2011 Baty Progress Report

Progress
Austin Chamber of
Commerce Presents:

2011
Del Valle ISD Education Progress Report

Do you know
About the Austin
Chamber Education
Progress Report

How Many
The Education Progress Report,
now in its seventh year of publica-
tion, is developed and issued
annually by the Greater Austin
Chamber of Commerce’s Education

Graduates
Progress Report Task Force. Eleven
Central Texas school districts and
their local Chambers of Commerce
and Economic Development Boards
participated this year. The report
focuses on high school graduation,
college and career readiness, and
college enrollment rates which are
closely tied to the workforce talent
Were Ready For The
Workplace?
and in turn, economic development
in the region. It also serves as a
tool for the community to track and
assess school district performance
trends. Additional indicators in the
report give a comprehensive view of
how the district is performing overall
and gives further insight to predict-
ing success for a future cohort of
students leading up to high school.

For more information, contact
Austin Chamber of Commerce
Senior Vice President for
Education and Talent Development
Drew Scheberle at 512.322.5628
or dscheberle@austinchamber.com Current Stats: A Snapshot Del Valle ISD 2010-2011
Enrollment............................................................................................................................................................................. 10,673
The Education Progress Reports Percent Non-White.................................................................................................................................................................. 94%
can be downloaded at Percent Economically Disadvantaged............................................................................................................................ 87%
www.austinchamber.com/edureports Percent English Language Learners............................................................................................................................... 32%
2011 Graduates.........................................................................................................................................................................582
Number of Campuses.................................................................................................................................................................13
Number of Employees........................................................................................................................................................ 1,489
Community/Business Involvement...................................................................................................................... $570,095
2011-12 Tax Rate ($ per $100 valuation)...................................................................................................................... $1.53
Operations Budget without State Recapture..........................................................................................$80,649,521
Operations Budget with State Recapture (If applicable)............................................................................................ N/A
Average Percent Daily Attendance for Grades 6 - 12........................................................................................... 94%
Percent of Graduates who took SAT or ACT Exam (Note: Indicator lags one year)............................................. 44%
Average Teacher Salary................................................................................................................................................ $47,487
Average Teacher Years of Experience................................................................................................................................ 7.9
Source: Public Education Information Management Systems (PEIMS), Academic Excellence Indicator System (AEIS), Local budget data

A Letter t o t h e C o mm u n it y

Dear Del Valle ISD Community
We all want the best for our children. grow jobs here. Site selectors, those who advise
In the nearly two decades since our Class of companies on where to locate divisions, opera-
2012 was born, Central Texas’ economy has tions and headquarters, rank talent opportunities
changed significantly. If we look into a crystal based on:
ball, we only see change accelerating: more • Bachelor, associate and certificate completers,
information to process, more complex content, especially in STEM fields;
constant collaboration...all on fewer resources. • High school graduate direct enrollment rates in
One in eight Central Texas jobs are in high post-secondary education;
tech: for example, medical devices, clean energy, • High school graduate college and/or high-
advanced manufacturing, mobile applications, performance workplace readiness rates; and
creative media, network or cloud computing. • High school graduation rates.
These jobs represent more than 25% of our This printed report focuses on the last three
region’s payroll. Paradoxically, some of these items.
industries displace more traditional industries This summer, Central Texas School Trustees
or shrink costs, thereby reducing other types of will adopt FY13 budgets with per pupil cuts of
jobs. We embrace the future or technology will up to 8.7% compared to two school years ago.
leave us behind. Leaders face a deepening challenge: build sup-
Business owners grow their companies here port for those compensation and management
in Central Texas because they can find quality strategies which prepare an increasing percent-
public education for their employees’ children, age of students for post-secondary education
quality talent, a vibrant culture, a supportive and the high performance workplace while also
environment for start-up companies and a lower providing the academic, athletic, technical and
cost to do business. These same fine arts offerings of a well-rounded education.
companies are also courted by To send a clear message to the community,
other cities, states and countries district superintendents and Trustees should set
with similar advantages, and specific, aggressive goals, and justifying shifting
some with different, and resources and stressing transparency and
sometimes, better amenities. accountability. In turn, the business community
The Austin Chamber of should support their accomplishments.
Commerce, along with re- In preparing this report, school districts
gional Chambers and economic collaborated with their local business leadership,
development corporations, celebrating progress and targeting areas which
are committed to helping local need improvement. These districts have
companies compete in national chosen to make tough, bold decisions. The
and global markets and grow recommendations in this report are developed
and create jobs for our people. through meaningful discussions with the Del
We are also committed to helping Valle business community, Del Valle ISD and the
our young people prepare for Austin Chamber of Commerce. Our hope is this
Twenty First Century jobs. report will spur further discussions and actions
We also actively recruit within your community to help Del Valle ISD in
companies like Apple and areas in need of improvement and in their efforts
Hanger Orthopedic to move and to educate our future workforce.

Bill Stotesbery Shaun Cranston
Task Force Chair Task Force Vice Chair

2 Austin Chamber of Commerce >>> Del Valle ISD 2011 Education PROGRESS report >>> www.austinchamber.com/edureports

ABOUT DEL VALLE ISD
Just fifteen minutes from downtown Austin and years have been assisted in moving forward with especially in college and career readiness
spanning 174 square miles in southeast Travis their post-secondary goals. Making every student’s standards, high school graduation and TAKS,
County, Del Valle Independent School District individual educational plans become a reality a noteworthy achievement since the majority
(ISD) proudly serves the inner-city, suburban and requires flexible scheduling, relevant lessons in of Del Valle ISD students come from low-
rural communities of Austin, Garfield, Creedmoor, smaller classes and engaging students in chal- income families.
Mustang Ridge, Elroy, Pilot Knob, Webberville, and lenging curriculum to connect instruction to future For the May 12, 2012 election, Single
Hornsby Bend with a steady trend of successful careers. This program assists in ensuring that all Member District 2 incumbent Deborah Russell
academic performance. Currently, the district students can achieve success in Del Valle ISD. will run unopposed. Incumbent Richard
educates approximately 11,000 students on 14 The District works to ensure efficient and Rendon of Single Member District 4 will rerun
campuses, including the only high school east of effective operations from all departments and for his seat along with Jerry Banda. Both
Interstate 35 in Travis County that has achieved campuses, including functioning in a fiscally Rebecca A. Birch and Edward Johnson have
the Texas Education Agency’s Recognized student responsible manner. Del Valle ISD prides itself in its signed up to run for Single Member District 6
performance rating for three consecutive years. partnerships with business and community groups that is currently held by Richard Franklin, who
Del Valle ISD works in unison with the District to enhance each student’s educational experience. is not seeking another term.
Advisory Team composed of staff, teachers, busi- The District works with the Junior League of Austin
ness members, parents, and community members to provide warm winter coats for all students and
to collaborate on goals and objectives including free backpacks full of healthy food for students
those that advance college and career readiness. every Friday in two elementary schools. The Texas
Since 2007, college and career readiness results for Performing Arts Center provides access to the arts
Del Valle graduates have increased by 21%. This is for the DVISD community by sending students
attributed to a change in the district culture with a to performances and bringing performances to
focus on educating both parents and students that the campuses. Along with these and many other
college is available and attainable through setting sustaining partners, the District’s Adopt-A-School Task Force
goals and working hard. Collaboration with the board is a non-profit organization that functions
non-profit group College Forward and the appoint- as an advisory group to support activities that
Recommends That
ment of a counselor specifically to serve as a college will enrich and positively impact the education of Del Valle ISD
and career advisor have contributed to these gains. DVISD students. Continues To:
A stronger emphasis on the vertical alignment of Del Valle ISD does “Whatever it Takes” to
courses has resulted in more students now taking maximize the educational progress of students Build on the significant success
advance placement classes and pursuing college served. Sound financial practices, strong the district has had in increasing career
entrance. community partnerships, and a specific focus on and college readiness over the past few
Del Valle ISD’s “A-Team” was recognized by instructional goals for all students are the reasons years by focusing on tutoring for seniors
Texas School Business magazine as implementing that Del Valle ISD has become an educational who are not yet college-ready, Del Valle
a program that is bettering the lives of students, leader in the Austin area. Source: Text provided by Del Valle ISD ISD can make even greater strides.
schools and community. The dedication,
persistence and passion exhibited by Del Valle ISD’s PROGRESS OVERVIEW Build on the steady increase in
Attendance Officers established an impressive The Central Texas economy depends in part the direct-to-college enrollment rate over
model that has been highlighted as an example on whether large percentages of high school gradu- the past few years by continuing to direct
of excellence in Texas public education. The ates are ready for, enroll directly in and complete sufficient resources toward that effort.
Attendance Office Team works to keep every higher education. The district is growing dramati-
student in school, watching for attendance problems cally. Almost nine-tenths of its student population Support high school college/
and tracking those students with less support in the on free and reduced meals and one-third is career counselors to help ensure the
home. With their help many students who might learning English as a second language. district reaches its college-related goals.
otherwise have dropped out of school have been Del Valle ISD is one of the few districts
retained and continued on to graduate. Since regionally to set over 60 specific goals covering Include in the district’s five-year
2007, the district graduation rate has increased the various subjects, grades and student groups strategic plan annual performance goals
by 17%. Working with the Del Valle Opportunity that are measured in this report. The district either for graduation, direct-to-college enroll-
Center campus, over 500 students in the past two met or exceeded about 30 percent of those goals, ment, and college and career readiness.

www.austinchamber.com/edureports >>> Del Valle ISD 2011 Education PROGRESS report >>> Austin Chamber of Commerce 3

Hig h S c h o o l

How Many Graduates Enrolled in College?
The chart below shows the percentage of high school graduates that enrolled in community colleges or four-year,
degree-granting institutions, in Texas or outside of the state, by the fall following graduation.

38%
Source: Ray Marshall Center for the Study of Human Resources, The University of Texas at Austin

Percentage of Graduates Enrolled in College Directly after High School
Percentage of Graduates Enrolled in College Directly after High School

of students in the Class of 2010 100
directly enrolled in college, a
decrease of 4% compared to the 2012
previous year. Research indicates 80
that students who enroll directly in 2011
college after high school are more 80 81 80 83
likely to complete their studies. 60 2010
Despite the challenges faced
by Del Valle ISD, the district is 2009
making strong efforts to create a 40 42 43
42
“college-going culture” as well as 37 38
2008
helping to increase the number 32
of Free Application for Federal 20
2007
Student Aid (FAFSA) applications
through the GO Center and peer- goal goal
to-peer G-Force teams. College 0
2007 2008 2009 2010 2011 2012
affordability is a major factor in
All Students 32 37 42 38 42 42
this indicator. A deeper relation- All Students
ship with “Austin Community
College” could accelerate student
completion of college courses,
reducing the total cost of college.
Commissioner of Education Robert
Scott recently recognized Del Valle
ISD and Del Valle High School for
HOW MANY GRADUATES WERE READY FOR COLLEGE?
offering exceptional high school
Students are considered ready for success for higher education or the high-performance workplace if they meet or
completion and college readiness
exceed the performance standards below, which are based on state college readiness indicators. Students who do
programs implemented with High
not meet these standards must take remedial classes, if they enroll in Texas public colleges or universities.
School Allotment funds.
English Language Arts (ELA): Math:
• Scale score of at least 2200 on the English language arts • Scale score of at least 2200 on the math exit-level
exit-level TAKS, with a 3 or higher on the essay; OR TAKS; OR
• SAT composite score of at least 1070, with a minimum • SAT composite score of at least 1070, with a
of 500 on the critical reading component; OR minimum of 500 on the math component; OR

36%
• ACT composite score of at least 23, with a minimum • ACT composite score of at least 23, with a minimum
of 19 on the English component of 19 on the math component
Source: AEIS (College-Ready Graduates)

Percentage of Students Academically Prepared for Higher Education
Percentage of Students Academically Prepared for Higher Education or the High Performance Workplace
or the High-Performance Workplace
of students in the Class of 2010
were college-and career-ready 100
in both English language arts 2012 goal
and math, a slight increase,
compared to the previous year, 80
2011 goal
but a significant 21% increase
since 2007. This can be 66
60 2010
attributed to increased college 61
56 57
and career guidance counseling 51 52
48 47 46 2009
in the district and a laser focus 40 43 41
on hiring in math and English 38
35 36
language arts. 31 2008
26 24
20
15 2007

0 goal goal goal goal goal goal
% ELA % Math % Both


WHO GRADUATED HIGH SCHOOL IN FOUR YEARS?
High school graduation is achieved when a student earns a high school diploma and passes exit tests – English language arts,
math, science and social studies – within four years of first entering the ninth grade. GED recipients and students who need

90%
longer are not counted as graduates under this definition. The definition of a drop-out changed in the 2005-2006 school year.
As such, the 2006-2009 rates are not directly comparable to each other because not all data used to prepare the graduation
rates for each of those years were prepared under a uniform methodology. However, data released for the Class of 2010 will be
comparable to data for the Class of 2009. Source: AEIS (Completion/Student Status Rate: Percent Graduated)

Percentage of Graduates Who Graduated in Four Years
Percentage of Students who Graduated in Four Years of students in the Class of 2010
graduated from high school within
100
four years. Significant improve-
ments by the African American,
All Students
80 Hispanic and Economically
African American
Disadvantaged students since 2007
Asian/Pacific Islander
have narrowed the achievement
Hispanic 60
gap. With the highest percentage
White
of Economically Disadvantaged
Economically Disadvantaged
40 students in the Central Texas
region, Del Valle ISD has made
tremendous gains in achieving
20
a 9% jump in graduation rates
compared to the prior year. This can
0 goal goal
be attributed to strong alternative
2007 2008 2009 2010 2011 2012 programs at the Opportunity Center
All Students 73 82 81 90 93 94 which allows the students the
African American 80 81 84 93 93 94 opportunity to graduate several
Asian/Pacific Islander N/A N/A N/A N/A 93 94 times a year. Additionally, a strong
Hispanic 68 80 79 89 93 94 Attendance Office Team and
White 87 86 90 89 93 94 early intervention in elementary
Economically Disadvantaged 78 81 85 91 93 94 and middle schools for struggling
students in reading and math have
also improved graduation rates.
WHO PASSED THE GRADUATION TESTS ON TIME? Strong community support in
the district has contributed to its
The chart below shows the percentage of students who passed all four TAKS graduation tests, called exit-level
success as well.
tests, before the end of the 12th grade. The number of items that needed to be answered correctly for a student
to have met the passing standard increased each year for the Classes of 2005 - 2007. Thereafter, the passing
standard remained the same.
Source: AEIS (Exit-level TAKS) In 2011, for the first time, results on TAKS-M and TAKS-Alt assessments for all grades and subjects are included in determining the 2011 accountability ratings

Cumulative Pass Rate on Exit-Level TAKS (All Sections)
Cumulative Pass Rate on Exit-Level Tasks (All Sections)

91%
100

All Students
80
African American
of all students passed each
Hispanic 60 of the four required Texas
White Assessment of Knowledge
Economically Disadvantaged and Skills graduation tests in
40
2011, a significant increase
of 22 percentage points for
20
all students since 2007.
Establishing a cause during
0 goal
the high school senior year
2007 2008 2009 2010 2011 2012 for students to strengthen
their exponentials, radicals,
All Students 69 85 83 91 91 95
persuasive writing and other
African American 67 90 80 93 90 95
Asian/Pacific Islander N/A N/A N/A N/A N/A 95 key academic skills will make
Hispanic 63 82 83 90 91 95 it more likely to accomplish
White 92 89 81 93 95 95 this target.
Economically Disadvantaged 64 81 83 90 90 95


HOW WELL CAN THEY WRITE?
The chart below shows the percentage of high school juniors who scored a zero, one, two, three or four on the
written composition component of the graduation English language arts TAKS. A student passes with a score of

68%
two or higher and demonstrates college/career readiness in writing with a score of three or higher.
Source: TAKS Reports. Percentage may not sum to 100 due to rounding

Percentage of High School Juniors who Scored Between 0 and 4 on Writing Test
Percentage of High School Juniors Who Scored Between 0 and 4 on Writing Test
of all high school juniors
demonstrated college level 100
readiness in writing, an increase
of 8%, compared to the 90
previous year. A more focused 80
curriculum on writing skills was
4 70
attributed to this increase.
3 60
2 50
1 40
0
30
20
10
0
2007 2008 2009 2010 2011
4 5 3 10 6 9
3 34 50 47 54 59
2 53 43 39 34 27
1 7 4 4 6 4
0 1 0 0 0 0

HOW MANY JUNIORS EARNED THE HIGHEST LEVEL OF PERFORMANCE ON THE TAKS?
Students who score at or above the Commended Performance level, represented by a scale score of 2400 or
above, on the graduation TAKS have shown a thorough understanding of grade-level knowledge and skills, beyond
the college/career readiness threshold level. The chart below shows Commended Performance results on the four
graduation tests. Source: TAKS Reports

Percentage of Juniors Who of Juniors Who Met Commended Performance Standard
Percentage Met Commended Performance Standard

52%
100

English 80
Math

of students taking the exit-level Science 60
TAKS tests scored at a higher Social Studies

commended performance level 40
on social studies, 18% on
math, 16% on English 20
language arts and 13% on
science. 0
2007 2008 2009 2010 2011
English Language Arts 12 14 26 29 16
16
Math 6 11 13 18 18
Science 3 4 11 9 13
Social Studies 26 24 40 48 52


M idd l e S c h o o l
HOW MANY 8TH GRADERS PASSED TAKS BY SUBJECT AREA?
Students who score at or above the Met Standard level possess an understanding of the material taught in eighth
grade and demonstrate the ability to matriculate to the next grade level.

63%
Source: TAKS reports (cumulative score for reading and math only). In 2011 for the first time, results on TAKS-M
and TAKS-Alt assessments for all grades and subjects are included in determining the 2011 accountability ratings

Percentage of Eighth-Graders Who Met Passing Passing Standards
Percentage of Eighth-Graders Who Met Standards

of eighth-graders in the Class
100 of 2010-2011 demonstrated
they were ready for high school
All Tests Taken 80 level work in all areas, an
Reading increase of 4% compared to
Math 60 the previous year.
Science
Social Studies 40

20

0
2007 2008 2009 2010 2011
All Tests Taken 55 56 64 59 63
Reading 91 92 93 85 86
Math 66 74 82 71 73
Science 68 62 71 73 76

HOW MANY 8TH GRADERS WERE READY FOR HIGH SCHOOL?
This measure displays the percentage of eighth-graders who met or exceeded the TAKS performance standards
set by a State Board of Education-appointed panel, thus the “Panel-Recommended” standard. These students
are deemed prepared for high school-level course work. Source: TAKS Reports

Percentage of Eighth-Graders Who MetWho Met Panel Recommendation Reading TAKS (Cumulative)
Percentage of Eighth-Graders
Panel Recommendation Reading TAKS (Cumulative)

100

All Students 80
African American
Asian/Pacific Islander 60
Hispanic

93%
White 40
20

0
2007 2008 2009 2010 2011 of eighth-graders in
All Students 90 94 96 91 93 2011 were academically
African American 94 96 96 90 96 prepared for meeting the panel
Asian/Pacific Islander N/A N/A N/A 100 N/A
recommended standard for
Hispanic 89 92 96 91 92
White 92 98 100 85 93 reading and signaling a closed
Economically Disadvantaged 91 94 96 90 92 achievement gap.



84%
of eighth-graders in 2011
were academically prepared for
Percentage of Eighth-Graders Who Met Who Met Recommendation Math TAKS (Cumulative)
Percentage of Eighth-Graders Panel Panel Recommendation Math TAKS (Cumulative)

100

meeting the panel recommended All Students 80
standard for math. A significant African American
improvement of 19% since Asian/Pacific Islander 60
2007, with improved perfor- Hispanic
mances from every White 40
student group. Economically Disadvantaged
20

0
2007 2008 2009 2010 2011
All Students 65 80 87 83 84
African American 65 74 80 78 84
Hispanic 63 81 88 83 83
White 79 89 93 91 93
Economically Disadvantaged 64 84 86 82 83


Percentage of Eighth-Graders Who Met Panel Recommendation Science TAKS
Percentage of Eighth-Graders Who Met Panel Recommendation Science TAKS (Cumulative)

76%
of eighth-graders in 2011 were
academically prepared for meeting
All Students
African American
100

80

60
the panel recommended standard Hispanic
for science. A performance gap White 40
remains between White students and Economically Disadvantaged
other student groups though there 20
has been a significant and steady
increase of 20% since 2007 with 0
improved performances from every
2007 2008 2009 2010 2011
student group. All Students 56 61 68 73 76

Note: Dramatic increases
and decreases seen throughout Hispanic 53 59 66 72 74
this report for the African White 78 84 88 88 93
American student group can be Economically Disadvantaged 54 61 64 71 73
attributed to their small numbers
in the school district.


E l eme n tar y S c h o o l

HOW MANY 8TH GRADERS EARNED THE HIGHEST LEVEL OF PERFORMANCE ON THE TAKS?
Students who score at or above the Commended Performance level on the eighth-grade TAKS have shown a
thorough understanding of grade-level knowledge and skills, beyond the passing level, according to the State

39%
Board of Education. Source: TAKS Reports

Percentage of Eighth-Graders Who MetMet Commended Performance Standards
Percentage of Eighth-Graders Who Commended Performance Standard

100 of eighth-graders at Del Valle
ISD met the higher commended
Reading 80 performance level on reading, 27%
Math on social studies, 22% on science
Science 60 and 15% on math in 2011, showing
Social Studies improvements on all subjects
compared to the prior year.
40

20

0
2007 2008 2009 2010 2011
Reading 37 38 39 35 39
Math 12 14 20 13 15
Science 13 13 16 20 22

HOW MANY 5TH GRADERS PASSED TAKS BY SUBJECT AREA?
Students who score at or above the Met Standard level possess an understanding of the material taught in fifth
grade and demonstrate the ability to matriculate to the next grade level.
Source: TAKS reports (cumulative score for reading and math only)
(In 2011 for the first time, results on TAKS-M and TAKS-Alt assessments for all grades and subjects are included in determining the 2011 accountability ratings)

Percentage of Fifth-Gradersof Fifth-Graders Who Met Passing Standards
Percentage Who Met Passing Standards

67%
100

All Tests Taken 80
Reading
Math 60 of fifth-graders in 2011
Science demonstrated they were ready
for middle school level work
40
in all areas, a 3% increase
compared to the prior year.
20

0
2007 2008 2009 2010 2011
All Tests Taken 53 62 59 64 67
Reading 73 74 70 83 87
Math 79 80 77 90 90
Science 62 74 84 83 82


HOW MANY 5TH GRADERS WERE READY FOR MIDDLE SCHOOL?
This measure displays the percentage of fifth-graders who met or exceeded the TAKS performance standards
set by a State Board of Education-appointed panel, thus the “Panel Recommended” standard. These students

87%
are deemed prepared for middle school-level course work.
Source: TAKS Reports, English and Spanish results combined.
Percentage of Fifth-Graders Who Met Panel Recommendation Reading TAKS (Cumulative)
Percentage of Fifth-Graders Who Met Panel Recommendation Reading TAKS (Cumulative)
of fifth-graders in 2011 were 100
academically prepared for
meeting the panel recom- All Students 80
mended standard for reading, a
African American
4% increase compared to the
Asian/Pacific Islander 60
prior year.
Hispanic
White 40
20

0
2007 2008 2009 2010 2011
All Students 87 89 84 83 87
Hispanic 86 87 83 81 87
White 85 97 87 90 98


Percentage of Fifth-Graders Who Met Panel Recommendation Math TAKS (Cumulative)
Percentage of Fifth-Graders Who Met Panel Recommendation Math TAKS (Cumulative)

100
All Students
African American
80
Hispanic
60
White
40

90%
20

0
2007 2008 2009 2010 2011
of fifth-graders in 2011 were All Students 88 88 88 89 90
academically prepared for African American 88 80 85 91 81
meeting the panel recom- Asian/Pacific Islander N/A N/A N/A 80 N/A
mended standard for math, with Hispanic 89 88 88 89 91
a widening performance gap White 92 98 89 90 96
between the White students
and other student groups.



Percentage of Fifth-Graders Who Met Panel Recommendation Science TAKS
Percentage of Fifth-Graders Who Met Panel Recommendation Science TAKS

100
82%
of fifth-graders in 2011 were
academically prepared for meeting
All Students the panel recommended standard
African American
80 for science, with a widening
Asian/Pacific Islander performance gap between the White
Hispanic
60 students and other student groups.
White
40 Note: Dramatic increases and
decreases seen throughout this report
20 for the African American student
group can be attributed to their
0 smaller numbers in the district.
2007 2008 2009 2010 2011
All Students 61 73 82 84 82 ARE ENGLISH Language
African American 56 64 78 85 69 LEARNERS PROGRESSING?
Asian/Pacific Islander N/A N/A N/A 80 N/A This chart shows the percentage
Hispanic 59 73 82 83 83 of current and monitored English
White 87 85 89 90 98
Language Learners who “Met Standard”
on the relevant version of the TAKS
Reading/ELA test, or who met state
criteria for demonstrating progress on
the Texas English Language Proficiency
Assessment System (TELPAS), which
HOW MANY 5TH GRADERS EARNED THE HIGHEST LEVEL OF PERFORMANCE ON THE TAKS? measures language proficiency ranging
from “beginning” to “advanced high”
Students who score at or above the Commended Performance level on the fifth-grade TAKS have shown a stages. Source: AEIS
thorough understanding of grade-level knowledge and skills, beyond the passing level, according to the State Percentage of English Language
Board of Education. Source: TAKS Reports Learners Who Made Progress
Toward Proficiency
Percentage of Percentage of Fifth-Graders Who Met Commended Performance Standards
Fifth-Graders Who Met Commended Performance Standard
78% 80% 82%

100

Reading 80
Math 2009 2010 2011
Science 60 82% of all English Language Learners
made progress towards English
40 proficiency in Del Valle ISD, an
increase of 2%. Thirty-two percent, or
20 3,420 students, in Del Valle ISD were
English Language Learners in 2011.
0
2007 2008 2009 2010 2011
Reading 11 17 16 25 20

36%
Math 26 27 35 32 34
Science 17 26 34 34 36

of fifth-graders met the higher
commended performance level on
science, 34% on math and 20%
on reading.


prsrt std
us postage
paid
Austin Chamber of Commerce
permit no 579
535 East 5th Street
austin, tx
Austin, Texas 78701

My company or business can help Del Valle ISD by: AUSTIN Chamber of Commerce
Education Progress Report
VOLUNTEERING
Volunteering at the Del Valle ISD’s Financial Aid Saturdays in Spring 2013 Task Force
and help students and their families complete federal and state financial aid
applications to fund college enrollment CHAIR: Bill Stotesbery, General Manager and CEO, KLRU
Involving my company in the Del Valle ISD’s Career and Technical Education (CTE) VICE CHAIR: Shaun Cranston, P.Eng.,
Vice President of Operations, Brookfield Residential Inc.
Program either through job shadowing or mentorship programs
Karin Dicks, Global Program Specialist, AMD
Participating in the Del Valle ISD’s classrooms on Career Day
Daniel Garcia, Spansion, Supervising Product Engineer
Kevin Lally, Strategic Technology Account Manager,
CONTRIBUTING Tokyo Electron America
Supporting the Del Valle Adopt-A-School Program
Hosting a booth at Skillpoint College/Career Fair October 4, 2012 at the Palmer DEL VALLE ISD ADVISORS
Events Center so that high school juniors and seniors can explore potential Dr. Kelly Crook, Superintendent
career opportunities Dr. Priscilla Canales, Assistant Superintendent
of Curriculum and Instruction
COMMUNITY ENAGAGEMENT Dr. Jennifer Hranitzky, Accountability and Data Coordinator
Helping engage more voters in school board elections through our Board Jonathan Harris, Executive Director of Curriculum and Instruction
Trustee Questionnaire
Including the Del Valle ISD Education Progress Report on my company’s webpage AUSTIN CHAMBER OF COMMERCE
Disseminating the Del Valle ISD Education Progress Report through company’s Michael W. Rollins, CCE, President
Drew Scheberle, Senior Vice President,
printed or online newsletter
Education and Talent Development
Kwee Lan Teo Yam, Vice President, Education and Talent Alignment
For more information on how your company or business can get involved in
education initiatives in Del Valle, please contact: Drew Scheberle, Senior Vice President For more information, contact Austin Chamber of Commerce
of the Austin Chamber of Commerce at dscheberle@austinchamber.com Senior Vice President for Education and Talent Development
Drew Scheberle at 512.322.5628 or dscheberle@austinchamber.com.

Connect. Impact. Prosper.

2011 Baty Progress Report

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2011 Baty Progress Report