Cactus Academic Center School in Levelland, TX
(Public • Alternative School • Closed)
- Address
- 500 CACTUS DR
Levelland, TX 79336
- Telephone
- (806) 894-3323
(make sure to verify first before calling)
- Website
- http://www.levellandisd.net/
- Classroom Teachers (FTE)
- 12.2
- Free lunch eligible students
- 40
- School district
- LEVELLAND ISD
- Charter school
- No
Students & Teachers
Lunch Program Eligibility:
(State average from 8,545 schools)
Total free/reduced-price lunch eligible students: 40
Free lunch eligible students: 40
Reduced-price lunch eligible students : 0
Free lunch eligible students: 40
Reduced-price lunch eligible students : 0
Cactus Academic Center School - Lunch Program Eligibility
Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 12.2
Cactus Academic Center School - Teachers (FTE)
Students with disabilities:
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Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.
Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 25 (male: 11, female: 14)
Students with disabilities served under Section 504: 2 (all female)
- Hispanic: 4 (all male)
- Black: 7 (all female)
- White: 14 (male: 7, female: 7)
Students with disabilities served under Section 504: 2 (all female)
- Hispanic: 2
Statewide Student Assessments
State of Texas Assessments of Academic Readiness:
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(State average from 2,159 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
End-of-course (EOC)
Algebra I students tested: 3
Algebra I # Answer Documents Submitted: 3
Biology students tested: 3
Biology # Answer Documents Submitted: 3
English I students tested: 6
English I # Answer Documents Submitted: 6
English I Avg Items Correct:
Achieved Level I - Unsatisfactory: 100%
Achieved Level II - Satisfactory: 0%
Achieved Level III - Advanced: 0%
English II students tested: 3
English II # Answer Documents Submitted: 3
U.S. History students tested: 1
U.S. History # Answer Documents Submitted: 1
4th Grade
Math students tested: 1
Math # Answer Documents Submitted: 1
Reading students tested: 1
Reading # Answer Documents Submitted: 1
Writing students tested: 1
Writing # Answer Documents Submitted: 1
5th Grade
Math students tested: 2
Math # Answer Documents Submitted: 2
Reading students tested: 3
Reading # Answer Documents Submitted: 3
Science students tested: 3
Science # Answer Documents Submitted: 3
6th Grade
Math students tested: 2
Math # Answer Documents Submitted: 2
Reading students tested: 2
Reading # Answer Documents Submitted: 2
7th Grade
Math students tested: 1
Math # Answer Documents Submitted: 1
Reading students tested: 1
Reading # Answer Documents Submitted: 1
Writing students tested: 1
Writing # Answer Documents Submitted: 1
8th Grade
Math students tested: 4
Math # Answer Documents Submitted: 4
Reading students tested: 4
Reading # Answer Documents Submitted: 4
Science students tested: 4
Science # Answer Documents Submitted: 4
Social Studies students tested: 4
Social Studies # Answer Documents Submitted: 4
Algebra I students tested: 3
Algebra I # Answer Documents Submitted: 3
Biology students tested: 3
Biology # Answer Documents Submitted: 3
| English I Average Scale Score: | 3,533 |
| Texas: | 3,666 |
English I # Answer Documents Submitted: 6
English I Avg Items Correct:
- Reporting Category 1 - Short Answer Rating-Single Selection: 3 (33%)
- Reporting Category 1 - Short Answer Rating-Paired Selections: 2.5 (28%)
- Reporting Category 1 - Multiple Choice: 2.5 (42%)
- Reporting Category 2: 7 (64%)
- Reporting Category 3: 6 (55%)
- Reporting Category 4: 9.5 (40%)
- Reporting Category 5: 5.5 (50%)
- Reporting Category 6: 5.5 (50%)
Achieved Level I - Unsatisfactory: 100%
Achieved Level II - Satisfactory: 0%
Achieved Level III - Advanced: 0%
English II students tested: 3
English II # Answer Documents Submitted: 3
U.S. History students tested: 1
U.S. History # Answer Documents Submitted: 1
4th Grade
Math students tested: 1
Math # Answer Documents Submitted: 1
Reading students tested: 1
Reading # Answer Documents Submitted: 1
Writing students tested: 1
Writing # Answer Documents Submitted: 1
5th Grade
Math students tested: 2
Math # Answer Documents Submitted: 2
Reading students tested: 3
Reading # Answer Documents Submitted: 3
Science students tested: 3
Science # Answer Documents Submitted: 3
6th Grade
Math students tested: 2
Math # Answer Documents Submitted: 2
Reading students tested: 2
Reading # Answer Documents Submitted: 2
7th Grade
Math students tested: 1
Math # Answer Documents Submitted: 1
Reading students tested: 1
Reading # Answer Documents Submitted: 1
Writing students tested: 1
Writing # Answer Documents Submitted: 1
8th Grade
Math students tested: 4
Math # Answer Documents Submitted: 4
Reading students tested: 4
Reading # Answer Documents Submitted: 4
Science students tested: 4
Science # Answer Documents Submitted: 4
Social Studies students tested: 4
Social Studies # Answer Documents Submitted: 4
Health & Safety
Chronic Student Absenteeismt:
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A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.
- Hispanic7
- Black13
- White7
- LEP2
- IDEA16
- 5042
Chronic Student Absenteeism
- Hispanic: 7 (male: 5, female: 2)
- Black: 13 (male: 2, female: 11)
- White: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
- Section 504: 2 (all female)
Restraint and Seclusion:
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Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
- Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
- Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
- Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 4 (male: 2, female: 2)
Total Number of students with disabilities (IDEA) subjected to physical restraint: 12 (male: 6, female: 6)
- Hispanic: 4 (male: 2, female: 2)
- Hispanic4
- Black4
- White4
- LEP2
Total Number of students with disabilities (IDEA) subjected to physical restraint
- Hispanic: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Suspensions:
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Out-of-school suspension
- For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
- For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
Students without disabilities receiving one or more in-school suspension: 11 (male: 2, female: 9)
Students without disabilities receiving only one out-of-school suspension: 4 (all female)
Students without disabilities receiving more than one out-of-school suspension: 11 (male: 2, female: 9)
Students with disabilities receiving one or more in-school suspension: 30 (male: 15, female: 15)
Students with disabilities receiving only one out-of-school suspension: 10 (male: 6, female: 4)
Students with disabilities receiving more than one out-of-school suspension: 36 (male: 18, female: 18)
- Hispanic: 2 (all female)
- Black: 7 (male: 2, female: 5)
- White: 2 (all female)
Students without disabilities receiving only one out-of-school suspension: 4 (all female)
- Hispanic: 2
- Black: 2
Students without disabilities receiving more than one out-of-school suspension: 11 (male: 2, female: 9)
- Hispanic: 2 (all female)
- Black: 7 (male: 2, female: 5)
- White: 2 (all female)
- Hispanic7
- Black10
- White13
- LEP2
Students with disabilities receiving one or more in-school suspension
- Hispanic: 7 (male: 5, female: 2)
- Black: 10 (male: 2, female: 8)
- White: 13 (male: 8, female: 5)
- Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 10 (male: 6, female: 4)
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all male)
- White: 4 (male: 2, female: 2)
- Hispanic7
- Black16
- White13
- LEP2
Students with disabilities receiving more than one out-of-school suspension
- Hispanic: 7 (male: 5, female: 2)
- Black: 16 (male: 5, female: 11)
- White: 13 (male: 8, female: 5)
- Limited English Proficiency (LEP): 2 (all male)
Expulsions:
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Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students with Disabilities who received an expulsion without educational services: 4 (male: 2, female: 2)
Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
- Hispanic: 2 (all male)
- White: 2 (all female)
Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
- Hispanic: 2
Classes & Courses
Algebra I:
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(State average from 1,464 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 1
9-10th grade student enrollment in Algebra I: 4 (all female)
9-10th grade student enrollment in Algebra I: 4 (all female)
- Black: 2
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 9-10th grade students who passed
| Cactus Academic Center School: | 0.0% |
| Texas: | 76.5% |
Algebra II:
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Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 2
Student Enrollment in Algebra II: 2 (all male)
Student Enrollment in Algebra II: 2 (all male)
- Hispanic: 2
Geometry:
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Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 1
Student Enrollment in Geometry: 11 (male: 4, female: 7)
- Hispanic4
- Black5
- White2
- LEP2
- IDEA4
Student Enrollment in Geometry
- Hispanic: 4 (male: 2, female: 2)
- Black: 5 (all female)
- White: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Biology:
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Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 1
Student Enrollment in Biology: 4 (all female)
Student Enrollment in Biology: 4 (all female)
- Black: 2
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Chemistry:
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Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 1
Student Enrollment in Chemistry: 4 (all female)
Student Enrollment in Chemistry: 4 (all female)
- Hispanic: 2
- Black: 2
- Individuals With Disabilities Education Act (IDEA): 2
Physics:
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Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 3
Student Enrollment in Physics: 15 (male: 6, female: 9)
- Hispanic4
- Asian2
- Black5
- White4
- LEP2
- IDEA4
Student Enrollment in Physics
- Hispanic: 4 (male: 2, female: 2)
- Asian: 2 (all male)
- Black: 5 (all female)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
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