Andres actually was featured last week, but we attributed the incorrect last name. It has been corrected so we wanted to repost him. Congrats to Andres Aguayo!!

Monday, February 10 is reserved for parent conferences. Teachers have reached out to those parents whom they are concerned about; however, any parent can call the school at 281-457-0086 and make an appointment to talk to a teacher.

Tuesday and Wednesday, February 11-12 are teacher exchange days so teachers will not be available.

Thursday and Friday, February 13-14 all campuses are closed and all employees are off.

Students in Mrs. Perez's biology class were able to make their own cookies today. But they were not just any cookie. Students mimicked protein synthesis by decoding a strand of DNA that provided them with ingredients in which the students assembled a cookie! Students had to carefully decode the DNA so that their cookie did not have any mutations.

SPED P.E.P. Parents will learn to be advocates for their students, their families, and themselves! P.E.P. meetings will be a catalyst that nurtures more open communication and collaboration with the Channelview ISD SPED Department, teachers, and administrators - With the overarching goal to help SPED parents get the answers and help that their child and family needs! Meeting coordinators will act as liaisons for connecting families to the right contact at the SPED Department AND as a resource for finding other contacts they might need for supplemental support inside the home (beyond what Channelview ISD can provide). Families will also be encouraged to share their stories during parent-led therapeutic “support group” style sessions at the end of each meeting - Where SPED parents can also become P.E.P. Heroes by volunteering their time to help other SPED parents at home!

We are here to become better advocates for ourselves and for

our families.

We promise to believe in our kids and their special strengths.

We promise to give ourselves the same grace we give our kids.

We promise to give ourselves permission to cry.

But we also promise to give ourselves permission to SHINE!

For more information, please text 832-723-2384.

The official graduation merch website is now online. Click the links below for:

• Cap, gown, and tassel purchase
• Class rings
• Graduation announcements

• Grad clothing accessories

When you are on the official Endeavor High School/Herff Jones website:

• Click "Grad Gear & Apparel"
• Scroll towards the bottom until you get to "Grad Essentials"
• Click "Gown, Cap, & Tassel Unit" that is $60. This will also include the red sash.
• See the video below for more info.

Orders will delivered about 2-3 weeks before graduation.

Graduation is Friday, May 16th at the Bill Neal Center in CISD.

Senior Catalog Link:

Both the SAT and the ACT are nationally administered, standardized tests that help schools evaluate your application and see how prepared you are for college courses. The SAT and ACT generally cover the same topics. Both ACT and SAT scores are used for college admissions decisions and awarding merit-based scholarships. Most colleges do not prefer one test over the other. Neither the SAT nor ACT is harder than the other. Different students tend to do better on one test than the other.

ACT Vs. SAT Which is right for you?

https://youtu.be/ZMjXWoiXhzY

Take a quiz to find which is right for you!

ACT VS. SAT QUIZ

Endeavor High School is sharing this information about the district and your child’s campus with you as part of its obligations under the federal Every Student Succeeds Act of 2015 (ESSA).

Federal Report Cards for the state, the district, and each of the district’s campuses are now available on the district’s website or are also available on the Texas Education Agency’s website by clicking the links below.

Information on these 2023-2024 report cards includes:

Part (i): General Description of the Texas State Accountability System

(I) the minimum number of students that the State determines are necessary to be included in each of the subgroups of students for use in the accountability system;

(II) the long-term goals and measurements of interim progress for all students and for each of the subgroups of students;

(III) the indicators used to meaningfully differentiate all public schools in the State;

(IV) the State’s system for meaningfully differentiating all public schools in the State, including—

• (aa) the specific weight of the indicators in such differentiation;
• (bb) the methodology by which the State differentiates all such schools;
• (cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students; and
• (dd) the methodology by which the State identifies a school for comprehensive support and improvement;

(V) the number and names of all public schools in the State identified by the State for comprehensive support and

improvement or implementing targeted support and improvement plans;

(VI) the exit criteria established by the State, including the length of years established.

Part (ii): Student Achievement by Proficiency Level

This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, reading/ELA, and science by grade level and proficiency level for the 2023-24 school year. These results include all students tested, regardless of whether they were in the accountability subset.

Part (iii)(I): Academic Growth

This section provides information on students’ academic growth for mathematics and reading/ELA for public elementary schools and secondary schools without a graduation rate, for the 2023-24 school year. These results include all students tested, regardless of whether they were in the accountability subset.

Part (iii)(II): Graduation Rate

This section provides information on high school graduation rates for the class of 2023. The six-year graduation rates for the class of 2022 will be updated in March 2025.

Part (iv): English Language Proficiency

This section provides information on the number and percentage of English learners achieving English language proficiency based on the 2024 Texas English Language Proficiency Assessment System (TELPAS) data.

Part (v): School Quality or Student Success (SQSS)

This section provides information on school quality or student success, which is college, career and military readiness CCMR) for high schools and average performance rate of the three STAAR performance levels of all students, regardless of whether they were in the accountability subset, for elementary and secondary schools without a graduation rate.

Part (vi): Goal Meeting Status

This section provides information on the progress of all students and each student group toward meeting the long-term goals or interim objectives on STAAR academic performance, federal graduation rate, and English learners’ language proficiency. (Not applicable to district and state report cards).

Part (vii): STAAR Participation

This section provides the percentage of students assessed and not assessed on STAAR for mathematics, reading/ELA, and science for the 2023-24 school year.

Part (viii): Civil Rights Data

Part (viii)(I): The section provides information from the 2020-21 Civil Right Data Collection (CRDC) surveys, submitted by school districts to the Office for Civil Rights, on measures of school quality, climate, and safety, including counts of in-school suspensions, out-of-school suspensions, expulsions, school-related arrests, referrals to law enforcement, chronic absenteeism (including both excused and unexcused absences), incidences of violence, including bullying and

harassment.

Part (viii)(II): This section provides information from the 2020-21 CRDC surveys, submitted by school districts to the Office for Civil Rights, on the number of students enrolled in preschool programs and accelerated coursework to earn postsecondary credit while still in high school.

Part (ix): Teacher Quality Data

This section provides information on the professional qualifications of teachers, including information disaggregated by high- and low-poverty schools on the number and percentage of (I) inexperienced teacher, principals, and other school leaders; (II) teachers teaching with emergency or provisional credentials; and (III) teachers who are not teaching in the subject or field for which the teacher is certified or licensed.

Part (x): Per-pupil Expenditure

This section provides information on the per-pupil expenditures of federal, state, and local funds, including actual personnel expenditures and actual non-personnel expenditures, disaggregated by source of funds, for each school district and campus for the preceding fiscal year.

Per-pupil Expenditure for the 2024 fiscal year will be updated by June 30th, 2025.

Part (xi): STAAR Alternate 2 Participation

This section provides information on the number and percentage of students with the most-significant cognitive

disabilities who take STAAR Alternate 2, by grade and subject for the 2023-24 school year.

Part (xii): Statewide National Assessment of Educational Progress (NAEP)

This section provides results on the state academic assessments in reading and mathematics in grades 4 and 8 of the 2022 National Assessment of Educational Progress, compared to the national average of such results.

Part (xiii): Cohort Rate of Graduates Enrolled in Postsecondary Education

This section provides information on the cohort rate at which students who graduated from high school in the 2021-22 school year enrolled in the 2022-23 academic year in (I) programs of public postsecondary education in Texas; (II) programs of private postsecondary education in Texas; and (III) programs of postsecondary education outside Texas.

Part (xiv): Additional Information – Chronic Absenteeism

This section provides information on the Chronic Absenteeism per EDFacts definition: percent of unduplicated number of K – 12 students enrolled in a school for at least 10 days and absent for 10% or more days during the 2022-23 school year.

Part (xv): Section 1003 Fund

This section provides a list of all the local educational agencies and schools that received funds under Section 1003, including the amount of funds each school received, and the types of strategies implemented in each school with such funds for the 2022-23 school year.

Section 1003 Funds for the 2023-24 school year will be updated by June 30th, 2025.

Part (xvi): Counts of First Year Englisher Learners Excluded from the State Accountability

This section provides number of recently arrived English learners exempted from one administration of the reading/language arts assessments and whose results are excluded from the 2023-24 State accountability.

If you have difficulty accessing the information from the website, hard copies of the reports are available at the district or campus office. If you have questions about the information, please contact the Endeavor office.

Sincerely,

Mark Sims

Principal

Endeavor High School

February 10: Parent Conference Day

February 10 - 14: Student Holidays

February 28: CPR Training for potential grads / Comfort Dog (Nugget) visit