2018-19 School Profile JOSEPH J. RHOADS LEARNING CENTER ...
2018-19 School Profile JOSEPH J. RHOADS LEARNING CENTER (TEA 200)
4401 SECOND AV DALLAS, TX 75210 Principal: CHAUNDRA MACKLIN (cmacklin@) Elementary school with grades K?5 and a PK program in the LINCOLN feeder pattern.
rhoads Phone: 972-749-1000
Attendance Enrollment
% of Grade Level
Grd Target: 97% N % Sch Afr. Am. Hispanic White Other
62%
PK 93.2%
69 10% 62%
36%
-
1%
KN 94.2% 101 14% 71%
28%
1%
-
1%
1 95.7% 105 15% 53%
45%
1%
1%
2 95.5% 110 15% 64%
35%
1%
-
1% 36%
3 94.5% 119 17% 63%
35%
0%
2%
4 97.5% 86 12% 60%
37%
1%
1%
5 95.8% 127 18% 64%
35%
-
1%
ALL 95.5% 717 ?
63% 36%
1%
1%
Student Group Enrollment
% of School
At Risk
349 49.9%
ELL
226 32.3%
Low SES 665 95.1%
SPED
51 7.3%
TAG
71 10.2%
Attendance / Retention Students Average student attendance rate
Percentage absent fewer than 10% of days enrolled Teachers Average number of absences
Percentage returned to campus from prior year
2015-16 96.4% 91.5%
5.5 59.1%
2016-17 95.8% 89.7% 7.1 65.1%
2017-18 95.5% 85.9% 6.0 62.8%
Disciplinary Actions
Out-of-School Suspension Alternative Placement Expulsion
15-16 2
16-17 93 4
17-18 210 10 2
State Acct. Met Standard (74)
100
90
Domains I: Student Achievement
IIA: Progress (Academic Growth)
80
IIB: Progress (Relative Performance) 70
III: Closing the Gaps
60
50
Distinctions No distinctions awarded
40
55
75
57
70
Domain I Domain IIA Domain IIB Domain III
School Effectiveness Index
65+ Well Above
60 Above
55
50
l 49.4
Average
45 l 44.5 40 35-
Below l 35.5 l 39.W2 ell Below
2015 2016 2017 2018
Parent Survey
100 District % Positive 75
Academic Orientation
School Communication
School Environment
50
No results available because there were too few respondents
% Positive Responses
25
My child learns
Promotes college
Satisfied Informs on Responds Comfortable Respectful
Safe
Welcomes Maintenance
with grades and
to
interacting learning
learning
parent
and
direction progress concerns
environment environment involvement cleanliness
Staff Climate Survey
100% District % Positive 75%
Beliefs & Priorities
Feedback & Support
Culture & Environment
College-Going Culture
Teacher to Teacher Trust
Teacher to Principal Trust
1
37
50%
Rank*
% Positive Responses
25%
138 64%
51% 147
137 51%
127 55%
Fall
Spring
Fall
Spring
*Rank out of 62 secondary, 149 elementary, or 15 magnet schools
33%
145
Fall
29% 148 Spring
50% 149 Fall
50% 149 Spring
51%
145
Fall
140 56% Spring
137 48%
Fall
75 137 112 44% 149 Spring
Dallas ISD Evaluation & Assessment 2018-19 School Profile September 27, 2018
2018-19 School Profile JOSEPH J. RHOADS LEARNING CENTER (TEA 200)
ISIP
100
District
75
50
25
Percentage of Students with "Kindergarten-Ready" Scores
% at or above 40th percentile
49% Fall 2015
56% Fall 2016
School
28% Fall 2017
TerraNova/SUPERA
Reading
100
% at or above 75 80th percentile
35% 29% 23%
31% 30% 30%
20%
50
25
62% Fall 2015
55% Fall 2016
District
51% Fall 2017
60% Any year
U.S.*
*Percentage approximate
Mathematics
28%
15% 16% 18%
20%
10% 12%
% at or above 40th percentile
73% 63% 59% 2016 2017 2018
School
70% 70% 70% 2016 2017 2018
District
STAAR
% Mastering Grade Level
75
56
38 7%
19
Reading (Grades 3+)
11% 9%
17% 21% 22%
60% Any year
U.S.*
68% 47% 48% 2016 2017 2018
School
56% 57% 58% 2016 2017 2018
District
60% Any year
U.S.*
*Percentages approximate
Writing (Grade 4)
25% 24%
12% 9% 7%
16% 11% 13%
10% 10%
% Meeting Grade Level
20% 16% 27% 2016 2017 2018
School
35% 38% 43% 2016 2017 2018
District
44% 46% 2016 2017 2018
State
33% 20% 18% 2016 2017 2018
School
39% 35% 37% 2016 2017 2018
District
33% 38% 2016 2017 2018
State
Mathematics (Grades 3+)
75
56
38 4% 9% 9%
19
25% 21% 14%
25% 26%
19% 21% 22% 2016 2017 2018
School
33% 42% 48% 2016 2017 2018
District
47% 50% 2016 2017 2018
State
Science (Grade 5)
1%
5%
0%
12% 12% 6%
17% 16%
18% 8% 15% 2016 2017 2018
School
27% 33% 33% 2016 2017 2018
District
40% 40% 2016 2017 2018
State
Dallas ISD Evaluation & Assessment 2018-19 School Profile September 27, 2018
2018-19 School Profile Elementary School Metric and Term Definitions
Attendance Student attendance rate
Students absent fewer than 10% of days enrolled Enrollment Number enrolled by grade (N)
Average of students' attendance rates (number of days in attendance out of number of days enrolled). The target for elementary schools is 97%. An indicator of how many students are in regular attendance. Percentage of students with fewer than 10% absences (excused or unexcused) is based on a snapshot taken at the end of the fifth six-week grading period.
Average daily enrollment at the campus during the school year.
Percentage enrolled by grade (% Sch)
Percentage in grade by race/ethnicity (% of Grade)
Percentage enrolled by student group
Grade-level percentage of total school enrollment.
Percentage of students within grade level identified as African American, Hispanic, white, or other. Identification in a category provided by parents/guardians at registration. Students identified as Hispanic are not counted elsewhere. Counts taken at the end of fifth six-week grading period based on data in student information system. Students may be classified in more than one or no student groups.
Teachers
Teacher absences Teachers returning to campus
Average number of days not at campus, such as for illness or personal business. Counts do not include vacation days or leave.
Percentage of teachers from previous school year who continued at the school. The number of teachers who were at the school in both current and previous years is divided by the number of teachers in the previous year. Teachers from the prior year are not included in the statistic if they changed to non-teaching positions within the district.
Discipline
Frequency of disciplinary actions
Disciplinary actions reported to TEA in PEIMS summer submission. Reporting codes by action are in-school suspensions: 6, 26; outof-school suspensions: 5, 25; alternative placement: 7; explusion: 2, 4.
Accountability Rating System for Texas Public Schools
State accountability rating
Schools receive an overall scaled score in up to four areas (Domains I, IIA, IIB, and III) and an overall scaled score. Scaled scores range to 100. Schools can earn distinctions for student achievement in math, reading, science, and social studies; top 25% (among comparable schools) in student progress; top 25% in closing performance gaps; and postsecondary readiness.
School Effectiveness Index
SEI
A measure of performance on assessments that is relative to other Dallas ISD schools. The SEI isolates a school's effect on student
outcomes by controlling for differences the school cannot control, such as socio-economic status, neighborhood characteristics,
and prior-year academic levels. A large change in one year, whether up or down, will typically be followed by a move in the
opposite direction. This is expected based on the statistical model used for SEI; it is an example of the concept of "regression to
the mean."
Parent Survey
Percentage positive responses Survey conducted in spring. Positive responses include Agree and Strongly Agree. Other responses included Disagree, Strongly Disagree, and Neutral. Campuses with multiple TEA numbers have results only for the campus as a whole; results are repeated on each profile.
Staff Climate Survey
Percentage positive responses Surveys conducted November and May. Positive responses include Agree and Strongly Agree. Other responses included Disagree, Strongly Disagree, and Neutral. Campuses with multiple TEA numbers have results only for the campus as a whole; results are repeated on each profile.
Istation's Indicators of Progress (ISIP)
Percentage at or above the 40th percentile
Kindergarten readiness as measured using beginning-of-year ISIP scores. Includes results from English and Spanish assessments. Students scoring at or above the 40th percentile, based on ISIP's national normative sample, are considered to be kindergartenready. (Guidelines were developed in 2016 by Evaluation & Assessment, Early Childhood & Community Partnerships, and Bilingual/ESL.)
TerraNova/SUPERA
Percentage at or above the 40th percentile
Percentage at or above the 80th percentile
Percentage of students with scores at or above the 40th percentile using a national norm, meaning the score was at or above approximately 40 percent of all other scores in the U.S. Indicator of grade-level performance. TerraNova is an English-language assessement and SUPERA is the Spanish-language equivalent. The district administers the reading, language, and mathematics sections of these assessments to students in grades K-2; only the reading and mathematics are presented.
Percentage of students with scores at or above the 80th percentile using a national norm, meaning the score was at or above approximately 80 percent of all other scores in the U.S. Indicator of advanced performance. Scores above the 80th percentile are a subset of scores above the 40th percentile.
Dallas ISD Evaluation & Assessment 2018-19 School Profile September 27, 2018
2018-19 School Profile Elementary School Metric and Term Definitions
State of Texas Assessment of Academic Readiness (STAAR)
Percentage meeting grade level standard
Percentage of all tests with scores meeting grade level standard. Statistics include results from all STAAR test types. School's statistics based on results from students in the accountability subset. District and state statistics are based on grade levels at the campus. Students meeting grade level standard have a high likelihood of success in the next grade or course but may stil need some short-term, targeted acadmic intervention.
Percentage mastering grade level standard
Percentage of all tests with scores demonstrating mastery of grade level standard. Scores are a subset of scores that "meet grade level standard". Students mastering grade level standard are expected to succeed in the next grade or course with little or no academic intervention.
Dallas ISD Evaluation & Assessment 2018-19 School Profile September 27, 2018
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