2014-2015 campus improvement plan - austin isd€¦ · campus objectives and strategies to address...

Langford Elementary School

2014-2015 Campus Improvement Plan

Austin Independent School District

Langford 168 11/6/2014

CIP CHECKLIST AND CONFIRMATION

CAC Membership and Orientation

Membership of the 2014-15 CAC is reported correctly.

Types of orientation provided to new CAC members (check all that apply):

self-orientation using materials on CAC website

orientation at CAC meeting (provided by campus)

orientation at CAC meeting (provided by central office)

district-wide orientation session

CIP Development

The CAC was given an opportunity to provide input on the following:

campus needs assessment

campus objectives and strategies to address identified areas for improvement

the approach to setting campus performance targets

campus budget

The CAC was given an opportunity to review the complete draft CIP prior to submittal.

The CIP action plan component pertaining to campus professional development was approved by the CAC.

Approximate hours spent on CIP development Hours

By CAC and/or CAC subcommittees 2 hours

By campus administration and/or leadership team 8 hous

We confirm the above information as correct … Position Name Date

Principal Dounna Poth 9/29/14

Co-Chair Amanda Zeintek 9/29/14

Co-Chair Robert Kibbie 9/29/14

Langford 168 11/6/2014

Austin Independent School District Strategic Plan 2010-2015

The Campus Improvement Plan directly supports the AISD Strategic Plan.

Mission In partnership with parents and our community, AISD exists to provide a comprehensive educational experience that is high quality, challenging, and inspires all students to make a positive contribution to society.

Vision AISD will be nationally recognized as an outstanding school district, instilling a passion for life-long learning in all students.

Values

Focus on Children Excellence Integrity Equity Respect Health and Safety

Goals

1. All students will perform at or above grade level. 2. Achievement gaps among all student groups will be eliminated. 3. All students will graduate ready for college, career, and life in a globally competitive economy. 4. All schools will meet or exceed state accountability standards, and the district will meet federal standards and exceed state standards.

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CAMPUS ADVISORY COUNCIL (CAC): SY 2014-15 Membership

Non-Voting Members Name Regularly Scheduled CAC meetings:

Principal Dounna Poth Day of the Month (e.g., 2nd

Tues): 1st Thursday

Time: 3:15 p.m. – 4:30 p.m.

Voting Members Name CAC

Co-Chair ()

CAC Sec. ()

PTA Pres. ()

Classroom Teacher

()

SpEd Expertise

()

Other Prof. Staff Member

(Give Title)

Parent Robert Kibbie

Parent Adrianna Madrigal

Parent Alan Cattermole

Parent Roxanna Rodriguez

Parent Patty Candelaria

Parent Andrea Kibbie

Professional Staff Member Amanda Zientek

Professional Staff Member Mary Jane Ledesma

Professional Staff Member Freddy Uriegas

Professional Staff Member Noe Pena

Professional Staff Member Ali Cassidy

Professional Staff Member Janice McKinney

Classified Staff Member Delta Diaz

Student (If Applicable)

Student (If Applicable)

Business Representative Roberto Zavala

Community Representative Mattie Augustine

Langford 168 11/6/2014

CAMPUS NEEDS ASSESSMENT FOR 2014-2015

CAMPUS NEEDS ASSESSMENT

Data reviewed for needs assessment: (Double-click next to box and select “checked”. Check all that apply and add additional in list below.)

Performance and Accountability Demographic Data

Performance on state assessments Attendance

TELPAS results Discipline

Primary Reading Assessment results Surveys

Accountability ratings (including safeguards missed) Teaching, Empowering, Leading and Learning (TELL) results

Review of TAPR data Student climate survey

Special Education indicator reports (C-IEP) Parent surveys

Other performance related items

Other data reviewed for needs assessment: (add bullets as necessary)

2013 Campus Data Profile

2013 STAAR results

2013-2014 Benchmark Results

Based on review of the above data, the following areas of needed improvement were identified:

Science Achievement

Writing Achievement

Special Education Students Service in LRE

Percent of Special Education students taking Regular STAAR

Percent of Special Education Students taking Modified STAAR

Langford 168 11/6/2014

TITLE 1 COMPONENTS

All Title 1 schools must address the following components with their Campus Improvement Plans.

Components

Component # Component

1 Comprehensive needs assessment

2 School wide reform strategies that provide opportunities for all students to meet state standards and advanced levels of achievement and that use effective methods/strategies based on scientifically based research

3 Instruction by highly qualified staff

4 High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards

5 Strategies to attract highly qualified teachers to high-need schools

6 Strategies to increase parental involvement

7 Inclusion of teachers in decisions regarding use of academic assessments (activities such as benchmark or other testing, use of data, etc.)

8 Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards

9 Coordination and integration of federal, state, and local services and programs

10 Description of how campus will provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results

11 For Elementary: Transition to K assistance to Pre-K/EC students

DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015

1 Needs assessment 5 Strategies to attract HQ teachers 8 Activi ties to help students reach proficient and advanced standards2 Schoolwide reform strategy 6 Increased parental involvement 9 Coordination & integration of federal , s tate and local programs3 Instruction by HQ staff 7 Measures to include teachers in decis ions 10 Communication with parents regarding student assessment results4 Ongoing PD about use of assessment to improve perf. 11 Elementary Schools only: EC/PK/EL trans ition programs

Title 1 ComponentsEach Title 1 component must be addressed in at least one strategy, but not all strategies must be tied to a Title 1 Component

Langford 168 11/6/2014

Table #CI-1 State: Below safeguard target

Performance Objective: Improve Student Performance on Writing STAAR; and close STAAR State Assessment performance gaps between all student groups, including ELL students. Applicable Strategic Plan Goal(s): 1, 2, 4

Specific Improvement Strategy Title 1 (list all that

apply)

Responsible Person(s)

Needed Resources (Include PD Support)

Evidence of Implementation/

Effectiveness

Timeframe for Completion

Status

Through team planning develop writer’s workshop model to ensure differentiated instruction for all student groups. School wide implementation strategy.

2,8 Classroom teachers, Instructional Coaches, Administrative Team Writing Cadre

Professional development on Lucy Calkin’s Writer’s Workshop model

Fourth Grade Writing teachers attend Area 1 Writing Cadre – Sign-in sheets

Monthly meetings In progress

2,3 Classroom teachers, Instructional Coaches, Administrative Team Writing Cadre

Teachers use writing conferences to target individual needs of students

Weekly lesson plans and classroom observations utilizing the 9 box tool will reflect differentiated instruction

Weekly team planning session with instructional coach.

In progress

4 Classroom teachers, Instructional Coaches, Writing Cadre

Professional development on how to create student writing portfolios and agreed upon components.

Consistent implementation of student writing portfolios

Monthly Cadre Meetings & Weekly Planning Meetings

In progress

8 Classroom teachers, Instructional Coaches, Administrative Team Writing Cadre

Saturday Writing Camps to differentiate instruction

Student attendance records

January – March 2015

Not Started

Consistent vertical instruction covering all grade appropriate TEKS regarding mechanics, conventions and grammar

2,7,8 Classroom teachers, Instructional Coaches, Administrative Team

Aligning our writing instruction – vertical team alignment through writing cadre.

Consistent, structured writing block every day in every grade with evidence of the writing process taking place.

Monthly writing cadre meetings

In progress




Langford 168 11/6/2014

Increasing the use of Interactive Writing in Primary Grades

7,8, Classroom teachers, Instructional Coaches, Writing Cadre

Monthly needs assessment by Writing Cadre. PD authentically reflects needs examples: Analyzing student work, revision & editing through mini-lessons, generate feedback loop.

Evidenced from classroom observations of strategy and repetitive instruction in pattern based phonics/spelling

Monthly In progress


Performance Objective: Improve Student Performance in Science; and close STAAR State Assessment performance gaps between all student groups, including ELL students. Applicable Strategic Plan Goal(s):


apply)




Effectiveness


Status

Consistent implementation of best practices in science to all student groups to provide differentiated instruction. School Wide reform strategy

2,4,8 Classroom teachers, Instructional Coaches, Administrative Team, District Science Support personnel

Professional Development on Academic Vocabulary, Science Notebooks, Kagan strategies for student engagement

Sign in sheets from staff development on TEKS & science vertical alignment.

August On-going throughout the year as needed

In progress

Student labs will incorporate written observations of each activity

Weekly team meetings to look for patterns/trends in notebooks.

Weekly In progress




Langford 168 11/6/2014

Planet Earth videos will be viewed by all 5

th

grade students during lunch sessions

Agenda with teacher and video’s. Reflections in student folders

Daily – September - April

In progress

3 Teachers incorporate 5E instructional model into all science lessons including CRM Exemplar Lessons. 5

th

grade will use Science Structured Cycle Lessons

Reflection in teachers weekly lesson plans

Weekly In progress

Teachers will use technology to enhance the accessibility of material to all students iPads, computers, STEM Scopes, United Streaming, etc.

Reflection of technology in weekly lesson plans

Weekly In progress

8 Pre-Teach vocabulary and skills to ELL students

Attendance Sheet

October - April In progress

Establish school wide science vocabulary interactive model.

Grade levels submit two vocabulary for Friday assembly.

Weekly In progress




Langford 168 11/6/2014


Performance Objective: Improve Student Performance in Math: and close STAAR State Assessment performance gaps between all student groups, including ELL students. Applicable Strategic Plan Goal(s):


apply)


Needed Resources (Include PD

Support)


Effectiveness


Status

Consistent implementation of best practices in math to all student groups to provide differentiated instruction

1,2,3,4,8 Classroom teachers, Instructional Coaches, Administrative Team, District Math Support Personnel

Professional Development on new TEKS and implementation. Teachers implement guided math groups daily supported by data from common & short cycle assessments for differentiated instruction Saturday Math Camps for differentiation and intervention. Professional development of best practices in math (lesson planning, POD, problem solving, Numerical Fluency, Guided

Sign in sheets for staff development. Guided math plans will reflect data from most recent assessments Saturday Math Camp lessons & attendance Sign in sheets for staff development , teacher reflection reports following a period of implementation

August Daily January – April On-going

Completed In progress Not Started In progress




Langford 168 11/6/2014

Math, conceptual knowledge) Campus wide implementation of numerical fluency program – Formative Loop & Origo,

First 5 minutes of the day whole campus engages in Formative Loop – computer tracking sheets.

September - April

In progress

Increase ELL’s language acquisition of Math.

Instructional Coaches Teachers

Pre-Teach Sessions for vocabulary development with ELL’s Students work in bilingual pair

Student attendance records Evidence of bilingual pairs in classroom.

Oct – April All year

In progress

Provide opportunity for advanced academics in Math

GT committee Teachers Administrators

Hold Math Pentathlon After-school groups. 3 Teacher attend Pentathlon training

After-school attendance sheets Certification from training

Oct – May September

In progress




Langford 168 11/6/2014


Performance Objective: Improve Student Performance in Reading and close STAAR performance gaps between all student groups, including ELL’s

Applicable Strategic Plan Goal(s):


apply)




Effectiveness


Status

Consistent implementation of instruction in reading to all student groups to increase fluency and comprehension.

Classroom teachers, Instructional Coaches, Reading Specialists, Administrative Team

Professional development on balanced literacy components Scaffold instruction using balanced literacy framework Implementation of weekly STAAR models to teach strategies for comprehension Students self-monitor fluency rates/Read Naturally program Documentation of student reading behaviors recorded by teacher Lexia to building reading skills and comprehension in primary grades.

Sign in sheets for staff development Weekly lesson plans and classroom observations utilizing the 9 box tool will reflect differentiated instruction Weekly lesson plans Student progress monitoring tools Teacher progress monitoring tools, eCST




Langford 168 11/6/2014

In all classroom, post and use academic language in all content areas.

Classroom teachers, Instructional Coaches,

School wide vocabulary initiative using Tier II

800 Word Challenge

September In progress

Increase ELL’s language acquisition Classroom teachers, Instructional Coaches

ELL’s students participation in Pre-Teach focusing on Vocabulary development Students work with bilingual pairs.

PreTeach Attendance October In progress


Performance Objective: Increase K-2 students reading at or above grade level on end of year DRA/EDL assessments.

Applicable Strategic Plan Goal(s):


apply)




Effectiveness


Status

Provide differentiated instruction and Tier 2 & Tier 3 interventions on a daily basis

1,3, Classroom Teachers Instructional Coaches, Administrative Team Americorp

Increase consistency on balanced literacy components & Guided reading Professional development, Dibels, Daily 5 professional development, Americorp Members to provide Tier 2 intervention to K-2 graders Work with ACE STARS

Progress Monitoring Forms Weekly lesson plans and classroom observations utilizing the 9 box tool will reflect instruction of balanced literacy components

All Year In progress




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to create after-school reading boot camp for students who are identified below grade level.

Provide opportunities for PreK students to be in a Kindergarten classroom

11 Classroom Teachers PreK classroom will be buddied up with Kinder classrooms in May to help transition to Kinder classrooms. Students will have opportunity to work with a Kindergartener and Kinder Teacher during the Reading Block.

Kinder students will be able to adjust to Kinder schedule and rigor more quickly.

In progress

Table #DR-1

Performance Objective: Students and staff will achieve health and fitness through: 1. Implementation of Coordinated School Health (K-8: CATCH, HS: Other activities 2. Student participation in physical activities 3. Improvement of Fitnessgram results for all students 4. Compliance with the nutrition guidelines and staff wellness (Wellness Policy)

Applicable Strategic Plan Goal(s): 1,2


apply)



Support)


Effectiveness


Status

a. All elementary teachers will teach five health and/or five CATCH lessons each nine-weeks.

L. Parker G. Shaw Classroom Teachers

Utilize the developed Health/CATCH curriculum per grade level, K-5.

Teachers will include in weekly, monthly lesson plans evidence of the health/CATCH lessons taught.

b. The campus will show evidence of an environmental change using

L. Parker G. Shaw

Utilize CATCH posters, flyers,

Inclusion of CATCH and health information in




Langford 168 11/6/2014

Table #DR-1




apply)



Support)


Effectiveness


Status

Coordinated School Health materials. Classroom Teachers Parent Support Specialist

marketing materials. campus newsletters, parent correspondence, classrooms, cafeteria, gym, and campus events.

c. Elementary campuses will have two family fitness fun nights annually.

L. Parker G. Shaw Classroom Teachers Parent Support Specialist

Utilize existing events to integrate a health message through a coordinated school wide event.

Flyers, email, newsletters, marketing the event to include health, physical activity, nutrition, and parent/community involvement.

d. 85% of students in grades K-5 will pass the identified skill movement, physical activity, health concept, and social development assessments.

L. Parker G. Shaw

Students will complete various assessments during a grading period.

Students’ data will be entered in Grade Speed according to grade level and teacher.

e. 100% of students in grades 3-12 of the identified non-restricted students (under the health classification for physical education) will be assessed using Fitnessgram.

L. Parker G. Shaw

This will occur once in the Fall and once in the Spring.

All students’ data will be entered in Fitnessgram according to teacher and campus.

f. Identify students in the 85th to 99

th

plus percentile to receive health and wellness information and case

L. Parker G. Shaw Nurse

The PE teacher will assess students BMI using Fitnessgram.

Using Fitnessgram, the campus will be able to identify the groups of




Langford 168 11/6/2014

Table #DR-1




apply)



Support)


Effectiveness


Status

management for obesity.

B. Aleman-Cruz ( PSS) The PE teacher will collaborate with the nurse to identify students according to their height/weight to determine their BMI percentile. The nurse will provide information to the student and parent in accordance with AISD’s case management plan for obesity.

students that fall within identified categories. The students in the 99

th

plus percentile (with parental involvement and consent) will be case managed using AISD case management plan for obesity.

g.

h. Annually Principals will provide campus staff, teachers, and parents the campuses Fitnessgram report/results.

D. Poth G. Esquivel B. Aleman-Cruz

Include distribution of data on school calendar.

Spot checks to see if data were received.

i. All elementary teachers will participate in providing students with 135 minutes of physical activity weekly.

L. Parker G. Shaw Classroom Teachers Parent

Teachers may follow the master schedule of the A, B, and C rotation to identify areas where they can

Teachers and students being physically active during the school day. Identification of WOW




Langford 168 11/6/2014

Table #DR-1




apply)



Support)


Effectiveness


Status

block the time to engage students in physical activity breaks. Teachers may use the WOW Integrated Academic activity games

lessons used written into teachers’ daily lesson plans.

j. Campuses will comply with nutrition policy (CO, Legal) and wellness policy (FAA, Local).

D. Poth G. Esquivel N. Villanueva Classroom Teachers

Principals will share the nutrition memo () with staff, teachers, PTA, and parents. Principals will communicate contents of the policy across stakeholders. Principals will identify the three exempted days and email the information to AISD Health Coordinator.

No compliance issues reported from Texas Department of Agriculture, campus staff, parents, or from food services.




Langford 168 11/6/2014

Table #DR-1




apply)



Support)


Effectiveness


Status

Teachers will use alternative rewards instead of food.

k. Campus participation in GAVA. School will create school & community Garden. Focus lessons on sustainability, healthy eating choices, science applications

GAVA team Garden Committee Members Wellness Team

Garden Committee utilize a $5,000 grant from Lowe’s to implement a school garden. Focus lessons on sustainability, healthy eating, science application. MEND Program offered two days a week through YMCA Weekly Zumba Classes

Classroom usage of school garden, healthy eating habits, parent involvement in garden Fall and Spring class parent signatures. Teacher participation in Gym for weekly sessions

All Year Fall & Spring Year long

In progress In progress In progress




Langford 168 11/6/2014

Table #DR-1




apply)



Support)


Effectiveness


Status

j. Campus will ensure that 100% of staff have opportunity to take the Health Risk Assessment provided by the district

L. Parker Administration

Staff will take Health Risk Assessment on line through AISD.

Table #DR-2

Performance Objective: Effective violence prevention and intervention measures will be in place.



apply)




Effectiveness


Status

Campus will maintain No Place For Hate designation by implementing and documenting NPH requirements.

Campus administrators Counselor Student Council Campus climate committee

None Documentation of completed NPH requirements (resolution of respect, committee meetings, three activities, Bullying awareness week etc.)

Year long In progress

Teachers will teach Second Step lessons weekly to promote social and emotional health.

Campus administrators Counselor Student Council Campus climate

Counselor will provide coaching, modeling, team teaching as needed to support

Observations of lessons by administrators and SEL team members.

Year Long In progress




Langford 168 11/6/2014

Table #DR-2

Performance Objective: Effective violence prevention and intervention measures will be in place.



apply)




Effectiveness


Status

committee teachers.

Campus will utilize the district’s Social and Emotional Learning Team to assess and develop violence prevention and SEL.

Campus administrators Counselor SEL team

None Campus observation feedback and documentation of meetings

Year Long In progress

Table #DR-3

Performance Objective: Parental involvement will be encouraged.

Applicable Strategic Plan Goal(s): 1,2,3


apply)




Effectiveness


Status

Provide monthly opportunities for parents to interact with school personnel and to be engaged in the learning process and to increase parental involvement.

10,11 Parent Support Specialist Classroom Teachers, Instructional Coaches, School Counselor Parent Involvement Committee Administration

Monthly Coffee Chats with Principal General Parent meetings, Parent Trainings, Parent Workshops, Nutrition Training, Transition to Secondary School School Training, Career Preparation, Provide Back to School Night, Language Arts Night, Math Night, Science Night, Science Fair, opportunities

In progress




Langford 168 11/6/2014

Table #DR-3

Performance Objective: Parental involvement will be encouraged.



apply)




Effectiveness


Status

Grandparents Day

Increase parental knowledge on all content areas for all students, to include providing parents information about their student’s academic assessments in a language they can understand

Parent Support Specialist Classroom Teachers, Instructional Coaches, Administration

School Bi-Monthly Newsletter Grade Level Monthly Newsletter Counselor Monthly Newsletter Reading Monthly Newsletter Provide academic results in language parents can understand. Parent/Teacher Conferences

In progress

Parents will receive all information, assessments, conferences in language they understand.

10 All Teachers, Administrators, Staff

Bilingual Teachers, Bilingual Secretaries, Bilingual Administrators

Communication in two languages. Interpreters when needed for conferences/meetings.

All Year In progress




Langford 168 11/6/2014

Table #DR-4

Performance Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC.



apply)




Effectiveness


Status

Parents and staff will have opportunities to provide input on what type of professional development is provided.

Parents Teachers Administrators

Time and funding for campus PD

Surveys, Principal Coffee Chats, CAC meetings

Monthly In progress

Professional development for improvement strategies will be provided as needed.

Administrators Teachers Solution team Curriculum team Campus support staff

Time and funding for campus PD Trainers and facilitators

Training agendas and/or sign-in sheets

Monthly Cadre Meetings to discuss PD

In progress

Differentiated, follow-up professional development will be provided as needed.

Administrators Teachers Solution team Curriculum team Campus support staff

Time and funding for campus PD Trainers and facilitators

Training agendas, sign-in sheets, and/or teacher PD reflection notes

Beginning, middle, and end of year

In progress




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REQUIRED FOR CAMPUSES THAT MEET CERTAIN CONDITIONS (Conditions in Yellow)

Special Education Service in LRE – All Levels

Table #DR-10

Performance Objective: Increase the rate of special education students served in the general education population setting 80% of the day or more. Condition: If rate < 68% Source: SPED C-IEP (H) 4

th 6 weeks

Campus rate: 65.0% Does campus performance require inclusion of this objective? (Yes or No): Yes



apply)




Effectiveness


Status

Implement inclusive practices so that special education students receive instruction in the general education classroom to the maximum extent possible and plan collaboratively so that special education students receiving pull-out services receive instruction aligned to that of grade level peers

Principal Special education teachers Inclusion teachers

1. Review student and campus data provided by SPED department on LRE for targeting reviews of individual placement decisions and staffing decisions. 2. Special education and general education teachers will collaborate to implement more inclusive practices. 3. Designate at least one faculty meeting per semester to discuss special education matters, such as requirements, inclusion strategies, and the identification process.

Special education IEPs, teacher schedules, and lesson plans. Attendance at faculty meeting focused on special education will be at least 90%.

On going




Langford 168 11/6/2014

Table #DR-10

Performance Objective: Increase the rate of special education students served in the general education population setting 80% of the day or more. Condition: If rate < 68% Source: SPED C-IEP (H) 4

th 6 weeks

Campus rate: 65.0% Does campus performance require inclusion of this objective? (Yes or No): Yes



apply)




Effectiveness


Status

4. Train staff on the appropriate accommodations for instructional and assessment purposes.

November

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APPENDIX A-1 Use of State Compensatory Education Funds for Improved Student Achievement

Programs and services currently being implemented on this campus that are partially or fully supported through State Compensatory Education (SCE) or grant funding include the following:

Programs/Services Describe how the campus is meeting needs of at-risk students with SCE resources:

Extra duty pay for current teachers and/or part-time hourly tutors providing tutoring outside of school hours:

Provide after-school interventions to increase academic knowledge. Provides services to students identified at risk of not meeting state performance standards on STAAR.

General Supplies for at-risk students: Provide necessary supplies in order for students to learn. Supplies provided and used for programs serving students identified as at risk of not meeting state performance standard on

STAAR.

Transition Services (from middle school to high school or from elementary school to middle school):

Students are provided opportunity to attend middle school orientation during school year. Students listen to magnet school presentations, students/parents have opportunity to attend

transition night.

Middle School reading and math initiatives: N/A

Extra duty pay for teachers and/or administrators or part-time/hourly pay for after-school detention:

N/A

Reading specialists (to include literacy coaches): Provide small group instruction to struggling learners

Math specialist (FTE for math interventions): N/A

Elementary Counselors: Provide counseling to student in need and/or crisis, supports at risk students in need of additional social, emotional, behavioral, and academic supports to promote effective learning

Dropout prevention services: N/A

DELTA (or other credit recovery programs): N/A

Parent Support Specialist (or other parent involvement expenses):

Provide parents with access to school environment and education: services provided to parents and students at risk and in need of additional social, emotional, behavior and academic

supports to promote effective learning. Community based supports for families experiencing short term and/or long term crisis, in need of stabilization supports

9th Grade Initiatives (for example, a ninth grade academy,

mentoring program for freshman, algebra tutoring and/or intervention programs, etc.):

N/A

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APPENDIX A-2

Highly Qualified Teacher Recruitment and Retention Plan

Area 1: Increase percentage of highly qualified (HQ) teachers to meet and/or maintain 100%. Strategies (check all that apply, but check at least one):

Work with staffing coordinator, identify staff not meeting HQ standards

Notify staff of deficit area(s)

Agree with staff on appropriate ways to meet the standard

Provide adequate time for staff to attend trainings and/or take needed exams

Other:

Area 2: Ensure low-income students and minority students are not taught at higher rates than other student groups by teachers who are not HQ. Strategies (check all that apply, but check at least one):

Offer early-bird signing bonuses to teachers at Title I campuses

Provide bilingual and special education stipends

Collaborate with HR to identify staffing needs so that qualified candidates are available

Other:

Area 3: Attract and retain HQ teachers. Strategies (check all that apply, but check at least one):

Participate in district-sponsored job fairs

Participate in recruiting trips

Provide mentors to first and second year teachers

Offer high-quality professional development

Provide leadership opportunities for teachers

Encourage participation in National Board program

Meet on a regular basis with new teachers to review needs/issues

Other:

Area 4: Assist teachers not currently HQ to meet the HQ requirements in a timely manner. Strategies (check all that apply, but check at least one):

Assign teachers to areas in which already meet HQ

Provide high-quality professional development in area(s) needed

Pay for study courses for required exams

Pay for passed exams

Provide substitutes or stipends for professional development

Other:

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APPENDIX A-3

Pregnancy Related Services

Pregnancy Related Services (PRS) are a combination of Support Services and Compensatory Education Home Instruction (CEHI). These services are available to a pregnant student during pregnancy prenatal and postpartum periods to help her adjust academically, mentally and physically and to remain in school. Support Services are provided during the prenatal period of pregnancy and while the student is still attending school, as well as during the prenatal or postpartum period while the student is at home or hospital for a valid medical necessity or recovering from delivery and being served with PRS CEHI. Examples of Support Services the student may access are counseling, health services provided by school nurse, case management and service coordination. Compensatory Education Home Instruction (CEHI) is academic instruction offered to the student in the home or hospital. The number of hours per week of instruction by a certified teacher varies according to student needs, and attendance is reported according to TEA formula. This service is provided under different circumstances: 1) Prenatal Confinement. If the student cannot attend school on campus due to a valid medical necessity documented by a nurse practitioner or licensed

physician licensed to practice in the United States. A medical release must be obtained by the medical or nurse practitioner to return to campus for any reason, including to take standardized tests. There is no limit to the number of events or the length of each event.

1) Postpartum Confinement. A student who has delivered a live, aborted, or stillborn baby, suffered a miscarriage or death of a newborn, or placed a baby up for adoption can be served, beginning the day of or the day after delivery for up to six consecutive weeks at home or hospital.

2) Extended Postpartum Confinement. Four additional weeks of CEHI may be provided a student when a valid medical necessity of the mother or child exists as documented by a licensed physician licensed to practice in the United States.

3) Break-In-Service Confinement. This service is for a maximum of ten weeks in length, divided into two periods in instances when the infant remains hospitalized

after delivery. The student may return to school while the infant is hospitalized, then return to CEHI when the infant is home. When the student returns to school between the two CEHI periods, the student will not be coded PRS. A medical release will be required for the student to return to campus.

At the district level, compensatory education funds are used to fund teacher units for the Pregnancy Related Services program.

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APPENDIX T-1

Office of State and Federal Accountability Audit Checklist: Components for Title I Schools (All Title I Schools)

For all Title I schools, indicate the campus and/or district action plan table #(s) on which the following components can be found:

Components Objective Table #(s)

Component # Component

1 Comprehensive needs assessment #CI-3

2 School wide reform strategies that provide opportunities for all students to meet state standards and advanced levels of achievement and that use effective methods/strategies based on scientifically based research

#CI-1, #CI-2. #CI-3

3 Instruction by highly qualified staff #CI-1, #CI-2.

#CI-3

4 High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards

#CI-2. #CI-3

5 Strategies to attract highly qualified teachers to high-need schools Appendix A-2

6 Strategies to increase parental involvement #DR-3

7 Inclusion of teachers in decisions regarding use of academic assessments (activities such as benchmark or other testing, use of data, etc.)

#CI-1

8 Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards

#CI-1, #CI-2. #CI-3

9 Coordination and integration of federal, state, and local services and programs S. Patterson

10 Description of how campus will provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results

#DR-3

11 For Elementary: Transition to K assistance to Pre-K/EC students #C

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APPENDIX T-2

Explanation of Title I, Part A Expenditures for Improving Student Performance (All Title I Schools)

For all Title I schools, this table provides an executive summary of Title I, Part A expenditures and ties them directly to improving student performance, as identified in the Needs Assessments and corresponding Improvement Strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (e.g., rather than simply listing “Field Trip,” list “Field Trip to Art Museum”). Please insert additional rows in the table as needed.

Type of Expenditure How will Expenditure Improve Student Performance? Amount of How will impact

Improvement strategy Needs Assessment Expenditure be assessed?

Personnel

2 *.5 AP Enhanced instructional Leadership and student support & services

DEEDS, strength of CORE instruction reflected on BOY, MOY, EOY and STAAR

$70,725.00 Increased student achievement

3 *Specialists(s)/Coach(s) - w/teachers

Help teachers to implement best practices to increase interest/rigor in reading, math, writing, and science. Intervention lessons, pre-teach lessons and facilitate curriculum alignment. Systematic implementation of academic strategies for struggling reader

Increase students meeting or exceeding STAAR passing Standards, and close STAAR performance gaps between all students groups, and increase grade level advancement rates. BOY, MOY, EOY and STAAR

$181,428.00 Increased academic performance on benchmarks, and sTAAR showing 90% or more passing and 30% or more commended

Ext Duty - Teachers Tutoring Stipends for extra duty pay for teachers to provide interventions to students needing acceleration of learnng to meet

Intervention lessons. Provide Tier 1 and Tier II interventions to struggling readers, writers, math and science learners including before, after, and Saturday school extended learning opportunities.

BOY, MOY, EOY and STAAR Increase students meeting or exceeding STAAR passing Standards, close STAAR performance gaps between all student groups, and increase grade level advancement rates.


Ext Duty - Teachers Planning

Planning to provide intervention lesson, and facilitate curriculum alignment. Systematic implementiton of instructional best practices in all content areas

Increase students meeting or exceeding STAAR passing standards, close STAAR performance gaps between all student groups, and increase gradelevel advancement rates.


Langford 168 11/6/2014

Subs Substitutes for data days, team planning of interventions, etc.

Deliver focused core instruction $5,500.00 Increased student achievement

PT Hourly - Math Tutor Intervention Lessons and pre-teach lessons

BOY, MOY, EOY and STAAR $20,000.00 Increased student achievement in math

*Salary Adjustment = 5% of salaries

$12,608.00

Instructional Supplies, Materials, and Equipment (Function 11)

ACE AmeriCorp Provide Tier I & II interventions to struggling readers

Increase K-2 students’ reading at or above grade level on end of year DRA/EDL assessments

$10,000.00 Increased student reading achievement

Reproduction Costs Materials for instruction to implement best practices and increase rigor in reading, math, writing, and science

Deliver focused core instruction; $2,000.00 Increased student achievement

Reading Materials including Reading Is Fundamental (RIF)

Independent reading Strengthen independent reading program


Computer Related Equip <$5000 Printers and scanners to create instructional materials; computers, laptops, Ipads and presentation projectors such as elmos or lumens and Epson projector and replacement bulbs for the projectors and innovation stations for increase technology proficiency in students

Materials for instruction to implement best practices to increase rigor in reading, math, writing, and science; identify struggling learners early and improve instructional strategies to engage struggling learner; Increase amount of Science instruction in English for ELL’s

Deliver focused core instruction and intervention instruction.


Software - such as Accelerated Reader, Formative Loop for Math Fluency

Increase reading fluency and comprehension. Increase math fluency

Strenghten independent reading program


Langford 168 11/6/2014

General Supplies -such as papers, writing supplies, math manipulative, science equipment, instructional materials; materials to improve reading & math and facilitate reading & math groups, read aloud, and shared reading such as carpets, overhead projectors, chart holders, math games for increasing student numerical fluency; other reading materials such as library and leveled library books and general supplies to facilitate student and teacher access to these materials; listening centers/media players, science materials in the classrooms; tables to facilitate reading group work

Materials for instruction to implement best practices to increase rigor in reading, math, writing, and science; identify struggling learners early and improve instructional strategies to engage struggling learner; Increase amount of Science instruction in English for ELL’s

BOY, MOY, EOY and STAAR. Increase students meeting or exceeding STAAR passing Standards, and close STAAR performance gaps between all students groups, and increase grade level advancement rates. Increase ELL students scoring above beginning level on TELPAS Reading; Increase K-2 students reading at or above grade level on end of year DRA/EDL assessments; help to facilitate more authentic task.


Food/Refreshments Refreshments for students attending tutorials

Increase student participation $800.00 Increased student achievement

Misc Oper Exp $200.00 Increased student achievement

Supplies, Materials, and Equipment (Function 13)

Langford 168 11/6/2014

Reading Materials Staff Training

Improvement Instructional strategies $432.00 Increased student achievement

General Supplies Supplies for staff development Supplies for staff development $500.00 Increased student achievement

Staff Registration Staff Registration Increase student achievement $68.00 Increased student achievement

Instructional Supplies/Materials (Function 12 Library)

Reading Materials Independent reading Increase independent reading $2,000.00 Increased student achievement

Instructional Supplies/Materials (Function 61 Parent Involvement)

General Supplies Parent information, educational programs for parents such as ePromotra, certificates

Increase student achievement $4,258.00 Increased student achievement

Emp Travel Attend training needed to become better informed / more aware of how to support community

Increase students meeting or exceeding STAAR passing standards and close performance gaps between all student groups.

$200.00 Increased student achievement

Food/Refreshments Provide light refreshments for parents who attend trainings and workshops provided by the PSS. Provide light refreshments for parents who attend school events

Teach reading and math strategies to parents to help increase student achievement


Reproduction/Printing of parent materials

Informational materials and supplies to be distributed to parents and community

Send newsletter and flyers to parents notifying them of school events


Field Trips (Yellow Bus)

Attend district/city community events improve community support and awareness ex: Marathon Kids Kick-off, Explore UT, Transition Night

Increase students achievement $500.00 Increased student achievement

Total (Must Match BTO Total) $402,598.00

Campus Scorecard 2014-15

168 - Langford Elementary

The following indicators are included in the campus scorecard:

Elementary Middle School High School

STAAR / STAAR EOC by Subject - Level II Final a,b

STAAR / STAAR EOC by Subject - Level III a,b

STAAR / STAAR EOC Student Progress in Reading, Mathematics and Algebra I a,c

Attendance

Discipline

TELPAS

Student Fitness

Primary Reading Assessment Recommended High School Program and Distinguished Achievement Program Participation

Graduation Rate (with exclusions)

Annual Dropout Rate 9-12 (with exclusions)

SAT/ACT Exam Participation and Performance

Advanced Placement/International Baccalaureate Exam Participation and Performance

Advanced Course/Dual Enrollment

College-Ready Graduates ELA and Math d

a STAAR and STAAR EOC calculations are based on the estimated accountability subset and include retesters. The accountability subset does not includestudents in their first year in U.S. schools or asylees/refugees in years 1-5 in U.S. schools.

b Level II - Final Improvement Goals for STAAR and STAAR EOC are pre-populated at the district growth rates of a 15% reduction in non-proficient students asapproved on December 16, 2013 by the Austin ISD Board of Trustees. Level III Improvement Goals for STAAR and STAAR EOC are pre-populated with growthrates of a 5% reduction in students not meeting Level III. Rates may be set higher by campuses.

c Student Progress in Reading, Mathematics and Algebra I measures student growth from one year to the next provided the student has tested in successivegrade levels in both years, with the same version of the test. Students who move from English to Spanish and Spanish to English will receive a progressmeasure in Mathematics only.

d For this indicator, a graduate must have met or exceeded the college-ready criteria on the TAKS exit-level test, or the SAT test, or the ACT test in ELA andMathematics.

All Improvement Goals set by campuses must be approved by the Associate Superintendent for the campus.

STAAR Reading - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 27% 20% 28% 39%

Afr Amer 27% 9% * 22%

Hispanic 26% 21% 28% 39%

White 50% 22% * 49%

Asian - - * 58%

Two+ * * * 72%

SpEd 30% 48% 41% 50%

ECD 27% 20% 28% 39%

ELL 23% 15% 30% 41%

Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0

STAAR Mathematics - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 31% 27% 30% 40%

Afr Amer 36% 18% * 36%

Hispanic 29% 26% 27% 38%

White 75% 67% 70% 74%

Asian - - * 100%

Two+ * * * 72%

SpEd 45% 81% 45% 53%

ECD 31% 28% 30% 40%

ELL 31% 23% 27% 38%


Office of Campus and District Accountability

Langford Page 3 Summer 2014

STAAR Writing - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 13% 18% 27% 38%

Afr Amer * * * 66%

Hispanic 14% 16% 27% 38%

White * 40% * 15%

Asian - - * 15%

Two+ * * - 0%

SpEd * 80% 67% 72%

ECD 13% 18% 26% 37%

ELL 15% 15% 29% 40%


STAAR Science - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 21% 15% 18% 30%

Afr Amer * * * 15%

Hispanic 21% 16% 16% 28%

White * * * 72%

Asian - - * 100%

Two+ * * * 58%

SpEd * * * 32%

ECD 21% 16% 18% 30%

ELL 6% 10% 12% 25%




STAAR Reading - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 8% 7% 8% 13%

Afr Amer 18% 9% * 5%

Hispanic 8% 7% 9% 13%

White <1% <1% * 5%

Asian - - * 5%

Two+ * * * 37%

SpEd 5% 14% * 8%

ECD 8% 7% 8% 13%

ELL 7% 4% 10% 15%


STAAR Mathematics - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 8% 9% 11% 15%

Afr Amer 9% 9% * 21%

Hispanic 7% 8% 10% 15%

White 25% 33% * 5%

Asian - - * 100%

Two+ * * * 5%

SpEd <1% 14% * 12%

ECD 7% 8% 10% 14%

ELL 6% 3% 11% 15%




STAAR Writing - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 1% 3% * 8%

Afr Amer * * * 5%

Hispanic 1% 2% * 8%

White * <1% * 5%

Asian - - * 5%

Two+ * * - 0%

SpEd * 20% * 26%

ECD 1% 3% * 8%

ELL 2% 1% * 6%


STAAR Science - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 4% 2% * 9%

Afr Amer * * * 5%

Hispanic 4% 2% * 8%

White * * * 5%

Asian - - * 100%

Two+ * * * 5%

SpEd * * * 5%

ECD 4% 2% * 9%

ELL 3% 2% * 7%




STAAR Reading - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 48% 51% 56%

Afr Amer * * 62%

Hispanic 51% 50% 55%

White * * 65%

Amer Ind - - 1%

Asian - * 1%

Two+ * * 100%

SpEd * * 40%

ELL - 62% 67%


STAAR Mathematics - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * * 62%


White * * 65%

Amer Ind - - 1%

Asian - * 100%

Two+ * * 1%

SpEd - 62% 67%

ELL - 70% 75%




STAAR Reading - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * * 10%


White * * 5%

Amer Ind - - 5%

Asian - * 5%

Two+ * * 5%

SpEd * * 5%

ELL - 19% 25%


STAAR Mathematics - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * * 19%


White * * 25%

Amer Ind - - 5%

Asian - * 100%

Two+ * * 5%

SpEd - * 13%

ELL - 22% 27%




Primary Reading AssessmentEOY On or Above Grade Level

2011-12

Estimated

2012-13

Estimated

2013-14

Estimated

2014-15

Improvement Goal

Kinder DRA English 68% 84% 89% 90%

Kinder DRA Spanish 86% 93% 96% 97%

1st DRA English 61% 74% 50% 75%

1st DRA Spanish 69% 74% 64% 75%

2nd DRA English 42% 52% 50% 75%

2nd DRA Spanish 64% 70% 66% 76%

Data Source: AIMS, EOY AssessmentOn grade level for KG is at least 3, for grade 1 is at least 16, and for grade 2, at least 28.* Numerator is less than 5 and denominator is > 0- Denominator is 0

Attendance

2010-11

Actual

2011-12

Actual

2012-13

Estimated

2013-14

Estimated

2014-15

Improvement Goal

All Students 96.3% 96.9% 96.3% 96.2% 96.4%

Afr Amer 95.6% 95.8% 94.7% 96.5% 96.6%

Hispanic 96.3% 97.1% 96.4% 96.2% 96.4%

White 95.5% 95.0% 95.3% 97.1% 97.2%

Amer Ind <1% * <1% * 94.0%

Asian <1% <1% * * 100.0%

Two+ * * 93.6% 93.9% 94.4%

ECD 96.2% 96.9% 96.3% 96.2% 96.4%

Data Sources: Actual- TAPR, Estimated- AISD Student Information System* Denominator is less than 900(excluding 0)- Denominator is 0



Discipline Targets

Campus Discretionary Removals

Estimated Improvement Goal

2011-12 2012-13 2013-14 2014-15

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

% Ethnic

Group

Removed

All Students * * * * * * 0.00%

Afr Amer * * * * * * 0.00%

Hispanic * * * * * * 0.00%

White * * * * * * 0.00%

Amer Ind * * - - * * 0.00%

Asian * * * * * * 0.00%

The rate reflects the number of students in each ethnic group receiving the stated disciplinary action divided by the number of students in the ethnic group active and inactive when this report was run.Source: DEEDS Discipline Data for PEIMS. 2013-2014 data are draft. Final data reports will be disseminated in August 2014.* Numerator is less than 5 and denominator is > 0- Denominator is 0

Campus Suspensions to Home


2011-12 2012-13 2013-14 2014-15

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

% Ethnic

Group

Removed

All Students * * 7 <1% * * 0.20%

Afr Amer * * * * * * 2.00%

Hispanic * * 6 <1% * * 0.20%

White * * * * * * 0.00%

Amer Ind * * - - * * 0.00%

Asian * * * * * * 0.00%




Campus ALC/EDAP or In School Suspensions


2011-12 2012-13 2013-14 2014-15

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

% Ethnic

Group

Removed

All Students * * * * * * 0.20%

Afr Amer * * * * * * 2.00%

Hispanic * * * * * * 0.20%

White * * * * * * 0.00%

Amer Ind * * - - * * 0.00%

Asian * * * * * * 0.00%


Fall Enrollment (PEIMS Snapshot Date)

2012-13

Actual

2013-14

Estimated

All Students 803 776

Afr Amer 36 30

Hispanic 730 693

White 25 25

Amer Ind 1 -

Asian 1 2

Two+ 9 25

Data Source: Actual-TAPR, Estimated-PEIMS Submission 1



TELPAS - Students at Beginning Level in Second Year of Testing

2012-13 2013-14 2014-15

# Tested 2 Yrs # Beginning 2013 % # Tested 2 Yrs # Beginning 2014 % Improvement Goal

All Students 263 6 2% 257 8 3% 2%

Afr Amer - - - * * * 0%

Hispanic 262 6 2% 255 8 3% 2%

White - - - 102 6 6% 5%

SpEd * * * 6 * * 0%

ECD 262 6 2% 247 8 3% 2%

Data Source: Contractor's Electronic Files* Numerator is less than 5 and denominator is > 0- Denominator is 0

Student Fitness

Sex Ethnicity

2011-12 2012-13 2013-14

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

TestedHealthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone%

F Afr Amer 8 5 62% 7 * * 6 5 83% * * * 6 5 83% * * *

F Hispanic 171 86 50% 83 41 49% 186 101 54% 114 68 60% 145 81 56% 82 42 51%

F White * * * * * * * * * * * * * * * * * *

F Asian - - - - - - - - - - - - - - - - - -

F 182 93 51% 91 45 49% 196 108 55% 120 72 60% 155 90 58% 86 46 53%

M Afr Amer 8 * * 5 * * 6 * * * * * * * * - - -

M Hispanic 143 61 43% 78 57 73% 164 78 48% 98 71 72% 140 58 41% 82 57 70%

M White * * * * * * 5 * * * * * 6 5 83% * * *

M Asian - - - - - - - - - - - - - - - - - -

M 155 68 44% 85 62 73% 175 84 48% 104 74 71% 150 67 45% 85 60 71%

Total 337 161 48% 176 107 61% 371 192 52% 224 146 65% 305 157 51% 171 106 62%

Data Source: AISD Fitnessgram* Numerator is less than 5 and denominator is > 0- Denominator is 0



Campus/Org Expense ListingAustin Independent School District

09/01/2014As ofFund 199 General Fund

Fnd-Fnc-Obj-Sub-Org-Yr-Prog Description Appropriation Encumbrance Expenditure Pct. Rem.Balance

Career Ladder - CP-PreK-Langford %0.00199-11-6117-90-168-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Langford %0.00199-11-6118-00-168-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-High Dos Tutor-Langford %0.00199-11-6118-HD-168-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Support NI-AU-Langford %0.00199-11-6118-NI-168-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-SSIG-Langford %0.00199-11-6118-R5-168-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AYP-Langford %0.00199-11-6118-R8-168-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AFL-Langford %0.00199-11-6118-B1-168-5-30-0-00 0.00 100.0010,033.0010,033.00Professional Salary - CP-Langford %0.00199-11-6119-00-168-5-24-0-00 13,158.25 37.347,841.7521,000.00Professional Salary - CP-PreK-Langford %0.00199-11-6119-90-168-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-High Dos Tutor-Langford %0.00199-11-6119-HD-168-5-24-0-00 2,783.30 0.00-2,783.300.00Professional Salary - CP-In Dist Chart Coll Prep %0.00199-11-6119-RK-168-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Read Literacy-Langford %0.00199-11-6119-RR-168-5-24-0-00 5,312.08 88.7741,990.9247,303.00Overtime - CP-Campus Cost-Langford %0.00199-11-6121-CP-168-5-24-0-00 0.00 0.000.000.00Overtime - CP-Support NI-AU-Langford %0.00199-11-6121-NI-168-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Langford %0.00199-11-6125-00-168-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-Support NI-AU-Langford %0.00199-11-6129-NI-168-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-At Risk Stdnt %0.00199-11-6129-R4-168-5-24-0-00 0.00 0.000.000.00Employee Allowance - CP-Support NI-AU-Langford %0.00199-11-6139-NI-168-5-24-0-00 52.00 0.00-52.000.00FICA - CP-Langford %0.00199-11-6141-00-168-5-24-0-00 599.14 51.76642.861,242.00FICA - CP-PreK-Langford %0.00199-11-6141-90-168-5-24-0-00 0.00 0.000.000.00FICA - CP-Campus Cost-Langford %0.00199-11-6141-CP-168-5-24-0-00 0.00 0.000.000.00FICA - CP-High Dos Tutor-Langford %0.00199-11-6141-HD-168-5-24-0-00 278.58 0.00-278.580.00FICA - CP-Support NI-AU-Langford %0.00199-11-6141-NI-168-5-24-0-00 3.96 0.00-3.960.00FICA - CP-At Risk Stdnt Supt-Langford %0.00199-11-6141-R4-168-5-24-0-00 0.00 0.000.000.00FICA - CP-SSIG-Langford %0.00199-11-6141-R5-168-5-24-0-00 0.00 0.000.000.00FICA - CP-AYP-Langford %0.00199-11-6141-R8-168-5-24-0-00 0.00 0.000.000.00FICA - CP-In Dist Chart Coll Prep %0.00199-11-6141-RK-168-5-24-0-00 0.00 0.000.000.00FICA - CP-Read Literacy-Langford %0.00199-11-6141-RR-168-5-24-0-00 284.46 92.133,334.543,619.00FICA - CP-AFL-Langford %0.00199-11-6141-B1-168-5-30-0-00 0.00 100.00768.00768.00Health/Life Ins - CP-Langford %0.00199-11-6142-00-168-5-24-0-00 448.25 0.00-448.250.00Health/Life Ins - CP-PreK-Langford %0.00199-11-6142-90-168-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Support NI-AU-Langford %0.00199-11-6142-NI-168-5-24-0-00 0.00 0.000.000.00

10:02:19

10/17/2014User:

Report:

Instance:

SPATTERS

CAMPUS_EXP

1Page:

Time:

Current Date:

Austin ISD-Production




Health/Life Ins - CP-At Risk Stdnt Supt-Langford %0.00199-11-6142-R4-168-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-SSIG-Langford %0.00199-11-6142-R5-168-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-In Dist Chart Coll Prep %0.00199-11-6142-RK-168-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Read Literacy-Langford %0.00199-11-6142-RR-168-5-24-0-00 416.75 92.365,043.255,460.00Wk's Comp - CP-Langford %0.00199-11-6143-00-168-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-PreK-Langford %0.00199-11-6143-90-168-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Campus Cost-Langford %0.00199-11-6143-CP-168-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-High Dos Tutor-Langford %0.00199-11-6143-HD-168-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Support NI-AU-Langford %0.00199-11-6143-NI-168-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-At Risk Stdnt Supt-Langford %0.00199-11-6143-R4-168-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-SSIG-Langford %0.00199-11-6143-R5-168-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AYP-Langford %0.00199-11-6143-R8-168-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Read Literacy-Langford %0.00199-11-6143-RR-168-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AFL-Langford %0.00199-11-6143-B1-168-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-Langford %0.00199-11-6146-00-168-5-24-0-00 73.46 0.00-73.460.00Teacher Retirement - CP-PreK-Langford %0.00199-11-6146-90-168-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Campus Cost-Langford %0.00199-11-6146-CP-168-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-High Dos Tutor-Langford %0.00199-11-6146-HD-168-5-24-0-00 37.76 0.00-37.760.00Teacher Retirement - CP-Support NI-AU-Langford %0.00199-11-6146-NI-168-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-At Risk Stdnt Supt-Langford %0.00199-11-6146-R4-168-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-SSIG-Langford %0.00199-11-6146-R5-168-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AYP-Langford %0.00199-11-6146-R8-168-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-In Dist Chart Coll Prep %0.00199-11-6146-RK-168-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Read Literacy-Langford %0.00199-11-6146-RR-168-5-24-0-00 22.62 95.09438.38461.00Teacher Retirement - CP-AFL-Langford %0.00199-11-6146-B1-168-5-30-0-00 0.00 100.0020.0020.00

Total 6100 Payroll Costs 66,435.3923,470.610.0089,906.00

Consulting Services - CP-Langford %0.00199-11-6291-00-168-5-24-0-00 0.00 0.000.000.00Misc Contracted Services - CP-High Dos Tutor-Langford %0.00199-11-6298-HD-168-5-24-0-00 0.00 100.00112,000.00112,000.00Misc Contracted Services - CP-Vertical Team %0.00199-11-6298-MI-168-5-24-0-00 0.00 0.000.000.00Misc Contracted Services - CP-Support NI-AU-Langford %0.00199-11-6298-NI-168-5-24-0-00 0.00 0.000.000.00

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Total 6200 Purchase & Contracted Services 112,000.000.000.00112,000.00

Reading Materials - CP-SSIG-Langford %0.00199-11-6329-R5-168-5-24-0-00 0.00 0.000.000.00General Supplies - CP-Campus Cost-Langford %0.00199-11-6399-CP-168-5-24-0-00 0.00 0.000.000.00

Total 6300 Supplies & Materials 0.000.000.000.00

Employee Travel - CP-Support NI-AU-Langford %0.00199-11-6411-NI-168-5-24-0-00 0.00 0.000.000.00Employee Travel - CP-AYP-Langford %0.00199-11-6411-R8-168-5-24-0-00 0.00 0.000.000.00Field Trips - CP-AFL-Langford %0.00199-11-6494-B1-168-5-30-0-00 0.00 0.000.000.00

Total 6400 Other Operating Costs 0.000.000.000.00

11 Total 178,435.3923,470.610.00201,906.00

Extra Duty - CP-Langford %0.00199-13-6118-00-168-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Langford %0.00199-13-6119-00-168-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Support NI-AU-LangFord ES %0.00199-13-6119-NI-168-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Read Recov-Langford %0.00199-13-6119-RR-168-5-24-0-00 5,034.48 88.7739,796.5244,831.00FICA - CP-Langford %0.00199-13-6141-00-168-5-24-0-00 0.00 0.000.000.00FICA - CP-Read Recov-Langford %0.00199-13-6141-RR-168-5-24-0-00 262.49 91.542,842.513,105.00Health/Life Ins - CP-Langford %0.00199-13-6142-00-168-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Read Recov-Langford %0.00199-13-6142-RR-168-5-24-0-00 454.90 91.725,044.105,499.00Wk's Comp - CP-Langford %0.00199-13-6143-00-168-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Read Recov-Langford %0.00199-13-6143-RR-168-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Langford %0.00199-13-6146-00-168-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Read Recov-Langford %0.00199-13-6146-RR-168-5-24-0-00 20.55 96.46560.45581.00


13 Total 48,243.585,772.420.0054,016.00

Computer Rel.Eq<$5000 Per Unit - CP-1D %0.00199-23-6396-R6-168-5-24-0-00 0.00 0.000.000.00

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Total 6300 Supplies & Materials 0.000.000.000.00

23 Total 0.000.000.000.00

Subs for Other Professional - CP-Langford %0.00199-31-6116-00-168-5-24-0-00 0.00 0.000.000.00Career Ladder - CP-Langford %0.00199-31-6117-00-168-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Langford %0.00199-31-6118-00-168-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Langford %0.00199-31-6119-00-168-5-24-0-00 5,186.92 88.7641,001.0846,188.00FICA - CP-Langford %0.00199-31-6141-00-168-5-24-0-00 266.20 92.303,192.803,459.00Health/Life Ins - CP-Langford %0.00199-31-6142-00-168-5-24-0-00 454.90 91.675,008.105,463.00Wk's Comp - CP-Langford %0.00199-31-6143-00-168-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Langford %0.00199-31-6146-00-168-5-24-0-00 44.07 92.05510.93555.00


Reproduction Costs - CP-Campus Cost-Langford %0.00199-31-6299-CP-168-5-24-0-00 0.00 0.000.000.00

Total 6200 Purchase & Contracted Services 0.000.000.000.00

Reading Materials - CP-Campus Cost-Langford %0.00199-31-6329-CP-168-5-24-0-00 0.00 100.00400.00400.00General Supplies - CP-Campus Cost-Langford %0.00199-31-6399-CP-168-5-24-0-00 0.00 100.001,000.001,000.00

Total 6300 Supplies & Materials 1,400.000.000.001,400.00

Employee Travel - CP-Campus Cost-Langford %0.00199-31-6411-CP-168-5-24-0-00 0.00 100.00200.00200.00Misc Operating Expenses - CP-Campus Cost-Langford %0.00199-31-6499-CP-168-5-24-0-00 0.00 0.000.000.00

Total 6400 Other Operating Costs 200.000.000.00200.00

31 Total 51,312.915,952.090.0057,265.00

Overtime - CP-AFL-Langford %0.00199-61-6121-B1-168-5-30-0-00 0.00 0.000.000.00Support Personnel Salary - CP-AFL-Langford %0.00199-61-6129-B1-168-5-30-0-00 1,546.51 90.3314,453.4916,000.00Employee Allowance - CP-AFL-Langford %0.00199-61-6139-B1-168-5-30-0-00 219.00 91.662,409.002,628.00FICA - CP-AFL-Langford %0.00199-61-6141-B1-168-5-30-0-00 85.59 93.001,138.411,224.00

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Health/Life Ins - CP-AFL-Langford %0.00199-61-6142-B1-168-5-30-0-00 227.46 91.682,506.542,734.00Wk's Comp - CP-AFL-Langford %0.00199-61-6143-B1-168-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-AFL-Langford %0.00199-61-6146-B1-168-5-30-0-00 6.73 91.6974.2781.00


61 Total 20,581.712,085.290.0022,667.00

Total Fund 199 General Fund 335,854.00 0.00 37,280.41 298,573.59

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37,280.41 298,573.59Grand Total of Selected Fund(s) 335,854.00 0.00

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