• Hafley Development Center Accountability Ratings

    Not Rated: Declared State of Disaster
    Given the Impact of COVID-19, all districts and schools received a label of Not Rated: Declared State of Disaster.

    Information about the A-F Accountability System is available on the TEA website

  • Campus Improvement Plan

    The Campus Improvement Plan (CIP) is a blueprint for how the campus will address the needs identified during the Comprehensive Needs Assessment (CNA). View Hafley's CIP on the District and Campus Improvement Plans page.

  • Federal Report Cards

    The U.S. Department of Education requires each state to publish an annual report card with specific district- and campus-level data.
    Find our campus' report card on the EMS ISD Federal Report Card page.

  • Texas Academic Performance Report (TAPR)

    Download the current Hafley Development Center TAPR Report. (current report is always based upon the prior year's data).
    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.

    The performance indicators are:

    • Results of State of Texas Assessment of Academic Readiness (STAAR) by grade, by subject, and by all grades tested;
    • Participation in the STAAR tests;
    • Results of the Student Success Initiative;
    • English Language Learners Progress Measure;
    • Attendance Rates;
    • Annual Dropout Rates (grades 7-8, grades 7-12, and grades 9-12);
    • Completion Rates (4-year longitudinal);
    • College Readiness Indicators;
      • Completion of Advanced / Dual Enrollment Courses;
      • Completion of the Recommended High School Program or Distinguished Achievement Program;
      • Participation and Performance on Advanced Placement (AP) and International Baccalaureate (IB) Examinations;
      • Texas Success Initiative (TSI) – Higher Education Readiness Component;
      • Participation and Performance on the College Admissions Tests (SAT and ACT), and
      • College-Ready Graduates;

    Performance on each of these indicators is shown disaggregated by ethnicity, sex, special education, low-income status, limited English proficient status (since 2002-03).  The reports also provide extensive information on school and district staff, finances, programs, and student demographics.