2014-2015 campus improvement plan

Barrington Elementary School

2014-2015 Campus Improvement Plan

Austin Independent School District

Barrington 149 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 3

By campus administration and/or leadership team 6

We confirm the above information as correct … Position Name Date

Principal Gilma Sanchez 09/09/14

Co-Chair Miguel Davila-Chacon 09/09/14

Co-Chair Maria Hernandez 09/09/14


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.


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

Non-Voting Members Name Regularly Scheduled CAC meetings:

Principal Gilma Sanchez Day of the Month (e.g., 2nd

Tues): 2nd

Tuesday

Time: 3:05

Voting Members Name CAC

Co-Chair ()

CAC Sec. ()

PTA Pres. ()

Classroom Teacher

()

SpEd Expertise

()

Other Prof. Staff Member

(Give Title)

Parent Maria Hernandez

Parent Maria Jasso

Parent Marina Bautista

Parent Mary Cruz Flores

Parent Isabel Portillo

Parent Lina Estrada

Professional Staff Member Blanca Betancourt Counselor

Professional Staff Member Leo Chaidez

Professional Staff Member Jesus Olivas

Professional Staff Member Miguel Davila

Professional Staff Member Marcella Munoz

Professional Staff Member Rose Miller Librarian

Classified Staff Member Debbie Williams

Student (If Applicable)

Student (If Applicable)

Business Representative Juana Villafuerte

Community Representative Christiaan Turner


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)

Parent Involvement and Attendance to campus wide events

Discipline data (DEEDS)

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

Reading

Math

Writing

Science


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

CAMPUS ACTION PLAN FOR 2014-15

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


Table #CI-1 State: Below safeguard target

Performance Objective: Reading, Math, Science, and Writing STAAR passing rates will increase in all grade levels to 85% or higher Applicable Strategic Plan Goal(s): All students will graduate ready for college, career and life in a globally competitive economy

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

A. Provide teachers with guided and purposeful training in all subject areas.

1,3,4 Administrators Instructional Specialist

Teachers will be given opportunities to attend campus and district training related to campus needs and based on current data.

All classrooms will reflect rigorous and aligned instruction.

On going In progress

B. Teachers will provide a classroom setting using district expectations and will follow districts scope and sequence.

2,8 Teachers Administrators Instructional Specialist

Teachers plan as a grade level team. Instructional specialist provide support during team meetings

Weekly observations will reflect TEKS aligned instruction


C. Teachers will provide common assessments in all subject areas and re-teach content based on individual needs.

2,8 Teachers Administrators Instructional Specialist

Teachers use common assessments to formalize interventions. Resources for improvement: Texas Treasures, AIMS Web, Triumphs, Read Naturally, RAV-O, Achieve 3000, Think Through Math, Motivation Reading

Teachers will submit student common assessment scores into Common Assessment Tracking spreadsheets. Data will be used to plan intervention instruction and monitor progress.






D. During-school camps, After-School tutorial, Saturday Science camps program, and UTeach program will provide academic support in Math, Reading, Writing, and Science

1,2,8 Teachers, Instructional Specialist, Administrators UTeach staff

Staff will analyze student data to determine the type of resources to be used in addressing student’s needs.

Small group support is provided based on individualized needs. Increased scores in common assessments and district benchmark tests


E. Integration of Digital Learning/Technology Based Programs to support instruction in every content area (HB 5)

8 Teachers Instructional Specialists

Use of Reading A-Z, Formative Loop, Brain Pop, Go Math Videos, “I” Station, and RAZ Kids

Teacher schedules and/or lesson plans reflect blocks for digital learning as part of core content area instruction


F. Apply Dropout Prevention Strategies such as PBS (Positive Behavior Support), TIER Interventions, SEL (Social Emotional Learning), and No Place for Hate, as ways to create a safe and conducive environment for learning (HB 5)

2 Administration Counselor Instructional Specialists Tutors Teachers Teacher Assistants

Continues PD sessions for all strategies and programs Continuous communication and training with parents about the importance of daily attendance to school and its effects on academic achievement

Academic achievement will increase in all areas of the STAAR DEEDS referrals will decrease from last year’s data Attendance rates will improve to or above district’s average


G. Communicate with parents (in their language) campus, district, and state assessment data, trends, and achievement goals. (HB 5)

10 Teachers Administrators

Progress reports, Report Cards, Parent-Teacher Conferences, State Assessment Results

Elimination of parental concerns/complaints regarding lack of communication or understanding of student and campus achievement data


H. Hold teacher data review and disaggregation

4,7 Teachers Administrators

Common assessment, district

All instructional planning schedules from each






meetings multiple times during the year (HB 5)

Instructional Coaches benchmark, and state assessment data. Instructional planning schedules, RTI resources (all subjects) , funds for half day teacher substitutes

teacher/subject will be turned in to principal; individual conferences held between administration and teachers regarding data and plan of actions: teacher sign-in sheets for planning sessions

I. Provide enrichment activities such as fine arts, book clubs, creative writing clubs, and field trips to supplement the core content area curriculum and provide a more balance educational experience for each student (HB 5)

2,8 Administrators Teachers Instructional Coaches Librarian Primetime Coordinator

Primetime Program Lunch bunches Funds for enrichment camps and filed trips Music and Theatre Programs scheduled

Registration of students for each of the enrichment programs and clubs Attendance to School Special programs by students



Performance Objective: Increase K-2 student reading at or above grade level on end of year DRA/EDL assessments Applicable Strategic Plan Goal(s): All students will graduate ready for college, career and life in a globally competitive economy

Specific Improvement Strategy Title I Responsible Person(s)



Effectiveness


Status

A. Improve primary reading performance and instruction in Kinder through 2

nd grade.

1,2

Teachers Administrators Instructional Specialists

Post and communicate TEKS/SE’s student expectations in student language. Align all instruction and tasks to the TEKS/SEs.

At least 70% of our students will be on or above grade level in DRA’s.

On going

In progress





Use a common lesson design and grade level planning to ensure coherence, rigor, and consistent teaching of the reading expectations. Maintain anchors of support updated based on TEs.

B. Implementing a balanced literacy or research- based reading program. Programs currently used: TPRI/Tejas Lee Interventions, Early Reading Interventions for ELLs, Intervenciones Tempranas

2,4 Teachers Administrators Instructional Specialists

Pre-assess to form guided reading groups and continual assessments to monitor progress. Monitor individual student reading levels through weekly assessments. Develop small group support based on BoY and MoY DRA assessments

Walk-through observations with feedback to teachers Progress Monitoring DRA assessment results at the beginning, middle and end of year.

Ongoing In progress

C. Ensure strict implementation of the Dual Language Program (Pre-K to 3

rd)

2,4 Teachers Administrators Instructional Specialists

Ensure teachers participate in district DL training Planning and delivery of challenging, interactive and authentic DL content

Walk-through observations based on teacher implementation of the program Environmental walk-throughs

Ongoing In progress





lessons Set up bilingual pairs to increase student 2

nd

language acquisition following the DL program Provide student support through conceptual refinement Adhere to other program guidelines and models to fidelity

Student engagement through bilingual pair interaction BoY language measure based on TELPAS EoY language measure based on TELPAS Evidence of student work around the classroom

D. Ensure effective systems for instruction monitoring and teacher feedback

2 Administrators Instructional Specialists

Provide opportunities for teachers to plan and meet as a grade level Support a high level of vocabulary use by students Provide end of nine week meetings with teachers

Evidence of rigorous instruction across all grade levels Monitoring of classroom instruction Evidence of student progress based on end of nine week reports


E. Monitor reading level of all students with a focus on struggling readers

8 Teachers Administrators Instructional Specialists

Maintain weekly running records of all students Use progress monitoring with specific areas of need (fluency,

Evidence of additional small group support for all struggling readers Documented eCST goals with interventions and continued progress






comprehension, main idea, summarization, etc…) Identify students in need of Tier II and Tier III interventions Differentiate instruction based on individual student needs

monitoring. Evidence of grade level discussion of struggling readers among grade levels and documented on eCST. Follow up with eCST meeting if goals are not met Walk-through observation, data, eCST interventions with progress monitoring.


Performance Objective: ELL students will meet STAAR standards in Reading and Writing based on safeguard target Applicable Strategic Plan Goal(s): All students will graduate ready for college, career and life in a globally competitive economy


apply)




Effectiveness


Status

A. Ensure teachers are attending professional development trainings that support linguistic and content advancement of ELLs i.e., ELPS at a Glance, Strategies for ELLs, Reading in the Content, ELPS Academy (HB 5)

4 Teachers Administrators Instructional Specialist

Teachers present rigorous opportunities to all ELL students to acquire knowledge and skills in reading and writing.

Measuring the increase passing rate from BoY benchmark to MoY.


B. Analyze and monitor data (i.e. TELPAS, district benchmarks and other assessments) to

1,2 Administrators Teachers

Teachers will review data during team meetings to monitor all

All ELLs students will be provided with accommodations in order






inform on meeting the needs of ELLs for instruction and accommodations (HB 5)

ELLs progress. to become successful in the classroom.

C. Require that teachers scaffold reading and writing content to address linguistic differentiation among ELLs (HB 5)


Administer assessments to reflect the content.

All ELL students will be given science and writing content with opportunities to scaffold the content.


D. Conduct collaborative planning sessions that ensure pace and scope of curriculum is consistent with the Bilingual/ESL and regular classrooms (HB 5)


Use the Dual Language cadre to collaborate with members in the planning of reading and writing lessons.

The lesson plans will reflect evidence of pace and scope of curriculum.


E. Continue to provide tutorials for ELLs ensuring linguistic accommodations are provided (HB 5)


Teachers use the linguistic accommodations guide to provide support.

All ELL students are provided with different opportunities to increase the second language with support in the first language.


F. Continue the implementation of Every Day Counts

2 Administrators Teachers

Ensure the understanding of Every Day Counts

All students are able to speak in regards to Every Day Counts.


G. Ensure that teachers attend Newcomer Immigrant/Refugees professional development


Being present at the district level staff development.

Being aware of services available to newcomer immigrant/refugees.







Performance Objective: Implementation of Social and Emotional Learning Campus Wide Applicable Strategic Plan Goal(s): All students will graduate ready for college, career and life in a globally competitive economy


apply)




Effectiveness


Status

A. All classroom teachers will teach one SEL lesson per week

2,4 Teachers Professional Development on SEL and Second Step/School Content Utilize the developed SEL curriculum and primary instructional resource

Professional Development Sign In Teachers will include in weekly, monthly lesson plans evidence of the lessons taught


B. School will hold three campus-wide activities for No Place for Hate


Plan activities with student group Student sign ADL respect resolution Implement activities

Participation Plan Respect resolutions Photos/documentation of activities


C. Parents will learn about SEL standards and home support


At least one information session for parents SEL in newsletters

Sign in from session(s) Newsletters


D. Establish SEL Steering Committee and Schedule Meetings

2,4 Administrators SEL Committee

Representative Committee members Minimum of 6 Steering Committee meetings

Agendas/Minutes On going In progress

E. Establish self-regulation/problem

2,4 Teachers SEL Committee

Professional Development on

PD sign in






solving area in each classroom

peace areas/Antartica Set-up space in classrooms with posters/reminders

Space set aside with appropriate visuals Students using areas appropriately

F. Schedule time for reflection and future planning

2,4 Administration SEL Committee

Monthly coach-facilitator check-ins Two Principal Chats End-of-Year Reflection A.I.R. Survey (3rd Grade)

Coach Log Minutes/Goals Survey results



Performance Objective: Equity and Access Applicable Strategic Plan Goal(s): Eliminate barriers and support student participation in and efforts to succeed in appropriate and academically challenging opportunities and courses through the services programs


apply)




Effectiveness


Status

A. Host parent GT nomination meetings on campus to increase nominations from parents and guardians. (HB 5)

6,8,9 GT Advocate Administration Teachers

Work with GT Advocate and Campus GT Decision-Making Committee to plan and host at least one parent meeting per semester to increase nominations.

Sign-in sheets Increase number of nominations from parents and guardians


B. Lead campus-based GT Update Training to ensure

4,8,9 GT Advocate Training will take place as part of in

Sign-In sheet Proof of implementation in

In-service PD in August

Completed





that all required teachers complete the requires 6 hr update (HB 5)

service PD in the fall classrooms with GT students

C. Monitor that all GT teachers have completed the 30 hr. GT Foundation Training requirement within one semester of being assigned GT students (HB 5)

4,8,9 Administration GT Advocate

Have teachers register for one of the sessions listed on HCP

Completion Certificate Before getting a GT student assigned to their classroom

In progress

D. Identified GT students will be clustered together in groups of three or more in a classroom to allow them to be together with other GT students throughout the school year. (HB 5)

8 Office Clerk GT Advocate Teachers

Classroom Rosters GT Rosters

GT Classroom Rosters On going In progress

E. Encourage the use of the Austin ISD GT Scope and sequence Continuum by GT teachers when planning advanced-level differentiated curriculum for gifted learners. (HB 5)

8 Administrators GT Advocate

GT Scope and sequence Continuum presentation GT Scope and sequence Continuum documents Provide planning time for teachers with GT students

Lesson plan evidence differentiation and GT activities


DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015




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)




Effectiveness


Status

A. Barrington will comply with nutrition policy (CO, Legal) and wellness policy (FAA, Local). (HB-5)

2,9 Principal Teachers Administrators

Principals will share the nutrition memo with staff, teachers, PTA, CAC 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. Teachers will use alternative rewards instead of food. Will provide healthy choices at Faculty breakfast and lunches.

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


B. Implement CATCH/Coordinate school health program. (HB 5)

2,9 Physical Education Teachers Classroom Teachers Administrators

Have a CSH team (CATCH Cadre) that consists of PE teacher and classroom teachers.

Active participation and implementation of the program during the day and after






Table #DR-1





apply)




Effectiveness


Status

Introduce CATCH coordinated kit at first meeting and show the members a copy of the 1

st 9

weeks module to share with the grade level team. Plan events, activities and announcements that the CSH team and the Student Wellness Team can implement throughout the year at the different night events.

school activities.

C. Ensure student participation in moderate to vigorous physical activities during PE, WOW and Brain Breaks (HB 5)

2,9 Physical Education Teachers Classroom Teachers Administrators

Plan and implement PE lesson that include 50% of moderate to vigorous activity weekly. Schedule and implement 20 minutes of structured WOW time activities on days students do not have

Students are active participants during all physical activities. WOW equipment is being used daily to support physical activities.






Table #DR-1





apply)




Effectiveness


Status

PE. Schedule and implement 10-15 minutes of daily Recess in addition to WOW time. Implement Brain Breaks throughout the day.

D. Improve campus fitness gram scores (HB 5)

2.9 Physical Education Teachers Classroom Teachers Administrators

Test and record Fitnessgram data for 85% of all 3

rd-5

th grade students

on campus Increase the percent of students in the Healthy Zone for BMI, Aerobic Capacity, Curl-Ups, Push-Ups, Sit and Reach and Trunk Lift

Anecdotal Notes and data tracking from PE Teacher






Table #DR-2

Performance Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2


apply)




Effectiveness


Status

A. Barrington will participate in the GREAT program.

2 Counselor, Administrators Teachers, SROs

The SROs will present lessons to all fourth grade students related to bullying. Teachers will model positive behavior to create a safe school environment.

Student violence related bullying issues will decrease.


B. Barrington will participate in the No Place for Hate district initiative

2 Counselor, Administrators Teachers

The counselor will lead all activities related to No Place for Hate All staff members will implement all activities related to No Place for Hate

Student’s posters will be displayed around the campus. The campus referrals due to bullying or related issues will decrease.


C. Barrington will implement SEL (Social Emotional Learning ) curriculum

2 Counselor, Administrators Teachers

All staff members will implement SEL curriculum

The campus referrals due to bullying or related issues will decrease.






Table #DR-3

Performance Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3


apply)




Effectiveness


Status

A. Provide opportunities for parents to attend Science Night, Literacy night, Math Night, CATCH Night and all during the day activities (HB-5)

6 Principal Assistant Principals Parent Support Specialist Teachers

Send flyers home with information about the event. Provide ample time for parents to plan ahead.

Night events will be represented by parents with more than 70% of parental attendance. .


B. Provide opportunities for parents to attend Parent workshops once a week. (HB 5)


Send flyers home with information about the event. Provide ample time for parents to plan ahead. Do a phone messenger to invite parents. Teachers will provide information about the event to all students. The announcement will be given daily, the week of the event.

Parent workshops will be attended by more than 10% of the parents


C. Provide opportunities for parents to attend Principal’s Coffee once a month (HB 5)


Send flyers home with information about the event. Provide ample time for parents to plan ahead. Do a phone messenger to invite parents.

Parent workshops will be attended by more than 10% of the parents






Table #DR-3

Performance Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3


apply)




Effectiveness


Status

Teachers will provide information about the event to all students. The announcement will be given daily, the week of the event.

D. Provide opportunities for parents to volunteer at Barrington Elementary (HB 5)

6 Administrators Parent Support Specialist Teachers

Provide information to students, parents and the community.

Barrington will provide opportunities for all parents to be present to volunteer.


E. Provide opportunities for parents to receive individual student academic assessment results in English and Spanish, including an interpretations of the results. (HB 5)

6 Administrators Parent Support Specialist Teachers

Teachers will provide individual assessment results based on data.

Parents will be informed about all student academic scores.






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.

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


apply)




Effectiveness


Status

A. Teachers will receive professional development related to cultural awareness


Teachers will be provided with opportunities to attend district professional development related to cultural awareness. Teachers will be equipped in building relationships with students. All staff members will be receptive to students needs.

Parents will provide feedback related to teacher support in the classroom towards all students.


B. Teachers will receive professional development related to responding to student’s needs.


Teachers will be provided with opportunities to attend campus and district professional development related to responding to student’s needs.

Teachers will respond to students’ needs effectively and in a timely manner.


C. Teachers will receive on going professional


Teachers will be provided with

Teachers will provide rigorous instruction to all






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

development related to all subject areas to enable all students to meet state standards.

opportunities to attend district professional development related to state standards meting student’s needs.

students.

D. Pre-K teachers will be present and mirror kindergarten team activities, programs, and procedures to ensure instructional alignment and make smoother student transitions from Pre-K to K

11 Pre-K and Kinder Teachers Instructional Coaches

Classroom walkthroughs will evidence alignment of instruction and systems in both grades at their respective instructional levels Increase percentages of students moving from Pre K to K at grade level






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

Special Education Identification – All Levels

Table #DR-5

Performance Objective: Reduce special education identification rate. Condition: If rate > 8.5% Source: SPED C-IEP (A) 4

th 6 weeks

Campus Rate: 14.4% Does campus performance require inclusion of this objective? (Yes or No): Yes



apply)




Effectiveness


Status

A. Review campus level data on SPED representation provided by SPED department.

1,2,9 Administrators SPED Teacher Classroom Teachers

Review and monitor all regular and SPED students’ data from BoY, MoY and EoY. Support all students’ needs inside and outside the classroom focusing on identified needs and using progress monitoring to measure growth or lack of improvement. Provide common assessments to target mastered objectives and to provide interventions based on weekly targeted instruction.

Teachers provide ongoing Tier support to all students to decrease the identification rate into special education. Use additional staff to support all struggling students with an effort to minimize the special education identification rate.






Table #DR-5


th 6 weeks




apply)




Effectiveness


Status

B. Review students currently in the eCST system for academic and behavior interventions to ensure that students are receiving appropriate goals and interventions.

2,9 Teachers Assistant Principals Principal

Review information entered in eCST and attend all meetings. All progress monitoring needs to be accurate and supported with research based strategies and materials.

Teachers are able to use the system to identify students in need of additional support inside the classroom and outside the classroom.


C. Analyze data to determine specific areas of need for each individual student.

1 Teachers Assistant Principals Principal

Review information entered in eCST and attend all meetings. All progress monitoring needs to be accurate and supported with research based strategies and materials.



D. Collaborate with Child Study Team facilitator to train staff on Tier 1, 2 and 3 interventions.


District CST representative will provide training to all staff members.

Teachers are able to use the system to identify students in need of additional support inside






Table #DR-5


th 6 weeks




apply)




Effectiveness


Status

the classroom and outside the classroom.

E. Ensure all staff members participate in professional development on tier 1, 2 and 3 interventions.


District CST representative will provide training to all staff members.



F. Monitor use of interventions to better meet the need of individual students.


Review data during team meetings to ensure students are provided with interventions.







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: 36.6% Does campus performance require inclusion of this objective? (Yes or No): Yes



apply)




Effectiveness


Status

A. Review student and campus data provided by SPED department on LRE for targeting reviews of individual placement decisions and staffing decisions.

2,9 Principal, Administrators, Sped Teachers, general classroom teachers.

Review all IEP and make changes based on students’ needs.

Special education students being participants in the regular education setting 80%of the day of more.


B. Review student and campus data provided By SPED department On LRE for targeting reviews of individual placement and staffing decisions.

2,9 Principal, Administrators, Sped Teachers, general classroom teachers.

Review all IEP and make changes based on students’ needs.

Special education students being participants in the regular education setting 80%of the day of more.


C. Increased use of differentiated instruction in the general education classrooms.

2,9 Administrator Teachers

Review TEKS and differentiate lessons as needed.

All students are successful in the classroom.


D. Daily implementation based on individual student needs.

2,9 Teachers Administrators

The delivery of the lesson is appropriate to the needs of all students.

All students are successful in the classroom.






ELL Proficiency Levels – All Levels

Table #DR-12

Performance Objective: Decrease the rate of ELLs who remain at beginning proficiency level on TELPAS Reading over a two-year period (grades 2-12). Condition: If percentage of LEP students at beginning proficiency level over two-year period > 4.5% Source: AISD CDA Report/TELPAS

Campus rate: 6% Does campus performance require inclusion of this objective? (Yes or No): Yes

Applicable Strategic Plan Goal(s): 1,2,3,4


apply)




Effectiveness


Status

A. (ES) Continue to implement the DL program with fidelity to the Gomez and Gomez DL Enrichment Model

2 Teachers Administrators

Gomez & Gomez DLTI PD and Manual, Observation Checklist

Student will be bilingual, biliterate, and bicultural; Walkthroughs/Observation Checklist; Campus, District, and State benchmark and summative assessment data


B. (ES) Ensure administrative staff and teachers attend all DL trainings

2,4 Principal Teachers

Upcoming DL PD schedule, HCP completed certificate

Sign-in Sheets, HCP completed training certificate


C. (ES) Provide schedules that ensure 50% of instruction is in Spanish and 50% is in English

2 Teachers Teachers will create and follow the DL schedule.

Walk-through evidence of a DL program instruction.


D. (ES) For second grade provide 2 reading periods—one in English and one in Spanish

2 Teachers Teachers will implement a schedule that reflects to the Gomez and Gomez model.

Students will be provided with opportunities to become dual language readers.


E. Develop lessons using all four areas of critical need

2 Teachers Target and monitor all ELL students for four critical criteria on

Students will advance at least one proficiency level on TELPAS. Use ELPS






Table #DR-12

Performance Objective: Decrease the rate of ELLs who remain at beginning proficiency level on TELPAS Reading over a two-year period (grades 2-12). Condition: If percentage of LEP students at beginning proficiency level over two-year period > 4.5% Source: AISD CDA Report/TELPAS

Campus rate: 6% Does campus performance require inclusion of this objective? (Yes or No): Yes

Applicable Strategic Plan Goal(s): 1,2,3,4


apply)




Effectiveness


Status

(listening, speaking, reading, and writing) on TELPAS in all reading and writing lessons for ELLs.

TELPAS all year. when creating and delivering lessons.


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 Use

After-School Tutorials Teachers will work with targeted at risk students and focus on target skills (per student data) to close the achievement gap.

General Supplies for at-risk students Supplies for classroom instruction and afterschool tutoring in reading and math provided to economically disadvantaged and/or academically at risk students.

Transition Services Transition to K program for ELLs and targeted at risk students (pg. 9)

Reading specialists Literacy skills instruction for students not meeting state standards in reading.

Elementary Counselors Counseling for at risk students to address social, emotional, and behavioral needs for effective learning.

Parent Support Specialist Support provided for parents and family members of at-risk students to address needs for effective learning.

TOTAL


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:


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.


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-1, #CI-2, #CI-3, #DR-5

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, #CI-4, #DR-1, #DR-2, #DR-5, #DR-10, #DR-12

3 Instruction by highly qualified staff Appendix A-2

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

#CI-2, #CI-3, #CI-4, #DR-4, #DR-5, #DR-1

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 #DR-1, #DR-5, #DR-10

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

#CI-1, #DR-10

11 For Elementary: Transition to K assistance to Pre-K/EC students #DR-4


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

ACCT # Improvement strategy Needs Assessment Expenditure be assessed?

Personnel

*.5 AP 23-6119 $0.00

*Teacher 11-6119 $0.00

3 Specialists(s)/Coach(s) - w/teachers 11-6119

Improvement of reading, math & science scores with small group support and coaching; reading scores in grades K-2 and math science scores in all grade levels.

Improved Benchmark Tests, Weekly Assessments, DRA/EDL/TPRI/Tejas Lee, STAAR scores in area of reading & science primarily; math secondarily

$171,000.00

Higher student scores in reading with 80% of all students on grade level in reading according to DRA scores; higher STAAR math and science scores.

*Specialists(s)/Coach(s) - w/teachers 13-6119 $0.00

*TA(s) 11-6129 $0.00

*Technology Specialist 53-6129 $0.00

*.5 PSS 61-6129 $0.00

Ext Duty - Teachers Tutoring 11-6118 $0.00

Ext Duty - Teachers Planning 13-6118 $0.00


Subs 11-6112

Improvement of reading & science scores; reading scores in grades K-5; science scores in grades K-5

Improved student achievement in Benchmark Tests & STAAR scores through support in the classrooms $9,000.00

Higher student scores in reading with 80% of all students on grade level in reading according to DRA scores; higher STAAR science score

PT Hourly 11-6125 $0.00

*Salary Adjustment = 5% of salaries 11-6148 $0.00

$0.00

Instructional Supplies, Materials, and Equipment (Function 11) ACCT#

Copier Rental 11-6265 $0.00

Misc Contr Svcs 11-6298

Improve students’ reading and writing proficiency with targeted instruction for grades 2-5. Improve students' academic skills by utillizing outside resource through Communities in School (CIS)

Improved student achievement in Benchmark Tests , STAAR scores and overall academic performance through differentiated literacy instruction and through the support from services provided by CIS. $44,000.00

Higher student scores in reading , and writing scores with 80% of all students reading at or above grade level.

Reproduction Costs 11-6299

Improvement of reading, math, science and writing scores in all grade levels.

Improved spelling, math, writing scores through application of specialized programs re-printed with permission for student use & success $4,000.00

Higher student scores in reading with 80% of all students reading at/above grade level; same for math

Reading Materials 11-6329

Specialized student groups chosen for tutoring based upon data from district tests

Improved Benchmark Tests, Weekly Assessments, STAAR scores $4,000.00

Higher student scores on STAAR tests as well as district Benchmark tests

Testing Materials (STAAR) 11-6339


Improved ovall stucent scores in all subject areas. $7,000.00

Higher student scores on STAAR tests as well as


district Benchmark tests

Computer Related Equip <$5000 11-6396


Improve assessments by reviewing data through the use of technology.

$2,500.00

Higher student scores in reading , math, science and writing scores with 80% of all students reading at/above grade level.

Software 11-6397

Improved reading scores through purchase software related to all subject areas.

Improved reading & math scores $2,000.00


General Supplies 11-6399

Impovement of scores in all subject areas in PK-5th grade daily instruction and common assessments.

Improved Benchmark Tests, Weekly Assessments, DRA/EDL/TPRI/Tejas Lee, STAAR scores $43,346.00

Higher student scores in areas of DRA/EDL/TPRI/Tejas Lee/Benchmark Tests, STAAR scores

Student Travel (Charter Bus) 11-6412

Field Trips (Yellow Bus) 11-6494

5th grade science based field trips/TEKS based, ie Earth Camp, etc

Improved Benchmark Tests and STAAR science tests $3,000.00

Higher scores with 85%/greater of students passing STAAR test

Food/Refreshments 11-6497 $0.00

Misc Oper Exp 11-6499

Expose children to various cultural and educational activities in the community, and surrounding areas.

Enhance opportunity for all students to be exposed to various learning opportunities, cultural activities, and achievement leading to academic achievement in all areas. . $2,000.00

Increase the academic engagement achievement in all areas supported by overall levels in reading, math, science and writing.

$0.00

Supplies, Materials, and Equipment (Function 13) ACCT#

Misc Contr Svcs 13-6298 $0.00



Improvement of reading, math, science and writing scores

Improved student achievement in Benchmark Tests & STAAR scores through the implementation of current teaching practices. $22,539.00

Students’ scores at or above grade level in all subject areas.





Emp Travel 13-6411




$0.00

$0.00

Instructional Supplies/Materials (Function 12 Library) ACCT#


Improving of scores of DRA levels, weekly assessments, MoY benchmarks and STAAR assessments.

Improved reading, math, writing, and science scores through the usage of reading materials across grade levels based on data and reading levels. $3,000.00


General Supplies 12-6399 $0.00

$0.00

Instructional Supplies/Materials (Function 23 Admin) ACCT#

Reading Materials 23-6329 $0.00

General Supplies 23-6399 $0.00

Emp Travel 23-6411 $0.00


$0.00

Instructional Supplies/Materials (Function 31 Counselor) ACCT#



Red Ribbon Week with student materials to teach and emphasize importance of not doing drugs.

Making students aware of drug issues

$2,000.00

Students have focused understanding of dangers of drug use

Misc Oper Exp 31-6499 $0.00

$0.00

Instructional Supplies/Materials (Function 61 Parent Involvement) ACCT#



Workshops held to help parents help students; help parents to help selves

Supplies used to aid parent understanding of core content; dietary needs, financial needs, etc $2,180.00

Parents working together with school to support student success

Emp Travel 61-6411 $0.00

Food/Refreshments 61-6497

Increased parental knowledge and involvement through monthly/quarterly meetings, family nights, presentations, workshops, principal coffees

Parent Survey, Improved understanding of DRA/EDL/TRPI/Tejas Lee, STAAR scores

$2,473.00

Parents clearly understand academic & social requirements of school

$0.00

Other Requests $10,981.00

$0.00

$0.00

Total (Must Match BTO Total) $337,019.00


Type of Expenditure How Will Expenditure Improve Student Performance? Amount of Expenditure

How Will Impact Be Assessed? Improvement Strategy Needs Assessment

Personnel

$

$

$

Instructional Supplies, Materials, and Equipment

$

$

$

Professional Development/Staff Training

$

$

$

Community Services (Function 61)

$

$

$

Other Requests

$

$

$

TOTAL (Must Match BTO Total) $

Campus Scorecard 2014-15

149 - Barrington 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 31% 22% 25% 36%

Afr Amer 59% 42% 39% 48%

Hispanic 28% 20% 22% 34%

White * * * 72%

Asian * - * 15%

Two+ * * * 58%

SpEd 46% 32% 43% 52%

ECD 31% 22% 25% 36%

ELL 16% 14% 14% 27%

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 37% 33% 37% 46%

Afr Amer 45% 37% 39% 48%

Hispanic 37% 33% 36% 46%

White * * * 72%

Asian * - * 15%

Two+ * * * 58%

SpEd 42% 45% 53% 60%

ECD 38% 33% 38% 47%

ELL 25% 25% 29% 40%


Office of Campus and District Accountability

Barrington Page 3 Summer 2014

STAAR Writing - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 22% 23% 23% 34%

Afr Amer * * 71% 76%

Hispanic 20% 22% 18% 31%

White * - * 49%

Asian * - - 0%

Two+ * * * 15%

SpEd 45% 24% 41% 50%

ECD 22% 23% 22% 34%

ELL 17% 10% 9% 22%


STAAR Science - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 30% 30% 30% 40%

Afr Amer 50% * * 27%

Hispanic 28% 30% 30% 41%

White * * - 0%

Asian - - - 0%

Two+ * - * 100%

SpEd 36% 20% 37% 46%

ECD 31% 31% 28% 39%

ELL 13% 10% 17% 29%




STAAR Reading - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 8% 7% 9% 13%

Afr Amer 14% 16% * 22%

Hispanic 8% 7% 7% 11%

White * * * 37%

Asian * - * 5%

Two+ * * * 52%

SpEd 10% 9% 10% 15%

ECD 8% 7% 8% 13%

ELL 3% 2% 3% 8%


STAAR Mathematics - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 16% 15% 16% 20%

Afr Amer 18% 21% * 17%

Hispanic 16% 14% 16% 20%

White * * * 37%

Asian * - * 5%

Two+ * * * 29%

SpEd 10% 9% 9% 13%

ECD 16% 15% 16% 21%

ELL 9% 8% 11% 16%




STAAR Writing - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 3% 2% * 8%

Afr Amer * * * 5%

Hispanic 3% 3% * 7%

White * - * 24%

Asian * - - 0%

Two+ * * * 5%

SpEd <1% 6% * 18%

ECD 3% 2% * 8%

ELL 2% 2% * 5%


STAAR Science - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 11% 10% 7% 11%

Afr Amer 13% * * 19%

Hispanic 10% 10% * 11%

White * * - 0%

Asian - - - 0%

Two+ * - * 5%

SpEd <1% 20% * 5%

ECD 11% 11% 7% 12%

ELL <1% 2% * 5%




STAAR Reading - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 42% 56% 65%

Afr Amer * 64% 70%

Hispanic 43% 54% 65%

White * * 80%

Amer Ind - - 0%

Asian - - 0%

Two+ * * 65%

SpEd * 55% 65%

ELL - 58% 70%


STAAR Mathematics - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * 73% 78%


White * * 80%

Amer Ind - - 0%

Asian - - 0%

Two+ - * 65%

SpEd * 73% 78%

ELL - 73% 78%




STAAR Reading - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * * 20%

Hispanic 8% 11% 20%

White * * 35%

Amer Ind - - 0%

Asian - - 0%

Two+ * * 65%

SpEd * * 15%

ELL - 16% 21%


STAAR Mathematics - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * * 32%


White * * 15%

Amer Ind - - 0%

Asian - - 0%

Two+ - * 15%

SpEd * * 20%

ELL - 17% 22%




Primary Reading AssessmentEOY On or Above Grade Level

2011-12

Estimated

2012-13

Estimated

2013-14

Estimated

2014-15

Improvement Goal

Kinder DRA English 74% 70% 79% 82%

Kinder DRA Spanish - 84% 87% 90%

1st DRA English 59% 64% 71% 74%

1st DRA Spanish * 77% 47% 60%

2nd DRA English 50% 67% 57% 68%

2nd DRA Spanish - 16% 71% 74%

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 96.9% 97.2% 97.0% 97.0% 98.0%

Afr Amer 95.6% 95.9% 96.1% 97.2% 98.0%

Hispanic 97.2% 97.4% 97.2% 97.2% 98.0%

White 94.4% 94.1% 92.9% 96.1% 97.0%

Amer Ind <1% <1% <1% <1% 0.0%

Asian * 93.1% * * 100.0%

Two+ * 92.5% 93.5% 89.8% 90.0%

ECD 97.1% 97.2% 97.0% 97.0% 98.0%

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 * * * * * * 0.10%

Afr Amer * * * * * * 0.00%

Hispanic * * * * * * 0.10%

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 6 <1% 6 <1% 6 <1% 0.80%

Afr Amer * * * * * * 0.00%

Hispanic * * 5 <1% 6 1.09% 1.00%

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 * * * * 18 2.82% 2.00%

Afr Amer * * * * * * 2.00%

Hispanic * * * * 15 2.72% 2.00%

White * * * * * * 0.00%

Amer Ind - - - - - - 0.00%

Asian * * * * * * 0.00%


Fall Enrollment (PEIMS Snapshot Date)

2012-13

Actual

2013-14

Estimated

All Students 634 543

Afr Amer 42 45

Hispanic 573 456

White 12 11

Amer Ind 0 -

Asian 2 2

Two+ 5 29

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 273 18 7% 226 11 5% 3%

Afr Amer * * * * * * 0%

Hispanic 269 18 7% 222 11 5% 3%

White * * * 167 10 6% 3%

SpEd 32 10 31% 21 * * 3%

ECD 269 17 6% 222 10 4% 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 12 5 42% 7 * * 12 7 58% 8 * * 14 6 43% 6 * *

F Hispanic 182 99 54% 102 64 63% 141 83 59% 66 42 64% 134 82 61% 69 47 68%

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

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

F 198 106 54% 111 68 61% 155 92 59% 75 47 63% 150 90 60% 77 51 66%

M Afr Amer 12 10 83% 6 6 >99% 12 8 67% 7 7 >99% 13 6 46% 5 * *

M Hispanic 165 88 53% 99 75 76% 149 84 56% 75 60 80% 151 71 47% 86 59 69%

M White 7 * * 7 * * * * * * * * * * * * * *

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

M 184 101 55% 112 85 76% 164 94 57% 83 67 81% 167 79 47% 92 62 67%

Total 382 207 54% 223 153 69% 319 186 58% 158 114 72% 317 169 53% 169 113 67%

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-Barrington %0.00199-11-6117-00-149-5-24-0-00 0.00 0.000.000.00Career Ladder - CP-Read Literacy-Barrington %0.00199-11-6117-RR-149-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-SSIG-Barrington %0.00199-11-6118-R5-149-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AYP-Barrington %0.00199-11-6118-R8-149-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AFL-Barrington %0.00199-11-6118-B1-149-5-30-0-00 0.00 100.0010,033.0010,033.00Professional Salary - CP-PreK-Barrington %0.00199-11-6119-90-149-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Campus Cost-Barrington %0.00199-11-6119-CP-149-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Read Literacy-Barrington %0.00199-11-6119-RR-149-5-24-0-00 11,168.55 85.4865,790.4576,959.00Part-Time Hourly - CP-AFL-Barrington %0.00199-11-6125-B1-149-5-30-0-00 0.00 0.000.000.00Support Personnel Salary - CP-At Risk Stdnt %0.00199-11-6129-R4-149-5-24-0-00 0.00 0.000.000.00FICA - CP-Barrington %0.00199-11-6141-00-149-5-24-0-00 0.00 0.000.000.00FICA - CP-PreK-Barrington %0.00199-11-6141-90-149-5-24-0-00 0.00 0.000.000.00FICA - CP-Campus Cost-Barrington %0.00199-11-6141-CP-149-5-24-0-00 0.00 0.000.000.00FICA - CP-At Risk Stdnt Suppt-Barring %0.00199-11-6141-R4-149-5-24-0-00 0.00 0.000.000.00FICA - CP-SSIG-Barrington %0.00199-11-6141-R5-149-5-24-0-00 0.00 0.000.000.00FICA - CP-AYP-Barrington %0.00199-11-6141-R8-149-5-24-0-00 0.00 0.000.000.00FICA - CP-Read Literacy-Barrington %0.00199-11-6141-RR-149-5-24-0-00 551.25 90.635,335.755,887.00FICA - CP-AFL-Barrington %0.00199-11-6141-B1-149-5-30-0-00 0.00 100.00768.00768.00Health/Life Ins - CP-Barrington %0.00199-11-6142-00-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-PreK-Barrington %0.00199-11-6142-90-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Campus Cost-Barrington %0.00199-11-6142-CP-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-At Risk Stdnt Suppt-Barring %0.00199-11-6142-R4-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-SSIG-Barrington %0.00199-11-6142-R5-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Read Literacy-Barrington %0.00199-11-6142-RR-149-5-24-0-00 9.65 99.805,048.355,058.00Wk's Comp - CP-Barrington %0.00199-11-6143-00-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-PreK-Barrington %0.00199-11-6143-90-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Campus Cost-Barrington %0.00199-11-6143-CP-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-At Risk Stdnt Suppt-Barring %0.00199-11-6143-R4-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-SSIG-Barrington %0.00199-11-6143-R5-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AYP-Barrington %0.00199-11-6143-R8-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Read Literacy-Barrington %0.00199-11-6143-RR-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AFL-Barrington %0.00199-11-6143-B1-149-5-30-0-00 0.00 0.000.000.00

09:35:21

10/17/2014User:

Report:

Instance:

SPATTERS

CAMPUS_EXP

1Page:

Time:

Current Date:

Austin ISD-Production




Teacher Retirement - CP-Barrington %0.00199-11-6146-00-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-PreK-Barrington %0.00199-11-6146-90-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Campus Cost-Barrington %0.00199-11-6146-CP-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-At Risk Stdnt Suppt-Barring %0.00199-11-6146-R4-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-SSIG-Barrington %0.00199-11-6146-R5-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AYP-Barrington %0.00199-11-6146-R8-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Read Literacy-Barrington %0.00199-11-6146-RR-149-5-24-0-00 99.47 89.98893.53993.00Teacher Retirement - CP-AFL-Barrington %0.00199-11-6146-B1-149-5-30-0-00 0.00 100.0020.0020.00

Total 6100 Payroll Costs 87,889.0811,828.920.0099,718.00

Textbooks - CP-SSIG-Barrington %0.00199-11-6321-R5-149-5-24-0-00 0.00 0.000.000.00Software - CP-Campus Cost-Barrington %0.00199-11-6397-CP-149-5-24-0-00 0.00 0.000.000.00

Total 6300 Supplies & Materials 0.000.000.000.00

Field Trips - CP-AFL-Barrington %0.00199-11-6494-B1-149-5-30-0-00 0.00 0.000.000.00

Total 6400 Other Operating Costs 0.000.000.000.00

11 Total 87,889.0811,828.920.0099,718.00

Extra Duty - CP-SSIG-Barrington %0.00199-13-6118-R5-149-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Barrington %0.00199-13-6119-00-149-5-24-0-00 0.00 0.000.000.00Professional Salary - CP - Reading Lit - Barrington %0.00199-13-6119-RR-149-5-24-0-00 0.00 0.000.000.00FICA - CP-Barrington %0.00199-13-6141-00-149-5-24-0-00 0.00 0.000.000.00FICA - CP-SSIG-Barrington %0.00199-13-6141-R5-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Barrington %0.00199-13-6142-00-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-SSIG-Barrington %0.00199-13-6142-R5-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Barrington %0.00199-13-6143-00-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Barrington %0.00199-13-6146-00-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-SSIG-Barrington %0.00199-13-6146-R5-149-5-24-0-00 0.00 0.000.000.00

Total 6100 Payroll Costs 0.000.000.000.00

09:35:21

10/17/2014User:

Report:

Instance:

SPATTERS

CAMPUS_EXP

2Page:

Time:

Current Date:





13 Total 0.000.000.000.00

Computer Rel.Eq<$5000 Per Unit - CP-1D %0.00199-23-6396-R6-149-5-24-0-00 0.00 0.000.000.00


23 Total 0.000.000.000.00

Career Ladder - CP-Barrington %0.00199-31-6117-00-149-5-24-0-00 250.00 87.461,745.001,995.00Extra Duty - CP-Barrington %0.00199-31-6118-00-149-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Barrington %0.00199-31-6119-00-149-5-24-0-00 7,445.93 88.7758,858.0766,304.00FICA - CP-Barrington %0.00199-31-6141-00-149-5-24-0-00 431.00 92.335,193.005,624.00Health/Life Ins - CP-Barrington %0.00199-31-6142-00-149-5-24-0-00 454.90 91.705,031.105,486.00Wk's Comp - CP-Barrington %0.00199-31-6143-00-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Barrington %0.00199-31-6146-00-149-5-24-0-00 127.92 90.201,178.081,306.00


General Supplies - CP-Campus Cost-Barrington %0.00199-31-6399-CP-149-5-24-0-00 0.00 0.000.000.00


Misc Operating Expenses - CP-Campus Cost-Barrington %0.00199-31-6499-CP-149-5-24-0-00 0.00 0.000.000.00

Total 6400 Other Operating Costs 0.000.000.000.00

31 Total 72,005.258,709.750.0080,715.00

Overtime - CP-AFL-Barrington %0.00199-61-6121-B1-149-5-30-0-00 0.00 0.000.000.00Support Personnel Salary - CP-Summer Init-Barrington %0.00199-61-6129-R0-149-5-24-0-00 0.00 100.003,542.003,542.00Support Personnel Salary - CP-AFL-Barrington %0.00199-61-6129-B1-149-5-30-0-00 1,816.67 88.6414,183.3316,000.00Employee Allowance - CP-AFL-Barrington %0.00199-61-6139-B1-149-5-30-0-00 0.00 0.000.000.00FICA - CP-Summer Init-Barrington %0.00199-61-6141-R0-149-5-24-0-00 0.00 100.00271.00271.00FICA - CP-AFL-Barrington %0.00199-61-6141-B1-149-5-30-0-00 82.30 93.271,141.701,224.00Health/Life Ins - CP-Summer Init-Barrington %0.00199-61-6142-R0-149-5-24-0-00 0.00 100.001,365.001,365.00

09:35:21

10/17/2014User:

Report:

Instance:

SPATTERS

CAMPUS_EXP

3Page:

Time:

Current Date:





Health/Life Ins - CP-AFL-Barrington %0.00199-61-6142-B1-149-5-30-0-00 224.23 91.792,509.772,734.00Wk's Comp - CP-AFL-Barrington %0.00199-61-6143-B1-149-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-Summer Init-Barrington %0.00199-61-6146-R0-149-5-24-0-00 0.00 100.0019.0019.00Teacher Retirement - CP-AFL-Barrington %0.00199-61-6146-B1-149-5-30-0-00 7.91 91.8489.0997.00


61 Total 23,120.892,131.110.0025,252.00

Total Fund 199 General Fund 205,685.00 0.00 22,669.78 183,015.22

09:35:21

10/17/2014User:

Report:

Instance:

SPATTERS

CAMPUS_EXP

4Page:

Time:

Current Date:





22,669.78 183,015.22Grand Total of Selected Fund(s) 205,685.00 0.00

09:35:21

10/17/2014User:

Report:

Instance:

SPATTERS

CAMPUS_EXP

5Page:

Time:

Current Date:


2014-2015 campus improvement plan

Documents