In 2010, 90% of all CISD students met standard for Science compared to 58% in 2003; 80% African American students met standard in 2010 compared to 28% in 2003; 81% Hispanic students met standard compared to 28% in 2003; and 80% Economically Disadvantaged met standard compared to 28% in 2003. In CISD, the achievement difference is least in the areas of Reading/ELA, Writing, and Social Studies. Science has the greatest difference between student groups and all students, followed by Mathematics. A comprehensive focus continues to be placed on academic improvement in all areas for Limited English Proficient students with the English Language Acquisition Model (ELA Model) for our elementary bilingual education students. The fifty/fifty percent model in both Spanish and English instruction has been extended through fourth grade. At the secondary level, the International Student Academy (ISA) at Conroe High School and Washington Junior High will continue to give opportunities for our newcomers who are non-English speaking. A major initiative for the 2011 school year is the preparation for the new State of Texas Assessment of Academic Readiness (STAAR). This will be accomplished through increased rigor and relevance of both the CISD curriculum and local assessments; alignment of postsecondary readiness standards with our curriculum and benchmark assessments; and providing staff development in best practices to increase the level of rigor and relevance across all grade levels and content areas.
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Student Success Initiative The Student Success Initiative requires that fifth and eighth grade students taking TAKS Reading and Mathematics must meet the passing standard within three attempts to be promoted. Cumulative first and second administrations of the TAKS fifth grade Reading test reveals that 95% of the students passed, which is three percentage points higher than the performance of the State. Student Success Initiative Grade 5 Reading
%Students Requiring ARI TAKS Cumulative Standard (March & April)
State ’10 ‘09 15 17
District ’10 ‘09 9 13
92 90
95
92
African American ’10 ‘09 14 15 91
92
Hispanic ’10 ‘09 19 26 88 82
White ’10 ‘09 6 7
Special Ed. ’10 ‘09 29 34
98
82
96
73
Econ. Disadv. ’10 ‘09 20 28 88 82
LEP ’10 ‘09 41 47 71
66
The AEIS report reveals that 96% of CISD fifth grade students passed the cumulative first and second administrations of TAKS Mathematics test which is four percentage points higher than the performance across the State. The largest percentage of fifth graders requiring accelerated math instruction was special education. The special education and general education teachers are provided intense staff development in accelerated math instruction, math vocabulary, questioning strategies, and strategies to increase concept development. 2010 Student Success Initiative Grade 5 Mathematics
%Students Requiring ARI TAKS Cumulative Standard (March & April)
State ’10 ‘09 14 16
District ’10 ‘09 8 10
92
96
91
95
African American ’10 ‘09 15 20 92
89
Hispanic ’10 ‘09 13 15 92
93
White ’10 ‘09 6 7 97
97
Special Ed. ’10 ‘09 28 32
Econ. Disadv. ’10 ‘09 16 19
85
90
79
90
LEP ’10 ‘09 24 21 85 89
Cumulative first and second administrations of TAKS eighth grade Reading test reveals that 98% of the students passed, which is three points higher than the performance of the State. 2010 Student Success Initiative Grade 8 Reading
%Students Requiring ARI TAKS Cumulative Standard
State ’10 ‘09 9 7
District ’10 ‘09 6 5
95
98
89
94
African American ’10 ‘09 10 8 95
86
Hispanic ’10 ‘09 10 9 94
89
White ’10 ‘09 4 3 99
96
Special Ed. ’10 ‘09 23 26 88
66
Econ. Disadv. ’10 ‘09 12 10 94
87
LEP ’10 ‘09 40 33 75
54
The AEIS report reveals that 95% of CISD eighth grade students passed the cumulative first and second administrations of TAKS Mathematics test which is seven percentage points higher than the performance across the State. 2008 Student Success Initiative Grade 8 Mathematics
%Students Requiring ARI TAKS Cumulative Standard
State ’10 ‘09 19 20
District ’10 ‘09 10 14
88
95
85
91
African American ’10 ‘09 22 34 88
78
Hispanic ’10 ‘09 15 20 92
87
White ’10 ‘09 8 11 97
94
Special Ed. ’10 ‘09 40 52
Econ. Disadv. ’10 ‘09 19 26
LEP ’10 ‘09 31 47
72
90
83
59
83
65
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High School Indicators The indicators for high school performance are reported one year behind other indicators. For the 2009-2010 AEIS report, secondary information reflects the 2008-2009 data collected. Dropout and Completion Rates The CISD 2008-2009 annual dropout rate for grades 7 and 8 was 0.1%. This rate was lower than the state’s dropout rate of 0.3% for all students in the same year. The district dropout rate was 0.0% for African American and White students and 0.1% for Hispanic and Economically Disadvantaged students. To determine the completion rate over four years, a cohort of students at grade nine was followed throughout high school. In 2009, 0.7% of the cohort received GEDs as compared to the State’s 1.4%. Students that continued high school from the cohort were at 5.4% in CISD as compared to 8.6% in the State during the 2009 school year. The dropout rate over 4 years was 1.7% for CISD students as compared to the State’s 9.4%. The completion rate for all students (without GED) was 97.7% and is the highest rate among the largest 25 districts in the State.
2008
2009
Econ. Disadv. 2008
2009
White
2008
2009
0.1
Hispanic
2008
0.3
2009
2009
0.3
African American
2008
2008
Annual Dropout Rate Gr.7-8
District
2009
State
0.1
0.0
0.2
0.1
0.2
0.0
0.1
0.1
0.2
98.2
95.5
97.8
97.5
97.7
97.9
98.4
96.3
96.1
Completion Rate I (w/o GED) Completion
89.2
97.7
88.0
College Readiness Indicators Advanced Courses, RHS/DAP Graduates, AP Results In 2008-2009, 29.8% of CISD students in grades 9-12 took and received credit for advanced courses, and 82.4% graduated through either the Recommended High School program or the Distinguished Achievement Program. CISD had 31.9% of its students take the Advanced Placement (AP) examinations vs 21.2% in the State. The percent of examination scores at or above the criterion score was 72.2% for CISD vs 51.2% for the State. Furthermore, 63.6% of the CISD examinees had at least one score at or above the criterion score vs 47.4% of the students in Texas. These college readiness indicators reflect increases in the participation of students in higher level courses as well as continued success in the rigorous AP curriculum. CISD has developed strategies to expand the number of students taking Pre-AP and AP classes, dual credit courses, and Advanced Placement exams. District
2008
2008
2009
2008
2009
2008
2009
2009
Eco Dis
2008
White
2009
AP/IB Results Tested Examinees ≥Criterion Scores ≥Criterion
Hispanic
2008
Advanced Courses RHS/DAP Graduates
African American
2009
State
24.6
23.1
29.8
30.2
17.6
18.8
19.8
21.6
33.5
31.1
15.3
16.2
82.5
81.4
82.4
80.6
69.1
62.8
78.8
76.5
84.2
83.0
72.4
74.1
21.2
20.9
31.9
32.8
17.1
16.9
25.0
26.5
33.9
34.5
n/a
n/a
51.2
50.1
72.2
85.7
41.4
46.2
57.7
53.3
75.3
67.8
n/a
n/a
47.4
46.0
63.6
59.8
38.0
41.9
42.8
42.0
67.4
61.1
n/a
n/a
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2008
2009
2008
2009
2008
2009
2008
2009
2008
2009
SAT/ACT Results The performance of SAT/ACT Results for 2009 vs 2008 CISD students on African college entrance State District American Hispanic White examinations (SAT and ACT) compare very favorably with national SAT/ACT and State results, with Tested 61.5 65.0 67.3 69.5 46.6 71.5 73.3 77.5 50.4 77.7 67.3% of CISD students At/Above Criterion 26.9 27.2 45.6 14.3 31.6 48.9 45.1 14.0 24.1 50.1 taking the SAT or ACT in 2009 vs 61.5% of Mean SAT Score 985 1086 926 1020 987 1082 932 1000 1101 1099 students in the State. The percent of Mean examinees that scored ACT Score 20.5 20.5 23.2 23.2 17.0 19.0 21.5 21.0 23.6 23.6 at or above the criterion on either the SAT or ACT was 45.6% in CISD and 26.9% in the State. The mean SAT score for CISD was 1086 vs 985 in Texas, and the mean ACT score for CISD was 23.2 vs 20.5 in Texas. The Hispanic students improved on the SAT and ACT mean score. CISD has expanded its Learning Systems (test preparation) program to all high school campuses and is paying the cost of tenth and eleventh grade PSAT tests in an attempt to increase PSAT participation by tenth graders. Texas Success Initiative (TSI) -Higher Education Readiness and College-Ready Graduates The TSI-Higher Education Readiness measures the performance of grade 11 students on English Language Arts and Mathematics. The ELA component includes the percent of grade 11 examinees with a scaled score of 2200 or more and a score of 3 or higher on the essay, and the Mathematics component includes the percent of grade 11 examinees with a scaled score of 2200 or more. 74% of CISD students met this indicator for ELA and 75% in Mathematics. The newest indicator of performance is the College Ready Graduate. To be considered college-ready as defined by the College-Ready Graduate indicator, a graduate must meet the following criteria: Subject ELA
Exit-level TAKS >= 2200 scale score on ELA test AND a “3” or higher on essay
Math
>= 2200 scale score on Mathematics test
OR
OR
SAT >=500 on Critical Reading AND >=1070 Total >=500 on Math AND >=1070 Total
OR
OR
ACT >= 19 on English AND >= 23 Composite >= 19 on Math AND >= 23 Composite
This indicator differs from the TSI – Higher Education Readiness Component, in several ways: it includes performance on the SAT and ACT; it is based on prior year graduates rather than current year 11th graders; it provides an overall measure of both subjects individually AND combined; and performance is tied to the campus and district where the student graduated, while the TSI indicator uses the campus and district where the TAKS tests were administered. Schools and districts may qualify for Gold Performance Acknowledgment on the College-Ready Graduates indicator when the number of graduates who scored at or above the college-ready criteria on both ELA and Mathematics, divided by the number of graduates with results in both subjects to evaluate equals 35% or more for all students and all student groups. Conroe Independent School District received Gold Performance Acknowledgment on the College-Ready Graduates indicator with 61% of all students, 36% African American, 43% Hispanic, 67% White, and 38% Economically Disadvantaged meeting the criteria.
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Human Resources Conroe ISD had 6,046.8 employees in 2009-2010, including teaching staff and support staff, administration, educational aides, and auxiliary staff. Within our teaching staff, 74.5 percent have obtained a bachelor’s degree, 24.1 percent have obtained a master’s degree, and 0.8 percent have obtained a doctoral degree. CISD and State Staff Information 2009-2010 Conroe ISD Count Percent 6,046.8 100.0% 3,899.9 64.5% 3,140.9 51.9% 563.3 9.3% 162.3 2.7% 33.5 0.6% 444.0 7.3% 1,702.9 28.2%
Total Employees: Professional Staff: Teachers Professional Support Campus Administration Central Administration Educational Aides: Auxiliary Staff: Turnover Rate for Teachers
N/A
State of Texas Percent 100.0% 63.2% 50.5% 8.9% 2.8% 1.0% 9.8% 27.0%
11.4%
11.8%
Technology The State of Texas requires that each district survey its teachers for their rating of technology in the areas of teaching and learning, educator development, administrator and support services, and infrastructure through the School Technology and Readiness (STaR) survey. This survey rates each of the four areas on a scale of one to four, with one representing early technology, two representing developing technology, three representing advanced technology, and four representing target technology. The methodology for evaluating each area is a rounded average of the sums for each category as depicted in the chart below, which details the ranges for each target area. STaR Chart Indicators Early Tech Developing Tech Advanced Tech Target Tech
Teaching & Learning 6–8 9 – 14 15 – 20 21 – 24
Educator Development 6–8 9 – 14 15 – 20 21 – 24
Administration and Support Services 6–8 9 – 14 15 – 20 21 – 24
Infrastructure 6–8 9 – 14 15 – 20 21 – 24
As can be seen in the next chart, the Conroe ISD is categorized as “Advanced Tech” in all areas except Educator Development, and it is noted that Educator Development has shown an increase over 2009. Increases are also noted in Teaching and Learning and in Infrastructure. Initial analysis has determined that, while the teachers and administrators are utilizing technology more and are better users of technology, their personal expectations towards technology utilization are also increasing. District STaR Chart Analysis Teaching & Learning 2008 2009 2010 2011
Target 16 16 17 17
Result 15 15.66 15
Educator Development Target 16 16 16 17
Result 14 14.64 15
Infrastructure Target 18 18 19 20
Result 17 17.92 18
Administration & Support Services Target 18 18 20 21
Result 17 18.46 18
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Safe Schools Conroe ISD is committed to safe school students. Through a focus on prevention and intervention strategies and a commitment to safe schools, the safety of our students continues to be our highest priority. CISD has worked very closely with the City and County emergency medical and law enforcement agencies as well as the local Red Cross to develop a comprehensive and coordinated Crisis Management Plan for the District. In addition, all campuses have developed an Emergency Operations Plan that includes prevention, preparedness, response, and recovery strategies, focusing on emergencies resulting from environmental concerns, weather, chemical/biological matters, or an intruder in the building. Each campus plan also addresses strategies for violence prevention and intervention. The District has produced a desktop document for Emergency Operating Procedures. All administrators have received NIMS (National Incident Management System) training. AED’s (Automated External Defibrillators) have been placed at all campuses and buildings in CISD.
NON-DISCRIMINATION STATEMENT The Conroe Independent School District is an equal opportunity employer and does not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in employment matters, in its admissions policies, or by excluding from participation in, denying access to, or denying the benefits of district services, academic and/or vocational and technology programs, or activities as required by Title VI and Title VII of the Civil Rights Act of 1964, as amended, Title IX of the Education Amendments of 1972, the First Amendment of the United States Constitution, the Age Discrimination Act of 1975, Section 504 of the Rehabilitation Act of 1973, as amended, and Title II of the Americans with Disabilities Act. For information about Title IX rights, contact the Title IX Coordinator, 3205 W. Davis, Conroe, Texas 77304; (936) 709-7700. For information about Section 504/ADA rights, contact the Section 504/ADA Coordinator, 3205 W. Davis, Conroe, Texas 77304; (936) 709-7670.
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3205 West Davis
Conroe, Texas
77304-2098
2010 Annual Performance Report
Superintendent of Schools Donald J. Stockton, Ed.D.
Board of Trustees Mel Brown, Ph.D.................................................President John C. Husbands .................................. 1st Vice President Ann Snyder, Ed.D ............................... 2nd Vice President Gerald D. Irons, Sr. .................... Secretary/Past President Ray Sanders ........................................ Assistant Secretary Lynda E. Sasser ......................................... Past President C. J. Haynes ............................. Immediate Past President
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Table of Contents Conroe ISD Vision ..................................................................................... iv Conroe ISD Goals ........................................................................................v Executive Summary .....................................................................................1 Overview ......................................................................................................8 District Statistics ..........................................................................................8 Student Performance ....................................................................................9 Conroe ISD Rating .......................................................................................9 Academic Achievement ..............................................................................9 High School Indicators .............................................................................15 Human Resources .....................................................................................17 Technology ...............................................................................................17 Safe Schools ..............................................................................................18
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A Vision for CISD CISD is a learning community united in its commitment to ensuring all students graduate with confidence and competence. The schools and communities work together to provide performance standards that can be applied to the real world. This is achieved through the implementation of quality in instruction, operations, and leadership.
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Conroe Independent School District
Committed to Excellence
Conroe ISD Strategic Goals 2010-2011 Goal 1: Student Achievement and Post-secondary Success CISD will maintain rigorous standards of achievement to prepare all students for graduation and post-secondary success. (NCLB Goal 1, 2, 5)
Goal 2: Fiscal Responsibility CISD will maintain efficient and effective fiscal management of resources and operations to maximize learning for all students.
Goal 3: Recruitment, Development, and Retention of Staff CISD will employ, develop, and retain highly qualified staff to maximize learning for all students. (NCLB Goal 3)
Goal 4: Parents and Community CISD will work jointly with parents and the community to maximize learning for all students through collaborative partnerships and unity of purpose.
Goal 5: Safe Schools CISD will strive to ensure a safe and orderly environment conducive to learning for all students and staff. (NCLB Goal 4)
Goal 6: Technology CISD will provide technology infrastructure, tools, and solutions to meet the administrative requirements of the district and to maximize learning for all students.
Goal 7: Communication CISD will promote and enhance two-way communication among our staff and our community to maximize the success of all students.
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Conroe Independent School District
Committed to Excellence
2010
Annual Performance Report
Executive Summary The success of CISD is attributable to the collective and shared work of its teachers, students, administrators, support staff, and parents. CISD is committed to its vision that all students will graduate with competence and confidence. The 2010 Annual Performance Report reflects our successes as well as the challenges before us.
Academic Achievement CISD earned an Exemplary rating for 2010 from the Texas Education Agency. Within the District, 95.91% of the campuses received ratings of Exemplary or Recognized. The percent of Exemplary and Recognized campus ratings for CISD is significantly above the State, which has 70.40% Exemplary or Recognized campuses. This is an exceptional accomplishment for our schools and reflects the dedication and commitment of the staff, students, and parent community to all students’ education.
2010 TAKS Results by Subject CISD students made outstanding gains in achievement on the Texas Assessment of Knowledge and Skills (TAKS). Student groups improved or maintained their academic performance in Reading/English Language Arts (ELA), Mathematics, Writing and Science. Reading /ELA In 2010, 95% of CISD students met the passing standard for Reading/ELA, compared to 90% in the State. Passing rates ranged from 88% to 97% within student groups. All students have gained 13 percentage points from 2003 to 2010. Student groups have gained 11 to 24 percentage points from 2003 to 2010. Writing In 2010, 97% met the passing standard for Writing versus 93% in the State. Passing rates ranged from 94% to 97% within student groups. All students have gained 12 percentage points from 2003 to 2010. Student groups have gained 8 to 24 percentage points from 2003 to 2010, with the Eco Dis group having the largest gains.
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Mathematics In 2010, 91% met the standard in Mathematics, compared to 84% in the State. African American students improved their passing rate by 5 percent from 2009 to 2010. Hispanic students improved by 3%, and Economically Disadvantaged by 3%. All students have gained 19 percentage points from 2003 to 2010. Student groups have gained 17 to 35 percentage points from 2003 to 2010. Social Studies In 2010, 98% met the standard in Social Studies versus 95% in the State. Passing rates ranged from 95% to 98% across student groups. All students have gained 11 percentage points from 2003 to 2010. Student groups have gained 8 to 23 percentage points from 2003 to 2010.
Science 90% of CISD students met the passing standard on the Science TAKS test compared to 83% in the State. Passing rates ranged from 80% to 94% across the student groups. All students have gained 32 percentage points from 2003 to 2010. Student groups have gained 28 to 53 percentage points from 2003 to 2010.
Closing the Achievement Gap The closing of the achievement gap is indicated when each student group increases its passing rate at a higher level than all students, thus narrowing the difference between the passing rates of the student group and all students. The goal is for each student group to mirror the performance of all students in each subject. Continued progress towards closing the achievement gap for all students and student groups has been noted in a trend analysis for the years 2003 through 2010. In all content areas, the student groups have significantly narrowed the difference between the student groups and all students in Conroe ISD.
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Reading/ELA The % passing for all students increased 13% over the 8-year period 2003 to 2010. The % passing for African American, Hispanic, and Economically Disadvantaged students increased 24% over the 8-year period. The gap between all students and each student group over the 8-year period has significantly decreased. Gap between African American and all students decreased from 15% in 2003 to 4% in 2010. Gap between Hispanic and all students decreased from 17% in 2003 to 6% in 2010. Gap between Economically Disadvantaged and all students decreased from 18% in 2003 to 7% in 2010. Mathematics The % passing for all students increased 19% from 2003 to 2010, while the passing rate for African American, Hispanic, and Economically Disadvantaged students increased 31% to 35%. The gap between all students and each student group over the 8-year period has significantly decreased. Gap between African American and all students decreased from 25% in 2003 to 9% in 2010. Gap between Hispanic and all students decreased from 18% in 2003 to 5% in 2010. Gap between Economically Disadvantaged and all students decreased from 20% in 2003 to 8% in 2010. Writing The % passing for all students increased 12% over the 8-year period 2003 to 2010. The % passing for student groups, African American, Hispanic, and Economically Disadvantaged students increased 20% to 24%. The gap between all students and student groups in the 8-year period 2003 to 2010 has significantly decreased. Gap between African American and all students decreased from 10% in 2003 to 2% in 2010. Gap between Hispanic and all students decreased from 12% in 2003 to 2% in 2010. Gap between Economically Disadvantaged and all students decreased from 15% in 2003 to 3% in 2010.
3
Social Studies The % passing for all students increased 11% the 8-year period 2003 to 2010. The % passing for student groups, African American, Hispanic, and Economically Disadvantaged students increased 18% to 23%. The gap between all students and student groups over the 8-year period 2003 to 2010 has decreased. Gap between African American and all students decreased 8% in 2003 to 1% in 2010. Gap between Hispanic and all students decreased 14% gap in 2003 to 2% in 2010. Gap between Economically Disadvantaged and all students decreased 13% in 2003 to 3% in 2010.
Science The % passing for all students increased 32% for the 8-year period 2003 to 2010. The % passing for student groups, African American, Hispanic, and Economically Disadvantaged students increased 52% to 53%. The gap between all students and each student group the 8-year period 2003 to 2010 has significantly decreased. Gap between African American and all students decreased from 30% in 2003 to 10% in 2010. Gap between Hispanic and all students decreased from 30% in 2003 to 9% in 2010. Gap between Economically Disadvantaged and all students decreased from 30% in 2003 to 10% in 2010.
Continued progress towards closing the achievement gap for all students will be accomplished through the sustained efforts of campus and district staff. Differentiated Instruction is emphasized as an integral part of the District’s Staff Development Plan and as part of Response to Intervention (RtI). Differentiated Instruction will continue to emphasize the foundational research of Multiple Intelligences, Cooperative Learning, and Brain-Based Research as well as the differentiation of the content, process, product, and environment. Differentiated Instruction also includes the management/strategies of tiered assessments, flexible groupings, and anchor activities. CISD will continue to emphasize Differentiated Environment, which includes behavior management and classroom management and their correlation to the Response to Intervention (RtI) behavior model.
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Differentiated Assessment connects to Differentiated Instruction utilizing common assessments, analysis of non-fiction Writing, rubrics, student profiles, analysis of benchmark data, and monitoring of INOVA data. Common assessments are used to drive instructional decision-making. Elementary Language Arts will continue to focus on closing the achievement gaps for all grades in Reading and Writing with a focus on students receiving Special Education services along with Limited English Proficient (LEP) and economically disadvantaged students. This will be partially accomplished through the utilization of the Stephanie Harvey Comprehension Toolkits for elementary and intermediate teachers. Secondary Language Arts staff development will target strategies designed to meet the needs of struggling readers, will emphasize the teaching of literary elements and analysis (targeting Objective 2) and provide training on utilization of student choice of literature. CISD initiated the Balanced Math Program in the 2010-2011 school year for all mathematics teachers, and it has been well-received. The program emphasizes a cohesive and consistent approach to mathematical thinking through Math Review/Mental Math, Math Fluency, Problem Solving, and Direct Instruction for Conceptual Understanding. In addition, Differentiated Instruction techniques will continue to be a focus in working with the African American Mathematics students. Staff development on meeting the needs of African American students was provided in our districtwide staff development and this will continue during the school year as research and resources are shared with Mathematics teachers. Increased experiential learning activities and hands-on Science laboratory experiences are the cornerstone of CISD Science instruction. District Science Instructional Coaches will work closely with District Language Arts and Bilingual Instructional Coaches to support integration of Science information using non-fiction Reading strategies. The Science Department will refine and implement an Earth Science Module which will have integrated lesson plans for the earth Science unit. In addition, the Department will initiate staff development on several objectives using Differentiated Instruction to develop Science strategies to close learning gaps. The Teachers Curriculum Institute (TCI) programs of Social Studies Alive, History Alive, and Government Alive combine a wide variety of differentiated skills and activities that actively engage students. The continuation of a Special Education liaison coordinator who works closely with the Curriculum and Instruction/Staff Development Department has been advantageous to both departments for aligning procedures, curriculum, instruction, and assessments between general education and special education programs for a seamless utilization of resources and alignment. The Curriculum and Instruction Department focuses departmental attention to address closure of student achievement gaps through communication, activities, instructional strategies, data analysis, and staff development. A comprehensive focus continues to be placed on academic improvement in all areas for Limited English Proficient students. The Elementary Bilingual Program continues with the English Language Acquisition Model (ELA Model) for our bilingual education students. The fifty/fifty model with 50% Spanish and 50% English instruction for Pre-Kindergarten and Kindergarten bilingual classrooms has been extended to first, second, third, and fourth grades. At the secondary level, the International Student Academy (ISA) continues to provide academic support and opportunities at Conroe High School and Washington Junior High School for our newcomers who are non-English speaking.
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TAKS/ TAKS-A / TAKS-M/ TAKS-Alt In 2010, 93.2% of CISD’s special education students took the TAKS; 1.5% took TAKS Accommodated only; 2.3% took TAKS- M only; 0.7% took TAKS -Alt only; and 1.1% took a combination of tests. TAKS Accommodated results were combined with Standard TAKS results in all content areas for 2010. TAKS-M and TAKS-Alt continue to be report only for AEIS in 2010, although they do count for AYP. Both will be used for AEIS accountability in 2011.
Secondary Student Performance and Graduate Information CISD is committed to preparing all students for college and careers. Building and implementing a comprehensive educational plan for all students based on high standards, teaching a curriculum aligned with those standards, and upholding principles to guide every classroom will enable us to achieve this goal. CISD continues to make academic strides in its secondary and post-secondary student performance. Students are encouraged to take demanding courses, to participate in dual credit courses, to participate in SAT and ACT testing, and to take AP testing. CISD tested an all-time high number of students on the SAT (1,775) and ACT (1,127), and the ACT composite improved from 23.2 to 23.4. Forty-one percent of all CISD seniors met the ACT college readiness benchmarks in all four subject areas (up from 29% in 2005). AP exams were taken by 2,604 students, representing a nearly 500% growth in both areas over the past 10 years. Sixty-three percent (63%) of CISD students performed at a 3 or better on AP exams compared to 56% at the national level. Of the Class of 2009 graduates, 82.4% graduated under the Recommended or Distinguished Achievement Plan, an increase of 1.8 % from the 80.6% in 2008. CISD students signed up for 940 dual credit courses this fall (2010). CISD seniors again outperformed the state and national average on the SAT, with a combined mean score of 1086 for the math and critical Reading portions of the exam in 2010. This is significantly better than the Texas average of 992 and the national math mean score of 1016. CISD seniors had a mean score of 522 on the Critical Reading test. This is compared to the state’s 484 and the nation’s 501 mean scores. CISD seniors had a mean score of 548 in Math compared to the Texas mean of 505 and the National mean of 516. The CISD mean Writing score is 510. This is 37 points higher than the Texas mean score of 473 and 18 points higher the national mean score of 492. An increase in students taking more rigorous courses is likely the most significant contributor to this performance.
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Over the past ten years (2000 through 2010) CISD scores have increased from a Mathematics and Verbal combined mean score of 1059 to our 1070 mean this year. Ten years ago the state’s combined mean score was 993; this year its slightly lower mean score is 989. The national mean score was 1019 in year 2000 compared to the 1017 achieved this year, for a decrease of two points.
Conroe ISD provides support to students by making Preliminary Scholastic Aptitude Test (PSAT) available to all tenth grade students. In addition to paying for tenth grade tests, the District makes tutorial and other programs available to students. The PSAT provides students a glimpse into the testing situation as well as the content covered on the test. Once students begin preparing for the SAT, Conroe ISD once again provides tutorial classes and test preparation sessions to assist students so they can challenge the test with confidence and competence. CISD has 27 National Merit Semifinalists in 2010, 23 Hispanic Recognition Scholars, and 64 National Merit Commended students, an increase from 57 in 2009.
Two critical indicators of the District’s success in ensuring graduation for all students are the dropout rate and the completion rate. The CISD 2009 dropout rate was 0.1% for grades 7 and 8, compared to the state’s annual dropout rate of 0.3%. A concentrated effort has been placed on reducing the dropout rate through monitoring students, tracking students that drop out of school, and returning them to school.
The completion rate for all students (excluding those who took the GED) for the class of 2009 was 97.7 %, a slight decrease of 0.5% from the class of 2008. The increase in the completion rate for all students and student groups is an area targeted for improvement in CISD.
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Conroe Independent School District
Committed to Excellence
2010
Annual Performance Report Overview
Conroe Independent School District has developed a district strategic plan that serves to guide district and campus staff in the attainment of the district’s vision and goals through a continuous cycle of improvement. This plan encompasses the goals of the district, the annual performance objectives, the improvement strategies to achieve each objective, the identification of the person(s) responsible for oversight of each strategy, a timeline for ongoing monitoring of the strategies, the resources needed to implement the identified strategies, the formative evaluation of each strategy, and the summative evaluation of each objective. As part of the continuous improvement cycle, a comprehensive performance evaluation is conducted annually to study multiple types of data on student performance and targeted outcomes, to analyze trends and patterns within and across the data, and to identify causal factors. The Annual Performance Report is the basis for the following year’s needs assessment, maintaining the cycle of continued improvement. Student performance data on the Texas Assessment of Knowledge and Skills (TAKS) and other information from the Academic Excellence Indicator System provided the preponderance of data for the performance evaluation. Other sources of information include the input of parents, community, business leaders, administrators and teachers through the District-Level Planning and Decision-Making Committee, the campus principals and teachers, the curriculum and instruction teams, and the superintendent’s cabinet. A comprehensive demographic study conducted by Population and Survey Analysts (PASA) also provided strategic planning information for our student enrollment projections through 2015-2016.
District Statistics The Conroe Independent School District (CISD) served 49,323 students in 55 schools during the 2009-2010 school year. The ethnic distribution of CISD is 6.8% African American (3,352 students); 28.1% Hispanic (13,871 students); 60.8% White (29,967 students); 0.7% Native American (349 students); and 3.6% Asian/Pacific Islander (1,784 students). Of the 1,033 districts in the State, CISD is the eighteenth largest district and is one of the fastest growing districts in Texas. The district encompasses 348 square miles, with diverse geographic areas that include the communities of Shenandoah, Oak Ridge North, The Woodlands, Conroe, Cut and Shoot, and Grangerland, as well as other neighborhoods and unincorporated areas.
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Student Performance The 2010 accountability rating system for Texas public schools uses three base indicators, (1) spring 2010 performance on Texas Assessment of Knowledge and Skills (TAKS); (2); the Completion Rate II for the Class of 2009; and (3) the 2008-09 Dropout Rate for grades 7 and 8. The measures for these indicators are evaluated for all students and student groups, and all measures apply toward the rating of the District. The TAKS indicator represents the evaluation of 25 measures: 5 assessment measures (Reading/ELA, Mathematics, Writing, Social Studies, and Science) for all of the 5 student groups. The dropout rate is evaluated for 5 student groups, as is the Completion Rate. This brings the number of measures to be evaluated for ratings for Conroe ISD to 35 indicators for the AEIS system. Conroe ISD Rating: Exemplary In 2010, Conroe ISD received a rating of Exemplary by the Texas Education Agency. Conroe ISD students outscored their peers across the State in all subjects and at all grade levels on the English version of TAKS. CISD has also significantly outperformed the State and comparable districts in their ratings, with 95.91% of its campuses receiving either an Exemplary or Recognized rating, compared to 70.44% of the campuses across the State. Academic Achievement 2010 vs 2009 TAKS by Subject A comparison of the results of TAKS for all grades tested (grades 3-11) for the years 2010 and 2009 indicated that Conroe ISD students not only met the complexities and challenges of the TAKS, but they maintained or increased their performance over last year in all of the 25 measures evaluated for all students and all student groups
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Reading and ELA Reading/ELA maintained its passing rate of 95% and out-performed the State’s 90%. 95% of CISD students met the passing standard for Reading/ELA, representing an improved performance of 93% in the passing rate from 2009. 91% African American and 89% Hispanic students met or exceeded standard and 88% Economically Disadvantaged met standard. Writing Writing increased its passing rate to 97% and out-performed the State’s 93% passing. Passing rates ranged from 94 % to 97% for student groups. African American, Hispanic and Economically Disadvantaged students increased from 2% to 4%, with all achieving 94% to 95% met standard. Mathematics CISD students passed Mathematics with a 91% passing rate, representing a two percentage-point gain from 2009. CISD outperformed the State’s rate of 84% by seven percent. Hispanic and African American students improved their passing rate from 2009 to 2010, advancing from 83% to 86% and 77% to 82% respectively. Economically Disadvantaged students improved their passing rate by 3% from 2009 to 2010, advancing from 80% to 83%. Social Studies Social Studies scores increased with 98% of students meeting the passing standard, outperforming the State’s rate of 95%. Passing rates ranged from 95% to 98% across the student groups. Science CISD students passed Science with 90% passing rate, representing a three percentage-point gain from 2009. CISD outperformed the State’s rate of 83% by seven percent. Science scores increased from 73% to 80% of Economically Disadvantaged students meeting the passing standard. Passing rates ranged from 80% to 81% across the student groups. Percent passing of African American students increased from 76% to 80% and Hispanic students from 75% to 81%.
2010 TAKS Results by Grade A comparison of the TAKS results is provided for 2010 and 2009 by grade level and content area, using the met standard accountability criteria for all students. Reading/ ELA (grades 3-11) The passing rates for Reading/ELA across grade levels ranged from 91% (first administration in grade 5) to 96% in grades 3, 9, and 11. When the second administration of Reading is factored in, the passing rates across grade levels is comparable, showing consistency in acquisition of reading skills and strategies. The overall passing rate for all grades in Reading/ELA is 95%. Staff development will focus on early reading intervention, targeted small group instruction, curriculum integration, and critical thinking and analysis of literary elements.
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Mathematics (grades 3-11) CISD students achieved passing rates in Mathematics that ranged from 83% in grades 9 and 10 to 96% in grade 4. At the secondary level, CISD students’ passing rates were 3 to 4 percentage points higher than last year’s. The overall passing rate for all grades in Mathematics is 91%. Improvement areas include algebraic thinking, processes and tools, geometric relationships, and measurement and similarity. Staff development will focus on math fluency, curriculum integration, problem-solving skills, technology, and common assessments through the new Math Structures initiative. Writing (grades 4 and 7) The passing rate for Writing in 2010 in grade 4 was 96%, and in grade 7 the passing rate was 97%. The passing rate for grade 4 is 2% higher than in 2009, and in grade 7 the passing rate is three percent higher than 2009. The overall passing rate for all grades in Writing is 97%. The district’s focus on vertical and horizontal alignment in Six Traits of Writing training has resulted in positive performance in student writing. Emphasis will continue on curriculum integration and moving from formulaic to authentic writing. Science (grades 5, 8, 10, and 11) Passing rates for Science were higher in all grade levels in 2010 than those in 2009. CISD students’ passing rate ranged from 84% in grade 10 to 95% in grade 11. The overall passing rate for all grades in Science is 90%. Improvement areas include earth Science, structure and properties of matter, earth and space systems, organization of living things, and the interdependence of organisms and the environment. The district is focusing resources in the areas of Science vertical alignment, differentiated instruction, curriculum integration, vocabulary development, scientific process, and common assessments. Social Studies (grades 8, 10, and 11) Passing rates for Social Studies were at 98% for grades 8 and 10 and 99% for grade 11. CISD performed higher than the State in all grades. The overall passing rate for all grades in Social Studies is 98%. Social Studies is an area of strength for CISD students. Continued focus will be placed on geographic and political influences on History through staff development in technology, questioning strategies, curriculum integration, and differentiated instruction.
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Closing the Gap Between All Students and Student Groups The closing of the achievement gap is indicated when several factors are evident. First, the gap is narrowing when the performance of each of the student groups increases more than that of the performance of all students across subjects. In CISD, the achievement of each student group increased more than that of all students in all subjects. Another factor that must be present to close the achievement gap is a decrease in the difference between all students’ performance and the performance of each student group, with the performance of each student group rising to meet or exceed that of all students. Reading and ELA The achievement gap in Reading/ELA has decreased significantly over the past eight years, with a current gap of 4 to 7 points between all students vs student groups compared to the 15 to 18 point gap in 2003. In 2010, 95% of all students met the passing standard compared to 82% in 2003. 91% African American students met standard in 2010 compared to 67% in 2003; 89% Hispanic students compared to 66% in 2003; and 88% Economically Disadvantaged met standard compared to 64% in 2003. Mathematics The achievement gap in Mathematics decreased over the past seven years, with a current gap of 5 to 9 points between all students vs student groups compared to the 18 to 25 point gap in 2003. In 2010, 91% of all students met standard compared to 72% in 2003. 82% African American students met standard in 2010 compared to 47% in 2003; 86% Hispanic students compared to 54% in 2003; and 83% Economically Disadvantaged met standard compared to 52% in 2003. Writing The achievement gap in Writing has also decreased, with a current gap of 2 to 3 points between all students and student groups vs the 10 to 15 point gap in 2003. In 2010, 97% of all students met standard compared to 85% in 2003. 95% African American students met standard in 2010 compared to 75% in 2003; 95% Hispanic students compared to 73% in 2003; and 94% Economically Disadvantaged compared to 70% in 2003.
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Social Studies The achievement gap in Social Studies has declined, with a current gap of 1 to 3 points between the passing rate of all students and student groups compared to the 8 to 15 point gap in 2003. In 2010, 98% of all CISD students met the passing standard for Social Studies compared to 87% in 2003; 97% African American students met standard in 2010 compared to 79% in 2003; 96% Hispanic students compared to 74% in 2003; and 95% Economically Disadvantaged met standard compared to 73% in 2003. Science The achievement gap in Science has significantly declined, with a current gap of 9 to 10 points between the passing rate of all students and student groups compared to the 30 point gap in 2003. In 2010, 90% of all CISD students met standard for Science compared to 58% in 2003; 80% African American students met standard in 2010 compared to 28% in 2003; 81% Hispanic students met standard compared to 28% in 2003; and 80% Economically Disadvantaged met standard compared to 28% in 2003. In CISD, the achievement difference is least in the areas of Reading/ELA, Writing, and Social Studies. Science has the greatest difference between student groups and all students, followed by Mathematics. A comprehensive focus continues to be placed on academic improvement in all areas for Limited English Proficient students with the English Language Acquisition Model (ELA Model) for our elementary bilingual education students. The fifty/fifty percent model in both Spanish and English instruction has been extended through fourth grade. At the secondary level, the International Student Academy (ISA) at Conroe High School and Washington Junior High will continue to give opportunities for our newcomers who are non-English speaking. A major initiative for the 2011 school year is the preparation for the new State of Texas Assessment of Academic Readiness (STAAR). This will be accomplished through increased rigor and relevance of both the CISD curriculum and local assessments; alignment of postsecondary readiness standards with our curriculum and benchmark assessments; and providing staff development in best practices to increase the level of rigor and relevance across all grade levels and content areas.
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Student Success Initiative The Student Success Initiative requires that fifth and eighth grade students taking TAKS Reading and Mathematics must meet the passing standard within three attempts to be promoted. Cumulative first and second administrations of the TAKS fifth grade Reading test reveals that 95% of the students passed, which is three percentage points higher than the performance of the State. Student Success Initiative Grade 5 Reading
%Students Requiring ARI TAKS Cumulative Standard (March & April)
State ’10 ‘09 15 17
District ’10 ‘09 9 13
92 90
95
92
African American ’10 ‘09 14 15 91
92
Hispanic ’10 ‘09 19 26 88 82
White ’10 ‘09 6 7
Special Ed. ’10 ‘09 29 34
98
82
96
73
Econ. Disadv. ’10 ‘09 20 28 88 82
LEP ’10 ‘09 41 47 71
66
The AEIS report reveals that 96% of CISD fifth grade students passed the cumulative first and second administrations of TAKS Mathematics test which is four percentage points higher than the performance across the State. The largest percentage of fifth graders requiring accelerated math instruction was special education. The special education and general education teachers are provided intense staff development in accelerated math instruction, math vocabulary, questioning strategies, and strategies to increase concept development. 2010 Student Success Initiative Grade 5 Mathematics
%Students Requiring ARI TAKS Cumulative Standard (March & April)
State ’10 ‘09 14 16
District ’10 ‘09 8 10
92
96
91
95
African American ’10 ‘09 15 20 92
89
Hispanic ’10 ‘09 13 15 92
93
White ’10 ‘09 6 7 97
97
Special Ed. ’10 ‘09 28 32
Econ. Disadv. ’10 ‘09 16 19
85
90
79
90
LEP ’10 ‘09 24 21 85 89
Cumulative first and second administrations of TAKS eighth grade Reading test reveals that 98% of the students passed, which is three points higher than the performance of the State. 2010 Student Success Initiative Grade 8 Reading
%Students Requiring ARI TAKS Cumulative Standard
State ’10 ‘09 9 7
District ’10 ‘09 6 5
95
98
89
94
African American ’10 ‘09 10 8 95
86
Hispanic ’10 ‘09 10 9 94
89
White ’10 ‘09 4 3 99
96
Special Ed. ’10 ‘09 23 26 88
66
Econ. Disadv. ’10 ‘09 12 10 94
87
LEP ’10 ‘09 40 33 75
54
The AEIS report reveals that 95% of CISD eighth grade students passed the cumulative first and second administrations of TAKS Mathematics test which is seven percentage points higher than the performance across the State. 2008 Student Success Initiative Grade 8 Mathematics
%Students Requiring ARI TAKS Cumulative Standard
State ’10 ‘09 19 20
District ’10 ‘09 10 14
88
95
85
91
African American ’10 ‘09 22 34 88
78
Hispanic ’10 ‘09 15 20 92
87
White ’10 ‘09 8 11 97
94
Special Ed. ’10 ‘09 40 52
Econ. Disadv. ’10 ‘09 19 26
LEP ’10 ‘09 31 47
72
90
83
59
83
65
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High School Indicators The indicators for high school performance are reported one year behind other indicators. For the 2009-2010 AEIS report, secondary information reflects the 2008-2009 data collected. Dropout and Completion Rates The CISD 2008-2009 annual dropout rate for grades 7 and 8 was 0.1%. This rate was lower than the state’s dropout rate of 0.3% for all students in the same year. The district dropout rate was 0.0% for African American and White students and 0.1% for Hispanic and Economically Disadvantaged students. To determine the completion rate over four years, a cohort of students at grade nine was followed throughout high school. In 2009, 0.7% of the cohort received GEDs as compared to the State’s 1.4%. Students that continued high school from the cohort were at 5.4% in CISD as compared to 8.6% in the State during the 2009 school year. The dropout rate over 4 years was 1.7% for CISD students as compared to the State’s 9.4%. The completion rate for all students (without GED) was 97.7% and is the highest rate among the largest 25 districts in the State.
2008
2009
Econ. Disadv. 2008
2009
White
2008
2009
0.1
Hispanic
2008
0.3
2009
2009
0.3
African American
2008
2008
Annual Dropout Rate Gr.7-8
District
2009
State
0.1
0.0
0.2
0.1
0.2
0.0
0.1
0.1
0.2
98.2
95.5
97.8
97.5
97.7
97.9
98.4
96.3
96.1
Completion Rate I (w/o GED) Completion
89.2
97.7
88.0
College Readiness Indicators Advanced Courses, RHS/DAP Graduates, AP Results In 2008-2009, 29.8% of CISD students in grades 9-12 took and received credit for advanced courses, and 82.4% graduated through either the Recommended High School program or the Distinguished Achievement Program. CISD had 31.9% of its students take the Advanced Placement (AP) examinations vs 21.2% in the State. The percent of examination scores at or above the criterion score was 72.2% for CISD vs 51.2% for the State. Furthermore, 63.6% of the CISD examinees had at least one score at or above the criterion score vs 47.4% of the students in Texas. These college readiness indicators reflect increases in the participation of students in higher level courses as well as continued success in the rigorous AP curriculum. CISD has developed strategies to expand the number of students taking Pre-AP and AP classes, dual credit courses, and Advanced Placement exams. District
2008
2008
2009
2008
2009
2008
2009
2009
Eco Dis
2008
White
2009
AP/IB Results Tested Examinees ≥Criterion Scores ≥Criterion
Hispanic
2008
Advanced Courses RHS/DAP Graduates
African American
2009
State
24.6
23.1
29.8
30.2
17.6
18.8
19.8
21.6
33.5
31.1
15.3
16.2
82.5
81.4
82.4
80.6
69.1
62.8
78.8
76.5
84.2
83.0
72.4
74.1
21.2
20.9
31.9
32.8
17.1
16.9
25.0
26.5
33.9
34.5
n/a
n/a
51.2
50.1
72.2
85.7
41.4
46.2
57.7
53.3
75.3
67.8
n/a
n/a
47.4
46.0
63.6
59.8
38.0
41.9
42.8
42.0
67.4
61.1
n/a
n/a
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2008
2009
2008
2009
2008
2009
2008
2009
2008
2009
SAT/ACT Results The performance of SAT/ACT Results for 2009 vs 2008 CISD students on African college entrance State District American Hispanic White examinations (SAT and ACT) compare very favorably with national SAT/ACT and State results, with Tested 61.5 65.0 67.3 69.5 46.6 71.5 73.3 77.5 50.4 77.7 67.3% of CISD students At/Above Criterion 26.9 27.2 45.6 14.3 31.6 48.9 45.1 14.0 24.1 50.1 taking the SAT or ACT in 2009 vs 61.5% of Mean SAT Score 985 1086 926 1020 987 1082 932 1000 1101 1099 students in the State. The percent of Mean examinees that scored ACT Score 20.5 20.5 23.2 23.2 17.0 19.0 21.5 21.0 23.6 23.6 at or above the criterion on either the SAT or ACT was 45.6% in CISD and 26.9% in the State. The mean SAT score for CISD was 1086 vs 985 in Texas, and the mean ACT score for CISD was 23.2 vs 20.5 in Texas. The Hispanic students improved on the SAT and ACT mean score. CISD has expanded its Learning Systems (test preparation) program to all high school campuses and is paying the cost of tenth and eleventh grade PSAT tests in an attempt to increase PSAT participation by tenth graders. Texas Success Initiative (TSI) -Higher Education Readiness and College-Ready Graduates The TSI-Higher Education Readiness measures the performance of grade 11 students on English Language Arts and Mathematics. The ELA component includes the percent of grade 11 examinees with a scaled score of 2200 or more and a score of 3 or higher on the essay, and the Mathematics component includes the percent of grade 11 examinees with a scaled score of 2200 or more. 74% of CISD students met this indicator for ELA and 75% in Mathematics. The newest indicator of performance is the College Ready Graduate. To be considered college-ready as defined by the College-Ready Graduate indicator, a graduate must meet the following criteria: Subject ELA
Exit-level TAKS >= 2200 scale score on ELA test AND a “3” or higher on essay
Math
>= 2200 scale score on Mathematics test
OR
OR
SAT >=500 on Critical Reading AND >=1070 Total >=500 on Math AND >=1070 Total
OR
OR
ACT >= 19 on English AND >= 23 Composite >= 19 on Math AND >= 23 Composite
This indicator differs from the TSI – Higher Education Readiness Component, in several ways: it includes performance on the SAT and ACT; it is based on prior year graduates rather than current year 11th graders; it provides an overall measure of both subjects individually AND combined; and performance is tied to the campus and district where the student graduated, while the TSI indicator uses the campus and district where the TAKS tests were administered. Schools and districts may qualify for Gold Performance Acknowledgment on the College-Ready Graduates indicator when the number of graduates who scored at or above the college-ready criteria on both ELA and Mathematics, divided by the number of graduates with results in both subjects to evaluate equals 35% or more for all students and all student groups. Conroe Independent School District received Gold Performance Acknowledgment on the College-Ready Graduates indicator with 61% of all students, 36% African American, 43% Hispanic, 67% White, and 38% Economically Disadvantaged meeting the criteria.
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Human Resources Conroe ISD had 6,046.8 employees in 2009-2010, including teaching staff and support staff, administration, educational aides, and auxiliary staff. Within our teaching staff, 74.5 percent have obtained a bachelor’s degree, 24.1 percent have obtained a master’s degree, and 0.8 percent have obtained a doctoral degree. CISD and State Staff Information 2009-2010 Conroe ISD Count Percent 6,046.8 100.0% 3,899.9 64.5% 3,140.9 51.9% 563.3 9.3% 162.3 2.7% 33.5 0.6% 444.0 7.3% 1,702.9 28.2%
Total Employees: Professional Staff: Teachers Professional Support Campus Administration Central Administration Educational Aides: Auxiliary Staff: Turnover Rate for Teachers
N/A
State of Texas Percent 100.0% 63.2% 50.5% 8.9% 2.8% 1.0% 9.8% 27.0%
11.4%
11.8%
Technology The State of Texas requires that each district survey its teachers for their rating of technology in the areas of teaching and learning, educator development, administrator and support services, and infrastructure through the School Technology and Readiness (STaR) survey. This survey rates each of the four areas on a scale of one to four, with one representing early technology, two representing developing technology, three representing advanced technology, and four representing target technology. The methodology for evaluating each area is a rounded average of the sums for each category as depicted in the chart below, which details the ranges for each target area. STaR Chart Indicators Early Tech Developing Tech Advanced Tech Target Tech
Teaching & Learning 6–8 9 – 14 15 – 20 21 – 24
Educator Development 6–8 9 – 14 15 – 20 21 – 24
Administration and Support Services 6–8 9 – 14 15 – 20 21 – 24
Infrastructure 6–8 9 – 14 15 – 20 21 – 24
As can be seen in the next chart, the Conroe ISD is categorized as “Advanced Tech” in all areas except Educator Development, and it is noted that Educator Development has shown an increase over 2009. Increases are also noted in Teaching and Learning and in Infrastructure. Initial analysis has determined that, while the teachers and administrators are utilizing technology more and are better users of technology, their personal expectations towards technology utilization are also increasing. District STaR Chart Analysis Teaching & Learning 2008 2009 2010 2011
Target 16 16 17 17
Result 15 15.66 15
Educator Development Target 16 16 16 17
Result 14 14.64 15
Infrastructure Target 18 18 19 20
Result 17 17.92 18
Administration & Support Services Target 18 18 20 21
Result 17 18.46 18
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Safe Schools Conroe ISD is committed to safe school students. Through a focus on prevention and intervention strategies and a commitment to safe schools, the safety of our students continues to be our highest priority. CISD has worked very closely with the City and County emergency medical and law enforcement agencies as well as the local Red Cross to develop a comprehensive and coordinated Crisis Management Plan for the District. In addition, all campuses have developed an Emergency Operations Plan that includes prevention, preparedness, response, and recovery strategies, focusing on emergencies resulting from environmental concerns, weather, chemical/biological matters, or an intruder in the building. Each campus plan also addresses strategies for violence prevention and intervention. The District has produced a desktop document for Emergency Operating Procedures. All administrators have received NIMS (National Incident Management System) training. AED’s (Automated External Defibrillators) have been placed at all campuses and buildings in CISD.
NON-DISCRIMINATION STATEMENT The Conroe Independent School District is an equal opportunity employer and does not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in employment matters, in its admissions policies, or by excluding from participation in, denying access to, or denying the benefits of district services, academic and/or vocational and technology programs, or activities as required by Title VI and Title VII of the Civil Rights Act of 1964, as amended, Title IX of the Education Amendments of 1972, the First Amendment of the United States Constitution, the Age Discrimination Act of 1975, Section 504 of the Rehabilitation Act of 1973, as amended, and Title II of the Americans with Disabilities Act. For information about Title IX rights, contact the Title IX Coordinator, 3205 W. Davis, Conroe, Texas 77304; (936) 709-7700. For information about Section 504/ADA rights, contact the Section 504/ADA Coordinator, 3205 W. Davis, Conroe, Texas 77304; (936) 709-7670.
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