2014-2015 Community-Based

Accountability Report

Page 2

Contents To Our Community _______________________________________________________________________________________ 3

Characteristics of a Quality Education System _________________________________________________________ 4

1. Educational Opportunities to Meet Student Needs _________________________________________________ 5

2. College Preparatory Program _______________________________________________________________________ 15

3. Safe and Nurturing Learning Environment ________________________________________________________ 25

4. Community Involvement ____________________________________________________________________________ 28

5. Enrichment Opportunities to Meet Student Needs ________________________________________________ 33

6. STAAR Performance Report ________________________________________________________________________ 37

Page 3

To Our Community The mission of the Clear Creek Independent School District is to provide educational opportunities so

that students discover their unique talents and positively contribute to “Their World.” Our educators,

parents, business and civic leaders, and school board members collectively agree the pathway to

realize this mission is not beholden solely on improved results on Texas’ standardized student

assessments.

Our community has told us that student success is measured by what happens every day, in every

school; the amount of human and financial resources invested in providing students varied

opportunities; and the level of public trust and community involvement. The enclosed 2014-2015

Clear Creek Independent School District Community-based Accountability Report is a true reflection

of how the school district is doing in the areas most important and highly valued in our area. This is

the second annual Community-based Accountability report. Overall student achievement has

improved year-to-year as well as the financial outlook for the school district.

CCISD has been leading the way in advocating for and on behalf of communities across Texas to create

their own local reporting system. I believe the level of detail and depth of this report will provide our

stakeholders a solid and balanced look inside the school district.

Sincerely,

Dr. Laura DuPont

Clear Creek Independent School District Board of Trustees, President

Page 4

98% 97%94% 92% 90% 90%

75%71%

Variety ofEducation

Opportunities

CollegePreparatory

UpdatedFacilities

HighCommunityInvolvement

High SAT/ACT ComprehensiveFine Arts

CompetitiveAthleticProgram

High Scores onSTAAR

Characteristics of a Quality Education System As school boards, legislators, and superintendents try to identify a comprehensive accountability

system, the Clear Creek Independent School District (CCISD) asked its residents what they find to be

important in judging the quality of a school district. Based on an April 2014 random sample phone

survey of district residents conducted by Baselice and Associates, LLP and an electronic survey of

district parents conducted by the CCISD Office of Assessment and Evaluation, the following areas

were considered “very important” or “somewhat important”. This Community-Based Accountability

Report will provide information as to how the school district is performing in each of these areas.

“Variety of Education Opportunities” was not included in the 2014 Office of Assessment and Evaluation climate survey.

94% 95% 89% 89% 90% 70% 67%

Baselice and

Associates, LLP

Office of

Assessment and

Evaluation

Page 5

1. Educational Opportunities to Meet Student Needs The Clear Creek Independent School District is home to a diverse community, represented by

students from all seven federal race/ethnicities and 74 different home languages. In order to evaluate

how well CCISD provided educational opportunities to meet student needs, student demographics are

shown to understand the makeup of the student body, followed by 2014-15 program evaluations and

community perceptions of CCISD.

District Demographics From 2010-11 through 2014-15, enrollment has increased by more than 3,000 students. During this

time, the percentage of Economically Disadvantaged students has increased by 1.5 to 26.9%; the

percentage of Limited English Proficient (LEP) students has increased 2.0% (from 7.8% to 9.8%); the

Hispanic student population has increased by 10.8% to 28.7%; and the White student population has

decreased by 12.1% to 49.3%. In 2009-10, the previous race/ethnicity reporting standards were in

place and did not include Hawaiian/Pacific Islander or Two or More Races.

2014-15 CCISD Demographics

Grade Level

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EE 222 0.5% 7.7% 30.6% 50.0% 0.0% 5.0% 0.5% 6.3%

PK 1,204 3.0% 8.0% 48.3% 21.8% 0.1% 16.3% 0.2% 5.4%

KG 2,801 6.9% 6.1% 32.6% 48.3% 0.2% 8.2% 0.2% 4.4%

1 2,865 7.0% 7.4% 30.6% 48.2% 0.2% 8.9% 0.1% 4.6%

2 2,874 7.0% 7.4% 29.7% 50.0% 0.1% 8.8% 0.0% 4.0%

3 2,912 7.1% 9.0% 29.8% 46.9% 0.2% 9.9% 0.1% 4.1%

4 2,891 7.1% 7.7% 31.0% 48.6% 0.2% 8.8% 0.1% 3.7%

5 3,030 7.4% 7.4% 29.5% 48.7% 0.1% 10.3% 0.1% 3.9%

6 3,109 7.6% 8.1% 28.2% 49.8% 0.3% 10.2% 0.2% 3.3%

7 3,096 7.6% 8.2% 27.2% 49.9% 0.3% 10.3% 0.1% 4.0%

8 3,163 7.8% 8.2% 26.7% 51.2% 0.2% 10.1% 0.2% 3.4%

9 3,358 8.2% 8.6% 27.5% 50.5% 0.3% 9.2% 0.1% 3.8%

10 3,238 7.9% 9.9% 25.5% 50.5% 0.3% 10.7% 0.2% 2.9%

11 3,079 7.5% 8.3% 24.5% 54.5% 0.3% 9.0% 0.2% 3.3%

12 2,970 7.3% 9.1% 23.3% 53.8% 0.0% 10.6% 0.1% 3.1%

2014-15 40,812 100.0% 8.1% 28.7% 49.3% 0.2% 9.8% 0.1% 3.8%

2013-14 39,808 100.0% 8.2% 28.0% 50.1% 0.2% 9.8% 0.1% 3.5%

2009-10 37,472 100.0% 9.2% 21.3% 58.8% 0.3% 10.4% N/A

* Student enrollment for each year is based on Snapshot data (enrollment as of the last Friday in October)

Page 6

Home Languages of CCISD Students Students in CCISD come from diverse cultures and home languages, with 74-home languages

represented. These students benefit from the multiple and varied education opportunities in CCISD.

Afrikaans Eskimo Korean Slovenian Albanian, Gheg Ethiopic Laotian Somali Albanian, Tosk Farsi Latvian Spanish American Sign Language Finnish Luganda Swahili Amharic French Malayalam Swedish Arabic German Mandarin Tamil Armenian Greek Marathi Telugu Bengali Gujarati Nepali Thai Bulgarian Haitian-Creole Norwegian Tibetan Burmese Hebrew Panjabi Turkish Cambodian Hindi Pashto Ukrainian Cantonese Hungarian Pilipino Urdu Cebuano Ibo/Igbo Polish Vietnamese Chaochow/Teochiu Ilonggo Portuguese Yoruba Chinese Indonesian Romanian Croatian Italian Russian Czech Japanese Serbian Danish Kache Shanghai Dutch/Flemish Kannada Sindhi English Konkani Sinhalese

Source: Skyward Student Management System

EconomicallyDisadvantaged

Gifted andTalented

SpecialEducation

Limited EnglishProficiency

Male Female

2014-15 26.9% 9.4% 9.8% 9.8% 51.2% 48.8%

2013-14 27.5% 9.0% 9.5% 9.2% 51.1% 48.9%

2009-10 22.7% 7.5% 9.2% 7.5% 51.6% 48.4%

26

.9%

9.4

%

9.8

%

9.8

%

51

.2%

48

.8%

27

.5%

9.0

%

9.5

%

9.2

%

51

.1%

48

.9%

22

.7%

7.5

%

9.2

%

7.5

%

51

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48

.4%

Student Demographics Based on Snapshot Enrollment in October

Page 7

2009-10 – 2014-15 CCISD Campus Enrollment

Campus Name #

Enrolled #

Enrolled #

Enrolled #

Enrolled #

Enrolled 2014-15 2013-14 2012-13 2011-12 2009-10

Clear Creek High School 2,287 2,170 2,056 2,103 2,439 Clear Lake High School 2,437 2,419 2,402 2,682 3,434 Clear Brook High School 2,335 2,373 2,399 2,534 2,566 Clear View High School 206 188 182 200 216 Clear Path Alternative School 62 57 57 50 47 Clear Springs High School 2,463 2,308 2,334 2,371 2,450 Clear Horizons ECHS 436 419 407 376 325 Clear Falls High School 2,439 2,383 2,364 1,735 -- Seabrook Intermediate 1,017 1,000 1,039 1,047 1,045 Clear Lake Intermediate 1,001 969 985 1,046 1,089 Space Center Intermediate 1,052 1,091 1,145 1,149 1,253 League City Intermediate 1,020 868 733 445 735 Creekside Intermediate 867 829 829 847 808 Brookside Intermediate 802 802 802 812 839 Victory Lakes Intermediate 991 948 904 884 1,019 Westbrook Intermediate 1,069 1,083 1,137 1,349 1,258 Bayside Intermediate 735 697 685 625 -- Clear Creek Intermediate 792 791 805 824 776 Clear Lake City Elementary 579 574 559 591 585 White Elementary 495 465 440 461 452 League City Elementary 572 563 565 449 431 Ross Elementary 708 716 710 689 675 Bay Elementary 785 788 726 729 668 Stewart Elementary 754 720 666 631 557 McWhirter Elementary 791 758 758 973 852 Whitcomb Elementary 781 737 765 720 633 Greene Elementary 744 756 757 760 750 Armand Bayou Elementary 499 517 520 487 474 Landolt Elementary 905 901 895 857 785 Hall Elementary 772 720 676 618 645 Ward Elementary 583 598 620 618 656 Ferguson Elementary 765 804 759 645 727 Brookwood Elementary 720 690 675 537 626 Wedgewood Elementary 795 751 768 782 793 Hyde Elementary 609 618 589 570 553 North Pointe Elementary 823 774 766 756 742 Goforth Elementary 744 695 646 599 582 Bauerschlag Elementary 894 847 856 851 699 Falcon Pass Elementary 617 575 607 626 612 Weber Elementary 921 887 908 902 884 Robinson Elementary 509 515 520 575 519 Gilmore Elementary 803 861 885 891 883 Parr Elementary 786 800 807 753 692 Mossman Elementary 845 782 772 882 692 Clear Creek ISD Total 40,812 39,808 39,480 39,037 37,472

*Total enrollment includes enrollment at JJAEPs Clear Falls High School and Bayside Intermediate, located at the Education Village, did not exist in 2009-10.

Page 8

Program Evaluations The Office of Assessment and Evaluation conducted three comprehensive program evaluations in the

2014-15 school year: Advanced Academics/GT, Career and Technical Education (CTE), and Visual

and Performing Arts (VPA). These evaluations can be viewed in their entirety at

http://ccisd.ss8.sharpschool.com/departments/assessment___evaluation/district_program_evaluations/.

Advanced Academics/Gifted & Talented

The Advanced Academics and Gifted & Talented program offers wide-ranging educational offerings

across the district. Students may select from a range of opportunities in the area of Advanced

Academics, such as: Pre-Advanced Placement (Pre-AP), Alpha, Advanced Placement (AP), Webster

Academy of Visions in Education (WAVE), Science Magnet, Clear Horizons Early College High School

(CHECHS), Independent Study Mentorship (ISM), Credit by Examination (CBE) without prior

instruction, and Dual Credit, to name a few. Elementary schools offer services for gifted students

through differentiation in cluster classes as well as pull out instruction and acceleration.

At the elementary level, an average of 6.0% of students in grade 1 participate in the GT program, up to

a high of 10.6% of students in grade 5. At the secondary level, enrollment in Advanced Academics

(which encompass GT and Pre-AP/AP) begin at an average of 61.0% in grade 6, peak at 65.2% in

grade 8, then fall to a low of 53.7% in grade 11. Overall, participation levels in Advanced Academics

have increased in all grade levels throughout the five years of the evaluation.

Participation rates as compared to eligibility for participation has increased the most in Pre-AP

(5.9%) and in AP (6.3%) over the five year period. Science magnet participation rates have been

virtually unchanged, due to a fixed number of available seats in the program. Independent Study

Mentorship (ISM) rates have declined; however, this program is available as an opportunity to

students as space allows within individual students’ schedules.

In the GT program, including Alpha and WAVE, the percentages of African American, Hispanic, and

Economically Disadvantaged students are lower in the GT program than the corresponding

percentages in the district, while the percentage of Asian students is higher in the GT program than

overall in the district. In Pre-AP, AP, and Dual Credit, the percentage of Hispanic students, while lower

than the district, has increased over the five-year period.

Page 9

Career and Technical Education (CTE)

CCISD offers students various career pathways within 14 of the 16 federally defined career clusters.

Beginning in 7th grade, students have opportunities to explore hands‐on types of learning

experiences through their participation in exploratory CTE courses. Students entering high school

have numerous CTE courses to choose from which are designed to prepare them for postsecondary

opportunities, career preparation and advancement, meaningful work, and active citizenship.

Students learn the relationship between education and careers as well as the importance of making

informed decisions about their futures.

For each CCISD demographic subgroup, the top five career clusters by area of participation are

shown in the table below. For example, the top five career clusters for female students include:

Agriculture, Food & Natural Resources; Career Development; Education and Training; Health Science;

and Human Services. For more information regarding CTE certifications, please refer to pages 19-21.

CTE Cluster F M HI AS BL WH ECO LEP SPD GT AR Agriculture, Food & Natural Resources X X X X Architecture & Construction X X X Arts, Audio/Visual Technology & Communications

X X

Business, Management, and Administration

X X X X X

Career Development* X X X X X Education and Training X X Finance X X X Health Science X X X X Hospitality and Tourism X X X X Human Services X X X X X Information Technology X X X Manufacturing X X X X X Marketing X X Science, Technology, Engineering & Math (STEM)

X X X

Transportation, Distribution & Logistics X X X X X

*While Career Development is not a federally defined cluster, it is part of CTE and is included for the purposes of the evaluation Legend for Demographics:

F=Female ECO=Economically Disadvantaged M=Male LEP=Limited English Proficiency HI=Hispanic SPD=Special Education AS=Asian GT=Gifted and Talented BL=Black AR=At Risk WH=White

Page 10

Visual and Performing Arts (VPA)

CCISD offers opportunities for intermediate and high school students to explore Visual and

Performing Arts, in addition to participation in art and music classes in the elementary grades.

Intermediate enrollment in VPA courses has ranged from 6,290 students (70.2% of all intermediate

students) in 2009-10 to 7,994 students (87.7% of all intermediate students) in 2013-14. High school

enrollment in VPA courses has ranged from 6,702 students (57.5% of all high school students) in

2009-10 to 7,545 students (61.1% of all high school students) in 2013-14.

For each CCISD demographic subgroup, the top three areas of VPA participation are shown in the

table below.

Intermediate F M HI AS BL WH ECO LEP SPD GT AR Band X X X X X Choir X X X X X X X X Orchestra X X X X X X Theatre X X X X X X Art X X X X X X X X High School F M HI AS BL WH ECO LEP SPD GT AR Band X X X Choir X X X Orchestra X X Theatre X X X X X X X Art X X X X X X X X Dance (Class) X X X X X X X X Dance (Team) X X

Legend for Demographics:

F=Female ECO=Economically Disadvantaged M=Male LEP=Limited English Proficiency HI=Hispanic SPD=Special Education AS=Asian GT=Gifted and Talented BL=Black AR=At Risk WH=White

Latitude 2 Learn (L2L) Clear Creek ISD purchased and received 12,865 Dell Latitude Tablet Computers of which a high of

10,235 (79.6%) were deployed to students by spring 2015. After the Latitude was upgraded, CCISD

purchased 13,715 Dell Venue Tablet Computers, of which 11,925 (86.9%) were deployed to students

and staff in the 2014-15 school year. By spring 2015, tablets were deployed to all students in grades

5, 8, and 9-12.

Survey data reveals a strong affinity to L2L by elementary students, but much less at the secondary

level in which students, staff, and parents strongly rely on consistently working devices and internet

connectivity or else revert to traditional instruction and learning practices. CCISD must strive to bridge

the digital divide, not only between adults and students, but also among various grade level bands of

students.

Page 11

Despite the hardware and connectivity challenges in 2014-15, with substantial increases to the

bandwidth, the availability of a digital learning platform (itsLearning), and additional technology

integration coaching/support, the L2L initiative has a promising outlook for 2015-16.

L2L Strengths

For at least one category of respondents, greater than 70% responded as strongly agree or agree:

A majority of staff and students believe students know what digital citizenship means, strongly agree

or agree that teachers allow students to learn and show work in a variety of ways, and that it was easy

to learn how to use the tablet computer.

Over 96% of students have access to a tablet, laptop, or computer at home, in which a majority have

their own device. Over 78% of parents and students strongly agree or agree that students are

81.7%

80.7%

84.3%

82.2%

67.2%

86.7%

85.8%

86.9%

78.9%

0.0% 20.0% 40.0% 60.0% 80.0% 100.0%

Students/Staff were able to easily learn howto use the tablet computer (Windows 8.1).

Teachers allow students to learn and showwork in a variety of ways.

Students know what digital citizenship means.

Staff Parents Students

96.2%

79.1%

88.4%

82.9%

97.9%

83.6%

79.4%

78.2%

0.0% 20.0% 40.0% 60.0% 80.0% 100.0%

My family has at least onetablet/laptop/computer at home.

Students have their owntablet/laptop/computer at home.

Teachers give students clear expectationsabout when they can use a tablet, computer,…

Students are allowed to access the internetduring their classes.

Parents Students

Page 12

allowed to access the interned during their classes, and most agree that teachers give clear

expectations about when students can use technology in class.

L2L Areas for Improvement

For at least one category of respondents, fewer than 50% responded as strongly agree or agree:

Community Perceptions The Clear Creek Independent School District contracted with Baselice and Associates, LLP in April

2014 to conduct a random sampling phone survey about education in the district to ask questions

about educational opportunities (+/- 4.9% margin of error, N = 401). The Clear Creek Independent

School District also conducted a Climate Survey in April 2014 through the Office of Assessment and

Evaluation. Respondents for this survey were selected from among those who have volunteered to

participate (N = 2473). Complete results of the 2014 survey can be viewed at

http://web.ccisd.net/departments/communications/ccisd-survey.

Which one of the following best describes how satisfied you are with the job Clear Creek ISD is doing

at educating children?

Educating Children in CCISD

Year (Surveyor) Very/Somewhat Satisfied

Very/Somewhat Dissatisfied

Unsure/

Refused

2014 (Baselice and Associates, LLP)

88% 9% 3%

2014 (Office of Assessment and Evaluation)

88% 10% 2%

2012 (Baselice and Associates, LLP)

87% 10% 3%

2009 (Baselice and Associates, LLP)

87% 7% 6%

48.3%

50.6%

28.2%

48.8%

56.3%

31.2%

54.4%

44.7%

0% 20% 40% 60% 80% 100%

Most teachers incorporate the use of studenttablets into their lessons.

Students do more homework when they use atablet computer.

As of April 2015, the wireless internet/networkat school is fast and reliable.

Students are more likely to submit assignmentsonline rather than paper.

Staff Parents Students

Page 13

Would you give Clear Creek ISD a grade of A, B, C, D, or F in the area of providing a variety of

education opportunities that meet the needs and interests of all students?

Variety of Education Opportunities

A B C D F Unsure

49% 32% 14% 3% 0% 3% 2014, Baselice and Associates, LLP

In general, do you think the overall academic standards in Clear Creek ISD are better than average,

average, worse than average, or unsure?

Overall Academic Standards in CCISD

Better than Average Average Worse than Average Unsure

62% 30% 4% 4%

2014, Baselice and Associates, LLP

During the time you have lived here, do you believe the quality of education in the district has gotten

better, stayed about the same, gotten worse, or unsure?

Quality of Education in CCISD

Surveyor Gotten Better Stayed about

the Same Gotten Worse Unsure

Baselice and Associates, LLP 37% 43% 12% 8%

Office of Assessment and Evaluation 35% 34% 14% 17%

2014, Baselice and Associates, LLP

2014, Office of Assessment and Evaluation

If you had to give CCISD a grade would you give it an A, B, C, D, or F?

Overall Grade for CCISD

Surveyor A B C D F

Baselice and Associates, LLP 48% 42% 6% 3% *

Office of Assessment and Evaluation 50% 35% 11% 3% 2%

2014, Baselice and Associates, LLP

2014, Office of Assessment and Evaluation

* = Less than 5 respondents

Page 14

Analysis of Educational Opportunities to Meet Student Needs Strengths

Diversity in CCISD continues to increase as shown by increases in the percentages of students

identified as gifted and talented, special education, and limited English proficient. While there are

many educational opportunities for all students in CCISD, as evidenced by the CCISD House Bill (HB) 5

Community and Student Engagement Report, three evaluations in 2014-15 highlight examples of such

opportunities: Advanced Academics/Gifted & Talented program, Career and Technical Education

(CTE), and Visual and Performing Arts. Across these programs, student participation has increased

over the previous five years.

Opportunities for Improvement

CCISD needs to and will continue to identify and encourage participation by underrepresented

students in Advanced Academics, CTE, and VPA programs. Although a high percentage of survey

participants give CCISD an A or B overall and for the educational opportunities provided to students,

the district needs to determine why participants rated the district with a C or B, and strive for

improvement that would yield a higher percentage of A ratings.

Page 15

2. College Preparatory Program The Clear Creek Independent School District has had a concentrated effort to ensure all students

graduate and are prepared to succeed in college, the workforce, and in life. To measure progress in

college and career readiness, the school district has identified the following indicators to measure

college preparation: College Entrance Exam Scores, Advanced Placement Coursework and Exam

Scores, College Hours Earned, Career and Technical Education Student Participation and

Certifications Earned, CCISD Completion Rate, CCISD Graduates’ Post-Secondary Decisions, and

Superintendent Scholars Program Eligibility.

College Entrance Exam Scores Assessments (PSAT, SAT, ACT) taken by CCISD Students

In general, CCISD students perform at a higher level than their statewide and national peers on the

nationally-recognized PSAT, SAT, and ACT exams. Approximately 2/3 of CCISD students who took

either PSAT, SAT, or ACT met or exceeded the State of Texas uniform admissions requirements for the

respective college readiness/entrance exams. The assessment data include all students who have

taken the PSAT, SAT, and ACT. PSAT scores include freshmen, sophomores, and juniors who took the

assessment. The College Board provides comparison data for college bound seniors.

College-Bound Seniors SAT Performance

College bound seniors are determined by which students request a copy of their test score to be sent

to a college in consideration for admission. CCISD students exceeded the State and Global scores in

2013 and 2014.

Year SAT Critical Reading

Mathematics Writing Total Score

2014 District 530 549 509 1588

State 476 495 461 1432 Global 497 513 487 1497

2013 District 522 547 505 1574

State 477 499 461 1437 Global 496 514 488 1498

Page 16

ACT Performance by High School Grade 12 Students

ACT provides data for comparison purpose for any graduate of the tested year who took an ACT exam.

If a student took multiple exams, the highest score is considered for the comparison. CCISD students

exceeded the State and National scores in 2013 and 2014.

ACT* Composite

Score

2014 District 24.1

State 20.9 National 21.0

2013 District 23.6

State 20.9 National 20.9

* ACT-tested graduates

PSAT Performance

When comparing the District to the State and on a global level, only the junior class scores are

compared. CCISD juniors exceeded the state and global averages in critical reading, mathematics, and

writing.

Junior PSAT Performance

PSAT Critical Reading

Mathematics Writing Total Score

2014 District 53.1 55.5 52.0 160.6

State 43.5 45.7 42.3 131.5 Global 46.2 47.9 44.7 138.8

2013 District 52.5 54.2 51.2 157.9

State 44.0 45.6 43.2 132.8 Global 46.6 47.8 45.3 139.7

Sophomore PSAT Performance

PSAT* Critical Reading

Mathematics Writing Total Score

2014 District 43.3 45.0 41.3 129.6

State 40.4 42.0 38.6 121.0 Global 41.6 42.8 39.5 123.9

2013 District 45.6 46.4 44.2 136.2

State 40.8 41.6 39.8 122.2 Global 41.9 42.8 40.6 125.3

* All CCISD students in grade 10 take the PSAT.

Page 17

Advanced Placement Coursework The Clear Creek Independent School District offers Pre-Advanced Placement (Pre-AP) and Advanced

Placement (AP) courses at the intermediate and high school levels. The coursework is developed by

the College Board. These classes and subsequent AP exams are accepted by universities around the

world. At the high school level, CCISD students enrolled in 29 AP courses in 2014. Out of a total 6,821

AP course enrollments in the 29 AP courses, 4,575 optional AP exams were taken at a rate of 67%.

Advanced Placement Test Results Students are not required to be enrolled in an AP course in order to take an AP exam. As an example,

there are students who have taken the Micro Economics, Italian, and Japanese AP exams who have not

been enrolled in the AP course. For the Chinese AP and Spanish Language AP exams, there have been

more students taking the exam and passing than there have been enrolled in an AP course. CCISD

students score higher than the state or global level for students who have scored a 3 or higher on an

AP exam. A score of 3 is the standard which many colleges accept an AP score for college credit.

“Each year, the College Board helps more

than seven million students prepare for a

successful transition to college through

programs and services in college

readiness and college success”

0%

10%

20%

30%

40%

50%

60%

70%

80%

CCISD State Global

73%

49%

59%

71%

49%

60%

% of AP Test Takers Who Scored 3 or Higher

2014 2013

Page 18

Advanced Placement Enrollment and Test Results

2014 2013

Course Enrolled #

Taking %

Taking % 3+ Enrolled

# Taking

% Taking

% 3+

2-D Design 40 26 65% 93% 39 26 67% 88% 3-D Design 18 12 67% 75% 16 6 38% 100% Art History 12 8 67% 75% 33 26 79% 73% Biology 248 161 65% 73% 238 182 76% 73% Calculus AB 397 288 73% 81% 347 257 74% 73% Calculus BC 57 44 77% 86% 72 62 86% 95% Chemistry 146 106 73% 53% 185 141 76% 74% Chinese 7 6 86% 100% 7 16 229% 94% Computer Science A 86 36 42% 60% 156 86 55% 66% Drawing 37 13 35% 94% 32 10 31% 80% Economics - Macro 496 255 51% 64% 449 209 47% 52% Economics - Micro 5 x 5 x English Language and Composition

908 729 80% 74% 876 687 78% 72%

English Literature and Composition

498 342 69% 81% 446 321 72% 81%

Environmental Science 231 115 50% 67% 378 145 38% 59% European History 56 25 45% 92% 73 45 62% 71% French 30 10 33% 80% 25 9 36% 78% German 10 8 80% 89% 10 5 50% x Government 512 339 66% 65% 448 291 65% 55% Human Geography 603 433 72% 71% 538 431 80% 72% Italian Japanese x x Latin 17 8 47% 88% 10 9 90% 78% Music Theory 70 27 39% 67% 62 31 50% 58% Physics B 120 86 72% 92% 83 60 72% 83% Physics C: Elect & Mag. 119 77 39% 69% 50 39 78% 64% Physics C: Mechanics 119 73 42% 84% 50 35 70% 89% Psychology 329 200 61% 67% 236 124 53% 58% Spanish Language 82 55 67% 90% 80 92 115% 73% Spanish Literature 7 x 100% 18 12 67% 92% Statistics 365 169 46% 73% 266 212 80% 76% US History 737 339 78% 68% 550 495 90% 71% World History 583 418 72% 75% 382 347 91% 75% District Total 6821 4575 67% 73% 5476 4086 75% 71% State 49% 49% Global 59% 60%

x = 5 or fewer students

*Data provided by the College Board

Page 19

College Hours Earned in CCISD The Clear Creek Independent School District offers what is known as Dual Credit where students earn

college hours and high school credit simultaneously. Courses offered for dual credit stem from

agreements with San Jacinto Community College, College of the Mainland, and the University of

Houston-Clear Lake. The courses are either taught by college professors on a college campus or by

credentialed instructors. Students must meet

certain qualifications to enroll in a dual credit

course. They must be a junior or a senior and must

meet the college’s prerequisite requirements for

enrollment. Students must satisfy Texas Success

Initiative requirements as well.

In 2014-2015, 256 students earned one to six

hours of college credit and two students earned 37

to 43 hours of college credit in a single year.

The numbers reflected to the left include the

college hours earned through Clear Horizons Early College High School (CHECHS) where students can

simultaneously earn a high school diploma and a college associate’s degree by the time they graduate

high school. Of the students who earned college credit hours in 2014-15, 445 were enrolled at

CHECHS, while the remaining 707 students were enrolled at another CCISD high school.

Career and Technical Education (CTE) Certifications The Clear Creek Independent School District utilizes 14 out of 16 federally defined career clusters and

the Achieve Texas Initiative to prepare students for career preparation and academic advancement.

CCISD offers 14 career pathways that are aligned with Texas’ graduation requirements and the newly

implemented Graduation Endorsements. Each pathway combines academic courses with career-

related courses. Additionally, students who are successful in their coursework have the opportunity

to take a test within a respective industry and earn a certification which are often reserved for college

or technical education schools. This helps students understand the relationship between education

and careers and engage students in their own learning so they make informed decisions, graduate

from high school and enroll in and complete college.

Enrollment in 2014-15 Career and Technical Education courses at the high school level is as follows:

2014-15 2013-14 Grade # Students # in CTE % in CTE # Students # in CTE % in CTE

09 3,361 1,827 54% 3,276 1,617 54% 10 3,239 2,224 69% 3,190 2,112 71% 11 3,083 2,421 79% 2,967 2,321 78% 12 2,975 2,553 86% 2,795 2,376 80%

* Based on enrollment in one or more courses in CTE

College Hours

Earned

2014-15

# Students

2013-14

# Students

1-6 hours 256 244

7-12 hours 645 666

13-18 hours 107 112

19-24 hours 76 72

25-30 hours 49 36

31-36 hours 11 12

37-43 hours 2 1

Total Students 1146 1143

Page 20

Based on the current certifications offered in CCISD, 1,519 students earned certification out of 1,595 students

who took a certification test during the 2014-2015 school year. The following chart indicates the coursework

and certifications earned or attempted in CCISD.

CTE Certification Course 2014-15 2013-14

Enrolled Certifications Enrolled Certifications

A+ Certification (Computer Technician) Computer Maintenance 24

N/A 32 x

Comp TIA A+ x

Adobe Certified Associate (ACA) Photoshop

Independent Study Arts & Comm Tech

98 x

ASE Light Repair

Auto Tech I or Auto Tech II

31

14

(45 total)

18

ASE-Brakes (A5) 15

ASE-Electronic/Electrical Systems (A6) 17

ASE-Engine Performance (A8) 11

ASE-Engine Repair (A1) 14

ASE-Heating and A/C (A7) x

ASE-Suspension and Steering (A4) 14

Certified Nurse Assistant Health Science CAN 42 41 43 36

Cosmetology Cosmetology 1 24

x 24

9 Cosmetology 2 17 17

C-Tech Energy Management

Broadband Communications

19

13

C-Tech Introduction to Telecommunications: Copper-Based Systems

19

C-Tech Introduction to Network Cabling: Copper-Based Systems

16

C-Tech Introduction to Network Cabling:Fiber Optic-Based Systems

18

C-Tech Introduction to Telephone Systems and VoIP

12

C-Tech Introduction to Home Entertainment: Residential Audio/Visual Systems

18

Floral Design Certification Principals and Elements of Floral Design

427 x 450 x

NCCER - Carpentry Advanced Construction Technology

21 21 12 12

NCCER - Core Construction Technology Construction Technology 58 57 79 68

NCCER - Electrical Practicum in Construction Management

0 6 0 0

Pharmacy Technician Health Science Pharmacy Technician

109 38

95 40

Sterile Processing and Distribution Technician

92 60

Veterinary Medical Assistant

Practicum in Ag, Food, Nat Resources

x 7

12 11

Practicum in Veterinary Medicine

22 16

AED

Health Science Tech I 520

319

505

N/A AHA Heartsaver First Aid 319 N/A CPR 318 N/A

Page 21

CTE Certification Course 2014-15 2013-14

Enrolled Certifications Enrolled Certifications

OSHA Construction Technology I & II, Practicum in Construction (2014-15)

84 84 91 N/A

ServSafe Culinary Arts I 45 23 26 N/A Total 1,585 1,519 1,428 237

Total Attempted Certifications 1,595 267

Passing Percentage 95.2% 88.8%

x = Five or fewer students/Data obtained from CCISD Department of CTE

Students can take certification exams without enrollment in the corresponding course.

Graduation Rates The graduation rate as reported by the state of Texas for CCISD slightly declined from 97.0% in 2013

to 96.9% in 2014. The CCISD graduation rate for 2014 exceeds the state by 8.6%.

Class of All

Students Graduated Continued

Received GED

Dropped Out

Total

2014 CCISD 2,841 96.9% 1.7% 0.4% 1.0% 100.0% Texas 333,286 88.3% 4.3% 0.8% 6.6% 100.0%

2013 CCISD 2,839 97.0% 1.8% 0.3% 0.9% 100.0% Texas 328,584 88.0% 4.6% 0.8% 6.6% 100.0%

Source: http://tea.texas.gov/acctres/dropcomp_index.html

Page 22

Post-Secondary Decisions While the Clear Creek Independent School District educates students up to grade 12, it also considers

what those graduates do after high school, which is just as important as receiving a high school

diploma. Every year, CCISD has seen an increase in the percentage of students completing high school

as well as a steady increase of high school

graduates attending a two or four year

college. On the national level and as of

October 2014, 68.4% of 2014 high school

graduates enrolled in a college or

university, according to the U.S. Bureau of

Labor Statistics whereas 81.9% of 2014

CCISD graduates enrolled in either a four

year or two year college. The 2,841

graduates of CCISD in 2014 attended one of

more than 240 accepting universities and

colleges. The top 30 colleges admitting

CCISD students are reflected in the chart to

the left as well as students by demographic

attending a four year or two year college

below.

38

.3%

38

.8%

37

.7%

35

.0%

38

.6%

29

.7%

51

.0%

34

.8%

48

.9%

45

.3%

52

.6%

51

.7%

50

.0%

67

.0%

32

.4%

48

.9%

2014 CCISD Graduates Enrolled in College Fall 2014

2 Year College 4 Year College

College 2014 2013 San Jacinto College, South 749 975 University of Houston 254 147 Texas A&M University 153 117 The University of Texas, Austin 102 106 Blinn College 57 83 Texas Tech University 57 38 University of Houston, Clear Lake 56 9 Texas State University 55 58 The University of Texas, San Antonio 44 52 College of the Mainland 42 63 Texas A&M University, Galveston 41 56 San Jacinto College, Central 40 41 Alvin Community College 37 50 Baylor University 28 40 Sam Houston State University 26 41 Stephen F. Austin State University 25 41 Lamar University 23 16 Austin Community College 21 24 University of North Texas 18 21 Prairie View A&M University 15 16 The University of Texas, Dallas 15 19 University of Houston, Downtown 13 18 Louisiana State University 13 21 The University of Alabama 12 5 University of Oklahoma 12 8 Rice University 12 12 Texas Southern University 12 6 The University of Texas, Arlington 11 6 University of Mississippi 10 4 Abilene Christian University 9 7

Page 23

Post- secondary success is also measured by the percentage of students who enroll in trade schools,

the military, or join the workforce. Based on data received from the National Student Clearinghouse

via Naviance Family Connections software, 2014 CCISD graduates had the following post-secondary

outcomes by the fall semester following high school graduation.

In 2014, 2,797 students graduated from CCISD. Among these students, 2,670 are reported in the

National Student Clearinghouse.

CCISD Graduates

College Type All Males Females White Black Asian Hispanic Other 2013-14 4 Yr College 48.9% 45.3% 52.6% 51.7% 50.0% 67.0% 32.4% 48.9% 4 Yr College - Public In-State 36.1% 34.3% 37.8% 38.0% 32.9% 58.0% 21.5% 35.9% 4 Yr College - Private In-State 4.4% 3.9% 4.9% 4.0% 6.5% 5.0% 4.6% 1.1% 4 Yr College - Public Out-of-State 5.1% 4.7% 5.4% 6.2% 5.7% x 3.2% 9.8% 4 Yr College - Private Out-of-State 3.3% 2.1% 4.5% 3.4% 4.9% 3.0% 2.5% x 4 Yr College - Unspecified x 0.2% 0.1% x x 2 Yr College 38.3% 38.8% 37.7% 35.0% 38.6% 29.7% 51.0% 34.8% 2 Yr College - Public In-State 37.0% 37.5% 36.5% 33.6% 37.0% 29.0% 49.8% 33.7% 2 Yr College - Private In-State 0.3% x 0.5% x x x x x 2 Yr College - Public Out-of-State 0.6% 0.7% 0.6% 0.8% x x x 2 Yr College - Private Out-of-State x x x x x 2 Yr College - Unspecified 0.3% x x x x x Career Education 0.3% 0.4% x 0.6% x Career Education - In-State 0.3% 0.4% x 0.6% x Career Education - Out-of-State Non U.S. College - Non U.S. College

x x x x x x x

Non U.S. College (Unspecified) Other Schools 0.2% x x x x x Apprenticeship Program Military 0.9% 1.4% x 1.1% x x x Employed 0.6% 0.9% x 0.8% x x Dropped-out College Prep School Year Off Other x x x x x x Undecided/No Plans Unknown 10.5% 12.6% 8.3% 10.7% 9.8% 2.0% 13.9% 15.2% Total Students 2,670 1,348 1,322 1,442 246 300 590 92 2012-13 4 Yr College 43.5% 40.4% 46.8% 47.2% 39.4% 59.5% 27.6% 45.1% 2 Yr College 48.0% 48.5% 47.4% 43.5% 50.4% 37.2% 63.6% 47.9% x = 5 or fewer students Data source: National Student Clearinghouse

Page 24

Superintendent Scholars

Superintendent scholars are high school students who are recognized for outstanding academic

achievement. These high school students earn grades of at least 95 in all courses (85 in advanced

academics) each semester. In the 2014-15 school year, 259 students in 12th grade were

Superintendent Scholars (117 had received this honor for the 4th year, 40 for the 3rd year, 47 for the

2nd year, and 55 students for the first time). A total of 218 students in 11th grade, 262 students in

10th grade, and 421 students in 9th grade were also Superintendent Scholars.

Analysis of College Preparatory Program

Strengths

The College Preparatory Program in CCISD is strong. College entrance exam scores, including PSAT,

SAT, and ACT, as well as the percentage of students scoring a 3 or higher on Advanced Placement

Exams exceed state and global averages. Since 2012-13, the number of students earning one or more

college credit hours per year has increased, as has the number of CTE certifications earned by CCISD

students and number of Superintendent Scholars. Since 2013, the graduation rate has remained at

nearly 97% and over 90% of CCISD graduates are enrolled in college in the fall semester following

high school graduation.

Opportunities for Improvement

CCISD needs to encourage at least 70% of students enrolled in each AP course to take the

corresponding AP exam, and simultaneously support teachers and students in increasing the

percentage of students earning at least a 3 on the AP exam. Hispanic students have shown an

increase from 27.6% to 32.4% in the percentage of students enrolling in a 4-year college or

university, but efforts must be made to have a more equitable percentage attending college.

2014-15 09 10 11 12 Total

1st Year 421 40 33 55 549

2nd Year 222 35 47 304

3rd Year 150 40 190

4th Year 117 117

Total 421 262 218 259 1,160

2013-14 09 10 11 12 Total

1st Year 382 56 54 35 527

2nd Year 217 42 32 291

3rd Year 137 52 189

4th Year 114 114 Total 382 273 233 233 1,121

42

1

40

33 55

54

9

22

2

35 47

30

4

15

0

40

19

0

11

7

11

7

9 10 11 12 Total

2014-2015 SUPERINTENDENT

SCHOLARS1st Year 2nd Year 3rd Year 4th Year

Page 25

3. Safe and Nurturing Learning Environment Adequacy of an overall safe and nurturing learning environment can be measured by the upkeep of

facilities, student attendance rates, and staff retention. The 2014 climate survey revealed updated

facilities are important to the community and for the students of Clear Creek ISD. On May 11, 2013,

the Clear Creek Independent School District community approved the CCISD bond referendum, with

68% percent voting “for” the $367 million bond. The funding will be used to rebuild or improve 40+

year old schools; address student safety, security systems, repairs and enrollment growth; construct

or expand co-curricular and extracurricular facilities for growth in programs; and improve

technology for 21st century learning.

Facilities By December of 2014, the following facilities completed either additions, improvements, or priority

repairs:

Clear Lake 9th Grade Center Ward Elementary Clear Springs High School Bay Professional Learning Center Creekside Intermediate Central Support Facility Bay Elementary Central Warehouse Ferguson Elementary Main Transportation Hyde Elementary Westside Agriculture Center North Pointe Elementary

By the conclusion of the 2015-16 school year, the following facilities are scheduled to complete either

additions, improvements, or priority repairs:

Clear Brook High School

Clear Lake Intermediate

Seabrook Intermediate

Greene Elementary

McWhirter Elementary Rebuild

Challenger Columbia Memorial Stadium

Other ongoing major projects that will continue beyond 2015-16 include major improvements and

renovations of Clear Creek High School and the Clear Lake High School Rebuild.

For updated information on new construction, rebuilds, and expansions of Clear Creek ISD facilities,

please visit: http://web.ccisd.net/2013-bond.

Page 26

Attendance Rates Student attendance is a reflection of a safe and nurturing learning environment perceived by students

and is integral to high levels of instruction and learning.

Attendance Rate

The attendance rate for CCISD students

was 95.9% in 2012-13 and remained the

same in 2013-14. The 2014-15

attendance rate should be available by

mid-fall 2015.

Staff Retention The Clear Creek Independent School District monitors staff retention. The data collected on staff

retention by CCISD reflects campus level teachers, librarians, nurses, instructional coaches. The

resignation rate does not include promotions to administrative levels or employment moves between

district campuses. Reasons for resignations include performance, personal, relocation, certification, or

retirement.

Campus Staff Retention Rate

Elementary Total 88.8% 145 11.2% 88.5% 150 11.5%

Intermediate Total 90.0% 62 10.0% 89.7% 69 10.3%

High School Total 85.5% 125 14.5% 85.3% 134 14.7%

CCISD Total 88.0% 332 12.0% 87.8% 353 12.2%

Retention

Rate

# of Total

Resignations

Resignation

Percent

2013-14

Retention

Rate

# of Total

Resignations

Resignation

Percent

2014-15

CCISD Level

2014-15 2013-14 2014-15 2013-14 2014-15 2013-14 2014-15 2013-14 2014-15 2013-14

Elementary Total 7 13 80 74 25 35 0 5 33 23

Intermediate Total 6 9 32 28 11 9 0 4 13 19

High School Total 14 16 68 68 26 28 0 5 17 17

CCISD Total 27 38 180 170 62 72 0 14 63 59

Reason for Resignation

CCISD Level RetirementPerformance Personal Relocation Certification

0.0% 20.0% 40.0% 60.0% 80.0% 100.0%

2012-13

2013-14

95.9%

95.9%

Page 27

Analysis of Safe and Nurturing Learning Environment

Strengths

The 2013 bond referendum approved by voters has resulted in significant additions, improvements,

or priority repairs at 13 CCISD facilities with six other facilities nearing completion within the 2015-

16 school year. This major work at CCISD campuses enhances the learning environment to a greater

level of safety. Teacher retention rates have increased since 2013-14, creating greater stability in

school culture and teaching experience.

Opportunities for Improvement

Although attendance rates have remained at nearly 96% since 2011-12, attendance rates need to

increase in order for academic achievement to improve.

Page 28

4. Community Involvement Community and parental involvement in the schools of the Clear Creek Independent School District

are measured through a variety of efforts such as parent and community surveys, volunteer hours,

and business partnerships and internships. Based on the 2014 Baselice and Associates random

sample phone survey, the community ranked Parental Involvement (36%) as the biggest challenge

facing the Clear Creek Independent School District, tied with school funding (36%). Meantime, 86%

of parents surveyed in 2014 through the District’s annual climate survey gave an A or B when asked,

“What grade would you give your child’s school for community and parental involvement?”

The school district has identified four indicators of parental involvement: communication, learning at

home, decision-making, and volunteering.

Communication and Learning at Home The Clear Creek Independent School District will ensure mutual understanding and support through

effective communication. The school district has been measuring district communications since 2009.

Below is a chart tracking various indicators such as parent satisfaction with district communications,

satisfaction with useful information from teachers that can help learning at home, satisfaction with

grading information, and whether a parent feels welcomed at their child’s school.

Source: 2009 Baselice & Associates Community Survey, 2011 K12 Insights Parent Survey, 2012 K-12 Insights Parent Survey,

2014 CCISD Assessment and Evaluation Parent Climate Survey

2014 2012 2011 2009

District Communications 89% 85% 83% 81%

Teacher Feedback to Help Child atSchool

63% 58% 57%

Feel Welcomed at School 91% 89%

Kept Informed About Grades 89% 86%

0%

20%

40%

60%

80%

100%

PARENT SATISFACTION LEVELS

Page 29

Decision-Making and Volunteering There are multiple forums for parental involvement in the decision-making process whether it is

through individual teacher/parent conferences, PTA involvement, or Campus Instructional

Improvement Council. While there are multiple outlets, the following data measures the effectiveness

of parent involvement in the decision-making process.

In 2014, the District asked parents if they strongly agree, agree, disagree, or strongly disagree with

the following statement: “I am involved in the decisions that affect my child’s education.”

Volunteer Hours

Volunteer hours for the 2013-14 and 2014-15 school years are as follows:

Volunteer Type 2014-15 2013-14

Adult 150,381 188,525

Senior Citizen 8,358 8,578

Student 416 171 Source: Raptor Technologies

PTA Membership

PTA membership for the 2014-15 school year is as follows:

Level 2014-15

Total Average per Campus

High School 2,883 577

Intermediate 1,965 197

Elementary 6,787 261

District Total 11,635 284 * 2014-15 PTA Membership is a baseline year for this report

Strongly Agree/Agree

92%

Disagree/Strongly Disagree

7%

Unsure1%

Strongly Agree/Agree Disagree/Strongly Disagree Unsure

2014 CCISD Assessment and Evaluation Parent Climate Survey

Page 30

CCISD Donations

Booster Clubs, Parent Teacher Association (PTA), and Individual/Business Donors

CCISD has received over $4 million in donations from booster clubs, parent/teacher associations,

individuals, families, and businesses. Over 88% of these community donations have gone directly to

the elementary, intermediate, and high schools in the district.

Donations by Donor Type

Year Booster Club PTA Other Grand Total

2014-15 $1,038,971.02 $431,254.98 $580,645.73 $2,050,871.73

2013-14 $1,105,346.80 $389,298.22 $476,680.31 $1,971,325.33

Total $2,144,317.82 $820,553.20 $1,057,326.04 $4,022,197.06

Donations Received by School Level

Year District HS IS ES Grand Total

2014-15 $300,574.83 $1,048,048.66 $226,629.14 $475,619.10 $2,050,871.73

2013-14 $170,899.22 $1,093,733.58 $259,651.59 $447,040.94 $1,971,325.33

Total $471,474.05 $2,141,782.24 $486,280.73 $922,660.04 $4,022,197.06

Average Donations Received per Campus by School Level

Year District HS IS ES Grand Total

2014-15 $300,574.83 $149,721.24 $25,181.02 $20,679.09 $51,271.79

2013-14 $170,899.22 $156,247.65 $25,965.16 $17,881.64 $45,844.78

Average $235,737.03 $152,984.45 $25,573.09 $19,280.37 $48,558.29

Clear Creek Education Foundation

The Clear Creek Education Foundation (CCEF), which began in 1992, provides financial assistance

through various programs and funding priorities, including the Teacher Innovative Grant Program;

instructional funding for students at Clear Horizons Early College High School, which allows first

generation college students an opportunity to simultaneously earn an associate’s degree and a high

school diploma; Technology Education Labs at the intermediate level, which focus on Robotics and

Audio/Video Production courses while promoting innovation, collaboration, and creativity

throughout the learning process; National Board Teacher Certification financial support; and

Technology integration videos, which allow CCISD teachers to demonstrate technology-infused

lessons based on a technology integration matrix.

Page 31

CCEF Donations

Donor 2014-15 2013-14 Two year

Total Community $ 448,943 $ 297,036 $ 745,979 CCISD Staff $ 19,901 $ 11,567 $ 31,468 Total $ 468,844 $ 308,603 $ 777,447

Teacher Grants Awarded

Level 2014-15 2013-14

Two year Total

# of Grants Amount

# of Grants Amount

Elementary 31 $ 78,815.19 21 $ 65,790.70 $ 144,605.89 Intermediate 6 $ 19,105.00 9 $ 35,268.99 $ 54,373.99 High School 21 $ 44,976.44 20 $ 52,269.13 $ 97,245.57 Total 58 $ 142,896.63 50 $ 153,328.82 $ 296,225.45

CCEF awarded 50 grants to 49 teachers at 31 CCISD Schools totaling $153,328.82 for the 2013-2014 school year. CCEF awarded 58 grants to 53 teachers at 30 CCISD schools totaling $142,896.63 for the 2014-2015 school year.

Programs Funded by CCEF

Programs 2014-15 2013-14 Two year

Total Clear Horizons Early College High School $ 60,000 $ 60,000 $ 120,000 Technology Labs $ 60,000 $ 60,000 $ 120,000 National Board Teacher Certification $ 1,157 $ 1,300 $ 2,457 Technology Integration Videos $ 45,000 $ - $ 45,000 Total $ 166,157 $ 121,300 $ 287,457

District Financial Snapshot The applied tax rate remained constant between 2013-14 and 2014-15 at $1.40 per $100 valuation.

Between both years, the annual fiscal year (FY) budget increased by $12.8 million and the

instructional budget increased by $9.6 million. Average expenditure per student increased by $212

per student.

Total Tax Base of the District 2014-15 2013-14

Applied Tax Rate $1.40 per $100

Valuation $1.40 per $100

Valuation Current Fund Balance (May) $58.5 million $56.9 million Annual FY Budget $302.5 million $289.7 million Instructional Budget $188.1 million $178.5 million Total FY Student Enrollment 40,640 40,050 Average Expenditure per Student in FY $7,445 $7,233

Page 32

Each fall, the state of Texas assigns a rating to each school district based on annual financial audits. In

fall 2014, Clear Creek ISD received a Superior Achievement rating by the Financial Integrity Rating

System of Texas (FIRST), earning a perfect 70 out of 70 possible points. Ratings for the 2014-15

school year indicate that CCISD earned a passing score of a perfect 30 out of 30 possible points, based

on the revised scoring system.

Analysis of Community Involvement

Strengths

CCISD has a high level of community involvement as demonstrated by survey results and donations

received. Parent satisfaction with district communications have increased steadily since 2009, up to

89% in 2014, and 92% claim to be involved in decisions that affect their child’s education. Volunteers

have given over 356,000 hours of their time to the district and PTA membership for 2014 was at over

11,600. CCSID donations from booster clubs, PTA, businesses, and community members totaled over

$4 million since 2013-14 with over $2 million donated to high schools, over $486 thousand to

intermediate schools, and over $922 thousand to elementary schools. In addition, the Clear Creek

Education Foundation raised over $777 thousand to award 108 teacher grants since 2013-14 and

provide funding for Clear Horizons Early College High School, technology labs, National Board

Teacher Certification reimbursements, and technology integration videos.

Opportunities for Improvement

Survey results in 2014 revealed 63% of parents were satisfied with teacher feedback to help their

children at school. While parents and the community are shown to be very involved, CCISD needs to

provide better feedback to parents regarding instruction and learning.

Page 33

5. Enrichment Opportunities to Meet Student Needs The Clear Creek Independent School District offers fine arts and athletics/physical education from

Kindergarten through 12th grade. The offerings in elementary and intermediate school follow the

more traditional model of art, choir, physical education, and select athletics at the intermediate level.

As students move into high school, the opportunities for fine arts and athletics grow tremendously. In

addition, the HB 5 Community and Student Engagement Report includes many enrichment

opportunities for students throughout the district.

Fine Arts and Athletics While Texas’ graduation plans require at least 1.0 credit in Fine Arts and 1.5 credits in Physical

Education, a large percentage of CCISD students exceed state requirements as indicated below:

Students # in Fine Arts % # in Athletics %

2014-15

9 3361 2200 65% 1430 43%

10 3239 1691 52% 1207 37%

11 3083 1341 43% 958 31%

12 2975 1181 40% 742 25% 2013-14

9 3345 2355 70% 1440 43%

10 3106 1646 53% 1207 39%

11 3117 1372 44% 964 31%

12 2739 1069 39% 674 25% * Based on 2013-14 and 2014-15 enrollment in one or more courses in Fine Arts or Athletics

In the 2014 Climate Survey conducted by the Office of Assessment and Evaluation, parents were

asked to give a grade to their child’s school for Wellness/Physical Education/Athletics and Fine Arts.

In Athletics, 90% of parents gave an A or B; in Fine Arts, 87% of parents gave an A or B.

A or B87%

C or D12%

F1%

Fine Arts

A or B C or D F

A or B90%

C or D10%

F0%

Athletics

A or B C or D F

Page 34

House Bill 5 Community and Student Engagement The 83rd Texas Legislature passed House Bill 5 (HB 5) in 2012 and as part of the legislation, all Texas

public school districts are required to evaluate the district’s performance and the performance of

each campus in regard to community and student engagement. Districts must assign one of four

performance ratings ~ Exemplary, Recognized, Acceptable, or Unacceptable for each of the following

categories:

Fine arts Wellness and physical education Community and parental involvement 21st Century Workforce Development program Second language acquisition program Digital learning environment Dropout prevention strategies Educational programs for gifted and talented students.

The Texas Education Agency nor the Legislature provided guidance to districts regarding the criteria

for determining the community and student engagement performance ratings. Ratings were

determined by staff, students, and community input, which was conducted through a survey in the

spring of 2015. This HB 5 report shows the many opportunities students and community members

have to be engaged in Clear Creek ISD schools. The ratings in this report are also supported by the

survey 2014 Baselice and Associates, LLP community survey and from the 2014 Office of Assessment

and Evaluation parent climate survey.

For complete community and student engagement performance ratings by campus and Clear Creek

ISD overall, please visit

http://ccisd.net/UserFiles/Servers/Server_645402/File/Departments/Assessment%20Evaluation/Accou

ntabiltiy/hb5-community-student-engagement-ccisd.pdf?sfvrsn=6.

Page 35

CCISD HB 5 Community and Student Engagement Report

Page 36

CCISD HB 5 Community and Student Engagement Report (Continued)

Analysis of Enrichment Opportunities to Meet Student Needs

Strengths

Survey results from 2014 show parents believe CCISD has strong, comprehensive fine arts and

athletics programs with 87% and 90% of parents giving an A or B for each program, respectively.

2015 survey results also revealed Exemplary ratings, based on the percentage of parents that rated

each of the eight areas of community and student engagement with an A.

Opportunities for Improvement

CCISD will continue to find innovative ways to provide enrichment opportunities to meet student

needs.

Page 37

6. STAAR Performance Report Based on results from the Texas Education Agency, 74% to 97% of all Clear Creek Independent School

District students passed their respective State of Texas Assessment of Academic Readiness (STAAR)

tests for the 2014-15 school year. The State administers 22 general education standardized

assessments between grades 3 through 12.

Grade Subject 2014-15 2013-14

CCISD State CCISD State

3 Reading 87% 77% 87% 76%

3 Math 86% 77% 77% 70%

4 Reading 86% 74% 86% 74%

4 Writing 80% 70% 84% 73%

4 Math 82% 73% 79% 70%

5 Reading 88% 78% 89% 76%

5 Math 88% 79% 88% 79%

5 Science 83% 72% 85% 73%

6 Reading 87% 76% 87% 77%

6 Math 83% 75% 88% 78%

7 Reading 85% 75% 87% 75%

7 Writing 80% 72% 83% 70%

7 Math 85% 72% 82% 67%

8 Reading 88% 78% 93% 82%

8 Math 81% 75% 92% 79%

8 Science 81% 70% 86% 70%

8 Social Studies 74% 64% 79% 61%

HS Algebra I 92% 81% 94% 86%

HS Biology 97% 92% 98% 93%

HS U.S. History 96% 91% 97% 92%

HS English I 81% 63% 82% 62%

HS English II 83% 66% 85% 66%

For detailed performance reports, please visit: http://tea.texas.gov.

Analysis of STAAR Performance

Strengths

CCISD exceeds the state in all grade levels and subjects assessed by STAAR.

Opportunities for Improvement

The performance of students receiving special services is an area in which CCISD is seeking

improvement in the 2015-16 school year.