About Us

Our dedicated team works behind the scenes to support student success and excellence across the district. We’re responsible for guiding strategic planning, conducting thorough assessments, and maintaining accountability to ensure each school meets state and district standards.

Our goal is to empower educators, inform families, and foster growth by using data to drive instruction and improvement. From shaping innovative initiatives to tracking progress, we’re committed to building a brighter future for every student in Birdville ISD!

Content

About Us

Accountability Ratings

State Accountability Ratings

In 1993, the Texas Legislature enacted statutes that mandated the creation of the Texas public school accountability system to rate school districts and evaluate campuses. A viable and effective accountability system was achievable in Texas because the state already had the necessary infrastructure in place: a pre-existing student-level data collection system; a state-mandated curriculum; and a statewide assessment tied to the curriculum.

The first state accountability system was based primarily on student performance on the Texas Assessment of Academic Skills (TAAS) and ended in 2002. A new rating system based on the Texas Assessment of Knowledge and Skills (TAKS) was developed during 2003 and campus and district ratings were first issued in the fall of 2004. The last year for accountability ratings based on the TAKS was 2011.

In 2012, no state accountability ratings were issued while the Texas Education Agency (TEA) worked with advisory committees to develop a new rating system based on the State of Texas Assessments of Academic Readiness(STAAR). This new accountability system allows for a large number of measures without the rating being dependent on a single measure. The 2012-13 school year marked the first year of ratings using STAAR results and distinction designations.

> For information on Birdville accountability visit TEA's resource page for State Accountability

School Accountability Ratings

We are proud of our schools! Visit TXschools.gov to see the rating for your child’s school and discover how your child’s school is preparing them for the next grade level and success after high school.

> View Informational flyer

> View Frequently Asked Questions (FAQ)

> Visit TXschools.gov

¡Estamos orgullosos de nuestras escuelas! Visite TXschools.gov para ver la calificación de la escuela de su hijo y descubra cómo la escuela de su hijo lo está preparando para el próximo nivel de grado y el éxito después de la escuela secundaria.

> Ver folleto informativo

> Ver Preguntas Frecuentes (FAQ)

> Visite TXschools.gov

Federal Report Cards

Federal Report Cards for Birdville ISD

The U.S. Department of Education requires each state to publish an annual report card with specific district- and campus-level data.

Federal Report Cards are available for all districts and campuses in Texas on the TEA website.

Prior to 2013 the TEA produced an annual NCLB Report Card containing information on test performance and participation of districts and campuses.

No Child Left Behind (NCLB) Report Card 2008-2012 are available for all districts and campuses in Texas on the TEA website.

2023-24 School (SRC) and Federal Report Cards

February 3, 2025

Dear BISD Parents/Guardians,

I am writing to inform you that access to the 2023-24 Federal Report Cards (FRC) prepared by the Texas Education Agency (TEA) for the state, district, and each BISD campus is now available. You can access these reports through the links provided on the District’s Planning, Assessment, and Accountability website.

Please note that TEA did not release School Report Cards (SRC) for the 2023-24 school year. You may also visit the TEA website directly using the following link:

School and Federal Report Cards
Report Card	Link to TEA website
2023-24 School Report Card (SRC)	TEA did not release school report cards for 2023-24.
2023-24 Federal Report Card (FRC)	View report card

Summary of Federal Report Card (FRC)

The FRC is a report required under the federal Every Student Succeeds Act of 2015 (ESSA). Each year, TEA prepares a Federal Report Card for the state, each school district, and each campus. These reports provide important information about academic performance and accountability. A description of the information included in the Federal Report Card can be accessed here.

If you have any questions concerning the School Report Card or the Federal Report Card, please contact your campus principal. If you would like a printed copy, email your request to publicinformationrequest@birdvilleschools.net. Be sure to include the campus name(s) and your contact information.

____________________________________________

3 de febrero del 2025

Estimados Padres/Tutores de BISD:

Les escribo para informarles que el acceso a los Boletines de Informe Federal (FRC) 2023-24, preparados por la Agencia de Educación de Texas (TEA) para el estado, el distrito y cada plantel de BISD, ya está disponible. Puede acceder a estos informes a través de los enlaces proporcionados en el sitio web de Planificación, Evaluación y Rendición de Cuentas del Distrito.

Por favor, tenga en cuenta que TEA no publicó Boletines de Calificaciones Escolares (School Report Cards, SRC) para el año escolar 2023–24. También puede visitar el sitio web de TEA directamente utilizando el siguiente enlace:

Boleta de calificaciones de escolares y federal
Boleta de calificaciones	Enlace al sitio web de TEA
Boletín de calificaciones escolares 2023-24 (SCR)	TEA no publicó las boletas de calificaciones escolares del año 23 al 24.
Boletín de calificaciones federal 2023-24 (FRC)	https://rptsvr1.tea.texas.gov/perfreport/frc/frc_srch.html?year=2024

Resumen del boletín de calificaciones federal (FRC)

El FRC es un informe requerido bajo la ley federal Every Student Succeeds Act of 2015 (ESSA). Cada año, la TEA prepara un Reporte Federal para el estado, cada distrito escolar y cada campus. Estos reportes proporcionan información importante sobre el desempeño académico y la rendición de cuentas. Puede acceder a una descripción de la información incluida en el Reporte Federal haciendo clic aquí.

Si tiene alguna pregunta relacionada con el Reporte Escolar o el Reporte Federal, comuníquese con el director(a) de su campus. Si desea recibir una copia impresa del FRC, envíe un correo electrónico con su solicitud a publicinformationrequest@birdvilleschools.net. Asegúrese de incluir el nombre del campus y su información de contacto en su correo electrónico.

Gracias por su continuo apoyo a nuestras escuelas.

2022–23 School (SRC) and Federal Report Cards (FRC)

February 8, 2024

Dear BISD Parents/Guardians,

I am writing to inform you that access to the 2022–23 Federal Report Cards (FRC) for the state, district and each BISD campus (prepared by the Texas Education Agency (TEA)) is now available via the links provided on the District’s Curriculum, Assessment and Accountability site at www.birdvilleschools.net/accountabilityratings. TEA did not release school report cards for the 2022-23 school year. You may also use the following link to go directly to the TEA site:

Report Card

2022–23 School Report Card (SRC)
TEA did not release school report cards for 22–23

2022–23 Federal Report Card (FRC) is located at https://rptsvr1.tea.texas.gov/perfreport/frc/frc_srch.html?year=2023

Summary of Federal Report Card (FRC) The FRC is a report required under the federal Every Student Succeeds Act of 2015 (ESSA). Each year, TEA prepares an FRC for the state, one for each district in the state, and one for each district’s related campuses. FRCs for the state, districts, and district campuses are now available at the associated link above.

The information contained in the FRC is described in more detail in the 2023 FRC Definitions (link found at the bottom of the TEA 2022–23 Federal Report Card site via the link above). If you have any questions concerning the SRC or the FRC, please contact your campus principal. If you would like a printed copy of the FRC, email your request to publicinformationrequest@birdvilleschools.net. Make sure to include the campus name(s) and your contact information.

Thank you for your continued support of our schools.

Sincerely,

Gayle Stinson, Ed.D. Superintendent of Schools

____________________________________________________________________

8 de febrero del 2024

Estimados padres/tutores de BISD:

Les escribo para informarle que el acceso a los boletas de calificaciones federales (FRC) 2022-23, para el estado el distrito y cada campus de BISD (preparado por la Agencia de Educación de Texas (TEA)) ahora está disponible a través de los enlaces proporcionados en el plan de estudios del distrito, sitio de Evaluación y Responsabilidad en www.birdvilleschools.net/accountabilityratings. TEA no publicó las boletas de calificaciones escolares para el año escolar 2022-23. También puede utilizar el siguiente enlace para ir directamente al sitio de TEA:

Boleta de calificaciones	Enlace al sitio web de TEA
Boletín de calificaciones escolares 2022-23 (SCR)	TEA no publicó las boletas de calificaciones escolares del año 22 al 23.
Boletín de calificaciones federal 2022-23 (FRC)	https://rptsvr1.tea.texas.gov/perfreport/frc/frc_srch.html?year=2023

Resumen del boletín de calificaciones federal (FRC)

El FRC es un informe requerido según la ley federal Every Student Succeeds Act de 2015 (ESSA). Cada año, la TEA prepara un FRC para el estado, una para cada distrito escolar y uno para los planteles relacionados de cada distrito. Los FRC para el estado, los distritos y los planteles del distrito ahora están disponibles en el enlace asociado arriba. La información contenida en el FRC se describe con más detalle en las Definiciones del FRC de 2023 (enlace que se encuentra en la parte inferior del sitio del Informe federal de calificaciones de TEA 2022-23 a través del enlace anterior).

Si tiene alguna pregunta sobre el SRC o el FRC, comuníquese con el director(a) de su campus. Si desea una copia impresa del FRC, envíe su solicitud por correo electrónico a publicinformationrequest@birdvilleschools.net. Asegúrese de incluir el nombre del plantel y su información de contacto.

Gracias por su continuo apoyo a nuestras escuelas.

2020-21 School (SRC) and Federal Report Cards (FRC)

February 28, 2022

Dear BISD Parents/Guardians,

I am writing to inform you that access to the 2020–21 School Report Cards (SRC) for each BISD campus, and Federal Report Cards (FRC) for the state, district and each BISD campus (prepared by the Texas Education Agency (TEA)) is now available via the links provided on the District’s Planning, Assessment and Research site at www.birdvilleschools.net/accountabilityratings. You may also use the following links to go directly to the TEA site:

2020–21 School Report Card (SRC) is located at https://rptsvr1.tea.texas.gov/perfreport/src/src_srch.html

2020–21 Federal Report Card (FRC) is located at https://www.birdvilleschools.net/Page/69696

Summary of School Report Card (SRC) The SRC is a report required by Section 39.305 of the Texas Education Code and is prepared each year by the Texas Education Agency (TEA) for each campus in the state. There is no district- or state-level SRC. The SRC is intended to give a broad view of campus performance by combining the following information:

the campus’ accountability rating,
data from the campus’ Texas Academic Performance Report (TAPR), and
financial information.

The information contained in the SRC is described in more detail in the 2020–21 School Report Card Definitions, accessible using the associated link at the bottom of the TEA SRC site. The SRC for your student’s school may or may not have all the information described because the information presented depends on whether the school is an elementary, middle, or high school.

Summary of Federal Report Card (FRC) The FRC is a report required under the federal Every Student Succeeds Act of 2015 (ESSA). Each year, TEA prepares an FRC for the state, one for each district in the state, and one for each district’s related campuses. FRCs for the state, districts, and district campuses are now available at the associated link above. The information contained in the FRC is described in more detail in the 2021 FRC Definitions (link found at the bottom of the TEA 2020–21 Federal Report Card site via the link above).

If you have any questions concerning the SRC or the FRC, please contact your campus principal. If you would like a printed copy of either the SRC or the FRC, email your request to publicinformationrequest@birdvilleschools.net. Make sure to include the campus name(s) and your contact information.

Thank you for your continued support of our schools.

Sincerely,

Gayle Stinson, Ed.D. Superintendent of Schools

Download Annual Report Card - 2020-21 (Spanish)

2019-20 School (SRC) and Federal Report Cards (FRC)

March 9, 2021

Dear BISD Parents/Guardians, I

am writing to inform you that access to the 2019–20 School Report Cards (SRC) for each BISD campus, and Federal Report Cards (FRC) for the state, district and each BISD campus (prepared by the Texas Education Agency (TEA)) is now available via the links provided on the District’s Planning, Assessment and Research site at www.birdvilleschools.net/accountabilityratings. You may also use the following links to go directly to the TEA site:

2019–20 School Report Card (SRC) is located at https://rptsvr1.tea.texas.gov/perfreport/src/src_srch.html

2019–20 Federal Report Card (FRC) is located at https://rptsvr1.tea.texas.gov/perfreport/frc/2020/srch.html

Summary of School Report Card (SRC)

The SRC is a report required by Section 39.305 of the Texas Education Code and is prepared each year by the Texas Education Agency (TEA) for each campus in the state. There is no district- or state-level SRC. It is a campus-only report. The SRC is intended to give a broad view of campus performance by combining the following information:

the campus’ accountability rating
data from the campus’ Texas Academic Performance Report (TAPR), and
financial information.

The information contained in the SRC is described in more detail in the 2019–20 School Report Card Definitions, accessible using the associated link at the bottom of the TEA SRC site.

The SRC for your student’s school may or may not have all the information described because the information presented depends on whether the school is an elementary, middle, or high school.

Summary of Federal Report Card (FRC)

The FRC is a report required under the federal Every Student Succeeds Act of 2015 (ESSA). Each year, TEA prepares an FRC for the state, one for each district in the state, and one for each district’s related campuses. FRCs for the state, districts, and district campuses are now available at the associated link above.

The information contained in the FRC is described in more detail in the FRC Definitions (link found at the bottom of the TEA 2019-20 Federal Report Card site via the link above).

If you have any questions concerning the SRC or the FRC, please contact your campus principal. If you would like a printed copy of either the SRC or the FRC, email your request to publicinformationrequest@birdvilleschools.net. Make sure to include the campus name(s) and your contact information.

Thank you for your continued support of our schools.

Sincerely,

Darrell G. Brown, Ph.D. Superintendent of Schools Birdville ISD

Results Driven Accountability

The Division of Performance-Based Monitoring is responsible for developing performance-based indicators and elements that will facilitate a coordinated approach to the monitoring of local education agencies. The specific functions of the division include developing indicators, reviewing district and campus performance data, identifying risk areas, and coordinating with other agency divisions to ensure the effective implementation of a data-driven, risk-based monitoring system focused on improving student performance.

The Results Driven Accountability report shows data collected from selected program areas and special populations. For more information and to see the district report, please visit the TEA webpage.

For more information and to download the District RDA report from TEA

School Report Card

The School Report Card provides a subset of the information available in Texas Academic Performance Reports (TAPR) produced by the Texas Education Agency. Schools are required to provide access to copies of the School Report Card to the parent or guardian of each student.

> Additional information about the School Report Card and TAPR reports can be found on the TEA website.

State Accredidation

The Texas Education Agency awards an accreditation status to each public school district and charter school. The accreditation status is based on the academic accountability rating and financial ratings from the Financial Integrity Rating System of Texas. A district or charter must be accredited by the state to operate as a public school.

Four levels of accreditation status may be assigned by the commissioner of education: Accredited, Accredited-Warned, Accredited-Probation, and Not Accredited-Revoked. Definitions of the various statuses are outlined in Texas Administrative Code §97.1055.

Additional information about accreditation status for all districts in the state of Texas can be found on TEA website.

Birdville ISD Accreditation Status

2023-2024: not issued as the issuance of A-F ratings under the 2023 and 2024 rules are pending and subject to change
2022-2023: Accredited
2021-2022: Accreditation Status not issued
2020-2021: Assignment of Accreditation is suspended due to the Declared State of Disaster
2019-2020: Accredited
2018-2019: Accredited
2017-2018: Accredited
2016-2017: Accredited
2015-2016: Accredited
2014-2015: Accredited
2013-2014: Accredited
2012-2013: Accredited
2011-2012: Accredited
2009-2010: Accredited
2008-2009: Accredited
2007-2008: Accredited

Texas Academic Performance Report (TAPR)

Texas Academic Performance Report (TAPR)*

The Texas Academic Performance Reports (TAPR) pull together a wide range of information on the performance of students in each school and district in Texas every year. Performance is shown disaggregated by student groups, including ethnicity and low income status. The reports also provide extensive information on school and district staff, programs, and student demographics.

In 2021, Performance Reporting is resurrecting the Texas Performance Reporting System (TPRS). This comprehensive and dynamic reporting system will replace the Texas Academic Performance Report (TAPR) HTML System and will be updated on a rolling basis, as new data are available.

All Texas school districts and campuses are evaluated by the Texas Academic Performance Report (TAPR) and are available on the TEA website .

*The TAPRs were previously known as the Academic Excellence Indicator System (AEIS) Reports. Those reports were published from 1990-91 to 2011-12.

2022-23 Annual Performance Report which includes
Texas Academic Performance Report

(Distributed by TEA, December 15, 2023)

> Download report

Campus Improvement Plans

Continuous Improvement

Continuous improvement (CI) is a process through which people can make incremental changes that adjust how tasks are accomplished. Through the process, the system improves upon itself, creating efficiency, increasing productivity, and improving performance. In a school, this means that the processes of teaching and learning are refined and that student outcomes, such as grades or achievement rise. The continuous improvement process is cyclical and requires evidence, or data, to refine practices. The most common symbol or tool used within CI is the Plan-Do-Study-Act Cycle. Below is a graphic from Byrnes and Baxter's book, There is Another Way! from 2005.

Plan Do Study Act Infographic See detail below

This infographic shows a circle divided into four sections. The sections are titled Plan, Do, Study, and Act. In the "Plan" section, teachers focus on creating a successful climate in the classroom by writing a mission statement, vision statement and goals with the students. The teachers then gather data such as last year's test results and curriculum documents to plan what and how to teach students in each unit. The second section is called "Do." Here, teachers put the plan into action with good teaching practices. with a focus on Tier 1 instruction. They are encouraged to listen and observe student behavior and gather feedback on how students respond to the teaching. The third section is called "Study." After completing a unit or series of lessons, teachers should look at academic results and ask students to identify positive aspects of the lesson. The students should also describe how they can improve the learning the next time. The teacher writes these in a chart called a Plus-Delta. This information is used for the final part of the cycle, the "Act" portion. Teachers and students may be able to celebrate reaching academic goals or they may take the time to brainstorm ideas on how to improve classroom procedures that will lead them to successful outcomes.

Why do we practice Continuous Improvement?

Continuous improvement has many benefits at all levels of education. Studies have found that schools that practice CI techniques show increases in homework completion, Advanced Placement Exam participation, kindergarten readiness, and college enrollments. These districts also demonstrated higher levels of teacher effectiveness and student engagement, two elements tied to student academic achievement.

Continuous improvement also lets students know that their ideas are important. A core component of CI is the concept that any person can suggest changes within the system. Effective CI practitioners encourage student voices through a variety of tools like Affinity Diagrams, Plus-Delta Charts, and Cause and Effect Diagrams. In the classroom, students have a say in what and how they learn. Many teachers include a review process after a lesson or unit, where students look at individual and class results and consider how they could improve, both as a student and as a group. Below is an example of a self-assessment that students might complete to help them set goals and evaluate performance.

Weekly Personal Goals and Action Plans

Date:____________

Goal:________________________

This week I put about _________% effort into my learning. I scored a ___________ on the test.

The skills I need to work on are:

My action plan for improving and mastering these skills is:

Later in the week/the following week, students complete this section:

Results:

This week I put ________% effort into my learning. I scored a _______ on the test/retest.

My action plan (circle one): worked partially worked didn't work

Because:

Data Tools

Aware

The Aware tool in Eduphoria redefines student data analysis by making your data “browsable” in a rich, interactive format. The program allows teachers to move from district to school to individual teacher or student data quickly and easily. If you are a BISD teacher or administrator and are having difficulty accessing Aware, please contact the CAA office.

Aware is more than a data analysis package. The individual student view allows staff members to journal parent communication, tutoring, or intervention services. The program allows teachers to create and assign tests and then track and compare student results and data.

Features:

Analyze state assessment data in a rich, interactive grid
Create and share custom data views to focus on important issues for your district/school
Develop easy-to-administer campus and classroom tests
Print answer documents on plain paper and scan with inexpensive retail scanners
Utilize a district bank of standards-based questions
Analyze the impact of your scope and sequence, when used with Forethought
Create views of data for easy publishing to colleagues
Generate graphs automatically as you are interacting with your data

Universal Screeners

Birdville ISD uses a variety of programs to gather information about student progress in reading and mathematics. Results can identify students who are struggling and help teachers provide targeted instruction for acceleration or remediation. Screeners are given three times a year. Below is a list of screeners used in the district.

Circle (CLI Engage) measures progress for prekindergarten students in a variety of areas
mClass (Amplify) measures math progress for kindergarten and language development and reading for kindergarten through grade 2
Istation measures reading progress for grades 3-5
Star Renaissance measures mathematics for grades 1-10 and reading for grades 6-12

The local district assessment calendar indicates the times during which the teachers give screeners to students.

OnData Suite (ODS)

District administrators are invited to view campus and district data through ODS. The program is a data warehouse that pulls data from multiple sources, across years and test administrations to provide users with detailed reports. The program begins with a useful dashboard and then invites users to find data and create reports to see large groups trends or monitor small group progress. File uploads include PEIMS, assessments, SAT/ACT, accountability, and financial information. The program allows districts to compare similar and neighboring schools as well.

If you are a BISD staff member, join us in Canvas to learn more about Aware, ODS, and other assessment platforms. Please contact the CAA office to be added to this course.

Our Location

Research and Data Analysis

Data Requests and Research

In the spirit of enhancing the development of students, staff, and the field of education, Birdville ISD considers requests from outside entities to perform educational research projects within the district. To ensure that such projects are in the best interest of students and are aligned with the district's core purpose, research requests are submitted to the Associate Superintendent for Curriculum, Instruction, and Accountability for review and approval by the Cabinet before the onset of the study. The review board will notify the researcher of project acceptance. Please review the guidelines on this page and complete an application for research (internal or external) and a request for data (if needed). BISD lacks the resources to support undergraduate research and class assignments at this time.

Type of Application

External Applicants include:

University or College Faculty and Staff
Research Institutions and Agencies
Service Providers and Contract Evaluators
Graduate students who are not BISD employees
> Complete External Research Application Online

Internal Applicants include:

BISD Departments
BISD Employees seeking graduate degrees
BISD Employees/departments completing Pilot Programs
> Download Proposal for Instructional Program Pilot Form

>Complete External Research Application Online

Guiding Principles

BISD will review applications based on the following principles:

The proposed research project complies with the policies and regulations of Birdville ISD. An approved study may be terminated at any time by the Cabinet.
The project provides direct or indirect benefits to BISD and does not require an expenditure of time and effort by students and staff.
The study protects the privacy of students and staff in compliance with state and federal law. The Federal Educational Rights and Privacy Act (FERPA) and the Texas Education Code state that information about an individual student is private and confidential and is generally only accessible with parental consent.

Important Policies

BISD recommends that researchers familiarize themselves with local, state, and federal regulations.
Birdville ISD Board Policy on Student Records
FL (Legal) >View FL (Legal) policy
FL (Local) >View FL (Local) policy
Federal Educational Rights and Privacy Act (FERPA) >Visit U.S. Dept. of Education FERPA site for more information
>View FERPA education video on YouTube
Individuals with Disabilities Act (IDEA) >Visit U.S. Dept. of Education IDEA site for more information
The Protections of Pupil Rights Amendment (PPRA) >View U.S. Dept. of Education PPRA site for more information
Health Insurance Portability and Accountability Act (HIPPAA) >View U.S. Dept. of Health and Human Services site for more information

Research Restrictions

There must be a direct or indirect benefit to students. Projects that include curriculum must meet the definition of district curriculum, or the research must be implemented outside of instructional time.
Research activities will take place outside of the state testing windows. See the district testing calendar for state and district testing dates.
Active written consent from parents and active written assent from students is required for students to participate in research activities. Please see the Confidentiality and Ethical Consideration section for more information.
Video recording is not allowed.
Personal, social, or psychological research that may be in conflict with the rights of individuals or groups will not be approved.
Birdville ISD resources (printing, email, supplies, etc.) cannot be used for research activities.
The CAA office does not have the authority to grant permission for the use of school buildings for data collection. Arrangements must be made through the school principal and/or Birdville Facilities Rentals at >Visit BISD Facility Rentals site. The researcher should obtain prior approval from the campus principal when the proposed project involves campus personnel or students.
Any compensation provided for participation must be described in the proposal.
Researchers may not request data directly from schools, departments, or teachers. Data requests must be submitted through the form associated with this website.

Confidentiality and Ethical Considerations

Confidentiality describes how participant personal information, including consent, will be collected and maintained. The district, students, and teachers cannot be personally identifiable in the reporting of data or study findings. The district name, staff members, and campus names will not be identified except through prior approval by the identified staff members and the research review board. The primary investigator is responsible for maintaining all data collected in such a manner that ensures the security and confidentiality of all research participants. All data will be stored in secure files and on devices that are password protected and/or encrypted. Access to data will be limited to the principal investigator and secondary researchers.

Parent, Student and Staff Consent

Requests by individuals or entities associated with institutions of higher learning receive approval from the appropriate Institutional Review Board (IRB) before the initiation of the study.

Parent consent must be written in an easily understood language and available in the languages of the participants. Please see the readability guidelines. Researchers should print consent/assent forms on their own stationery and avoid using district letterhead or logos. Parent consent should include:

A description of the purpose of the research and what the participants will be asked to do, including the time commitment for each participant.
A notice if the participants will be audio recorded and how the recording will be used and what happens to the recordings after the research project is completed.
A description of any identifiable information that the researcher will collect or seek access to, such as test scores, attendance records, addresses, etc. The form should include a separate check box with a yes/no referring to the release of this information.
A notice that all information will remain confidential.
A notice that participation is voluntary and participants may withdraw at any time without negative consequences.
Include the name of the researcher and a local or toll-free number for parents or participants to call if they have questions.
For research that includes data collection instruments (such as surveys), the parent consent form must include the following text:
- Parents, please be aware that under the Protection of Pupil Rights, Act 20 U.S.C. Section 1232 (c)(1)(A) you have the right to review a copy of the questions asked of, or materials that will be used with, your students. If you would like to do so, you should contact [insert Researcher Name] at (XXX) XXX-XXXX to obtain a copy of the questions or materials.

Additional Links

Testing

Testing in Birdville ISD

STAAR/EOC Testing

STAAR/EOC General Information

STAAR Report Card and Locating Unique Access Code

Need to look up your student access code? Visit TexasAssessment website.

General STAAR/EOC Information

The STAAR program for grades 3-8 assesses students in reading, mathematics, science, and social studies. Students taking certain high school courses are assessed through STAAR end-of-course (EOC) exams in Algebra I, Biology, English I, English II, and U.S. History.

Elementary School - STAAR

Grade 3 Reading and Math
Grade 4 Reading and Math
Grade 5 Reading, Math and Science

Middle School - STAAR

Grade 6 Reading and Math
Grade 7 Reading and Math
Grade 8 Reading, Math, Science and Social Studies

High School - STAAR End-of-Course (EOC)

Algebra
Biology
US History
English I
English II

Student Performance

Scores on STAAR assessments are used to determine levels of performance as follows:

Masters: Masters Grade Level - Shows mastery of the course content -- student is on track for college and career readiness.
Meets: Meets Grade Level - Shows strong knowledge of course content -- student is prepared to progress to the next grade.
Approaches: Approaches Grade Level - Shows some knowledge of course content but may be missing critical elements -- student may need additional support in the upcoming year.
Did Not Meet: Did Not Meet Grade Level - Shows a lack of basic understanding of course content -- student needs significant support in the coming year.

Time Limits

A four-hour time limit is in place for STAAR assessments for grades 3-8 as well as EOC exams in Algebra I, Biology, and U.S. History. Students will be allowed five hours to complete EOCs in English I and English II. Extended time accommodations are available for certain students with unique learning needs.

Test Versions

STAAR tests are available in Spanish in grades 3 through 5. Alternative versions of STAAR assessments are available to students for whom a committee (e.g. ARD, LPAC, 504) has determined a need for accommodations not available through regular STAAR assessments.

Graduation Requirements & HB 4545

Students are provided three opportunities to test in the spring, summer, and fall. As one of the requirements for graduation, students must pass five EOC assessments English I, English II, Algebra I, Biology, and U.S. History. Students may retest as many times as necessary in a subject area in order to meet this requirement.

In 2021, the Texas Legislature passed House Bill (HB) 4545, which requires school districts to provide 30 hours of accelerated instruction during the school year for any student who “did not meet grade level” in any subject. Accelerated instruction is defined as tutoring provided before or after school or embedded in the school day. The accelerated instruction cannot take place during foundation or enrichment curriculum, nor during recess or physical activity. School districts will create Accelerated Learning Committees (ALC) for students who did not pass STAAR grade 3, 5, or 8 math and/or reading. The ALC will develop a plan for instruction and assessment to assist the student in reaching grade-level standards. Please contact your campus for more detailed information on tutoring options for your child.

No “Opting Out”

By law, all students enrolled in Texas public schools are required to be assessed with the appropriate STAAR tests during the designated testing windows. The Texas Education Code does not provide students and parents an option of not testing. The district is required to provide test materials to all students in attendance and mark test answer documents as Score if students have the opportunity to complete the test.

Testing Calendar

The state testing calendar is based on a calendar year, rather than on the academic year. The following provides an overview of the months when tests are administered. Please note that these are subject to change and the official state assessment calendar should be consulted for specifics on testing dates.

April

STAAR EOCs: English I; English II

May

STAAR EOCs: Algebra I; Biology; U.S. History
STAAR Grades 3-8: Math; Reading; Science 5 & 8; Social Studies 8

June

STAAR EOCs: Algebra I; Biology; English I; English II; U.S. History

December

STAAR EOCs: Algebra I; Biology; English I; English II; U.S. History

BISD Assessment Calendar

View District Assessment Calendars [opens in a new window]

TEA Testing Calendars

View State Assessment Testing Calendars [opens in a new window]

All About the STAAR Test - TEA

Who? What? When? Where? Why? How? [opens in a new window]

Texas Assessment for Families - TEA

View additional information regarding state assessment [opens in new window]

How to help my child prepare? - TEA

View additional information and resources on how to help your child prepare [opens in a new window]

Understanding Your Child's Scores - TEA

View additional information and resources on Understanding Your Child's Scores [opens in a new window]

Families Frequently Asked Questions - TEA

View TEAs answers to families frequently asked questions. [opens in a new window]

Assessment Resources for Students and Parents

View additional information and resources regarding state assessments [opens in a new window]

Texas Assessment of Knowledge and Skills (TAKS) - TEA

View additional information regarding TAKS [opens in a new window]

State Assessment Descriptors

STAAR

The State of Texas Assessments of Academic Readiness, or STAAR, began in spring 2012 with increased rigor for both the assessments and the performance standards. The STAAR program at grades 3-8 assesses the same grades and subjects as were assessed on TAKS. For high school, there are five STAAR end-of-course (EOC) assessments. STAAR Spanish is available for grades 3-5. Additional information is available on the Texas Assessment Management System.

STAAR Alternate 2

STAAR Alternate is designed for the purpose of assessing students in grades 3-8 and high school who have significant cognitive disability and are receiving special education services. Additionally, students must meet participation requirements. Additional information is available on the TEA website.

TELPAS

The TELPAS assessment is designed to assess the progress that limited English proficient (LEP) students make in learning the English language. Additional information is available on the TEA website.

TELPAS Alternate TEA has developed the TELPAS Alternate assessment to meet the federal requirements mandated under the Every Student Succeeds Act (ESSA), which requires states to administer an alternate English language proficiency (ELP) assessment for English learners (ELs) with the most significant cognitive disabilities who cannot participate in the general ELP assessment, even with allowable accommodations. Additional information is available on the TEA website.

STAAR/EOC FAQs

STAAR & EOC Frequently Asked Questions

The Curriculum, Assessment, and Accountability Department often receives questions from the community about “opting out” of state testing. This response aims to clarify the state law and provide transparency regarding state testing requirements so that parents can make informed decisions about STAAR/EOC testing.

Frequently Asked Questions - Opting Out of State Assessment

Frequently Asked Questions - Opting Out of State Assessment (Spanish)

Locate STAAR/EOC Results

Where can I locate my child's test results?

You can access them by using the Student Portal located at texasassessment.gov. If you know your child's Unique Student Access Code you may enter it along with their date of birth and select Log In To Student Portal. If not, select Find My Unique Student Access Code.

Another way to access your student's unique access code is by looking it up in the Skyward Family Access. Below are directions you may use to obtain your child's unique access code via Skyward.

Please note: If your child is new to the district or a 3rd grader that is testing for the first time we will NOT have the ability to access and post their unique access code in Skyward Family Access until after we have received their results. If your student tested in Texas during a previous school year, you can look at the student's testing report (now called STAAR Report Card) to find the unique access code at the bottom right hand corner.

View results directly on Texas Assessment Portal

Go to http://www.texasassessment.gov/

Look for the Family Portal Sign In

If you have the Student Access Code. Enter the Access Code and Date of Birth, then click on

If you do NOT know your student’s Access Code, then click on Lookup Access Code link.

Type in your Student’s First Name, PEIMS ID, D.O.B. and click Go

Look Up Unique Access Code on Texas Assessment Portal

If Access Code is displayed on screen, then click Go

Enter access code and date of birth, click Go to access student state testing report card

For additional questions, please contact your student's campus.

TAKS

The alternative requirements for graduation shall permit an individual to qualify to graduate and receive a high school diploma if the individual:

has met the performance standard on an alternate assessment as specified in §101.4003 of this title (relating to Texas Assessment of Knowledge and Skills Exit-Level Alternate Assessments);
has performed satisfactorily on the applicable subject-area test of a state-approved high school equivalency examination in accordance with §89.43(a)(4) of this title (relating to Eligibility for a Texas Certificate of High School Equivalency);
provides evidence of attainment of an industry-recognized postsecondary license or certification in accordance with §74.1003 of this title (relating to Industry-Based Certifications for Public School Accountability) [that is included on a Texas Education Agency-approved list of licensures and certifications] ;
provides evidence of current active duty service in the armed forces or a DD Form 214 indicating honorable or general discharge from the armed forces; or
has successfully completed college-level coursework and earned college credit .

With [input from the district-level planning and decision-making committee and] approval by the school district board of trustees, a school district may develop recommendations for local [additional] alternative requirements if the requirements would allow an individual to demonstrate proficiency in the content related to an examination for which the individual has not performed satisfactorily.

In June 2018, Birdville ISD established the Local Graduation Committee (LGC).

The Local Graduation Committee process was developed and approved through a formal district-level committee as a means for fulfilling alternative graduation requirements for certain individuals who entered 9th grade before 2011-2012 school year. The categories were selected based on state recommendations or their collective ability to demonstrate proficiency in the content related to an examination (TAKS) for which the individual has not performed satisfactorily.

The LGC shall be composed of: 1. the principal or principal’s designee; 2. lead counselor at applicable campus; 3. the department chair or lead teacher supervising the teacher(s) of the applicable subject; and 4. the student.

To be eligible to graduate and receive a high school diploma from the LGC, a student must have successfully completed the curriculum requirements required for high school graduation.

A student’s LGC shall recommend additional requirements by which the student may qualify to graduate, including additional remediation; and for each TAKS assessment instrument on which the student failed to perform satisfactorily:

The completion of a project related to the subject area of the course that demonstrates proficiency in the subject area; or
The preparation of a portfolio of work samples in the subject area of the course, including work samples from the course that demonstrate proficiency in the subject area.

Please contact the lead counselor at the Birdville ISD high school campus you last attended for more information.

Haltom High School: 817-547-6000

Richland High School: 817-547-7000

Birdville High School: 817-547-8000

Shannon High School: 817-547-5411

If the last high school you attend was outside of Birdville ISD, you will need to contact that school district for information regarding policies pertaining to TAKS.

STAAR Test Results Sign On Instructions

Spring 2023 STAAR Reporting Timelines

End-of-Course:

<https://tea.texas.gov/sites/default/files/2023-staar-timeline-end-of-course.pdf> (English)

<https://tea.texas.gov/sites/default/files/2023-staar-timeline-eoc-spanish.pdf> (Spanish)

STAAR 3-8:

<https://tea.texas.gov/sites/default/files/2023-staar-timeline-grades-3-8.pdf> (English)

<https://tea.texas.gov/sites/default/files/2023-staar-timeline-grades-3-8-spanish.pdf> (Spanish)

Assessment Calendars

TELPAS (Texas English Language Proficiency Assessment)

TELPAS Information

TELPAS Information

TELPAS (Texas English Language Proficiency Assessment System) & TELPAS Alternate

Grades K–1 include:

holistically rated observational assessments of listening, speaking, reading and writing

Grades 2–12 include online tests for:

listening and speaking
reading and writing

The Texas English Language Proficiency Assessment System (TELPAS) is an English language proficiency assessment aligned to the Texas English Language Proficiency Standards (ELPS). This assessment is designed to assess the progress that emergent bilingual (EB) students make in learning the English language. TELPAS fulfills ESSA requirements for assessing EB students in kindergarten through grade 12 in four language domains: listening, speaking, reading, and writing.

Texas Education Agency TELPAS Resources

Texas Education Agency TELPAS Alt Resources

Curriculum Based Assessments (CBA)

CBA Information

CBA Information

Curriculum Based Assessments & Interims

Birdville ISD monitors the academic progress of students through the use of Curriculum Based Assessments (CBAs) and Interim Assessments.

Curriculum based assessments are designed by the Teaching and Learning/Advanced Academics department to monitor curriculum effectiveness. These are short tests administered during a window, and should take less than one class period to complete. Separate tests are administered for each core subject.

Interim tests are given in STAAR tested subjects. These align to the Texas Essential Knowledge and Skills (TEKS) and students' results help teachers plan instruction. Test questions for the STAAR Interim Assessments have been developed with Texas teachers and include some former STAAR items. More information on Interim assessments can be found at the Texas Education Agency Interim Assessments webpage.

Migrant Services

Information

Information

Birdville ISD works in coordination with the Education Service Center for Region 11 to provide support for students and families in the Migrant Program. The purpose of the program is to help migrant students and families overcome the challenges of mobility, language barriers and other difficulties associated with a migratory lifestyle. The goal of the Migrant program is to help students succeed in school and to successfully transition to post-secondary education.

Additional information regarding the Migrant Education Program from the Education Service Center for Region 11 can be found by following the link below.

ESC Region 11 Migrant Education Program

LPAC Information

Testing Overview

In the 19 Texas Administrative Code (TAC) Chapter 89. Adaptations for Special Populations. Subchapter BB, the Commissioner's rules state that all school districts that are required to provide bilingual education and/or an English as a Second Language (ESL) program must establish and operate a Language Proficiency Assessment Committee (LPAC).

The LPAC uses the State LPAC Framework which provides clarification of the legal requirements and guidelines to facilitate the process The LPAC Framework includes the following sections:

Introduction
Identification
Placement
English Learner Services
Review and Reclassification
Monitoring and Evaluation

LPAC process

Language Assessment Services

All students new to Texas or the United States must complete a Home Language Survey upon registering for school.

Students for whom a parent indicates a language other than English on any part of the home language survey, will be required to complete a language assessment in our department offices.

Services

Provide oral language assessment (English and Spanish (Only for Spanish speakers) for students new to Texas schools (PK to 12th grade)
Explain and recommend the Bilingual and English as a Second Language (ESL) programs as an integral part of the school instructional system
Provide parent and family community service information

Documents to bring for language testing

Home Language Survey (HLS)
Prior school withdrawal Forms
Parent/guardian form of identification
Student birth certificate

Scheduling a Language Assessment

Upon registering a student new to Birdville (new to Texas / country, transfer students from other Texas districts, and returning to Birdville students), campus personnel will schedule an appointment for language testing if applicable and student educational history
Parents may contact department offices with any questions at 817-547-5418

House Bill 1416

HB 1416 Information

HB 1416 Information

House Bill 1416 Overview

In Texas, students who do not achieve "approaches" or higher on STAAR grades 3 through 8 or EOC assessments are required by law to receive accelerated instruction. These requirements have been modified by House Bill 4545 of the 87th legislature and recently updated with the passage of House Bill 1416 in the 88th legislature. According to these bills, students who meet certain qualifications must receive accelerated instruction.

Assigned a TIA-designated teacher for the subsequent school year in the applicable subject area;

OR

Provided supplemental instruction aligned with the research on high-impact tutoring in the Texas Essential Knowledge and Skills, TEKS, for the applicable grade levels and subject areas in the following manner:
- No less than 15 or 30 hours depending on student performance and is provided in the summer or at least once per week in the school year;
- Limited to two subjects per year, prioritizing math and RLA;
- Provided in a group of no more than four students, unless the parent or guardian of each student in the group authorizes a larger group;
- Designed to assist the student in achieving satisfactory performance in the applicable grade level and subject area and includes effective instructional materials designed for supplemental instruction;
- Provided by a person with training in the applicable instructional materials for the supplemental instruction and provided by one person for the entirety of their accelerated instruction.

Planning, Assessment & Accountability

Planning, Assessment, & Accountability