The assessment department provides the following services to our schools and their students:
HB 2349Students entering GISD from out-of-state, a homeschool, or from a private school will only take a STAAR EOC for a course in which they are enrolled in at GISD. For example, a student earned high school credit for Algebra I, Biology, and English I as a freshman in a private school, homeschool, or in a different state and enters GISD as a sophomore. The student is taking English II in GISD. The student will only take the STAAR EOC for English II. S/he will not have to take the STAAR EOCs for Algebra I, English I, or Biology.SB 149In a letter written by the Commissioner of Education, Michael Williams, he notes "immediate and significant changes to the state's graduation requirements." SB 149 provides a learner who has failed no more than two of the five EOC assessments (English I, English II, Algebra I, Biology, U.S. History) an opportunity to graduate by way of an Individual Graduation Committee (IGC).Passing Rate of Credit by Exam (CBE) without Prior Instruction: HB 2694/SB 1365 lowered the passing rate of a CBE without Prior Instruction from the 90th percentile to the 80th.Credit by Exam Attempts: HB 2694/SB 1365 states the following:
- Coordination of district, state and national assessments
- Data analysis and reporting
- Student performance data systems
- Support for classroom, common and formative assessment
- Facilitation of data-driven decision-making, research, and school improvement planning
Credit by Exam for Acceleration and Subject-Related EOCs: HB 2694/SB 1365 mandates that CBEs for acceleration in a subject tested by an EOC must be externally validated. Currently, the University of Texas and Texas Tech University are in the external validation process. Therefore, CBEs for subjects tested by an EOC (Algebra I, English I, English II, U. S. History, and Biology) may only be taken, at this time, for credit recovery. CISD will monitor the websites of the University of Texas and Texas Tech University to determine when the CBEs for EOC related courses may once again be offered for acceleration.For the complete text of HB 2694/SB 1365, please refer to the text of adopted amendment to 19 TAC, Chapter 74 Curriculum Requirements, Subchapter C Other Provisions, 74.24 Credit by Examination.
- A student may not attempt to earn credit by examination for a specific high school course more than two times.
- If a student fails to earn credit by examination for a specific high school course before the beginning of the school year in which the student would ordinarily be required to enroll in that course in accordance with the school district's prescribed course sequence, the student must satisfactorily complete the course to receive credit.
Student Success Initiative: Special Note for Parents of 5th and 8th Grade Students - The State of Texas has mandated the Student Success Initiative (SSI), which requires students in grades 5 and 8 to "pass" the reading and math state assessments in order to be promoted to the next grade level. This includes English language learners. The Student Success Initiative (SSI) was enacted by the 76th Legislature in 1999 to ensure that all students receive the instruction and support needed to be academically successful in reading and math. A 5th or 8th grade learner can only advance to the next grade level by passing the reading and math STAAR tests or, after three attempts to pass the tests, with a unanimous decision of the Grade Placement Committee (GPC). Please see the state testing calendar for testing dates. (Note: 8th grade students enrolled in Algebra I are not subject to SSI requirements for math because they do not take the 8th grade math STAAR, but they are subject to SSI requirements for reading because they take the 8th grade reading STAAR.)
Student Success Initiative Brochure (English)(Spanish)
STAAR End-of-Course Graduation Requirements: Many students will take high school courses in middle school and will be required to participate in the STAAR End-of-Course (EOC) exams while in middle school.Assessment Beliefs
- Assessment is an on-going, spiraling, data driven process that guides instruction.
- Assessment is a balance between “of” learning and “for” learning.
- Assessment quality is more important than quantity.
- Assessments ensure that learners have a clear understanding of what they have learned and why.
- Assessment is aligned and integrated with curriculum.
- Assessment is essential for learner and educator accountability.
- Assessment promotes greater learning and growth through differentiated, yet respectful, tasks.
- Assessments should include opportunities for learner self-reflection.
- Assessments are a form of communication.
- Grades communicate student achievement relative to standards.
- Grades clearly reflect a learner's growth rather than average performance.
- Behavior and academic achievement are reported separately.