ridgetop elementary school...ridgetop elementary school. 2014-2015 . campus improvement plan. austin...

Ridgetop Elementary School

2014-2015 Campus Improvement Plan

Austin Independent School District

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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 • By campus administration and/or leadership team 6

We confirm the above information as correct … Position Name Date Principal Joaquin Gloria III 9/30/14 Co-Chair Kara K. Schultz 9/30/14 Co-Chair Suzanne Valentine 9/30/14

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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 Joaquin Gloria III Day of the Month (e.g., 2nd Tues): Last Tuesday

Time: 5:00 pm

Voting Members Name

CAC Co-Chair

()

CAC Sec. ()

PTA Pres. ()

Classroom Teacher

()

SpEd Expertise

()

Other Prof. Staff Member

(Give Title) Parent Mary Gonzales

Parent Charlee Garden

Parent Lisa Doggett

Parent Kristen Pearson

Parent Ben Kramer rep

Parent Kristen Pearson

Parent Suzanne Valentine

Parent Laura Arizmendi

Parent Annette Lucksinger

Parent Bill Bradley

Professional Staff Member Kara K. Schultz Assistant Principal

Professional Staff Member Mary Currier BIL Kinder Teacher

Professional Staff Member Kelsey Lebo ESL 3rd Grade Teacher

Professional Staff Member David Carrillo BIL 2nd Grade Teacher

Professional Staff Member Christopher Benedict ESL 5th Grade Teacher

Professional Staff Member Laura Rice Librarian

Professional Staff Member Melissa Adams BIL 5th Grade Teacher

Professional Staff Member Michelle Yanes BIL 4th Grade Teacher

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Professional Staff Member Audrey Vanecek ESL 4th Grade Teacher

Professional Staff Member Ruth Villarreal BIL School Counselor

Classified Staff Member Alma De La Cruz

Student (If Applicable)

Student (If Applicable)

Business Representative Meggie Chou

Community Representative Kenneth M. Holley

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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) • TEMI, AIMSWeb, Benchmarks

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

• Math at all grade levels • Writing at all grade levels • Reading at all grade levels • Progress from year to year in Reading and Math

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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 s tudents reach proficient and advanced s tandards2 Schoolwide reform strategy 6 Increased parenta l involvement 9 Coordination & integration of federa l , s tate and loca l programs3 Ins truction by HQ staff 7 Measures to include teachers in decis ions 10 Communication with parents regarding s tudent assessment resul ts4 Ongoing PD about use of assessment to improve perf. 11 Elementary Schools only: EC/PK/EL trans i tion 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

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Table #CI-1 State: Below safeguard target Performance Objective: On the 2015 STAAR Writing assessment, the Hispanic, Special Education, Economically Disadvantaged, and English Language Learner groups will all show a 5 percentage point improvement when compared to the prior year. Applicable Strategic Plan Goal(s): 1,2,3,4

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

All staff will receive professional development on campus writing plan and the TEKS Mastery Checklist.

1,2,3, 4 Audrey Vanecek Joaquin Gloria Kara Schultz

TEKS Mastery Checklists

Students and parents are given feedback on TEKS Mastery. Staff is using TEKS Mastery checklist to guide instruction with evidence in lesson plans.

October-June In Progress

Tier II interventions will be scheduled and provided for struggling writers.

3, 7 Michelle Yanes Audrey Vanecek Kara Schultz Cynthia Ayala

Schedules Group Lists Progress Monitoring Forms


60% of students will meet or exceed the standard on MOY I and MOY II Writing

2, 8 Kara Schultz Audrey Vanecek Michelle Yanes Cynthia Ayala

MOY I & II tests Benchmark data November-March Not Started

All students will receive a Writing TEKS Mastery checklist 4 times a year.

2, 8, 10 Kara Schultz Audrey Vanecek Michelle Yanes

Check lists Writing d2, ata September-May In Progress




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Table #CI-2 State: Below safeguard target Performance Objective: On the 2015 STAAR Index 2 progress measure in math, the Hispanic, Special Education, English Language Learner, and “All Student” groups will show a 10 percentage point increase in the percent of students meeting progress. Applicable Strategic Plan Goal(s): 1,2,3,4


apply)




Effectiveness


Status

All staff will receive professional development on the new Math TEKS, the campus math plan and the TEKS Mastery Checklist

1,2, 3, 4 Michelle Yanes Patti Estep Kara Schultz Joaquin Gloria

New Math TEKS Math TEKS Mastery Checklist

Students and parents are given feedback on TEKS Mastery. Staff is using TEKS Mastery checklist to guide instruction with evidence in lesson plans.


Tier II interventions will be scheduled and provided for students struggling with math.

3, 7 3rd- 5th teachers Kara Schultz Cynthia Ayala



60 % of students will meet or exceed standard on MOY I and II Math.

2, 8 3rd – 5th teachers Kara Schultz Cynthia Ayala

MOY I & II Benchmark data November-March Not Started

All students in grades 3-5 will complete daily numerical fluency assessment and graph progress.

2, 8 3rd -5th teachers Office staff Kara Schultz

Fluency tests Student graphs

Fluency tests and student graphs

September-May In Progress

All students in grades 3-5 will be assessed 6 times a year using AIMSweb CAP and COMP.

2, 8, 7 3rd -5th teachers Kara Schultz

AIMSweb directions and assessments

AIMSweb data September-May In Progress

All students in grades K-2 will be assessed using TEMI as needed for progress monitoring.

2, 8, 7 K-2nd teachers Kara Schultz

TEMI assessments TEMI data September-May In Progress

All students will receive a Math TEKS Mastery Checklist 4 times a year.

2, 8, 10 Kara Schultz Audrey Vanecek Michelle Yanes

Mastery Checklists Math data September-May In Progress




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Table #CI-3 State: Below safeguard target Performance Objective: On the 2015 STAAR Index 2 progress measure in reading, the Hispanic, Special Education, English Language Learner and “All Student” groups will show a 10 percentage point increase in the percent of students meeting progress. Applicable Strategic Plan Goal(s): 1,2,3,4


apply)




Effectiveness


Status

All staff will receive professional development on DRA, TRPI and AIMSweb depending on grade level.

1,2, 3, 4 Kara Schultz Joaquin Gloria Estrella Cases Cynthia Ayala

In Progress

Tier II interventions will be scheduled and provided for students struggling in reading.

3, 7 3rd- 5th teachers Kara Schultz Cynthia Ayala Estrella Cases



70 % of students will meet or exceed standard on MOY I and II Reading.

2, 8 3rd – 5th teachers Kara Schultz Cynthia Ayala

MOY I & II Benchmark Data November-March Not Started

All students in grades 3-5 will be assessed 6 times a year with AIMSweb MAZE.

2, 8, 7 3rd- 5th teachers Kara Schultz Cynthia Ayala Estrella Cases

AIMSweb MAZE direction and assessments

AIMSweb MAZE data September -May In Progress

All students in grades K-2 will be assessed using DRA/TPRI as needed for progress monitoring

2, 8, 7 K-2nd teachers Kara Schultz

DRA/TPRI assessments

DRA/TPRI data September-May In Progress

DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015



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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 Specific Improvement Strategy Title 1

(list all that apply)




Effectiveness


Status

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

2 Classroom Teachers CATCH materials Painless Games Book

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

August-June In Progress

b. The campus will show evidence of an environmental change using Coordinated School Health materials.

2 Celina Tenorio Wellness Committee

CATCH flyers, marketing materials, posters

Inclusion of CATCH and health information in campus newsletters, parent correspondence, classrooms, cafeteria, gym, and campus events.


c. 85% of students in grades K-8 will pass the identified skill movement, physical activity, health concept, and social development assessments.

9 Celina Tenorio Classroom Teachers

PE Classroom materials and equipment

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

August- June In Progress

d. 100% of students in grades 3-5 of the identified non-restricted students (under the health classification for physical education) will be assessed using Fitnessgram.

9 Celina Tenorio

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

Fall/Spring In Progress

e. Identify students in the 85th to 99th plus percentile to receive

10 Celina Tenorio Nurse

The students in the 99th plus percentile (with





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Effectiveness


Status

health and wellness information and case management for obesity.

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

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

10 Celina Tenorio Joaquin Gloria III

Spot checks to see if data were received.

August- June Not Started

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

9 Celina Tenorio Wellness Committee Cafeteria Staff

Cafeteria menus Event menus


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

9 Celina Tenorio Classroom Teachers

CATCH/W.O.W. lessons Painless Games Book

Teachers will include in weekly/monthly lesson plans evidence of WOW/CATCH lessons being taught.


i. Campus will develop and implement a sun protection policy.

6 Kara Schultz Mary Ann Gonzales Celina Tenorio Audrey Vanecek

Sun and Heat Safety Materials

Students and community are conscientious about the sun and demonstrate safe and healthy practices.


i. Campus will host and participate in the 1st Annual Rattler Family

6 Kara Schultz Celina Tenorio

Run Flyer Fundraiser Forms

Successful Family Fun Run

November In Progress




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Effectiveness


Status

Fun Run. Charlee Garden Kim Greene

i. Campus will participate in Marathon Kids program and Rattler Run Club with beginning and ending celebrations.

6 Kara Schultz Celina Tenorio Charlee Garden Kim Greene

Run Club supplies Marathon Kids forms Marathon Kids chart

Kids running logs and Marathon Kids log.


j. Staff and students will participate in monthly health challenges to promote healthy lifestyles and habits and improve Fitnessgram results.

1, 2 Kara Schultz Celina Tenorio

Monthly Health Challenge Charts



j. Staff and students will participate in brain breaks that include the use of gonoodle.com and other digital media to promote healthy lifestyles and habits and improve Fitnessgram results.

1, 2 Kara Schultz Celina Tenorio







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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

Students will participate in weekly SEL lessons to promote healthy interactions and build confidence and courage to stay in school and become productive members of society.

1.2, 5 Ruth Villarreal Classroom Teachers

SEL Curriculum Evidence of SEL lessons in weekly lesson plans Students using strategies Bulletin board

August -June In Progress

Students will participate in a week long presentation by the Creative Action. These presentations include topics of bullying and conflict resolution.

1,2, 5 Ruth Villarreal Classroom Teachers

Creative Action Curriculum

Evidence of increase in students taking initiative to intervene in bullying situations and students sticking up for other students.

September -October

In Progress

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


apply)




Effectiveness


Status

a. Parent As Learners Sessions (PALS) will be held monthly to encourage parent relationships through advocacy and education.

1, 6, 10 Kara Schultz Betsy Gonzales

Money for snacks and materials Flyers

Increased parent engagement and relationships Sign in Sheets

August - June In Progress

b. Parents are invited to attend family nights, gardening days, cultural events, school-wide events, and PTA events

1, 6, 11 Kara Schultz Invites Flyers Calendar of Events

Increased parent engagement and relationships Sign in Sheets


c. Parents are encouraged to join PTA and participate in the events

1, 6 Kara Schultz Sara Romo de Vivar

Calendar of Events Increased parent engagement and





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


apply)




Effectiveness


Status

sponsored by Amigos PTA. relationships Sign in Sheets

d. Parents are encouraged to connect with the campus through our website, Twitter, Facebook, Remind 101 and googlegroup.

1, 6 Kara Schultz Sara Romo de Vivar Sarah Bradley Jen Smith

Email and Internet access

Increased parent engagement and relationships


e. Teachers will provide opportunities and encourage meaningful parent participation in classroom activites.

2, 6, Kara Schultz Joaquin Gloria

Scheduling Parent Training

Increased parent engagement and relationships


Table #DR-4 Performance Objective: Adequate and appropriate campus-level professional development will be provided to support our Dual Language Campus. Note: This action plan component must be approved by the CAC. Applicable Strategic Plan Goal(s): 1,2,3


apply)




Effectiveness


Status

a. Teachers in K-2 will participate in a Primary Reading Assessment Training to increase fluency and comprehension.

3 Kara Schultz Estrella Cases

TRPI/Tejas Lee Kits Intervention Kits DRA Kits

August In Progress

b. Teachers will have monthly trainings during faculty meeting on best practices and interventions for math.

3, 4 Kara Schultz Master Teachers District Staff


c. Teachers will participate in a yearly 6 hour update to further

3, 4 Juanita Edwards Joaquin Gloria

GT materials Lessons will reflect differentiated lessons and

September-December

In Progress




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Table #DR-4 Performance Objective: Adequate and appropriate campus-level professional development will be provided to support our Dual Language Campus. Note: This action plan component must be approved by the CAC. Applicable Strategic Plan Goal(s): 1,2,3


apply)




Effectiveness


Status

their Gifted/Talented differentiation knowledge.

student progress reports will indicate growth.

d. Inclusion team will train all teachers on best practices in differentiation for all learners.

3, 4 Cynthia Ayala Alicia Arevalo Kara Schultz

Laptops Lessons will reflect differentiated lessons.

September Completed

e. Inclusion team will train all teachers on how to read and interpret student IEPs.

3, 4 Cynthia Ayala Alicia Arevalo Kara Schultz

Laptops/IEPs Lesson plans will reflect the individual needs of students with IEPs.

September Completed

f. Teachers will receive training on new Math TEKS.

3, 4 Kara Schultz Patti Estepp

September Completed

f. Teachers will receive training and have frequent conversations on best practices for classroom management and school behavior plan.

3,4 Joaquin Gloria III Kara Schultz

Book Study SEL materials

DEEDS data eCST data





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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) 4th 6 weeks Campus Rate: 15.1% Does campus performance require inclusion of this objective? (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,4


apply)




Effectiveness


Status

*Our percentage is higher than recommended rate due to the fact that we house 2 bilingual special education units and 2 PPCD units with students being bused to our campus for instructional support.

We will continually review and analyze campus level data on SPED representation provided by SPED department and/or collaborate with Child Study Facilitator to train staff on Tier 1, 2, and 3 interventions.

7, 11




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Table #DR-7 Performance Objective: Reduce the rate of Hispanic students identified for special education. Condition: If Hispanic SPED enrollment rate is > 1 percentage point above Hispanic enrollment rate Source: SPED C-IEP (C) 4th 6 weeks Campus Figure: 18.2 Does campus performance require inclusion of this objective? (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,4


apply)




Effectiveness


Status

*Our percentage is higher than recommended rate due to the fact that we house 2 bilingual special education units and 2 PPCD units with students being bused to our campus for instructional support.

We will provide PD for teachers on how to apply differentiation strategies during the planning process and classroom implementation with a focus on culturally responsive pedagogy.

3, 4,

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: 8% Does campus performance require inclusion of this objective? (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,3,4


apply)




Effectiveness


Status

All staff will implement the Gomez and Gomez Dual Language Program with fidelity.

11 Joaquin Gloria III Ongoing PD on Dl components, 3-day DLTI, Gomez and

Lessons plans TELPAS data





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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: 8% Does campus performance require inclusion of this objective? (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,3,4


apply)




Effectiveness


Status

Gomez walkthroughs, Provide PD on ELPS for all Bilingual and ESL teachers.

11, 3, 4 Joaquin Gloria III Kara Schultz

ELPS PD Sign in Sheets Lesson Plans TELPAS data Instructional Strategies observed

October-May In Progress

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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:

Providing after school interventions for all at-risk students in reading, math, and science to build numerical fluency, reading fluency, comprehension, vocabulary and

problem solving skills in grades 3, 4 and 5.

General Supplies for at-risk students: Supplies for classroom instruction and after school interventions in reading, math and science for students identified as economically disadvantaged and/or academically

at risk.

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

Transition to 6th grade programs of ELLs and other targeted at-risk students.

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): Literary skills instruction for students not meeting state standard in reading for all students below grade level.

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

Elementary Counselors: Counseling for at-risk students to address social, emotional and behavioral needs for effective learning. Supporting teachers with SEL implementation and lessons.

Dropout prevention services: N/A

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

Parent Support Specialist (or other parent involvement expenses):

Supporting parents as advocates for their students in order to increase parent engagement and parent/teacher relationships. Provides additional social, emotional,

behavior supports and access to community based services for students and their families with identified needs.

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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

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

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

3

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

4 High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards #CI-1, #CI-2

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

6 Strategies to increase parental involvement #DR-1, #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, #CI-2

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

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

11 For Elementary: Transition to K assistance to Pre-K/EC students #DR-3

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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 Expenditure

How Will Impact Be Assessed? Improvement Strategy Needs Assessment

Personnel AP Increase STAAR scores and

attendance, LPAC, Interventions Closing the gap for ELLs, support for teachers, students, and parents.

$4,454 Test scores, attendance reports, TEA compliance, class attendance

Substitutes Release teachers so that they can attend PD that will increase our scores and close the achievement gap.

Teacher need for PD aligned to the TEKS so that they can implement it and close the achievement gap.

$2500 Lesson plans, grade level plans, data mining sessions for data driven instruction

Instructional Supplies, Materials, and Equipment Testing Materials STAAR Provide resource for students and

teachers to use for interventions to close the achievement gap.

Students need additional support in order to do well on the State assessment.

$4000 Students use materials for STAAR practice, STAAR grades

Field Trips (Yellow Bus) Provide learning experiences to help build student knowledge and close the achievement gap.

Students need additional support in order to establish sound TEKS based foundations to close the achievement gap.

$2000 Class attendance rosters, student engagement

General Supplies Provide paper for staff training to help close the achievement gap.

Teachers will implement best practices training to close the achievement gap.

$527 PDAS observations, lessons plans, grade level team plans

Professional Development/Staff Training Community Services (Function 61) General Supplies Provide resources to help provide

training for our parents in order to close the achievement gap.

Parents will implement training from Family Academic Nights and PALS meetings to help their children achieve their academic goals.

$188 Parent meeting sign in sheets, parent surveys, parent feedback/ attendance

Other Requests TOTAL (Must Match BTO Total) $13,669

Campus Scorecard 2014-15

133 - Ridgetop 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 40% 44% 47% 55%

Afr Amer * * * 43%

Hispanic 35% 34% 36% 45%

White 86% 78% 78% 82%

Asian * - - 0%

Two+ - - - 0%

SpEd 33% 21% 40% 49%

ECD 36% 36% 27% 38%

ELL 32% 15% 19% 31%

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 28% 32% 35% 45%

Afr Amer * * * 72%

Hispanic 23% 29% 29% 39%

White 71% 44% 48% 56%

Asian * - - 0%

Two+ - - - 0%

SpEd 33% 47% 60% 66%

ECD 23% 31% 27% 38%

ELL 24% 33% 22% 34%


Office of Campus and District Accountability

Ridgetop Page 3 Summer 2014

STAAR Writing - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 25% 36% 36% 46%

Afr Amer * - * 100%

Hispanic 21% 32% 24% 35%

White * 50% 71% 76%

Asian - - - 0%

Two+ - - - 0%

SpEd * * * 51%

ECD 21% 39% 30% 41%

ELL 20% 18% * 27%


STAAR Science - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 41% 25% 37% 46%

Afr Amer * - * 100%

Hispanic 37% 20% * 30%

White * * * 64%

Asian * - - 0%

Two+ - - - 0%

SpEd >99% * * 29%

ECD 38% 28% * 35%

ELL 38% 17% * 29%




STAAR Reading - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 18% 24% 28% 31%

Afr Amer * * * 37%

Hispanic 11% 10% 18% 22%

White 71% 67% 52% 55%

Asian * - - 0%

Two+ - - - 0%

SpEd 13% <1% * 24%

ECD 16% 12% 12% 17%

ELL 11% 4% * 12%


STAAR Mathematics - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 7% 16% 16% 20%

Afr Amer * * * 37%

Hispanic 3% 8% 9% 14%

White 29% 44% 30% 34%

Asian * - - 0%

Two+ - - - 0%

SpEd 7% 11% * 11%

ECD 5% 10% * 11%

ELL 5% 7% * 8%




STAAR Writing - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 3% 16% * 11%

Afr Amer * - * 5%

Hispanic 4% 11% * 13%

White * 33% * 5%

Asian - - - 0%

Two+ - - - 0%

SpEd * * * 32%

ECD 3% 17% * 13%

ELL 5% 9% * 12%


STAAR Science - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 14% 7% * 15%

Afr Amer * - * 5%

Hispanic 5% 4% * 5%

White * * * 32%

Asian * - - 0%

Two+ - - - 0%

SpEd 40% * * 5%

ECD 10% 8% * 5%

ELL 6% 8% * 5%




STAAR Reading - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 50% 48% 60%

Afr Amer - * 55%

Hispanic 42% 41% 60%

White 67% 62% 65%

Amer Ind - - 0%

Asian - - 0%

Two+ - - 0%

SpEd * 55% 60%

ELL - 54% 60%


STAAR Mathematics - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer - * 100%

Hispanic 47% 32% 55%

White 78% 62% 70%

Amer Ind - - 0%

Asian - - 0%

Two+ - - 0%

SpEd * 46% 60%

ELL - 31% 60%




STAAR Reading - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer - * 1%

Hispanic 16% * 25%

White 22% * 35%

Amer Ind - - 0%

Asian - - 0%

Two+ - - 0%

SpEd * * 10%

ELL - * 17%


STAAR Mathematics - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer - * 5%

Hispanic 12% * 15%

White 33% 38% 40%

Amer Ind - - 0%

Asian - - 0%

Two+ - - 0%

SpEd * * 10%

ELL - * 10%




Primary Reading AssessmentEOY On or Above Grade Level

2011-12

Estimated

2012-13

Estimated

2013-14

Estimated

2014-15

Improvement Goal

Kinder DRA English 86% 76% 71% 72%

Kinder DRA Spanish >99% 70% 78% 80%

1st DRA English 60% 68% 58% 65%

1st DRA Spanish 94% 56% 54% 60%

2nd DRA English 66% 73% 88% 90%

2nd DRA Spanish 38% * 38% 50%

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 96.1% 96.9% 96.1% 96.6% 96.7%

Afr Amer 90.7% 94.3% 93.4% 93.1% 94.0%

Hispanic 96.5% 97.4% 96.6% 96.8% 96.9%

White 95.1% 95.8% 95.1% 96.4% 96.5%

Amer Ind * * * * 99.0%

Asian * * * * 98.9%

Two+ <1% <1% * * 97.4%

ECD 96.3% 97.1% 96.3% 96.4% 96.5%

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 * * * * * * 0.25%

Afr Amer * * * * * * 0.00%

Hispanic * * * * * * 0.00%

White * * * * * * 1.20%

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 * * * * * * 0.80%

Afr Amer * * * * * * 0.00%

Hispanic * * * * * * 0.80%

White * * * * * * 1.00%

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 * * * * * * 0.80%

Afr Amer * * * * * * 0.00%

Hispanic * * * * * * 1.20%

White * * * * * * 0.00%

Amer Ind * * * * * * 0.00%

Asian * * * * * * 0.00%


Fall Enrollment (PEIMS Snapshot Date)

2012-13

Actual

2013-14

Estimated

All Students 300 285

Afr Amer 8 8

Hispanic 208 182

White 79 84

Amer Ind 1 1

Asian 1 2

Two+ 3 8

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 49 5 10% 43 7 16% 15%

Afr Amer - - - * * * 0%

Hispanic 49 5 10% 43 7 16% 15%

White - - - 33 6 18% 15%

SpEd 13 5 38% 13 * * 25%

ECD 45 5 11% 40 7 18% 15%

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 * * * - - - * * * - - - * * * - - -

F Hispanic 34 24 71% 19 16 84% 34 22 65% 15 12 80% 29 17 59% 18 10 56%

F White 5 * * * * * 7 * * - - - 15 11 73% 5 * *

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

F 40 29 72% 20 16 80% 42 26 62% 15 12 80% 46 29 63% 23 13 57%

M Afr Amer * * * * * * * * * - - - * * * * * *

M Hispanic 39 14 36% 20 12 60% 38 13 34% 22 14 64% 28 13 46% 13 9 69%

M White 6 5 83% * * * 12 12 >99% 6 6 >99% 9 9 >99% 5 5 >99%

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

M 46 19 41% 24 14 58% 51 26 51% 28 20 71% 38 23 61% 19 15 79%

Total 86 48 56% 44 30 68% 93 52 56% 43 32 74% 84 52 62% 42 28 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

Extra Duty - CP-Dual Lang-Ridgetop %0.00199-11-6118-DL-133-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-SSIG-Ridgetop %0.00199-11-6118-R5-133-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AYP Elem-Ridgetop %0.00199-11-6118-R8-133-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AFL-Ridgetop %0.00199-11-6118-B1-133-5-30-0-00 0.00 0.000.000.00Professional Salary - CP-PreK-Ridgetop %0.00199-11-6119-90-133-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-In-Dist Chart Coll Prep %0.00199-11-6119-RK-133-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Read Literacy-Ridgetop %0.00199-11-6119-RR-133-5-24-0-00 6,517.33 88.7751,517.6758,035.00Overtime - CP-AYP Elem-Ridgetop %0.00199-11-6121-R8-133-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Campus Cost-Ridgetop %0.00199-11-6125-CP-133-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Dual Lang-Ridgetop %0.00199-11-6125-DL-133-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-AYP Elem-Ridgetop %0.00199-11-6125-R8-133-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-Dual Lang-Ridgetop %0.00199-11-6129-DL-133-5-24-0-00 0.00 0.000.000.00FICA - CP-PreK-Ridgetop %0.00199-11-6141-90-133-5-24-0-00 0.00 0.000.000.00FICA - CP-Campus Cost-Ridgetop %0.00199-11-6141-CP-133-5-24-0-00 0.00 0.000.000.00FICA - CP-Dual Lang-Ridgetop %0.00199-11-6141-DL-133-5-24-0-00 0.00 0.000.000.00FICA - CP-SSIG-Ridgetop %0.00199-11-6141-R5-133-5-24-0-00 0.00 0.000.000.00FICA - CP-AYP Elem-Ridgetop %0.00199-11-6141-R8-133-5-24-0-00 0.00 0.000.000.00FICA - CP-In-Dist Chart Coll Prep %0.00199-11-6141-RK-133-5-24-0-00 0.00 0.000.000.00FICA - CP-Read Literacy-Ridgetop %0.00199-11-6141-RR-133-5-24-0-00 358.06 91.934,081.944,440.00FICA - CP-AFL-Ridgetop %0.00199-11-6141-B1-133-5-30-0-00 0.00 0.000.000.00Health/Life Ins - CP-PreK-Ridgetop %0.00199-11-6142-90-133-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Dual Lang-Ridgetop %0.00199-11-6142-DL-133-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-SSIG-Ridgetop %0.00199-11-6142-R5-133-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-In-Dist Chart Coll Prep %0.00199-11-6142-RK-133-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Read Literacy-Ridgetop %0.00199-11-6142-RR-133-5-24-0-00 454.90 91.614,967.105,422.00Health/Life Ins - CP-AFL-Ridgetop %0.00199-11-6142-B1-133-5-30-0-00 0.00 0.000.000.00Wk's Comp - CP-PreK-Ridgetop %0.00199-11-6143-90-133-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Campus Cost-Ridgetop %0.00199-11-6143-CP-133-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Dual Lang-Ridgetop %0.00199-11-6143-DL-133-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-SSIG-Ridgetop %0.00199-11-6143-R5-133-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AYP Elem-Ridgetop %0.00199-11-6143-R8-133-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Read Literacy-Ridgetop %0.00199-11-6143-RR-133-5-24-0-00 0.00 0.000.000.00

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Wk's Comp - CP-AFL-Ridgetop %0.00199-11-6143-B1-133-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-PreK-Ridgetop %0.00199-11-6146-90-133-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Campus Cost-Ridgetop %0.00199-11-6146-CP-133-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Dual Lang-Ridgetop %0.00199-11-6146-DL-133-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-SSIG-Ridgetop %0.00199-11-6146-R5-133-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AYP Elem-Ridgetop %0.00199-11-6146-R8-133-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-In-Dist Chart Coll Prep %0.00199-11-6146-RK-133-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Read Literacy-Ridgetop %0.00199-11-6146-RR-133-5-24-0-00 86.64 90.81856.36943.00Teacher Retirement - CP-AFL-Ridgetop %0.00199-11-6146-B1-133-5-30-0-00 0.00 0.000.000.00

Total 6100 Payroll Costs 61,423.077,416.930.0068,840.00

Reading Materials - CP-Dual Lang-Ridgetop %0.00199-11-6329-DL-133-5-24-0-00 0.00 0.000.000.00Reading Materials - CP-AFL-Ridgetop %0.00199-11-6329-B1-133-5-30-0-00 0.00 0.000.000.00General Supplies - CP-Campus Cost-Ridgetop %0.00199-11-6399-CP-133-5-24-0-00 158.86 -217.72-108.8650.00General Supplies - CP-AFL-Ridgetop %0.00199-11-6399-B1-133-5-30-0-00 0.00 0.000.000.00

Total 6300 Supplies & Materials -108.86158.860.0050.00

Student Meals/Room/Other - CP-AFL-Ridgetop %0.00199-11-6412-B1-133-5-30-0-00 0.00 0.000.000.00Field Trips - CP-AFL-Ridgetop %0.00199-11-6494-B1-133-5-30-0-00 0.00 0.000.000.00Misc Operating Expenses - CP-AFL-Ridgetop %0.00199-11-6499-B1-133-5-30-0-00 0.00 0.000.000.00

Total 6400 Other Operating Costs 0.000.000.000.00

11 Total 61,314.217,575.790.0068,890.00

Extra Duty - CP-Dual Lang-Ridgetop %0.00199-13-6118-DL-133-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AFL-Ridgetop %0.00199-13-6118-B1-133-5-30-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Dual Lang-Ridgetop %0.00199-13-6125-DL-133-5-24-0-00 0.00 0.000.000.00FICA - CP-Ridgetop %0.00199-13-6141-00-133-5-24-0-00 0.00 0.000.000.00FICA - CP-Dual Lang-Ridgetop %0.00199-13-6141-DL-133-5-24-0-00 0.00 0.000.000.00FICA - CP-AFL-Ridgetop %0.00199-13-6141-B1-133-5-30-0-00 0.00 0.000.000.00Health/Life Ins - CP-Dual Lang-Ridgetop %0.00199-13-6142-DL-133-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Dual Lang-Ridgetop %0.00199-13-6143-DL-133-5-24-0-00 0.00 0.000.000.00

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Wk's Comp - CP-AFL-Ridgetop %0.00199-13-6143-B1-133-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-Ridgetop %0.00199-13-6146-00-133-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Dual Lang-Ridgetop %0.00199-13-6146-DL-133-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AFL-Ridgetop %0.00199-13-6146-B1-133-5-30-0-00 0.00 0.000.000.00

Total 6100 Payroll Costs 0.000.000.000.00

13 Total 0.000.000.000.00

Extra Duty - CP-Dual Lang-Ridgetop %0.00199-23-6118-DL-133-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Risk Stud Supp-Ridgetop %0.00199-23-6119-R4-133-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Dual Lang-Ridgetop %0.00199-23-6125-DL-133-5-24-0-00 0.00 0.000.000.00FICA - CP-Dual Lang-Ridgetop %0.00199-23-6141-DL-133-5-24-0-00 0.00 0.000.000.00FICA - CP-Risk Stud Supp-Ridgetop %0.00199-23-6141-R4-133-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Dual Lang-Ridgetop %0.00199-23-6142-DL-133-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Risk Stud Supp-Ridgetop %0.00199-23-6142-R4-133-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Dual Lang-Ridgetop %0.00199-23-6143-DL-133-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Risk Stud Supp-Ridgetop %0.00199-23-6143-R4-133-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Dual Lang-Ridgetop %0.00199-23-6146-DL-133-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Risk Stud Supp-Ridgetop %0.00199-23-6146-R4-133-5-24-0-00 0.00 0.000.000.00


Computer Rel.Eq<$5000 Per Unit - CP-1D %0.00199-23-6396-R6-133-5-24-0-00 0.00 0.000.000.00

Total 6300 Supplies & Materials 0.000.000.000.00

23 Total 0.000.000.000.00

Extra Duty - CP-Ridgetop %0.00199-31-6118-00-133-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Ridgetop %0.00199-31-6119-00-133-5-24-0-00 5,151.07 88.7740,717.9345,869.00Professional Salary - CP-Campus Cost-Ridgetop %0.00199-31-6119-CP-133-5-24-0-00 0.00 0.000.000.00FICA - CP-Ridgetop %0.00199-31-6141-00-133-5-24-0-00 291.74 92.553,624.263,916.00FICA - CP-Campus Cost-Ridgetop %0.00199-31-6141-CP-133-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Ridgetop %0.00199-31-6142-00-133-5-24-0-00 416.75 92.214,938.255,355.00

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Health/Life Ins - CP-Campus Cost-Ridgetop %0.00199-31-6142-CP-133-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Ridgetop %0.00199-31-6143-00-133-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Campus Cost-Ridgetop %0.00199-31-6143-CP-133-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Ridgetop %0.00199-31-6146-00-133-5-24-0-00 47.79 90.91478.21526.00Teacher Retirement - CP-Campus Cost-Ridgetop %0.00199-31-6146-CP-133-5-24-0-00 0.00 0.000.000.00

Total 6100 Payroll Costs 49,758.655,907.350.0055,666.00

General Supplies - CP-Campus Cost-Ridgetop %0.00199-31-6399-CP-133-5-24-0-00 0.00 0.000.000.00

Total 6300 Supplies & Materials 0.000.000.000.00

Employee Travel - CP-Campus Cost-Ridgetop %0.00199-31-6411-CP-133-5-24-0-00 0.00 0.000.000.00

Total 6400 Other Operating Costs 0.000.000.000.00

31 Total 49,758.655,907.350.0055,666.00

Part-Time Hourly - CP-Dual Lang-Ridgetop %0.00199-52-6125-DL-133-5-24-0-00 0.00 0.000.000.00FICA - CP-Dual Lang-Ridgetop %0.00199-52-6141-DL-133-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Dual Lang-Ridgetop %0.00199-52-6142-DL-133-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Dual Lang-Ridgetop %0.00199-52-6143-DL-133-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Dual Lang-Ridgetop %0.00199-52-6146-DL-133-5-24-0-00 0.00 0.000.000.00


52 Total 0.000.000.000.00

Overtime - CP-AFL-Ridgetop %0.00199-61-6121-B1-133-5-30-0-00 0.00 0.000.000.00Support Personnel Salary - CP-AFL-Ridgetop %0.00199-61-6129-B1-133-5-30-0-00 0.00 0.000.000.00Employee Allowance - CP-AFL-Ridgetop %0.00199-61-6139-B1-133-5-30-0-00 0.00 0.000.000.00FICA - CP-AFL-Ridgetop %0.00199-61-6141-B1-133-5-30-0-00 0.00 0.000.000.00Health/Life Ins - CP-AFL-Ridgetop %0.00199-61-6142-B1-133-5-30-0-00 0.00 0.000.000.00Wk's Comp - CP-AFL-Ridgetop %0.00199-61-6143-B1-133-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-AFL-Ridgetop %0.00199-61-6146-B1-133-5-30-0-00 0.00 0.000.000.00

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61 Total 0.000.000.000.00

Total Fund 199 General Fund 124,556.00 0.00 13,483.14 111,072.86

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13,483.14 111,072.86Grand Total of Selected Fund(s) 124,556.00 0.00

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