Campus Improvement Plan
Cedar Brook Elementary School Campus Improvement Plan 2022-2023
- Mission Statement, Vision, Core Values
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
- Campus Funding Summary
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Cedar Brook Elementary School
2022-2023 Campus Improvement Plan
Mission
To instill in all students the desire to be lifelong learners and reach their individual potential.
Vision
CBE will empower students to be life long learners so that every student achieves academic success and personal independence.
Core Values
Every Child
We put students at the heart of everything we do.
Collective Greatness
We, as a community, leverage our individual strengths to reach challenging goals.
Collaborative Spirit
We believe in each other and find joy in our work.
Limitless Curiosity
We never stop learning and growing.
Moral Compass
We are guided by strong character, ethics and integrity.
Core Characteristics of a T-2-4 Ready Graduate
Academically Prepared: Every Child finds joy in learning, has a learner's mindset and is motivated and equipped with the knowledge, skills and competencies to succeed in life.
Ethical & Service-Minded: Every Child acts with integrity, is personally responsible for their actions and is a civically-engaged community member.
Empathetic & Self-Aware: Every Child appreciates differences, forms secure relationships and cares for their own and others’ emotional, mental and physical health.
Persistent & Adaptable: Every Child is fueled by their own passions, interests and goals and perseveres with confidence and courage.
Resourceful Problem-Solver: Every Child thinks critically and creatively and applies knowledge to find and solve problems.
Communicator & Collaborator: Every Child skillfully conveys thoughts, ideas, knowledge and information and is a receptive and responsive listener.
Comprehensive Needs Assessment
Demographics
Comprehensive Needs Assessment
Demographics
Demographics Summary
Cedar Brook Elementary serves PK- 5th grade students. Cedar Brook’s enrollment hovers around 650 students.
The student population is approximately: 4.78% African American, 87.16% Hispanic, 4.78% Anglo, and 1.34% Asian, 1.94% at Two-ormore ethnicities; 74.03% At risk; 74.33% Economically Disadvantaged, 62.24 % LEP, 5.22% GT, and 10.75% SPED.
Demographics Strengths
CBE is a diverse school that welcomes students from all over SBISD. CBE we offers three different programs; Two-way Dual Langage (TWDL), One-Way Dual Language (OWDL) and Main Stream.
Problem Statements Identifying Demographics Needs
Problem Statement 1: 74.33 % of our learners come from poverty, with 62.24% coming with limited English language proficiency. Root Cause: A high percentage of learners live in poverty with their primary language other than English.
Student Learning
Comprehensive Needs Assessment
Student Learning
Student Learning Summary STAAR Data:
2020-21: Reading: 66% (approaches), 38% (meets), 21% (masters); Math: 66% (approaches), 40% (meets), 26% (masters)
MAP Results:
Intermediate: 2021-22: Reading - 62% met CGI; Math - 72% met CGI; 81% of STAAR Progress (Baseline Year)
Running Record Data:
Student Learning Strengths
Overall Accountability Rating - 87 / B
Student Achievement -74 / C
School Progress -89 / B
Closing the Gaps -82 / B
Distinction Designations:
Comparative Closing the Gaps
Science
Problem Statements Identifying Student Learning Needs
Problem Statement 1: CBE is in pursuit of increasing scaled score on Student Achievement while continuing to close the achievement gap across all demographic groups as well as Special Education & African American students and between students who are economically disadvantaged. Root Cause: Students are below grade level. There is an enormous need to differentiate with more detail, expose students to grade level instruction and differentiate during small group instruction. There is a need to identify & teach essential standards to all students.
School Processes & Programs
Comprehensive Needs Assessment
School Processes & Programs
School Processes & Programs Summary
CBE strives to hire the most qualified staff available. CBE will support and develop all staff members to provide the best possible instruction to all of our students.
New OWDL and TWDL teachers will receive extensive training from Dr. Mercuri to support the dual language instruction in their classrooms.
In addition, we will continue to implement Opportunity Culture on our campus. Two experienced teachers from within CBE were hired to support our primary and intermediate students and teachers. One MCL will work with the primary grades and the other will work with the intermediate grades. End of year data will be used to determine where each MCL will focus at the beginning of the school year.
As a part of Opportunity Culture, a Digital Lab Monitor position has been created for the new school year. Our Digital Lab Monitor will supervise all digital learning in our new computer lab and ensure a productive learning environment. Students will be able to personalize their own learning as they navigate through different platforms.
We have two interventionists that support students during our school-wide intervention time.
Another way to ensure staff quality, recruitment, and retention for CBE is, by functioning as a Professional Learning Community. Teachers will participate in collaborative planning meetings in all grade levels. CBE is committed to establish a culture of collaboration; thus achieving our collective purpose of learning for all. Administrators will coach teachers by providing formal and informal instructional feedback in order to build teacher capacity and overall grow instructional practices.
Also, all new teachers will receive additional support through a mentor/Buddy program who will ensure new members of our team feel supported, equipped and encouraged. At CBE every new teacher is paired up with a mentor teacher or a buddy teacher. If the new teacher is brand new to the profession they have a mentor teacher to help guide them through their first year and if they are just new to CBE or district they have a buddy teacher. Lead mentors help the mentor and buddy teachers be the best mentors they can be to these new teachers so that they feel prepared and successful for the school year. Monthly meetings with the mentors are held to address any questions or concerns the new teachers may have and make sure that all mentors are up to date with any school events coming up, due dates or any other information they need to relay to the new teachers.
CBE staff members have completed GT initial hours and required update.
All OWDL and TWDL teachers have and will continue to participate in ongoing staff development sessions with Dr. Mercuri in order to strengthen our Dual language program. These sessions have been differentiated to meet the needs of individual teachers. Staff strengths include flexibility, collaboration, responsiveness, and devotion to our students. Implementation and receptiveness to collaborative planning.
Problem Statements Identifying School Processes & Programs Needs
Problem Statement 1: Balance the need of the "whole child". Provide a solid academic foundation while still providing social/emotional pieces that are essential with limited time and competing priorities. Provide personalized learning- differentiate Tier I & Tier II instruction- Being open and receptive to new learning. Professional Learning Communities must be committed to continuous cycles of improvement. Root Cause: Time constraints and competing priorities that decrease focus on solid Tier I & Tier II instruction for all students.
Problem Statement 2: Interventionists serving as classroom teacher, thus not being able to conduct intervention. Resource teachers have big groups and are not able to support students more than what is required. Root Cause: Shortage of certified bilingual & Sped teachers.
Perceptions
Comprehensive Needs Assessment
Perceptions
Perceptions Summary
Our campus Mission is to instill in all students the desire to be lifelong learners and reach their individual potential. CBE's Vision is to empower students to be life long learners so that every student achieves academic success and personal independence.
In the 2020-21 school year, the campus Guiding Coalition developed and refined our Collective Commitments around building a collaborative culture, focusing on learning, and sustaining a results orientation. Last year, the campus began intentional work around building a culture of professional learning and collaboration that was facilitated by members of the campus instructional leadership team.
Parent-School-Student Compact was shared during Open House and additional parent meetings throughout the year.
In addition, our Guiding Coalition makes campus decisions based on data and collaborates with our Campus Improvement team.
Perceptions Strengths
Our school's mission and vision are at the forefront when making campus decisions. Our Guiding Coalition makes campus decisions based on data and collaborates with our Campus Improvement team.
Problem Statements Identifying Perceptions Needs
Problem Statement 1: Implementation of PBIS to support students and overall decrease student discipline. Promote unity using a common language and expectations that creates and leads to a safe, positive, welcoming and inclusive environment for all members of our community. Root Cause: Increase of student discipline and behavior incidents.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - EARLY LITERACY
- Performance Objective 3 - STUDENT GROWTH (PRIMARY GRADES)
- Performance Objective 4 - STUDENT GROWTH (INTEREMEDIATE GRADES)
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Cedar Brook Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2023, Cedar Brook Elementary School will increase student performance on STAAR Grades 3-5 exams in reading and math by at least 5 points at each performance level (approaches, meets, masters).
2021-22: Reading: 71% (approaches),44% (meets), 25% (masters); Math: 72% (approaches),46% (meets), 21% (masters)
2020-21: Reading: 66% (approaches), 38% (meets), 21% (masters); Math: 66% (approaches), 40% (meets), 26% (masters)
Evaluation Data Sources: State Accountability Report Domain 1 (available in mid-August)
| Strategy 1: Campus -wide intervention groups: Grade level teams in all grade levels will small groups across grade levels according to data from a variety of sources in reading and math: MAP, STAAR, reading levels, DRA/EDL, OS, small group anecdotal data and formative assessments. Purchase of technology software and technology devices to support intervention. Strategy's Expected Result/Impact: Improvement in student performance data both formative and summative (STAAR,MAP, and PSA data) across all subgroups. Feedback from staff and students in relationship to rigor and differentiation. Small group records reflecting variable, differentiated groups in reading and math. Staff Responsible for Monitoring: Administrators Team leaders Teachers Lead Interventionist MCLs Funding Sources: Technology Software - 211 - Title I, Part A - 211.11.6397 - $8,375, Technology Equipment - 211 - Title I, Part A - 211.11.6398 - $3,000 |
| Strategy 2: CBE will implement Units of Study-Teachers College in all grade levels (except Pre-K). Strategy's Expected Result/Impact: Improvement in student performance data both formative and summative (MAP, running records, reading levels across all subgroups). Small group records reflecting variable, differentiated groups in reading. Staff Responsible for Monitoring: Administrators Team leaders Teachers Lead Interventionist MCLs Funding Sources: Teachers College- Phonics Mascots - 211 - Title I, Part A - 211.11.6399 - $400 |
| Strategy 3: TWDL Content and Language Allocation Implementation: CBE will work with Multilingual department to ensure our TWDL program is meeting the needs of all of our students and providing alignment across all grade levels in Math. We continue to strengthen and support our Dual language programs through professional development. School-wide implementation of the CBE Dual Language Non Negotiables. Strategy's Expected Result/Impact: Consistency and alignment across the TWDL program Staff Responsible for Monitoring: Administrators Team leaders Teachers Lead Interventionist MCLs |
Strategy 4: Technology lab will be added to the specials rotation so that students are exposed to software and technology tools.
Strategy's Expected Result/Impact: Use software and technology tools to ensure college and career readiness.
Staff Responsible for Monitoring: Digital Lab monitor Administration
TEA Priorities: Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum Funding Sources: Support Personal - 211 - Title I, Part A - 211.11.6129 - $10,448.20
Strategy 5: CBE teachers will participate in Texas Reading Academy grades K-3 to implement and support students with literacy development.
Strategy's Expected Result/Impact: Improvement in student performance data both formative and summative (MAP, running records, reading levels across all subgroups). Small group records reflecting variable, differentiated groups in reading
Staff Responsible for Monitoring: K-3 Teachers MCL Interventionists LIS Administration
TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 5: Effective Instruction
Strategy 6: After school Tutorials will be conducted.
Strategy's Expected Result/Impact: Improvement in student performance data both formative and summative. Meet HB4545 requirements for intermediate grade levels.
Staff Responsible for Monitoring: Teachers MCL Interventionists Administration Title I: 2.4, 2.5, 2.6 -
TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 5: Effective Instruction - Targeted Support Strategy - Additional Targeted Support Strategy Funding Sources: Extra Duty Professional - 211 - Title I, Part A - 211.11.6116 - $10,000
Strategy 7: After school programs and activities.
Strategy's Expected Result/Impact: Overall increase in student achievement and school belonging.
Staff Responsible for Monitoring: Teachers MCL Interventionists Administration
Title I: 2.5, 2.6 - ESF Levers: Lever 3: Positive School Culture Funding Sources: Extra Duty Para Professional - 211 - Title I, Part A - 211.11.6121 - $1,500
Performance Objective 2 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Cedar Brook Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: EARLY LITERACY: By June 2023, Cedar Brook Elementary School will increase the combined % of students reading On Grade Level or Above Grade Level on the End-of-Year Running Records assessment in each primary grade, K, 1, and 2, by 5 percentage points or ≥ to 85%.
2021-22: Kindergarten 71% On/Above Grade Level; 1st Grade: 68% On/Above Grade Level; 2nd Grade: 78% On/Above Grade Level
2020-21: Kindergarten 70% On/Above Grade Level; 1st Grade: 67% On/Above Grade Level; 2nd Grade: 41% On/Above Grade Level
Evaluation Data Sources: Running Records End-of-Year Report
| Strategy 1: Teachers will use data to differentiate instruction and pull instructional reading groups. Strategy's Expected Result/Impact: Increase the number of students reading at or above grade level. Staff Responsible for Monitoring: Teachers MCL'S LIS Interventionists Administrators Kinder Paraprofessionals Title I: 2.4, 2.5, 2.6 - ESF Levers: Lever 5: Effective Instruction |
| Strategy 2: Teachers in grades K, 1st, and 2nd grade will receive phonics professional development. Teachers will implement phonics instructional practices daily to support and provide students with a strong literacy foundation. Strategy's Expected Result/Impact: Build teacher capacity around phonics instruction and increase student reading levels. Staff Responsible for Monitoring: Teachers MCL'S LIS Interventionists Administrators Title I: 2.4, 2.5, 2.6 -TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 5: Effective Instruction - Targeted Support Strategy - Additional Targeted Support Strategy |
| Strategy 3: Train and implementation of Massive Practice to support students that are reading below level J. Strategy's Expected Result/Impact: Increase student reading levels. Staff Responsible for Monitoring: Teachers, MCL'S, LIS, Interventionists, Administrators, ELL Paraprofessional Title I 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 5: Effective Instruction - Targeted Support Strategy - Additional Targeted Support Strategy |
Strategy 4: Teachers grade levels K-3 will participate in Reading Academy to support literacy development.
Strategy's Expected Result/Impact: Increase reading levels, phonological awareness and language development.
Staff Responsible for Monitoring: Teachers K-3 Interventionist MCL Administration LIS
ESF Levers: Lever 5: Effective Instruction
Strategy 5: Kinder teachers will analyze TX-KEA data and conduct targeted whole group and small groups lessons.
Strategy's Expected Result/Impact: Increase reading levels, phonological awareness and language development.
Staff Responsible for Monitoring: K Teachers Interventionist MCL Administration LIS
Title I: 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 5: Effective Instruction - Targeted Support Strategy - Additional Targeted Support Strategy
Strategy 6: Intervention Specialists will provide small group instruction, modeling, coaching, and co-teach opportunities for teachers.
Strategy's Expected Result/Impact: Overall improvement in student performance and build teacher capacity.
Staff Responsible for Monitoring: Teachers Interventionists Administrators
Funding Sources: Professional Salary - 211 - Title I, Part A - 211.11.6119 - $88,422.92
Strategy 7: Tutors will be used during the day to support teachers and students with instruction.
Strategy's Expected Result/Impact: Improvement in student performance data both formative and summative.
Staff Responsible for Monitoring: Administrators MCLs
Title I: 2.5, 2.6 Funding Sources: Professional Salary - 211 - Title I, Part A - 211.11.6119 - $5,683.95
Performance Objective 3 - STUDENT GROWTH (PRIMARY GRADES)
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Cedar Brook Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: STUDENT GROWTH (PRIMARY GRADES): By June 2023, Cedar Brook Elementary School will increase the % of students demonstrating progress in reading and math by 5% points or ≥ to 85%.
2021-22: Reading - 38% met CGI; Math - 65% met CGI (Baseline Year)
Evaluation Data Sources: BOY to EOY Measures of Academic Progress (MAP) Reports Grades 1 and 2
| Strategy 1: Collaborative Planning meetings will be conducted every two weeks to review data, plan units of instruction using the Proficiency Scales, identify Essential Standards and create rigorous common assessments. Strategy's Expected Result/Impact: Improvement in student performance data both formative and summative (STAAR,MAP, and PSA data) across all subgroups. Feedback from staff and students in relationship to rigor and differentiation. Overall increase in student achievement Staff Responsible for Monitoring: Administrators Team leaders Teachers Lead Interventionist MCLs Title I: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 5: Effective Instruction - Targeted Support Strategy - Additional Targeted Support Strategy |
| Strategy 2: Strategy 2: Monitor progress of students from the previous academic year ("Watch list" ) and provide remediation through instructional practices and supplemental materials. CBE will actively monitor student progress through Collaborative Planning Meetings and other data meetings. Students will receive grade level instruction that targets specific essential standards. Small group/intervention time will be implemented to narrow learning gaps in All students. Strategy's Expected Result/Impact: Improvement in student performance data both formative and summative (STAAR,MAP, and PSA data) across all subgroups. Increased student literacy Personalized Learning: Rigor, Data, Voice, and Agency. Small group records reflecting variable, differentiated groups in reading and math Staff Responsible for Monitoring: Administrators Team leaders Teachers Lead Interventionist MCLs Title I: 2.4, 2.5, 2.6 - Targeted Support Strategy - Additional Targeted Support Strategy |
| Strategy 3: Strategy 3: Flexible student groups within teams (Intervention groups): Grade Level teams in all grade levels will plan to pull small groups across their grade levels according to data from a variety of sources in reading and math: MAP, STAAR, DRA/EDL, OS, small group anecdotal data and formative assessments. Strategy's Expected Result/Impact: Improvement in student performance data both formative and summative (STAAR,MAP, and PSA data) across all subgroups. Feedback from staff and students in relationship to rigor and differentiation. Small group records reflecting variable, differentiated groups in reading and math. Staff Responsible for Monitoring: Administrators Team leaders Teachers Lead Interventionist MCLs |
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Strategy 4: Strategy 4: RESPONSIVE TEACHING PRACTICES: Using formative assessment practices, teachers will plan instruction, design formative assessments and responses to possible outcomes of these assessments in advance of teaching so that they can respond quickly to student misunderstandings. |
| Strategy 5: SMALL GROUP PLANNING: CBE will focus on small group planning to allow for proper differentiation for all students. MCLs and grade level teams will plan small group collaboratively using anecdotal records, formative and summative assessment data, student work, campus resources and best practices to delineate small group teaching points and plans and differentiated workstations. Strategy's Expected Result/Impact: Quality Small Group Plans and Anecdotal Records Minutes of Meetings. Staff Responsible for Monitoring: Administrators Team leaders Teachers Lead Interventionist MCLs |
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Strategy 6: Teachers, administrators, counselor, students and staff will be provided with materials, resources, and staff development to meet or exceed growth expectations. Teachers and administrators will participate in professional development (lead4ward/lead4ward learning series) , conferences, and webinars. Substitutes will be provided in some cases during staff development, for teacher conferences, and teacher planning time (Collaborative Planning meetings). Computer software will be purchased and implemented in all grade levels in order to drive instruction and support students reading and comprehension levels. Purchase guided reading materials, Student workbooks, consumables, books, Teachers College Reading and Writing Project (TCRWP) materials, computer software, resources, instructional books for teachers, technology equipment and materials to support student needs. Strategy 7: CBE students will attend study trips that are aligned with the content area TEKS and objectives for improving reading levels and learning across the content areas. Students will be able to show what they have learned from a study trip by creating a product that could be literacy based and involve writing. |
Performance Objective 4 - STUDENT GROWTH (INTEREMEDIATE GRADES)
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Cedar Brook Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: STUDENT GROWTH (INTERMEDIATE GRADES): By June 2023, Cedar Brook Elementary School will increase the % of students demonstrating progress in reading and math by 5% points or more on MOY MAP and by 5 % points year over year on STAAR Progress.
2021-22: Reading - 62% met CGI; Math - 72% met CGI; 81% of STAAR Progress (Baseline Year)
Evaluation Data Sources: BOY to MOY MAP Reports Grades 3-5 Year over year STAAR progress Grades 4 and 5 (Campus Accountability Report, Domain 2A component score available in August)
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Strategy 1: ampus wide intervention- "Bulldog Time" |
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Cedar Brook Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2023, the rate of Emergent Bilingual/English Learners increasing at least one Composite Score level will increase by 5 percentage points or ≥ to 80%.
2021-22: TELPAS Progress Rate 52% (Based on completed TELPAS administrations in both 2021 and 2022.)
Evaluation Data Sources: State Accountability Report Domain 3
Strategy 1: Teachers will participate in trainings from the Multilingual department. Teachers will implement instructional practices shared during trainings. Strategy's Expected Result/Impact: Increase percentage of students reclassification data/ Overall student growth
Staff Responsible for Monitoring: Teachers Administrators Team leaders
Title I: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 5: Effective Instruction - Targeted Support Strategy - Additional Targeted Support Strategy
Strategy 2: Participate in trainings from the Multilingual department. Teachers will implement instructional practices shared during trainings. Teachers will implement strategies learned through the reading academy during the ELD block for grades K-2 and embed in all content instruction in grades 3-5. Resources will be purchased to support instruction.
Strategy's Expected Result/Impact: Increase students reclassification percentage / Overall student growth
Staff Responsible for Monitoring: Teachers Administration Team Leaders
Goal 2: Student Support
Student Support
- Performance Objective 1 - INTERVENTIONS
- Performance Objective 2 - CORE CHARACTERSITICS OF A T-2-4 READY GRADUATE
Performance Objective 1 - INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Every Cedar Brook Elementary School student will benefit from an aligned system that supports his/her academic and social-emotional needs.
Performance Objective 1: INTERVENTIONS: By June 2023, Cedar Brook Elementary School will implement TIER II interventions with students identified as needing additional supports in reading and/or math.
Evaluation Data Sources: PK-CIRCLE Assessment, Kinder-TX-KEA, Grades 1-5-MAP
| Strategy 1: School wide intervention- "Bulldog Time". Strategy's Expected Result/Impact: Improvement in student performance data both formative and summative. Increase in reading levels and math MAP scores. Staff Responsible for Monitoring: All staff including teachers, MCLs, Interventionist, Administrators. Title I: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - Targeted Support Strategy |
Performance Objective 2 - CORE CHARACTERSITICS OF A T-2-4 READY GRADUATE
Goals
Goal 2: STUDENT SUPPORT. Every Cedar Brook Elementary School student will benefit from an aligned system that supports his/her academic and social-emotional needs.
Performance Objective 2: CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE: By June 2023, Cedar Brook Elementary School will implement at least three strategies that advance the focus on Core Characteristics for every child.
Evaluation Data Sources: Campus calendar and newsletters
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Strategy 1: Implementation PBIS & Project Class school-wide. Strategy 2: Partnership with Community In Schools with the focus of parent educational classes that support student academics, social emotional development, educate parents, and foster home and school connections. Strategy 3: Implementation of school-wide Community Circles. Strategy 4: School counselor will plan and carry out Red Ribbon Week and GenTX week experiences. Strategy 5: CSHAC: Committee engages the staff and community through: Health Fair and Employee on site vaccination day. Strategy 6: Enrichment Program will be offered to students during the summer. Payroll for teachers, support staff, and substitutes. Purchase of materials and resources. Computer software, technology equipment, guided reading materials, student workbooks, consumables, books, instructional books for teachers, and materials to support student needs. Transportation and operating expenses will during summer enrichment. Strategy 7: Partnership with the Children's Museum- CBE will offer Family Learning Nights focused on Math, Reading and other content areas. |
Goal 3: Safe Schools
Safe Schools
- Performance Objective 2 - SAFETY COMMITTEE
- Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
- Performance Objective 3 - EMERGENCY OPERATIONS
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 1: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee roster
Summative Evaluation: None
| Strategy 1: CAMPUS SAFETY COMMITTEE: Establish Campus Safety Committees composed of a cross section of stakeholders to look at matters related to campus safety. Strategy's Expected Result/Impact: Each Campus principal will recruit a safety team and provide a roster. Each campus team will meet three times per year so that all campuses will be able to refine safety practices. Staff Responsible for Monitoring: Administrators ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture |
| Strategy 2: HARRIS COUNTY DEPARTMENT OF EDUCATION: Participate in the Harris County Department of Education (HCDE) campus safety audit. Strategy's Expected Result/Impact: Campus will develop action plans to address any deficiencies as a result of safety audits. Staff Responsible for Monitoring: Administrators, Safety Committee |
Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 2: SAFE SCHOOL ENVIRONMENT: Align academic, behavior, and discipline systems to support a safe campus culture and maximize student learning.
Evaluation Data Sources: Discipline Data Dashboard, Review effectiveness of Behavior Intervention Plans
| Strategy 1: Establish Safety Committee Strategy's Expected Result/Impact: Align academic, behavior, and discipline systems to support a safe campus culture and maximize student learning. Staff Responsible for Monitoring: Admin Title I: 2.5, 2.6 - ESF Levers: Lever 3: Positive School Culture, Lever 5: Effective Instruction - Targeted Support Strategy - Additional Targeted Support Strategy |
| Strategy 2: Implementation of PBIS & Project Class school-wide Strategy's Expected Result/Impact: Increase sense of belonging, student pride and student engagement. Decrease in student discipline. Staff Responsible for Monitoring: Teachers PBIS Committee Administration Title I: 2.5, 2.6 - ESF Levers: Lever 3: Positive School Culture |
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 2: EMERGENCY OPERATIONS: Develop Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus Emergency Operation Procedures Documents
Summative Evaluation: None
| Strategy 1: EMERGENCY OPERATIONS PROCEDURES: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures, such as the "I Love You Guys" Foundation. Strategy's Expected Result/Impact: Campus EOP is turned in and filed by September 1st. Staff Responsible for Monitoring: Administrators |
| Strategy 2: EMERGENCY OPERATIONS PROCEDURES: Update campus EOP annually and train staff at the start of each school year. Strategy's Expected Result/Impact: Campus procedures maintained in campus EOPs. Staff training documents maintained. EOP submitted by September 1st. Staff Responsible for Monitoring: Administrators, Safety Committee |
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Cedar Brook Elementary School will ensure efficient and effective fiscal management of resources and operations to maximize learning for all students.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices so that financial resources provide the maximum possible support for T-2-4.
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually)
Summative Evaluation: None
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Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage money. Strategy 2: Collaborate with Campus Improvement Team regarding budget allocations. |
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 3 | 6 | Contracted Maintenance repairs | $690.00 |
| 1 | 3 | 6 | Textbooks | $200.00 |
| 1 | 3 | 6 | Reading materials | $1,000.00 |
| 1 | 3 | 6 | Software | $1,200.00 |
| 1 | 3 | 6 | Supplies and materials | $1,000.00 |
| 1 | 3 | 6 | student travel | $14,695.00 |
| 1 | 3 | 6 | Miscellaneous operating expenses | $1,500.00 |
| 1 | 3 | 6 | Substitute Teachers | $500.00 |
| 1 | 3 | 6 | Reading materials | $3,000.00 |
| 1 | 3 | 6 | Miscellaneous contracted services | $1,500.00 |
| 1 | 3 | 7 | Substitute Teachers | $0.00 |
| 1 | 3 | 7 | student travel | $1,500.00 |
| 1 | 3 | 7 | student transportation | $1,500.00 |
| Sub-Total | $32,785.00 | |||
| Budgeted Fund Source Amount | $32,785.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 23 - Special Education | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 3 | 6 | General Supplies | $300.00 |
| 1 | 3 | 6 | substitutes support staff | $920.00 |
| Sub-Total | $1,220.00 | |||
| Budgeted Fund Source Amount | $1,220.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 25 - ESL/Bilingual | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 4 | 6 | General Supplies | $8,020.00 |
| Sub-Total | $8,020.00 | |||
| Budgeted Fund Source Amount | $8,020.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 30 - At Risk School Wide SCE | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 3 | 6 | General Supplies | $4,850.00 |
| 1 | 3 | 6 | Reading Materials | $4,850.00 |
| Sub-Total | $9,700.00 | |||
| Budgeted Fund Source Amount | $9,700.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 99 - Undistributed | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 3 | 6 | Miscellaneous operating expenses | $4,000.00 |
| 1 | 3 | 6 | general supplies | $500.00 |
| 1 | 3 | 6 | general supplies office | $2,500.00 |
| 1 | 3 | 6 | general supplies nurse | $3,000.00 |
| 1 | 3 | 6 | region 4 services | $200.00 |
| 1 | 3 | 6 | reading materials | $500.00 |
| 1 | 3 | 6 | security & monitoring services | $1,000.00 |
| 1 | 3 | 6 | Supplies counselor | $300.00 |
| 1 | 3 | 6 | travel employee | $2,000.00 |
| 1 | 3 | 6 | travel employee | $1,000.00 |
| 1 | 3 | 7 | Substitute Teachers | $490.00 |
| Sub-Total | $15,490.00 | |||
| Budgeted Fund Source Amount | $15,490.00 | |||
| +/- Difference | $0.00 | |||
| 211 - Title I, Part A | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 1 | 1 | Technology Software | $3,000 |
| 1 | 2 | 3 | teachers college- phonics mascots | $400.00 |
| 1 | 3 | 4 | Teacher and Professional Salary | $10,448.00 |
| 1 | 3 | 6 | extra duty professional | $10,000.00 |
| 1 | 3 | 7 | extra duty paraprofessional | $1,500.00 |
| 1 | 3 | 8 | Teacher and Professional Salary | $88,422.92 |
| 1 | 3 | 9 | ELPS Flip books and resources for teachers. | $5,683.95 |
| 1 | 4 | 3 | Extra Duty Professional | $73,612.93 |
| 1 | 4 | 6 | Supplies & Materials | $300.00 |
| 1 | 4 | 6 | Admin Staff development- Region IV | $75.00 |
| 1 | 4 | 6 | Employee Travel (Teacher) | $0.00 |
| 1 | 4 | 6 | Reading materials-Admin | $0.00 |
| 1 | 4 | 6 | Reading materials | $25,948 |
| 1 | 4 | 6 | Teacher Staff development- Region IV | $18,740.00 |
| 1 | 4 | 6 | Employee Travel (Principal) | $75.00 |
| 1 | 4 | 6 | Webinars for Administrators | $0.00 |
| 1 | 4 | 6 | Webinars for Teachers | $490.00 |
| 1 | 4 | 6 | Substitutes for staff development, for teacher conferences, and teacher planning time (Collaborative Planning meetings). | $13,000.00 |
| 1 | 4 | 6 | Reading materials-Teacher | $3,124.00 |
| 1 | 4 | 7 | Admission for study trips | $0.00 |
| 1 | 4 | 7 | Transportation for study trips | $2,450.00 |
| 2 | 1 | 1 | Project Class | $3,655.00 |
| 2 | 1 | 2 | Purchase Circle Forward building a restorative school community books for each grade level. | $1,000.00 |
| 2 | 1 | 3 | CIS-Supplies & Materials | $6,000.00 |
| 2 | 1 | 3 | CIS- Misc. Operating Expenses | $1,000.00 |
| 2 | 1 | 5 | Urban Harvest- Misc. Contracted Services | $5,700.00 |
| Sub-Total | $291,000.00 | |||
| Budgeted Fund Source Amount | $291,000.00 | |||
| +/- Difference | $0 | |||
| 282 ARP21 (ESSER III Campus Allocations) | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 2 | 2 | 6 | misc operating expense | $500.00 |
| 2 | 2 | 6 | misc operating expense | $1,200.00 |
| 2 | 2 | 6 | supply/materials | $4,410.00 |
| 2 | 2 | 6 | extra duty pay | $56,6900.00 |
| 2 | 2 | 6 | transportation | $5,000.00 |
| Sub-Total | $67,800.00 | |||
| Budgeted Fund Source Amount | $117,034.00 | |||
| +/- Difference | $49,234.00 | |||
| Grand Total | $475,249.00 | |||