Lever I: Whole Child Development
1.1 Create a classroom culture where each student has access to personalized learning and is supported by caring adults.
Key Target 1.1.1 Employee, student, and parent perspectives and experiences measured by a culture climate survey will increase annually from the baseline [Supt. Eval 1.5]
Status: On Track
2022 Baseline | 2025 Target | 2024-25 (Jan.) Progress |
|---|---|---|
% of Favorable Responses 2022 No baseline data 2023 Student Perception Elem: Student/Teacher Relationships (74%), Belonging (69%) Sec: Student/Teacher Relationships (46%), Belonging (39%) Staff Perception Parent Perception | % of Favorable Responses Student Perception Elem: Student/Teacher Relationships (79%) Belonging (71%) Sec: Student/Teacher Relationships (51%) Belonging (44%) Staff Perception Parent Perception | % of Favorable Responses Student Perception Elem: Student/Teacher Relationships (71%) Belonging (64%) Sec: Student/Teacher Relationships (45%) Belonging (42%) Staff Perception Climate (51%) Parent Perception Climate (64%) |
Key Target 1.1.2 Increase PK-12th grade student participation in UIL, extra-curricular, co-curricular activities at all levels by 5%. [Supt. Eval 1.2]
Status: On Track
2022 Baseline | 2025 Target | 2024-25 (Jan.) Progress |
|---|---|---|
EM: 53,742 Participants MS: 11,200 Participants HS: 19,704 Participants | 5% increase 88,878 participants | % Students that Participated in One or More Activities: Elem: 26% (4,231 students) Pk8: 53% (3,339 students) MS: 85% (5,513 students) HS: 64% (10,959 students) TOTAL: 52% (24,042) Activity Participants: ELEM: 7,523 Activity Participants PK8: 6,956 Activity Participants MS: 11,613 Activity Participants HS: 19,679 Activity Participants TOTAL: 45,771 Activity Participants |
1.2 Use the Community Schools model to create an integrated system of school supports, extended learning opportunities, and community partnerships.
Key Target 1.2.1 Increase extended PK – 6 extended learning opportunities to include opening and licensing at least four (4) Extended Day Learning Centers as well as providing After School Learning Centers at all Elementary and PK-8 campuses. [Supt. Eval 1.1]
Status: On Track
2022 Baseline | 2025 Target | 2024-25 (Jan.) Progress |
|---|---|---|
Extended Day Learning Centers: 0 After-School Learning Centers: 32 | Extended Day Learning Centers: 4 After-School Learning Centers: 45 | Extended Day: 10 campuses After-School Learning: Maintained at all Elem. & PreK8 |
Key Target 1.2.2 Increase and maintain the number of meaningful community and youth-based organizations in formal partnerships with the district by 3-5%. [Supt. Eval 1.3]
Status: On Track
2022 Baseline | 2025 Target | 2024-25 (Jan.) Progress |
|---|---|---|
76 | 80 | EPISD has identified 282 meaningful partnerships |
1.3 Build mindsets, healthy habits, and skills that strengthen students’ social, emotional, and academic competence.
Key Target 1.3.1 Elementary counselors will carry a caseload of 1:500 students or less at 100% of campuses by 2025. (Total Elementary Campuses=43) [Supt. Eval 1.4]
Status: On Track
2022 Baseline | 2025 Target | 2024-25 (Jan.) Progress |
|---|---|---|
63% 27 out of 43 campuses | 100% 43 out of 43 campuses | 100% of Elementary campuses have staffing ratio for counselors with a caseload of 1:500 or less |
Key Target 1.3.2 PK-8 and middle school counselors will carry a caseload of 1:350 students or less at 100% of campuses by 2025. (Total PK8 and Middle School Campuses =15) [Supt. Eval 1.5]
Status: Met
2022 Baseline | 2025 Target | 2024-25 (Jan.) Progress |
|---|---|---|
0% 0 out of 15 campuses | 100% 15 out of15 campuses | 100% of PreK-8 and Middle School campuses have a staffing ratio for counselors with a caseload of 1:350 or less |
Key Target 1.3.3 Principal and academic support team PBIS/SEL fidelity walkthrough data (measured by an inventory instrument) will meet all established percentages for schoolwide behavior expectations, classroom procedures and instruction, and student and staff awareness in 70% of all campuses by 2025. [Supt. Eval 1.6]
Status: On Track
2022 Baseline | 2025 Target | 2024-25 (Jan.) Progress |
|---|---|---|
2022 No Baseline Data 2023-2024 75.2% implementing best practices | 70% | A measurement tool, KickUp, helps monitor implementation of PBIS and SEL best practices Average: 86% implementing best practices |
1.4 Implement meaningful, engaging practices that develop students’ ability to manage and own their behavior.
Key Target 1.4.1 Reduce the percent of all ISS, OSS, Disciplinary Removal for all student groups from 7% to 5%
Status: Watch
2022 Baseline | 2025 Target | 2024-25 (Jan.) Progress |
|---|---|---|
7.42% | 5% | 8.26% of students had ISS, OSS disciplinary removals in 2023-24 |
1.5 Provide relevant and challenging coursework through multiple pathways such as advanced placements, International Baccalaureate, dual-enrollment programs to all interested students.
Key Target 1.5.1 Increase percent of students in grades 9-12 who earn college credit by completing an Advanced Placement (AP)/International Baccalaureate (IB), On Ramps, or dual credit course by 2025. [Supt. Eval 1.7]
Status: On Track
2022 Baseline | 2025 Target | 2024-25 (Jan) Progress |
|---|---|---|
AP/IB 23% On Ramps15% Dual Credit 35% Aggregate 49% | AP/IB 26% On Ramps 30% Dual Credit 47% Aggregate 51% | AP/IB 25% On Ramps 15% Dual Credit 32% Aggregate 45%
EPISD has 45% of students graduating with college credit. EPISD remains above state averages for % of high school students earning college credit. However, EPISD is working toward an even higher target |