Texas Education Agency
2017-18 Federal Report Card for Texas Public Schools
Campus Name: CANUTILLO MIDDLE
Campus ID: 071907041
District Name: CANUTILLO ISD

Part (i): General Description of the Texas State Accountability System Under Subsection (c)

Part (i)(I) the minimum number of students that the State determines are necessary to be included in each of the subgroups of students, as defined in subsection (c)(2), for use in the accountability system;
The Texas accountability minimum size criteria are 25 tests for assessments related indicators or 25 students for non-assessment related indicators, such as graduation, for any student group, and 10 tests or students for All student group.

Part (i)(II) the long-term goals and measurements of interim progress for all students and for each of the subgroups of students, as defined in subsection (c)(2);

  All
Students
African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or More
Races
Econ
Disadv
Special
Educ
EL
(Current
and
Former)
Academic Performance (At Meets Grade Level or Above) Reading/ELA Baseline 2016-17 Rates 44% 32% 37% 60% 43% 74% 45% 56% 33% 19% 29%
    2017-18 through 2021-22 44% 32% 37% 60% 43% 74% 45% 56% 33% 19% 29%
    2022-23 through 2026-27 52% 42% 46% 66% 51% 78% 53% 62% 43% 31% 39%
    2027-28 through 2031-32 62% 54% 58% 73% 62% 82% 63% 70% 55% 45% 52%
    2032-33 72% 66% 69% 80% 72% 87% 73% 78% 67% 60% 65%
  Mathematics Baseline 2016-17 Rates 46% 31% 40% 59% 45% 82% 50% 54% 36% 23% 40%
    2017-18 through 2021-22 46% 31% 40% 59% 45% 82% 50% 54% 36% 23% 40%
    2022-23 through 2026-27 54% 41% 49% 65% 53% 85% 57% 61% 45% 34% 49%
    2027-28 through 2031-32 63% 54% 59% 73% 63% 88% 66% 69% 57% 48% 59%
    2032-33 73% 66% 70% 80% 73% 91% 75% 77% 68% 62% 70%
EL Progress   Baseline 2016-17 Rates                     41%
    2017-18 through 2021-22                     42%
    2022-23 through 2026-27                     44%
    2027-28 through 2031-32                     46%
Graduation Rate:4-Year Longitudinal Rate   Baseline 2016-17 Rates 89% 85% 87% 93% 86% 95% 89% 92% 86% 78% 72%
    2017-18 through 2021-22 90% 90% 90% 90% 90% 90% 90% 90% 90% 90% 90%
    2022-23 through 2026-27 92% 92% 92% 92% 92% 92% 92% 92% 92% 92% 92%
    2027-28 through 2031-32 94% 94% 94% 94% 94% 94% 94% 94% 94% 94% 94%


Part (i)(III) the indicators described in subsection (c)(4)(B) used to meaningfully differentiate all public schools in the State;
a. Academic Achievement Indicator: STAAR Performance Status (Percent at or above Meets Grade Level)
b. Other Academic Indicator for Non-High Schools: STAAR Growth Status
c. Graduation Rate: Federal Graduation Status
d. ELP Indicator: English Learner Language Proficiency Status
e. School Quality or Student Success (SQSS) Indicators: College, Career, and Military Readiness for High Schools and K-12; Student Achievement Domain Score: STAAR only for All Other Schools without Annual Graduates

Part (i)(IV) the State's system for meaningfully differentiating all public schools in the State, including:
(aa) the specific weight of the indicators described in subsection (c)(4)(B) in such differentiation;

Campus Type Indicator Weight
Elementary and Middle Schools Academic Achievement 30%
  Other Academic Indicator 50%
  English Learner Language proficiency 10%
  SQSS: Student Achievement Domain Score 10%
High Schools and K-12 Academic Achievement 50%
  4-Year Graduation Rate 10%
  English Learner Language proficiency 10%
  SQSS: College, Career, and Military Readiness 30%

(bb) the methodology by which the State differentiates all such schools;
A weighted average of the accountability indicators will be computed from the number of items meeting targets divided by the number of items evaluated. The weighted average will be scaled to grades A (90-00), B (80-89), C (70-79), D (60-69), and F (0-59) and further used to differentiate all public schools.
(cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students described in section (c)(4)(C)(iii), including the time period used by the State to determine consistent underperformance;
Student group achievement is monitored annually through the Closing the Gaps domain of the State accountability. Any campus that has one or more achievement gap(s) between individual student groups and the interim goals for three consecutive years will be identified as a consistently underperforming school.
(dd) the methodology by which the State identifies a school for comprehensive support and improvement as required under subsection (c)(4)(D)(i);
The Closing the Gaps domain scaled score is used to identify schools for comprehensive support and improvement. TEA rank orders the scaled domain score for all campuses. The lowest five percent of campuses that receive Title I, Part A funds are identified for comprehensive support and improvement. Also, if a campus does not attain a 67 percent four-year graduation rate for the all students group, the campus is also automatically identified for comprehensive support and improvement. Additionally, any Title I campus identified for targeted support and improvement for three consecutive years is identified for comprehensive support and improvement the following school year.
TEA will annually identify campuses for comprehensive support and improvement beginning with the August 2018 accountability release, which is based on school year 2017-18 performance data.

Part (i)(V) the number and names of all public schools in the State identified by the State for comprehensive support and improvement under subsection (c)(4)(D)(i) or implementing targeted support and improvement plans under subsection (d)(2);
Comprehensive Support and Improvement Schools and Additional Targeted Support Schools list those campuses that have been identified for comprehensive support and additional targeted support based on performance in the Closing the Gaps domain (Excel file).

Part (i)(VI) the exit criteria established by the State as required under clause (i) of subsection (d)(3)(A), including the length of years established under clause (i)(II) of such subsection.
Campuses that do not rank in the bottom five percent of the Closing the Gaps domain for two consecutive years and have increased a letter grade (for example, from F to D or from D to C) on the Closing the Gaps domain will be considered as having successfully exited comprehensive support and improvement status.
To exit additional targeted support and improvement status, a student group must meet at least 50 percent of the indicators evaluated and meet the targets for the Academic Achievement component in both reading and mathematics.

Part (ii): Student Achievement by Proficiency Level

This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, ELA/reading, and science by grade level and proficiency level for the 2017-18 school year. These results include all students tested, regardless of whether they were in the accountability subset.

  State District Campus African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or
More
Races
Econ
Disadv
Non
Econ
Disadv
CWD CWOD EL Male Female Migrant Homeless Foster
Care
Military
 
STAAR Percent at Approaches Grade Level or Above
   Grade 6
      Reading    All Students 68% 64% 64% - 64% * - * - * 58% 72% 20% 71% 40% 57% 70% * * - *
     CWD 35% 22% 20% - 21% * - - - * * * 20% - * * * - * - *
     CWOD 71% 70% 71% - 71% * - * - - 66% 79% - 71% 45% 66% 76% * * - *
     EL 42% 40% 40% - 40% - - - - - 38% * * 45% 40% 36% 47% * * - -
     Male 63% 58% 57% - 58% * - - - * 56% 59% * 66% 36% 57% - * * - *
     Female 72% 70% 70% - 70% * - * - - 61% 85% * 76% 47% - 70% * * - *
 
      Mathematics    All Students 76% 79% 79% - 78% 100% - * - * 75% 84% 40% 85% 62% 77% 80% * * - *
     CWD 50% 41% 40% - 39% * - - - * 33% 56% 40% - * 40% * - * - *
     CWOD 79% 83% 85% - 85% * - * - - 84% 88% - 85% 73% 86% 85% * * - *
     EL 61% 66% 62% - 62% - - - - - 64% * * 73% 62% 61% 63% * * - -
     Male 76% 77% 77% - 77% * - - - * 78% 76% 40% 86% 61% 77% - * * - *
     Female 77% 80% 80% - 80% * - * - - 73% 92% * 85% 63% - 80% * * - *
 
   Grade 7
      Reading    All Students 73% 72% 73% - 73% * - - - - 68% 82% * 78% 42% 70% 78% 63% * - *
     CWD 37% 28% * - * - - - - - * * * - * * * - - - -
     CWOD 77% 75% 78% - 78% * - - - - 71% 89% - 78% 46% 77% 80% 63% * - *
     EL 44% 48% 42% - 42% - - - - - 41% * * 46% 42% 46% 35% * * - -
     Male 69% 66% 70% - 70% * - - - - 66% 77% * 77% 46% 70% - * * - *
     Female 79% 78% 78% - 77% * - - - - 70% 88% * 80% 35% - 78% * * - *
 
      Mathematics    All Students 71% 78% 85% - 85% * - - - - 79% 94% 44% 89% 73% 84% 86% 100% * - *
     CWD 42% 40% 44% - 44% - - - - - * * 44% - * 44% * - - - -
     CWOD 75% 81% 89% - 89% * - - - - 85% 95% - 89% 76% 91% 87% 100% * - *
     EL 52% 67% 73% - 73% - - - - - 69% 89% * 76% 73% 78% 67% * * - -
     Male 69% 79% 84% - 85% * - - - - 79% 94% 44% 91% 78% 84% - * * - *
     Female 73% 77% 86% - 86% * - - - - 80% 94% * 87% 67% - 86% * * - *
 
   Grade 8
      Reading    All Students 85% 86% 89% - 89% 88% - - - * 86% 98% 36% 93% 56% 88% 90% * * - *
     CWD 49% 37% 36% - * * - - - - * * 36% - * * * * - - -
     CWOD 88% 90% 93% - 93% 100% - - - * 90% 100% - 93% 62% 92% 94% * * - *
     EL 58% 58% 56% - 56% - - - - - 55% * * 62% 56% 55% 58% * * - -
     Male 82% 85% 88% - 88% * - - - * 84% 100% * 92% 55% 88% - * * - *
     Female 88% 87% 90% - 90% * - - - - 88% 97% * 94% 58% - 90% - * - -
 
      Mathematics    All Students 85% 86% 85% - 86% * - - - * 83% 96% 47% 90% 71% 82% 89% * * - *
     CWD 53% 50% 47% - 46% * - - - - 46% * 47% - * * * * - - -
     CWOD 89% 90% 90% - 90% * - - - * 88% 100% - 90% 77% 88% 93% * * - *
     EL 73% 75% 71% - 71% - - - - - 71% - * 77% 71% 68% 78% * * - -
     Male 82% 84% 82% - 83% * - - - * 78% 100% * 88% 68% 82% - * * - *
     Female 87% 88% 89% - 88% * - - - - 88% 91% * 93% 78% - 89% - * - -
 
      Science    All Students 75% 81% 82% - 82% 75% - - - * 79% 91% * 86% 50% 82% 82% * * - *
     CWD 39% 39% * - * * - - - - * * * - * * * * - - -
     CWOD 78% 84% 86% - 86% 83% - - - * 84% 92% - 86% 58% 88% 85% * * - *
     EL 46% 54% 50% - 50% - - - - - 48% * * 58% 50% 50% 50% * * - -
     Male 74% 81% 82% - 83% * - - - * 79% 92% * 88% 50% 82% - * * - *
     Female 76% 80% 82% - 81% * - - - - 78% 90% * 85% 50% - 82% - * - -
 
   End of Course
      Algebra I    All Students 82% 83% 100% - 100% * - - - - 100% 100% - 100% * 100% 100% * - - -
     CWD 47% 55% - - - - - - - - - - - - - - - - - - -
     CWOD 86% 87% 100% - 100% * - - - - 100% 100% - 100% * 100% 100% * - - -
     EL 67% 67% * - * - - - - - * * - * * - * - - - -
     Male 78% 82% 100% - 100% * - - - - 100% 100% - 100% - 100% - * - - -
     Female 87% 85% 100% - 100% * - - - - 100% 100% - 100% * - 100% - - - -
 
 
STAAR Percent at Meets Grade Level or Above
   Grade 6
      Reading    All Students 38% 35% 36% - 36% * - * - * 30% 46% 13% 40% 17% 31% 42% * * - *
     CWD 22% 16% 13% - 14% * - - - * * * 13% - * * * - * - *
     CWOD 40% 38% 40% - 39% * - * - - 35% 49% - 40% 18% 35% 45% * * - *
     EL 14% 11% 17% - 17% - - - - - 18% * * 18% 17% 12% 26% * * - -
     Male 34% 31% 31% - 31% * - - - * 30% 32% * 35% 12% 31% - * * - *
     Female 42% 39% 42% - 40% * - * - - 31% 59% * 45% 26% - 42% * * - *
 
      Mathematics    All Students 43% 38% 40% - 40% 60% - * - * 35% 49% 13% 45% 19% 39% 42% * * - *
     CWD 23% 16% 13% - 14% * - - - * 10% 22% 13% - * 15% * - * - *
     CWOD 46% 41% 45% - 45% * - * - - 40% 52% - 45% 20% 45% 45% * * - *
     EL 24% 17% 19% - 19% - - - - - 22% * * 20% 19% 18% 21% * * - -
     Male 44% 37% 39% - 38% * - - - * 37% 43% 15% 45% 18% 39% - * * - *
     Female 42% 38% 42% - 42% * - * - - 34% 54% * 45% 21% - 42% * * - *
 
   Grade 7
      Reading    All Students 47% 39% 44% - 43% * - - - - 33% 61% * 46% 9% 42% 46% 13% * - *
     CWD 23% 21% * - * - - - - - * * * - * * * - - - -
     CWOD 50% 40% 46% - 45% * - - - - 34% 66% - 46% 8% 45% 47% 13% * - *
     EL 16% 13% 9% - 9% - - - - - 6% * * 8% 9% 12% 6% * * - -
     Male 42% 35% 42% - 41% * - - - - 34% 57% * 45% 12% 42% - * * - *
     Female 53% 43% 46% - 45% * - - - - 32% 66% * 47% 6% - 46% * * - *
 
      Mathematics    All Students 39% 47% 51% - 51% * - - - - 43% 64% 28% 53% 36% 51% 51% 75% * - *
     CWD 20% 27% 28% - 28% - - - - - * * 28% - * 31% * - - - -
     CWOD 41% 49% 53% - 53% * - - - - 44% 68% - 53% 39% 55% 52% 75% * - *
     EL 17% 33% 36% - 36% - - - - - 31% 56% * 39% 36% 41% 28% * * - -
     Male 38% 49% 51% - 52% * - - - - 44% 66% 31% 55% 41% 51% - * * - *
     Female 40% 45% 51% - 50% * - - - - 42% 63% * 52% 28% - 51% * * - *
 
   Grade 8
      Reading    All Students 48% 49%