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Gregory-Portland Int School in Portland, TX
(6 • Public • Regular School • Inactive)

Address
 4200 WILDCAT DR
Portland, TX 78374
Telephone
(361) 777-4258
(make sure to verify first before calling)
Website
http://www.g-pisd.org
Students
346
Classroom Teachers (FTE)
22.6
Free lunch eligible students
111
Reduced-price lunch
eligible students
31
School district
GREGORY-PORTLAND ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing

Students & Teachers


Total enrollment:
Enrollment in 2016: 346
Enrollment in 2015: 670
Enrollment in 2014: 667
Enrollment in 2013: 721
Enrollment in 2012: 706
Enrollment in 2011: 670
Enrollment in 2010: 623
Enrollment in 2009: 625
Enrollment in 2008: 657
Enrollment in 2007: 653
Enrollment in 2006: 640
Enrollment in 2005: 654
Enrollment in 2004: 666
Enrollment in 2003: 633
Enrollment in 2002: 682
Enrollment in 2001: 703
Enrollment in 2000: 703
Enrollment in 1999: 691

Gregory-Portland Int School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06Total
All students346346
Female students162162
Male students184184
American Indian/Alaska Native students22
Asian students11
Hispanic students189189
Black students77
White students141141
Hawaiian Native/Pacific Islander students11
Two or More Races students55

Enrollment by grade:
6th grade enrollment: 346

Gregory-Portland Int School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 162 (46.8%)
School:

46.8%
State:

49.0%
Male enrollment: 184 (53.2%)
Gregory-Portland Int School:

53.2%
Texas:

50.1%

Gregory-Portland Int School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.6%)
Gregory-Portland Int School:

0.6%
State:

0.4%
Asian enrollment: 1 (0.3%)
School:

0.3%
State:

3.1%
Hispanic enrollment: 189 (54.6%)
Here:

54.6%
Texas:

46.9%
Black enrollment: 7 (2.0%)
Here:

2.0%
Texas:

11.6%
White enrollment: 141 (40.8%)
School:

40.8%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.3%)
Here:

0.3%
Texas:

0.1%
Two or More Races enrollment: 5 (1.4%)
Gregory-Portland Int School:

1.4%
State:

2.1%

Gregory-Portland Int School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 142 (41.0%)
Gregory-Portland Int School:

41.0%
State:

61.6%
Free lunch eligible students: 111 (32.1%)
Here:

32.1%
State:

55.4%
Reduced-price lunch eligible students: 31 (9.0%)
School:

9.0%
State:

6.2%

Gregory-Portland Int School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 22.6

Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 4

Student/Teacher Ratio
School:

15.3
State:

15.6

Gregory-Portland Int School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,023,587
  • Full-time Equivalency Count of Teachers: 7 (Salary Expenditures: $378,198)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $376,787
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,071,351
  • Salary Expenditures for Teachers: $378,198
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Students with disabilities:
Show data for
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 served under IDEA: 46 (male: 35, female: 11)
  • Hispanic: 26 (male: 19, female: 7)
  • White: 20 (male: 16, female: 4)
Students with disabilities served under Section 504: 29 (male: 13, female: 16)
  • Hispanic: 19 (male: 8, female: 11)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 2 (all female)

Retention:
Show data for

(State average from 959 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained

    Total number of students retained in 6th grade

  • Hispanic4
  • Black4
  • White2
  • IDEA4
Total number of students retained in 6th grade: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 6th grade students retained
Here:

2.9%
State:

6.3%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic19
  • Black2
  • White22
  • Multirace2
Gifted and Talented Student Enrollment: 45 (male: 24, female: 21)
  • Hispanic: 19 (male: 11, female: 8)
  • Black: 2 (all female)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Gregory-Portland Int School:

130.1
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,125 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.
6th Grade
Math Average Scale Score:

1,674
State:

1,524
Math students tested: 308
Math # Answer Documents Submitted: 308

Math Avg Items Correct:
  • Reporting Category 1: 8.7 (62%)
  • Reporting Category 2: 12.4 (62%)
  • Reporting Category 3: 4.2 (52%)
  • Reporting Category 4: 5.9 (59%)

Achieved Level I - Unsatisfactory: 49%
Achieved Level II - Satisfactory: 26%
Achieved Level III - Advanced: 25%

49%
26%
25%
Males: (Average Scale Score: 1,683, Tested: 162, Unsatisfactory: 49%, Satisfactory: 24%, Advanced: 27%)
49%
24%
27%
Females: (Average Scale Score: 1,663, Tested: 146, Unsatisfactory: 49%, Satisfactory: 29%, Advanced: 22%)
49%
29%
22%
Hispanic: (Average Scale Score: 1,649, Tested: 163, Unsatisfactory: 56%, Satisfactory: 25%, Advanced: 19%)
56%
25%
19%
Black: (Average Scale Score: 1,575, Tested: 7, Unsatisfactory: 71%, Satisfactory: 15%, Advanced: 14%)
71%
15%
14%
White: (Average Scale Score: 1,710, Tested: 127, Unsatisfactory: 38%, Satisfactory: 30%, Advanced: 32%)
38%
30%
32%
Multirace: (Average Scale Score: 1,665, Tested: 7, Unsatisfactory: 71%, Satisfactory: 15%, Advanced: 14%)
71%
15%
14%
Reading Average Scale Score:

1,616
Texas:

1,474
Reading students tested: 315
Reading # Answer Documents Submitted: 315

Reading Avg Items Correct:
  • Reporting Category 1: 7.6 (76%)
  • Reporting Category 2: 14.1 (71%)
  • Reporting Category 3: 12.4 (69%)

Achieved Level I - Unsatisfactory: 54%
Achieved Level II - Satisfactory: 27%
Achieved Level III - Advanced: 19%

54%
27%
19%
Males: (Average Scale Score: 1,609, Tested: 167, Unsatisfactory: 59%, Satisfactory: 22%, Advanced: 19%)
59%
22%
19%
Females: (Average Scale Score: 1,623, Tested: 148, Unsatisfactory: 49%, Satisfactory: 31%, Advanced: 20%)
49%
31%
20%
Hispanic: (Average Scale Score: 1,594, Tested: 169, Unsatisfactory: 61%, Satisfactory: 23%, Advanced: 16%)
61%
23%
16%
Black: (Average Scale Score: 1,540, Tested: 7, Unsatisfactory: 86%, Satisfactory: 14%, Advanced: 0%)
86%
14%
White: (Average Scale Score: 1,645, Tested: 128, Unsatisfactory: 42%, Satisfactory: 32%, Advanced: 26%)
42%
32%
26%
Multirace: (Average Scale Score: 1,675, Tested: 7, Unsatisfactory: 71%, Satisfactory: 15%, Advanced: 14%)
71%
15%
14%

Health & Safety


Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
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:
  • 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.
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
Gregory-Portland Int School:

5.8
State:

0.9

Suspensions:
Show data for

(State average from 3,231 schools)
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).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic4
  • Black1
  • White11
  • IDEA8
  • 5043
School days missed due to out-of-school suspension: 16 (all male)
  • Hispanic: 4
  • Black: 1
  • White: 11
  • Individuals With Disabilities Education Act (IDEA): 8
  • Section 504: 3
Instances of out-of-school suspension (Students without disabilities): 5

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School:

14.5
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic34
  • Black4
  • White22
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 62 (male: 48, female: 14)
  • Hispanic: 34 (male: 26, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 22 (male: 20, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 8

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School:

23.1
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 2

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

5.8
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 17 (male: 13, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • White: 7 (male: 5, female: 2)
  • Section 504: 7 (male: 5, female: 2)
Students with disabilities receiving only one out-of-school suspension: 7 (all male)
  • Hispanic: 2
  • White: 5
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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