Curriculum Indicators
CORE COMMITMENT: CSISD will...provide a challenging, relevant, engaging and aligned curriculum.
Background: The core business of any school district is teaching and learning. In order for students to learn at their highest levels and for teachers to be most effective, a guaranteed and viable curriculum must be in place. CSISD has worked to develop scope and sequences in several areas along with other supporting documents and materials.
Exemplary |
Recognized |
Acceptable |
Unacceptable |
Notes |
|
Scope and Sequence documents: K-8 English/ |
Scope and sequence developed at all grade levels CSISD and all campuses |
Scope and sequence developed, but not all the way through the grade span |
Supporting resources are available to teachers |
No documents |
Individual campuses use the district measure and receive the district rating |
Scope and Sequence documents: K-8 English/ |
Scope and sequence developed at all grade levels CSISD and all campuses |
Scope and sequence developed, but not all the way through the grade span |
Supporting resources are available to teachers |
No documents |
Individual campuses use the district measure and receive the district rating |
Scope and Sequence documents: K-8 Mathematics |
Scope and sequence developed at all grade levels CSISD and all campuses |
Scope and sequence developed, but not all the way through the grade span |
Supporting resources are available to teachers |
No documents |
Individual campuses use the district measure and receive the district rating |
Scope and Sequence documents: K-8 Science |
Scope and sequence developed at all grade levels CSISD and all campuses |
Scope and sequence developed, but not all the way through the grade span |
Supporting resources are available to teachers |
No documents |
Individual campuses use the district measure and receive the district rating |
Scope and Sequence documents: K-8 Social Studies |
Scope and sequence developed at all grade levels CSISD and all campuses |
Scope and sequence developed, but not all the way through the grade span |
Supporting resources are available to teachers |
No documents |
Individual campuses use the district measure and receive the district rating |
Scope and Sequence documents: English I-IV |
Scope and sequence developed for English I-IV |
Scope and sequence developed, but not all the way through English I-IV CSISD and all campuses |
Supporting resources are available to teachers |
No documents |
Individual campuses use the district measure and receive the district rating |
Scope and Sequence documents: Algebra I & II, Geometry, Pre-Calculus |
Scope and sequence developed for Algebra I & II, Geometry and Pre-calculus |
Scope and sequence developed, but not all the way through Algebra I & II, Geometry and Pre-calculus CSISD and all campuses |
Supporting resources are available to teachers |
No documents |
Individual campuses use the district measure and receive the district rating |
Scope and Sequence documents: Biology, Chemistry, Physics |
Scope and sequence developed for Biology, Chemistry, and Physics |
Scope and sequence developed, but not all the way through Biology, Chemistry, and Physics CSISD and all campuses |
Supporting resources are available to teachers |
No documents |
Individual campuses use the district measure and receive the district rating |
Scope and Sequence documents: US History, World History, World Geography, Government, Economics |
Scope and sequence developed for US History, World History, World Geography, Government & Economics |
Scope and sequence developed, but not all the way through US History, World History, World Geography, Government & Economics CSISD and all campuses |
Supporting resources are available to teachers |
No documents |
Individual campuses use the district measure and receive the district rating |
Background: Part of providing a relevant and engaging curriculum is providing students choice in their learning. At the high school level the district is actively increasing the types of instructional arrangements for various classes. More and more classes are being taught in a traditional manner and offered in a non-traditional style: Problem-based learning (PBL), Flipped Instruction, Online Instruction, or a blended model.
Exemplary |
Recognized |
Acceptable |
Unacceptable |
Notes |
|
Percentage of Reading/ELA teachers using the workshop method consistently in grades K-4 based on self-report |
80% or more CSISD |
70-79% College Hills |
60-69% |
< 60% |
Elementary schools only |
Percentage of Mathematics teachers using the workshop method consistently in grades K-4 based on self-report |
75% or more College Hills |
65-74% CSISD |
50-64% SW Valley |
< 50% |
Elementary schools only |
Percentage of Reading/ELA teachers using the workshop method consistently in grades 5-8 based on self-report |
60% or more CSMS |
40-59% CSISD |
30-39% |
< 30% |
Intermediate and middle schools only |
Percentage of Math teachers using the workshop method as an instructional strategy in grades 5-8 based on self-report |
50% or more |
40-49% |
30-39% |
< 30% |
No rating for the 2014-15 schoolyear. The data collected is to establish a baseline. |
Number of sections in grades 9-12 that offer nontraditional delivery methods (PBL, Flipped, Online) |
District 15 or more sections CSISD Campus 8 or more sections AMCHS |
District 10 or more sections Campus 5 or more sections |
District 2 or more sections Campus 1 or more sections |
None |
High school campuses only |
Number of students registering for one or more non-traditional classes in grades 9-12. |
10% Increase CSISD |
5% Increase |
Less than 5% increase in number of students |
Decline in number of students |
High school campuses only |
Background: A challenging, relevant, engaging and aligned curriculum should help prepare students for success in the classroom. While success in all subjects is important, we have identified several key markers in literacy and mathematics that are crucial for future success.
Exemplary |
Recognized |
Acceptable |
Unacceptable |
Notes |
|
Percentage of students reading at or above grade level* at the end of 1st grade |
100-90% |
80-89% Forest Ridge |
70-79% CSISD (79%) |
Less than 70% College Hills |
Elementary schools only |
Percentage of 2nd grade students scoring average or above on the end of year Texas Early Math Inventory (TEMI-PM) |
100-90% Forest Ridge |
80-89% CSISD (86%) |
65-79% SW Valley |
Less than 65% |
Elementary schools only |
Percentage of students passing 3rd grade reading STAAR |
95% or Greater |
90% to 94% Greens Prairie |
80% to 89% CSISD (85%) |
Less than 80% College Hills |
Elementary schools only |
Percentage of students passing 5th grade Math STAAR |
95% or Greater |
85% to 94% |
75% to 84% |
Less than 75% |
The passing rates for these indicators were not released by the state until August 15, 2015, which is after this document was developed. |
Percentage of students passing 6th grade Reading STAAR |
91% or Greater |
81 to 90% CSISD (84%) |
75% - 80% Oakwood |
Less than 75% |
Intermediate schools only |
Percentage of students meeting expectations on the MSTAR universal screener spring administration in grades 6 or 8 |
Grade level average score falls into the Tier 1A level Cypress Grove |
Grade level average score falls into the Tier 1B level CSISD |
Grade level average score falls into the Tier 2A level AMCMS |
Grade level average score falls into the Tier 2B, 3A, or 3B level |
Intermediate and middle schools only |
Percentage of students in 7th Grade scoring a combined 5 or higher on the STAAR Expository composition |
70% or Greater |
50% to 70% |
35% to 50% CSISD (40%)
|
Less than 35% |
Middle schools only |
Percentage of students passing Algebra I EOC |
95% or Greater CSISD (95%) |
90% to 95% CSHS |
80% to 89% AMCHS |
Less than 80% |
Middle and high schools only |
11th Grade student performance on the critical reading portion of the PSAT as compared to the state average |
Greater than 6% points higher than the state average |
3% - 5.9% points higher than the state average CSISD |
0 - 2.9% points higher than the state average |
Less than the state average |
High school only |
Background: A challenging, relevant, engaging and aligned curriculum should help prepare students for success in college. We want our students to be prepared for college, persist in attending, and ultimately graduate.
Exemplary |
Recognized |
Acceptable |
Unacceptable |
N/A |
|
Percentage of College Ready Graduates in both ELA and Math |
80% or greater AMCHS Timber: 70% or greater |
65% to 79% CSISD (76%) Timber: 55 to 69% |
55% to 64% Timber: 54 to 40% |
Less than 55% Timber: less than 40% Timber |
High school only |
Average SAT/ACT score - choose higher ranked test |
ACT 23.0 or greater or SAT 1600 or greater CSISD |
ACT 21.5 to 22.9 or SAT 1500 to 1599 |
ACT 20.0 to 21.4 or SAT 1400 to 1499 |
ACT < 20 or SAT < 1400 |
High school only (most current data from 12-13 scores, so none for CSHS; Timber Academy receives district rating) |
Number of graduating seniors earning scholarships |
District 200 or more CSISD Campus 100 or more AMCHS |
District 160 – 199 Campus 80 to 99 CSHS |
District 120-159 Campus 60 to 79 |
District <120 Campus less than 60 |
High school only (Timber Academy receives district rating) |
Higher Ed persistence rate: students enrolled in Texas Higher Education completing one year without remediation |
80% or greater CSISD 85.7% Timber: 60% or greater |
70-79% AMCHS Timber: 46 to 59% Timber |
60-69% Timber: 35 to 45% |
Less than 60% Timber: Less than 35% |
High school only (CSHS first graduating class in 2015) |
Graduates Enrolled in TX Institution of Higher Education(IHE) |
70% or greater Timber: 45% or greater |
65-69% AMCHS Timber: 35 to 44% |
58-64%
Timber: 25 to 34% Timber |
Less than 58% Timber: Less than 25% |
High school only (CSHS first graduating class in 2015) |