2016-17 School Profile
WILMER-HUTCHINS ELEMENTARY SCHOOL (TEA # 301)
7475 J. J. LEMON RD DALLAS, TX 75241
www.dallasisd.org/wilmerhutchinses
Principal: MICHAEL GIPSON ([email protected])
Phone: 972-925-2600
Elementary school with grades K–5 and a PK program in the W-H HS feeder pattern.
Attendance
Grd Target: 97%
PK
94.1%
KN
95.9%
1
96.8%
2
96.7%
3
96.8%
4
97.4%
5
96.5%
ALL
96.7%
Enrollment
% of Grade Level
% Sch Afr. Am. Hispanic
N
83
8%
127 12%
150 15%
179 17%
137 13%
177 17%
170 17%
1,023 –
22%
35%
27%
28%
31%
32%
38%
31%
77%
60%
69%
65%
66%
64%
58%
65%
White
Other
1%
4%
3%
2%
2%
3%
3%
3%
2%
1%
4%
1%
1%
2%
2%
Student Group Enrollment
% of School
31%
3%
64%
Attendance / Retention
Average student attendance rate
Students
2013-14
State Acct. Met Standard
Index
Definitions
Distinctions
1: Student Achievement
2: Student Progress
3: Closing Performance Gaps
4: Postsecondary Readiness
75
50
55
No distinctions awarded
25
50
45
Academic Orientation
63.8%
43.3%
96.3%
5.2%
10.0%
2015-16
96.3%
90.6%
6.7
70.8%
96.7%
92.8%
5.6
64.2%
School Effectiveness Index
100
65+
60
Parent Survey
2014-15
96.7%
93.4%
7.2
77.3%
Percentage of students absent fewer than 10% of days enrolled at campus
Average number of absences
Percentage of teachers who returned to campus from prior year
Teachers
646
438
975
53
101
At Risk
ELL
Low SES
SPED
TAG
2%
Well Above
Above
51.2
Average
43.0
40
54
35
29
18
Index 1
Target: 60
Index 2
Target: 32
Index 3
Target: 28
Index 4
Target: 12
45.7
352013
School Communication
2014
2015
41.5 Below
Well Below
2016
School Environment
100
District
% Positive
75
50
% Positive
Responses
25
84%
71%
81%
86%
70%
86%
83%
82%
91%
89%
My child
learns
Promotes
college
Satisfied
with
direction
Informs on
grades and
progress
Responds
to
concerns
Comfortable
interacting
Respectful
learning
environment
Safe
learning
environment
Welcomes
parent
involvement
Maintenance
and
cleanliness
Staff Climate Survey
District
% Positive
Beliefs & Priorities
Culture & Environment
College-Going Culture
1
75%
37
50%
59
Rank*
% Positive
Responses
Feedback & Support
100%
75
60
77
84
25%
85%
86%
72%
71%
Fall
Spring
Fall
Spring
Dallas ISD Evaluation & Assessment
75
86
112
81% 117
149
Fall
Spring
Fall
Spring
*Rank out of 63 secondary, 149 elementary, or 15 magnet schools
73%
2016-17 School Profile
66%
October 27, 2016
83%
106
2016-17 School Profile
WILMER-HUTCHINS ELEMENTARY SCHOOL (TEA # 301)
ISIP
Percentage of Students with "Kindergarten-Ready" Scores
100
75
District
50
25
% at or above
40th percentile
Fall 2013
37%
Fall 2014
52%
Fall 2015
0%
Fall 2013
51%
Fall 2014
School
60%
Any year
62%
Fall 2015
U.S.*
District
*Percentage approximate
TerraNova/SUPERA
Reading
Mathematics
100
31%
27%
% at or above 75
80th percentile
50
20%
20%
15%
10%
25
% at or above
40th percentile
69%
2014 2015 2016
70%
2014 2015 2016
60%
Any year
50%
2014 2015 2016
56%
2014 2015 2016
60%
Any year
School
District
U.S.*
School
District
U.S.*
*Percentages approximate
STAAR
Reading (Grades 3+)
Writing (Grade 4)
60
% Level 3
(advanced)
45
13%
30
6%
10%
14%
17%
18%
21%
10%
0%
15
% Level 2
(satisfactory or
advanced)
16%
5%
2%
6%
6%
6%
4%
18% 23% 22%
2014 2015 2016
31% 30% 35%
2014 2015 2016
39% 39%
2014 2015 2016
11% 12% 18%
2014 2015 2016
31% 27% 39%
2014 2015 2016
36% 28%
2014 2015 2016
School
District
State*
School
District
State*
Mathematics (Grades 3+)
Science (Grade 5)
60
45
13%
30
15
*2016 state results
not available at
time of publication
5%
5%
11%
14%
19%
16%
11%
5%
6%
5%
6%
6%
10%
2%
0%
15% 16% 16%
2014 2015 2016
29% 28% 33%
2014 2015 2016
37% 37%
2014 2015 2016
2% 11% 21%
2014 2015 2016
23% 21% 27%
2014 2015 2016
35% 32%
2014 2015 2016
School
District
State*
School
District
State*
Dallas ISD Evaluation & Assessment
2016-17 School Profile
October 27, 2016
2016-17 School Profile
Elementary School Metric and Term Definitions
Attendance
Student attendance rate
Students absent fewer than
10% of days enrolled
Average of students' attendance rates (number of days in attendance out of number of days enrolled). The Destination 2020
target for elementary schools is 97%.
An indicator of how many students are in regular attendance. Percentage of students with fewer than 10% absences (excused or
unexcused) is based on a snapshot taken at the end of the fifth six-week grading period.
Enrollment
Number enrolled by grade (N)
Average daily enrollment at the campus during the school year.
Percentage enrolled by grade
(% Sch)
Percentage in grade by
race/ethnicity (% of Grade)
Percentage enrolled by
student group
Grade-level percentage of total school enrollment.
Percentage of students within grade level identified as African American, Hispanic, white, or other. Identification in a category
provided by parents/guardians at registration. Students identified as Hispanic are not counted elsewhere.
Counts taken at the end of fifth six-week grading period based on data in student information system. Students may be classified
in more than one or no student groups.
Teachers
Teacher absences
Teachers returning to campus
Average number of days not at campus, such as for illness or personal business. Counts do not include vacation days or leave.
Percentage of teachers from previous school year who continued at the school. The number of teachers at the school in both
current and previous years is divided by the number of teachers in the previous year.
Accountability Rating System for Texas Public Schools
State accountability rating
School must meet targets on at least three indexes to achieve "Met Standard": Index 1 or Index 2, Index 3, and Index 4. Schools
can earn distinctions for student achievement in math, reading, science, and social studies; top 25% (among comparable schools)
in student progress; top 25% in closing performance gaps; and postsecondary readiness.
School Effectiveness Index
SEI
A measure of performance on assessments that is relative to other Dallas ISD campuses. Isolates school's effect on student
outcomes by controlling for differences the school cannot control, such as socio-economic status, neighborhood characteristics,
and prior-year academic levels.
Parent Survey
Percentage positive responses
Survey conducted in spring. Positive responses include Agree and Strongly Agree. Other responses included Disagree, Strongly
Disagree, and Neutral.
Staff Climate Survey
Percentage positive responses
Surveys conducted November and May. Positive responses include Agree and Strongly Agree. Other responses included Disagree,
Strongly Disagree, and Neutral.
Istation's Indicators of Progress (ISIP)
Percentage at or above the
40th percentile
Kindergarten readiness as measured using beginning-of-year ISIP scores. Includes results from English and Spanish assessments.
Students scoring at or above the 40th percentile, based on ISIP's national normative sample, are considered to be kindergartenready. (Guidelines were developed in 2016 by Evaluation & Assessment, Early Childhood & Community Partnerships, and
Bilingual/ESL.)
TerraNova/SUPERA
Percentage at or above the
40th percentile
Percentage at or above the
80th percentile
Percentage of students with scores at or above the 40th percentile using a national norm, meaning the score was at or above
approximately 40 percent of all other scores in the U.S. Indicator of grade-level performance. TerraNova is an English-language
assessement and SUPERA is the Spanish-language equivalent. The district administers the reading, language, and mathematics
sections of these assessments to students in grades K-2; only the reading and mathematics are presented.
Percentage of students with scores at or above the 80th percentile using a national norm, meaning the score was at or above
approximately 80 percent of all other scores in the U.S. Indicator of advanced performance. Scores above the 80th percentile are
a subset of scores above the 40th percentile.
State of Texas Assessment of Academic Readiness (STAAR)
Percentage at Level 2
Percentage at Level 3
Percentage of all tests with satisfactory (Level 2) or higher scores using panel-recommended standards. Statistics include results
from all STAAR test types. School's statistics based on results from students in the accountability subset. District and state
statistics are based on grade levels at the campus. Satisfactory performance indicates a reasonable likelihood of success in the
next grade or course.
Percentage of all tests with advanced (Level 3) scores. Scores at Level 3 are a subset of scores at Level 2 (satisfactory). Advanced
performance indicates a high likelihood of success in the next grade or course.
Dallas ISD Evaluation & Assessment
2016-17 School Profile
October 27, 2016