Campus Improvement Plan 2024-2025
Cedar Brook Elementary School
- 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
2024-2025 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 School serves students in grades PK-5 within the Spring Branch Independent School District (SBISD).
Enrollment trends showed an increase of 12 students from the 2022–2023 school year to the 2023–2024 school year.
Enrollment Trends:
2023-2024: Enrollment – 669
2022-2023: Enrollment – 657
2021-2022: Enrollment – 670
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Cedar Brook Elementary School has remained relatively consistent during the past three years. The majority of the students are Hispanic, followed by White. Many of the students are considered economically disadvantaged, which qualifies the campus as a Title 1 school. During the 2023-2024 school year, 62.3% of the students were identified as Emergent Bilingual/English Learner (EB/EL); 74.0% At-Risk; 8.4% Immigrant; 1.4% Homeless; 16.0% of students were identified for special education services; and 7.0% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2023-2024: African American – 29 (4.3%)
2022-2023: African American – 41 (6.2%)
2021-2022: African American – 32 (4.8%)
2023-2024: American Indian-Alaskan Native – *
2022-2023: American Indian-Alaskan Native – *
2021-2022: American Indian-Alaskan Native – 0 (0.0%)
2023-2024: Asian – 13 (1.9%)
2022-2023: Asian – 14 (2.1%)
2021-2022: Asian – 9 (1.3%)
2023-2024: Hispanic – 570 (85.2%)
2022-2023: Hispanic – 553 (84.2%)
2021-2022: Hispanic – 584 (87.2%)
2023-2024: Native Hawaiian-Pacific Islander – 0 (0.0%)
2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)
2021-2022: Native Hawaiian-Pacific Islander – 0 (0.0%)
2023-2024: White – 36 (5.4%)
2022-2023: White – 31 (4.7%)
2021-2022: White – 32 (4.8%)
2023-2024: Two-or-more – 19 (2.8%)
2022-2023: Two-or-more – 15 (2.3%)
2021-2022: Two-or-more – 13 (1.9%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2023-2024: At-Risk – 495 (74.0%)
2022-2023: At-Risk – 461 (70.2%)
2021-2022: At-Risk – 496 (74.0%)
2023-2024: Economically Disadvantaged – 508 (75.9%)
2022-2023: Economically Disadvantaged – 482 (73.4%)
2021-2022: Economically Disadvantaged – 498 (74.3%)
2023-2024: Emergent Bilingual/English Learner – 417 (62.3%)
2022-2023: Emergent Bilingual/English Learner – 387 (58.9%)
2021-2022: Emergent Bilingual/English Learner – 417 (62.2%)
2023-2024: Gifted and Talented – 47 (7.0%)
2022-2023: Gifted and Talented – 44 (6.7%)
2021-2022: Gifted and Talented – 35 (5.2%)
2023-2024: Homeless – 9 (1.4%)
2022-2023: Homeless – 14 (2.1%)
2021-2022: Homeless – 7 (1.0%)
2023-2024: Immigrant – 56 (8.4%)
2022-2023: Immigrant – 26 (4.0%)
2021-2022: Immigrant – 47 (7.0%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2021-2022: Migrant – 0 (0.0%)
2023-2024: Special Education – 107 (16.0%)
2022-2023: Special Education – 86 (13.1%)
2021-2022: Special Education – 72 (10.8%)
Source: PEIMS OnDataSuite Fall Dashboard
Attendance Rates:
2021-2022: 95.0%
2020-2021: 94.8%
2019-2020: 98.1%
Source: Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2021-2022: 13.6%
2020-2021: 18.3%
2019-2020: 4.7%
Source: Texas Academic Performance Report (TAPR)
Demographics Strengths
- Student Enrollment has increased
- Students identified for Gifted and Talented services has increased
- Student demographics have remained consistent
Problem Statements Identifying Demographics Needs
Problem Statement 1: Attendance rates have decreased since 2019. Root Cause: Increase of chronic absences since the Pandemic
Problem Statement 2: Learning gaps are created when students are not enrolled for a full academic year (students newly enrolled in US schools are not enrolled for a full year). Root Cause: Students newly enrolled in US schools have not had much schooling, thus are academically behind. Time is required to adjust to routines, procedures, academic rigor, culture, language, and the learning pace in a US school.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Cedar Brook Elementary School implements a rigorous curriculum that is aligned to state standards and continuously revised to produce and prepare all students towards T-2-4 district goals. Students will master rigorous academic standards to ensure college and career readiness. We believe campus administrators and teachers are members of the campus’ Professional Learning Committees (PLC). PLC in SBISD is an ongoing collaborative team process used to establish a school-wide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts.
A top priority in SBISD is literacy. Students receive the opportunity and skill set to experience meaningful literacy experiences that are rigorous and engaging. With their peers, students in SBISD listen, speak, read and write through the content areas with a commitment that they will become lifelong readers and writers. SBISD is driven by standards, focused on strategies, differentiated, and guided by student data. Numeracy is also a top priority in SBISD. Our goal is to provide academic experiences that build confident and creative mathematical thinkers. Students identified for special education (SPED) services or as Emergent Bilingual/English Learner (EB/EL) are also a district focus.
Below is a summary of the STAAR Redesign Reading passing rates for 2023 (Baseline Year):
3rd Grade Reading - 74% Approaches; 51% Meets; 25% Masters
4th Grade Reading - 75% Approaches; 41% Meets; 14% Masters
5th Grade Reading - 79% Approaches; 58% Meets; 41% Masters
SPED All Grades Reading - 36% Approaches; 6% Meets; 2% Masters
EB/EL All Grades Reading - 70% Approaches; 42% Meets; 16% Masters
Source: 2022-2023 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Redesign Mathematics passing rate for 2023 (Baseline Year):
3rd Grade Mathematics - 81% Approaches; 49% Meets; 24% Masters
4th Grade Mathematics - 89% Approaches; 64% Meets; 32% Masters
5th Grade Mathematics - 89% Approaches; 64% Meets; 33% Masters
SPED All Grades Mathematics - 60% Approaches; 21% Meets; 4% Masters
EB/EL All Grades Mathematics - 85% Approaches; 55% Meets; 22% Masters
Source: 2022-2023 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
- Academic performance on STAAR improved in Reading for approaches and meets, while masters was just 1 point away from maintaining the previous year's level.
- Increased percentage of students demonstrating academic growth on the Reading STAAR (School Progress- Annual Growth/Accelerated Learning).
- Academic performance for students classified as Emergent Bilingual improved.
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: Even though academic performance for EB students has improved, it continues to lag behind all numbers. Root Cause: Students entering school with minimum schooling may struggle with academic vocabulary.
Problem Statement 2: Math & science academic performance lagged reading numbers. Root Cause: Lack of foundational skills. Students are often below grade level.
Staff Recruitment and Retention
Comprehensive Needs Assessment
Staff Recruitment and Retention
Staff Recruitment and Retention Summary
The Talent strategy is to recruit and retain the best employees at Cedar Brook Elementary School to support students. For employees and support personnel, this includes recruitment processes and hiring practices to develop and retain staff to meet the unique needs of each department and/or campus. Increased creativity and flexibility in our staffing, compensation, and benefit plans will help SBISD attract and retain qualified individuals. In order to meet our strategic goals, attract and retain the best talent, we focus our efforts on the following key areas:
- Recruitment and Retention of instructional, non-instructional, paraprofessional, and auxiliary staff
- Onboarding processes
- Staffing and Performance Management
- Competitive Compensation and Benefits
- Benefits Training opportunities
Teacher by years of experience:
2023-2024: Beginning – 2.0 FTE (4.3%)
2022-2023: Beginning – 0.0 FTE (0%)
2021-2022: Beginning – 3.0 FTE (6.4%)
2023-2024: 1-5 Years – 15.0 FTE (32.6%)
2022-2023: 1-5 Years – 16.0 FTE (36.2%)
2021-2022: 1-5 Years – 14.0 FTE (29.7%)
2023-2024: 6-10 Years – 8.0 FTE (17.4%)
2022-2023: 6-10 Years – 11.0 FTE (24.9%)
2021-2022: 6-10 Years – 10.0 FTE (21.2%)
2023-2024: 11-20 Years – 16.0 FTE (34.8%)
2022-2023: 11-20 Years – 12.0 FTE (27.1%)
2021-2022: 11-20 Years – 14.1 FTE (29.9%)
2023-2024: Over 20 Years – 5.0 FTE (10.9%)
2022-2023: Over 20 Years – 5.2 FTE (11.8%)
2021-2022: Over 20 Years – 6.0 FTE (12.7%)
2023-2024: Total – 46.0 FTE (100%)
2022-2023: Total – 44.2 FTE (100%)
2021-2022: Total – 47.1 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
- CBE staff members are engaged in the PLC process as active participants in data analysis to better understand low performing areas and target individual student needs.
- Teacher appraisers and campus leadership set goals, give timely feedback, and focus on continuous cycles of improvement.
- Mentoring program provides new staff with support from master teachers.
- Over 60 % of teachers have 10 years or more experience.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: Lack of additional support staff (LIS, MIS, and SIS) to promote open discussions for campus/district support and trainings. Root Cause: District Personnel cuts
Problem Statement 2: Current vacancies due to late resignations or hard to fill positions like SPED. Root Cause: Lack of Intervention/campus support due to MCL's/ Interventionist teaching classes due to vacancies.
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Cedar Brook Elementary School provides a sustained and strategic focus on educating, engaging and empowering families that are aligned with the SBISD Family E3 framework, focusing on building the capacity of families and staff to work together for student academic success. The Share a Smile Customer Service commitments are embedded into the Family E3 expectations, emphasizing the importance of customer service at our campus. The campus Translation and Interpretation Procedure asserts our commitment to provide families with information they can understand. Families are invited to attend campus and district events. The Family E3 team conducts an annual needs assessment with our campus to determine family engagement strengths and areas of support.
COMMUNITY ENGAGEMENT
Cedar Brook Elementary School works closely with the SBISD Community Engagement Division to support meaningful, strategic two-way engagement of families, community members, partners, and volunteers. The district traditionally has a large and very committed network of partners and 12,000+ volunteers. During the summer, the Community Engagement team conducts a needs assessment with our campus to determine community engagement strengths and areas of support. We welcome and value volunteers who serve on our campus as mentors and tutors to support student success.
Family and Community Engagement Strengths
- Active Parent Teacher Association (PTA) & Community partnerships (CPC)
- Reading Buddies tutoring program and the Duchesne Volunteers are active programs on our campus
- Family engagement tools/strategies to connect with families (REMIND, Newsletters, School Messenger, printed flyers) Communities in School (CIS) provides specialized supports for our students and families.
- Parent classes
- Hosted family events like The Children's Museum Family learning events, Literacy and Math Night, Cafe @ CBE meetings, and Musical Showcases throughout the school year.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: Daily parent volunteer group is the same and some might not feel like part of the PTA. Root Cause: Some parents might not feel comfortable helping with PTA events due to language barriers or different social groups.
Problem Statement 2: Lack of parental ability to support academics at home. Root Cause: Some parents have a modest education and/or limited familiarity with US education. Many parents work long hours to provide for basic needs for their families and thus have limited time.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - STUDENT GROWTH
- Performance Objective 3 - CLOSING THE GAPS
- Performance Objective 4: ENGLISH LANGUAGE ACQUISITION PROGRESS
- Performance Objective 5 - EARLY LITERACY
- Performance Objective 6: EARLY NUMERACY
- Performance Objective 7: ADVANCED COURSES
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Cedar Brook Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2025, Cedar Brook Elementary School will increase student performance on STAAR Redesign Grades 3-5 exams in reading and math by at least 5 percentage points in approaches, 3 percentage points in meets, and 2 percentage points in masters.
2023-24: Reading: 77% (approaches), 52% (meets), 25% (masters); Math: 79% (approaches), 54% (meets), 24% (masters)
2022-23: Reading: 76% (approaches), 50% (meets), 26% (masters); Math: 86% (approaches), 59% (meets), 30% (masters) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report and 2024 Texas Education Agency Data Tables
Strategy 1: Implement campus-wide intervention focused on reading and math.
Technology software and technology devices will be purchased to support campus intervention groups.
Strategy's Expected Result/Impact: Overall improvement in student performance both formative and summative 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
Interventionists
MCLs
Title I:
2.4, 2.6
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: CBE will follow and implement district curriculum in all grade levels.
Strategy's Expected Result/Impact: Overall improvement in student performance.
Staff Responsible for Monitoring: Administrators
Team leaders
Teachers
MCLs
Title I:
2.4, 2.6
-TEA Priorities:
Build a foundation of reading and math
-ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 3: We will ensure school-wide implementation of TWDL content and language allocation, as well as the CBE dual language non-negotiables.
Strategy's Expected Result/Impact: Consistency and alignment across all grade levels
Staff Responsible for Monitoring: Administrators
Team leaders
Teachers
Lead
Interventionist
MCLs
Title I:
2.6
- ESF Levers:
Lever 5: Effective Instruction
Strategy 4: Staff will participate in TWDL professional development to strengthen and support our dual language program.
Strategy's Expected Result/Impact: Implementation of best practices & consistency and alignment across all grade levels.
Staff Responsible for Monitoring: Administrators
Team leaders
Teachers
Lead
Interventionist
MCLs
Title I:
2.6
-TEA Priorities:
Recruit, support, retain teachers and principals
-ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 5: MCL's and 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
MCLs
Interventionists
Administrators
Title I:
2.4, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
-ESF Levers:
Lever 5: Effective Instruction
Funding Sources: Professional Salary - 211 - Title I, Part A - 211.11.6119 - $76,125, Merit Pay - 211 - Title I, Part A - 211.11.6118 - $4,000, Medicare - 211 - Title I, Part A
- 211.11.6141 - $2,504, Employee Contribution - 211 - Title I, Part A - 211.11.6142 - $8,974, Workers comp - 211 - Title I, Part A - 211.11.6143 - $827, Teacher Retirement - 211 - Title I, Part A - 211.11.6146 - $20,381
Strategy 6: Teachers, administrators, counselor, students, and staff members will be provided with materials, resources, and professional development to meet or exceed growth expectations.
Substitutes will be provided in some cases during staff development, for teacher conferences, teacher planning time (Collaborative Planning meetings), and testing sessions.
We will purchase instructional materials, manipulatives, student workbooks (Math Warm-Ups) , consumables, books, resources, instructional books for teachers/ administrators, technology equipment and materials to support student needs.
Computer software/subscriptions and technology devices will be purchased to support instruction.
Strategy's Expected Result/Impact: Improvement in student performance across all subgroups.
Staff Responsible for Monitoring: Admin
Teachers
Lead
Interventionist
MCLs
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
-ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Software - 211 - Title I, Part A - 211.11.6397 - $22,000, Other Reading Materials - 211 - Title I, Part A - 211.11.6329 - $15,000, Technology - 211 - Title I, Part A - 211.11.6398 - $25,000, Supplies & Materials - 211 - Title I, Part A - 211.11.6399 - $24,089, Other reading materials- teacher - 211 - Title I, Part A - 211.13.6329 - $1,500, Other reading materials-Principal - 211 - Title I, Part A - 211.23.6329 - $500, Misc.-Contracted Services - 211 - Title I, Part A - 211.11.6299 - $12,000, Region IV 4- Teacher - 211 - Title I, Part A - 211.13.6239 - $500, Misc.-Contracted Services- Teacher PD - 211 - Title I, Part A - 211.13.6299 - $1,000, Region IV 4- Principal - 211 - Title I, Part A - 211.23.6299 - $500, Misc.-Contracted Services- Admin - 211 - Title I, Part A - 211.23.6299 - $500, Substitutes - 211 - Title I, Part A - 211.11.6112 - $3,000, Employee Travel- Teacher - 211 - Title I, Part A - 211.13.6411 - $1,000, Employee Travel- Admin - 211 - Title I, Part A - 211.23.6411 - $1,000, Supply SPED Education - 199 PIC 23 - Special Education - 199.11.6399 - $1,150, Substitutes - 199 PIC 11 - Instructional Services - 199.11.6112 - $1,200, Substitutes- Support Staff - 199 PIC 11 - Instructional Services - 199.11.6122 - $2,310, Other contract- maintenance/repair - 199 PIC 11 - Instructional Services - 199.11.6249 - $750, Textbooks - 199 PIC 11 - Instructional Services - 199.11.6321 - $200, Misc.- contract services - 199 PIC 11 - Instructional Services - 199.11.6299 - $500, Other reading materials - 199 PIC 11 - Instructional Services - 199.11.6329 - $1,000, Other reading materials- At risk - 199 PIC 30 - At Risk School Wide SCE - 199.11.6329 - $3,000, Software - 199 PIC 11 - Instructional Services - 199.11.6397 - $1,200, Technology equipment - 199 PIC 11 - Instructional Services - 199.11.6398 - $3,000, Supplies & Materials - 199 PIC 11 - Instructional Services - 199.11.6399 - $2,878, Supply Bilingual - 199 PIC 25 - ESL/Bilingual - 199.11.6399 - $8,340, Supply at Risk - 199 PIC 30 - At Risk School Wide SCE - 199.11.6399 - $7,220, Supply/Materials - 199 PIC 11 - Instructional Services - 199.11.6399.936 - $2,000, Student Travel - 199 PIC 11 - Instructional Services - 199.11.6412 - $500, Student Transportation - 199 PIC 11 - Instructional Services - 199.11.6494 - $2,500, Misc. Operation Expense - 199 PIC 11 - Instructional Services - 199.11.6499 - $300, Other Supply-Lib - 199 PIC 99 - Undistributed - 199.12.6399 - $500, Region IV Services-Teachers - 199 PIC 99 - Undistributed - 199.13.6239 - $200, Misc. Operating Expense - 199 PIC 99 - Undistributed - 199.13.6499 - $13,000, Supply Office - 199 PIC 99 - Undistributed - 199.23.6399 - $2,000, Employee Travel- Admin - 199 PIC 99 - Undistributed - 199.23.6411 - $1,000, Misc. Operating Expense - 199 PIC 99 - Undistributed - 199.23.6499 - $500, Supply- Counselor - 199 PIC 99 - Undistributed - 199.31.6399 - $300, Supply -Clinic - 199 PIC 99 - Undistributed - 199.33.6399 - $3,000, Other Contact Maint/Repair - 199 PIC 99 - Undistributed - 199.51.6249 - $1,000, Security & Monitoring Services - 199 PIC 99 - Undistributed - 199.52.6399 - $1,530
Strategy 7: Teachers, counselor, and administrators will participate in professional development throughout the school year (Dr. Mercuri Educational Consultants, lead4ward/ lead4ward learning series, Region 4 trainings, conferences, and webinars.
Strategy's Expected Result/Impact: Improvement in student performance across all subgroups.
Staff Responsible for Monitoring: Admin
Teachers
Lead
Interventionist
MCLs
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
-ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 8: 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 literacy based products involving writing.
Strategy's Expected Result/Impact: Exposure to new learning and experience different opportunities Overall increase in student achievement
Staff Responsible for Monitoring: Administrators
Team leaders
Teachers
Counselor
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math
-ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Student travel - 211 - Title I, Part A - 211.11.6412 - $6,500, Student transportation - 211 - Title I, Part A - 211.11.6494 - $6,500
Strategy 9: Provide personalized support for students and teachers through instructional specialists and MCLs. Support may include coaching, professional development, planning, and intervention groups.
Strategy's Expected Result/Impact: Increased student achievement
Staff Responsible for Monitoring: Administrators
MCLs
Interventionist
Title I:
2.4, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
-ESF Levers:
Lever 2: Strategic Staffing, Lever 3: Positive School Culture, Lever 5: Effective Instruction
Strategy 10: Provide students with real world experiences to increase their background knowledge in the content areas while providing them opportunities to read, write, listen, discuss, and speak about relevant content experiences.
Instructional materials and resources will be purchased to support instructional needs.
Strategy's Expected Result/Impact: Exposure to new learning and experience different opportunities Overall increase in student achievement
Staff Responsible for Monitoring: Teachers
Administrators
MCLs
Interventionist
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math
-ESF Levers:
Lever 3: Positive School Culture, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 11: Substitutes will be provided in some cases for professional development, teacher conferences, webinars, teacher planning time (Collaborative Planning meetings), and testing sessions.
Strategy's Expected Result/Impact: Professional growth and development
Support communication between home and school
Improvement in student performance across all subgroups
Title I:
2.5, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 2 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Cedar Brook Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: STUDENT GROWTH: By June 2025, Cedar Brook Elementary School will increase the percentage of students demonstrating STAAR Redesigned academic growth in reading and math by 5 percentage points or ≥ to 85%.
2023-24: School Progress-Annual Growth /Accelerated Learning: 71%/34% (Reading); 66%/35% (Math)
2022-23: School Progress-Annual Growth /Accelerated Learning: 68%/32% (Reading); 86%/64% (Math) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report and 2024 Texas Education Agency Data Tables
Strategy 1: Technology lab will be incorporated into the specials rotation. Technology software and technology devices will be purchased to support campus.
Strategy's Expected Result/Impact: Learn how to type, use computer, technology tools/platforms, and software.
Use software and technology tools to ensure college and career readiness.
Support with online state testing.
Staff Responsible for Monitoring: Digital Lab Monitor/ Associate Teacher Administration
Title I:
2.5, 2.6
- TEA Priorities:
Connect high school to career and college
-ESF Levers:
Lever 2: Strategic Staffing, Lever 3: Positive School Culture, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Using formative assessment practices, teachers will plan instruction, design formative assessments, and respond to possible outcomes of these assessments in advance of teaching so that they can respond quickly to student misunderstandings.
Strategy's Expected Result/Impact: Improvement in student performance data both formative and summative across all subgroups.
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 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 3: Paraprofessionals & an associate teacher will be funded used to support instructional needs.
Strategy's Expected Result/Impact: Increased student achievement
Staff Responsible for Monitoring: Admin MCLs
Title I:
2.4, 2.6
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments. Lever 5: Effective Instruction
Funding Sources: Support Personal - 211 - Title I, Part A - 211.11.6129 - $82,600, Over time paraprofessional - 211 - Title I, Part A - 211.11.6121 - $1,000
Performance Objective 3 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Cedar Brook Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: CLOSING THE GAPS: By June 2025, Cedar Brook Elementary School will increase the percentage of academic achievement indicators on track to meet or exceed interim targets in the redesigned closing the gaps domain by 5 component points.
2023-24: 24 of 32 Academic Achievement Points Met; 75% Component Points
2022-23: 18 of 24 Academic Achievement Points Met; 75% Component Points (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools and 2024 Texas Education Agency Data Tables
Strategy 1: Provide after school programs and activities.
Strategy's Expected Result/Impact: Overall increase in student achievement and school belonging.
Staff Responsible for Monitoring: Teachers
MCLs
Interventionists
Administration
Title I:
2.5, 2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 2: Implement after school tutorials.
Strategy's Expected Result/Impact: Improvement in overall student performance. Meet House Bill 1416 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 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Extra Duty Professional - 211 - Title I, Part A - 211.11.6116 - $6,000
Strategy 3: Collaborative Planning meetings will be conducted every two weeks to review data, plan instruction, train, model, share instructional practices, and create rigorous common assessments.
Strategy's Expected Result/Impact: Improvement in overall student performance across all subgroups.
Staff Responsible for Monitoring: Administrators
Team leaders
Teachers
Interventionist
MCLs
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
-ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 4: 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 and discuss during Collaborative Planning Meetings and other data meetings.
Strategy's Expected Result/Impact: Improvement overall in student performance across all subgroups.
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 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 5: Teachers will design and deliver grade level instruction that targets specific essential standards.
Strategy's Expected Result/Impact: Growth in student performance across all subgroups.
Staff Responsible for Monitoring: Administrators
Team leaders
Teachers
MCLs
Title I:
2.4, 2.6
-TEA Priorities:
Build a foundation of reading and math
-ESF Levers:
Lever 5: Effective Instruction
Strategy 6: Teachers will use data to design and conduct small group lessons to meet the needs of all students. MCLs will support grade level teams through the planning process and share resources if needed. Teachers will also plan and differentiate workstations.
Strategy's Expected Result/Impact: Intentional and strategic differentiation of small group lessons and workstations for all students Overall student academic growth
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
Performance Objective 4: ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Cedar Brook Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2025, the rate of Emergent Bilingual/English Learners increasing at least one composite score level on TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.
2023-24: TELPAS Progress Rate 56%
2022-23: TELPAS Progress Rate 59% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools and 2024 Texas Education Agency Data Tables
Strategy 1: Teachers will participate in professional development/peer observations and then incorporate practices/strategies learned to better support the needs of our emergent bilingual learners.
Strategy's Expected Result/Impact: Increase composite scores Improvement is overall student performance.
Staff Responsible for Monitoring: Teachers
MCL
Interventionists
Administration
Title I:
2.4, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals
-ESF Levers:
Lever 5: Effective Instruction
Strategy 2: Professional development attended by CBE teachers will focus on TWDL practices, Emergent Bilingual students, and Preview-View-Review. Teachers will implement strategies learned.
Strategy's Expected Result/Impact: Overall student growth & increase composite scores.
Staff Responsible for Monitoring: Teachers
Team leaders
MCLs
Interventionists
Administration
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
-ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 5: Effective Instruction
Strategy 3: Teachers will implement strategies learned through Reading Academy and embed in all content instruction.
Strategy's Expected Result/Impact: Overall student growth & increase composite scores.
Staff Responsible for Monitoring: Teachers
Administration
Team Leaders
MCLs
Title I:
2.4, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 5 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Cedar Brook Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: EARLY LITERACY: By June 2025, Cedar Brook Elementary School will increase the percentage of K-2 students on track to read at grade level by 5 percentage points or ≥ 80%.
Evaluation Data Sources:
Kindergarten: TxKEA - Letter Names, Vocabulary, and Spelling (Baseline Year)
Grades 1 and 2: Spring Branch Literacy Checkpoints (Baseline Year)
Strategy 1: K-2 Teachers will implement phonics professional development/learning. 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.
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math
-ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments. Lever 5: Effective Instruction
Performance Objective 6: EARLY NUMERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Cedar Brook Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: EARLY NUMERACY: By June 2025, Cedar Brook Elementary School will increase the percentage of K-2 students on track to be on grade level in foundational math skills by 5 percentage points or ≥ 80%.
Evaluation Data Sources: K-2 Math Progress Monitoring (Baseline Year)
Strategy 1: Kindergarten 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
MCLs
Administration
Title I:
2.5, 2.6
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Computer software will be purchased and implemented in all grade levels in order to drive instruction and support students' reading and comprehension levels (Ex- Achieve 3000- Smarty Ants, Raz Kids, A-Z, A-Z Vocabulary, Gizmos, and Generation Genius).
Strategy's Expected Result/Impact: Improvement in student performance across all subgroups.
Staff Responsible for Monitoring: Admin
Teachers
Lead
Interventionist
MCLs
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math
-ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments. Lever 5: Effective Instruction
Performance Objective 7: ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Cedar Brook Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 7: ADVANCED COURSES: By June 2025, Cedar Brook Elementary School will increase the number of students prepared for sixth grade advanced coursework in reading and math.
Evaluation Data Sources: 2024 Texas Education Agency Data Tables
Strategy 1: Teachers will complete GT certification/training that will allow them to implement and evaluate differentiated curriculum to meet the needs of gifted students.
Strategy's Expected Result/Impact: Differentiate classroom instruction and provide rigorous lessons to meet the needs of all students.
Staff Responsible for Monitoring: Counselor
Teachers
Administrators
Title I:
2.4
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments. Lever 5: Effective Instruction
Goal 2: Student Support
Student Support
- Performance Objective 1 -CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
- Performance Objective 2 -INTERVENTIONS
- Performance Objective 3: STUDENT ATTENDANCE
Performance Objective 1 -CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
Goals
Goal 2: STUDENT SUPPORT. Cedar Brook Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 1: CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE: By June 2025, 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
Strategy 1: We will ensure school-wide implementation of Community Circles.
Strategy's Expected Result/Impact: Increase in school connectedness and positive student teacher relationships. Increase sense of belonging and student pride.
Staff Responsible for Monitoring: Teachers
Administration
Title I:
2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 2: School counselor will plan and carry out Red Ribbon Week and GenTX week experiences. Materials/resources for students will be purchased.
Strategy's Expected Result/Impact: Increased student engagement Increased sense of belonging
Staff Responsible for Monitoring: Admin
Counselor
Title I:
2.5, 2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 3: Counselor will conduct guidance lessons in classes and small groups and will also provide support with Digital Citizen lessons.
Strategy's Expected Result/Impact: Result/Impact
Increased positive behavior
Increased student engagement
Increased sense of belonging
Decrease bullying
Follow guidelines for technology use
Staff Responsible for Monitoring: Admin
Counselor
Teachers
Title I:
2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 4: Assemblies will be scheduled for PBIS and to prompt Red Ribbon Week.
Strategy's Expected Result/Impact: Bring awareness to Red Ribbon week, Increase sense of belonging and student pride. Decrease in student discipline.
Staff Responsible for Monitoring: Counselor
Teachers
PBIS Committee
Administration
Title I:
2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 5: Provide leadership opportunities for students through safety patrol, Bulldog Broadcast Team, etc.
Strategy's Expected Result/Impact: To increase student leadership and acquire new skills, thus implementing SBISD Core Characteristics.
Staff Responsible for Monitoring: Counselor
Librarian
Teachers
Administrators
Title I:
2.5, 2.6
- ESF Levers:
Lever 3: Positive School Culture
Performance Objective 2 -INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Cedar Brook Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 2: INTERVENTIONS: By June 2025, Cedar Brook Elementary School will implement TIER interventions with students identified as needing academic or behavioral supports.
Evaluation Data Sources: Multiple measures
Strategy 1: Implementation of PBIS & Project Class school-wide.
Materials, supplies, and resources will be purchased for the implementation of PBIS and Project Class.
Strategy's Expected Result/Impact: Increase sense of belonging and student pride. 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, Lever 5: Effective Instruction
Strategy 2: We will partner with Community In Schools, focusing on parent educational classes that support student academics, social emotional development, educate parents, and foster home and school connections.
Strategy's Expected Result/Impact: Increase parental involvement, foster home and school connections, build positive relationships, and overall enhance sense of belonging and student pride.
Staff Responsible for Monitoring: CIS
ADMIN
Teachers
Parents
Community
Title I:
4.1, 4.2
- ESF Levers:
Lever 3: Positive School Culture
Funding Sources: Supplies and materials- Family Engagement - 211 - Title I, Part A - 211.61.6399 - $100, Mics operating expenses - 211 - Title I, Part A - 211.61.6499 -
$800
Strategy 3: Partnering with the Children's Museum, CBE will offer Family Learning Nights focused on Math, Reading, and other content areas.
Strategy's Expected Result/Impact: Increase community involvement and support our Campus and District priorities/ goals.
Staff Responsible for Monitoring: Admin
CIS
Teachers
Title I:
2.5, 2.6, 4.1, 4.2
- ESF Levers:
Lever 3: Positive School Culture
Funding Sources: Mics contracted services - 211 - Title I, Part A - 211.61.6299 - $5,700
Strategy 4: Teachers will attend beginning of year professional development such as Transforming Challenges into Opportunities: Attunement in Schools provided by the Community Relations department to support teachers and parents.
Strategy's Expected Result/Impact: Staff members will be self-aware and be able to read families cues, families will feel connected and valued, and build a partnerships that promotes student academic success.
Staff Responsible for Monitoring: Admin
CIS
Teachers
Title I:
2.4, 2.5, 2.6
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Strategy 5: CSHAC Committee engages the staff and community through activities such as the Health Fair and employee on-site vaccination day.
Strategy's Expected Result/Impact: Increase community involvement and relationships, foster health awareness, and promote safety.
Staff Responsible for Monitoring: CSHAC Committee
Title I:
2.6, 4.1, 4.2
- ESF Levers:
Lever 3: Positive School Culture
Strategy 6: Assemblies will be conducted to reinforce PBIS campus expectations. Materials, supplies, and resources will be purchased to support the implementation of PBIS.
Strategy's Expected Result/Impact: Increase sense of belonging and student pride. Decrease in student discipline.
Staff Responsible for Monitoring: Teachers
PBIS Committee
Administration
Title I:
2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 7: We will host Cafe @ CBE parent meetings, addressing a variety of topics which will support student academics and social emotional development, while educating parents and fostering home and school connections.
Strategy's Expected Result/Impact: Increase parental involvement, foster home and school connections, build positive relationships, and overall enhance sense of belonging and student pride.
Staff Responsible for Monitoring: CIS
ADMIN
Teachers
Parents
Community members
District/department leads
Title I:
2.6, 4.1, 4.2
- ESF Levers:
Lever 3: Positive School Culture
Performance Objective 3: STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Cedar Brook Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 3: STUDENT ATTENDANCE: By June 2025, student attendance at Cedar Brook Elementary School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data and Texas Academic Performance Report
Strategy 1: Conduct parent meetings regarding school attendance, truancy, and tardies.
Strategy's Expected Result/Impact: Increased attendance rate
Staff Responsible for Monitoring: Admin
ADA
CIS
Counselor
Title I:
4.1, 4.2
- ESF Levers:
Lever 3: Positive School Culture
Strategy 2: Class Attendance tracking - Classes will receive recognition and incentives for high attendance rates.
Strategy's Expected Result/Impact: Increased attendance rate
Staff Responsible for Monitoring: Admin
ADA
CIS
Counselor
Title I:
4.1, 4.2
- ESF Levers:
Lever 3: Positive School Culture
Goal 3: Safe Schools
Safe Schools
- Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
- Performance Objective 2 - SAFETY COMMITTEE
- Performance Objective 3 - EMERGENCY OPERATIONS
Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
Goals
Goal 3: SAFE SCHOOLS. Cedar Brook Elementary School will ensure a safe and secure learning environment.
Performance Objective 1: 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: PBIS Committee will train staff members and support with lesson ideas to teach/review PRIDE Expectations to students.
Strategy's Expected Result/Impact: Decrease student behavior
Build positive relationships
Enhance sense of belonging and student pride.
Staff Responsible for Monitoring: Admin
PBIS Committee
Title I:
2.5, 2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 2: Teachers will explicitly teach/model all areas of the PRIDE expectations and the PRIDE Rubric. Teachers will give students Bulldog Bucks when they show PRIDE.
Strategy's Expected Result/Impact: Decrease in student behavior
Build positive relationships
Enhance sense of belonging and student pride.
Staff Responsible for Monitoring: ADMIN
Teachers
PBIS Committee
Title I:
2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 3: PBIS committee will analyze and review discipline data each semester.
Strategy's Expected Result/Impact: Decrease in student behavior
Build positive relationships
Enhance sense of belonging and student pride.
Staff Responsible for Monitoring: Admin
Safety Committee
Title I:
2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 4: Implement PBIS Store
Strategy's Expected Result/Impact: Decrease in student behavior
Build positive relationships
Enhance sense of belonging and student pride.
Staff Responsible for Monitoring: ADMIN
PBIS Committee
Title I:
2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 5: Conduct assemblies to review PRIDE Expectations and SBISD Core Characteristics.
Strategy's Expected Result/Impact: Result/Impact
Review/ learn PRIDE Expectations
Decrease in student behavior
Build positive relationships
Enhance sense of belonging and student pride.
Title I:
2.6
- ESF Levers:
Lever 3: Positive School Culture
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Cedar Brook Elementary School will ensure a safe and secure learning environment.
Performance Objective 2: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee roster and calendar
Strategy 1: Establish a Campus Safety Committee composed of a cross section of stakeholders to look at matters related to campus safety.
Strategy's Expected Result/Impact: Result/Impact
Align academic, behavior, and discipline systems to support a safe campus culture and maximize student learning.
Staff Responsible for Monitoring: Admin Safety Committee members
Title I:
2.5, 2.6
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Cedar Brook Elementary School will ensure a safe and secure learning environment.
Performance Objective 3: EMERGENCY OPERATIONS: Maintain Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus Emergency Operation Procedures Documents
Strategy 1: Complete Campus Emergency Operation Procedures (EOP) and train staff at the start of each school year. EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures.
Strategy's Expected Result/Impact: Complete and Submit EOP by September 2nd.
Complete staff safety training
Staff Responsible for Monitoring: Admin
Strategy 2: Participate in 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: Admin 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.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices.
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually)
Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage budgets properly.
Strategy's Expected Result/Impact: Error free records. Documentation of purchases and orders.
Staff Responsible for Monitoring: Admin Administrative Assistant
Strategy 2: Collaborate with Campus Improvement Team regarding budget allocations.
Strategy's Expected Result/Impact: Expenditures reflect the needs of the campus.
Staff Responsible for Monitoring: Admin
Administrative Assistant
CIT Committee members
Title I Coordinator
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 6 | Substitutes- Support Staff | 199.11.6122 | $2,310.00 |
| 1 | 1 | 6 | Other contract- maintenance/repair | 199.11.6249 | $750.00 |
| 1 | 1 | 6 | Student Travel | 199.11.6412 | $500.00 |
| 1 | 1 | 6 | Substitutes | 199.11.6112 | $1,200.00 |
| 1 | 1 | 6 | Supplies & Materials | 199.11.6399 | $2,878.00 |
| 1 | 1 | 6 | Textbooks | 199.11.6321 | $200.00 |
| 1 | 1 | 6 | Other reading materials | 199.11.6329 | $1,000.00 |
| 1 | 1 | 6 | Software | 199.11.6397 | $1,200.00 |
| 1 | 1 | 6 | Misc.- contract services | 199.11.6299 | $500.00 |
| 1 | 1 | 6 | Misc. Operation Expense | 199.11.6499 | $300.00 |
| 1 | 1 | 6 | Technology equipment | 199.11.6398 | $3,000.00 |
| 1 | 1 | 6 | Supply/Materials | 199.11.6399.936 | $2,000.00 |
| 1 | 1 | 6 | Student Transportation | 199.11.6494 | $2,500.00 |
| Sub-Total | $18,338.00 | ||||
| Budgeted Fund Source Amount | $18,338.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 23 - Special Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 6 | Supply SPED Education | 199.11.6399 | $1,150.00 |
| Sub-Total | $1,150.00 | ||||
| Budgeted Fund Source Amount | $1,150.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 25 - ESL/Bilingual | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 6 | Supply Bilingual | 199.11.6399 | $8,340.00 |
| Sub-Total | $8,340.00 | ||||
| Budgeted Fund Source Amount | $8,340.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 30 - At Risk School Wide SCE | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 6 | Other reading materials- At risk | 199.11.6329 | $3,000.00 |
| 1 | 1 | 6 | Supply at Risk | 199.11.6399 | $7,220.00 |
| Sub-Total | $10,220.00 | ||||
| Budgeted Fund Source Amount | $10,220.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 99 - Undistributed | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 6 | Supply- Counselor | 199.31.6399 | $300.00 |
| 1 | 1 | 6 | Employee Travel- Admin | 199.23.6411 | $1,000.00 |
| 1 | 1 | 6 | Misc. Operating Expense | 199.23.6499 | $500.00 |
| 1 | 1 | 6 | Supply Office | 199.23.6399 | $2,000.00 |
| 1 | 1 | 6 | Supply -Clinic | 199.33.6399 | $3,000.00 |
| 1 | 1 | 6 | Region IV Services-Teachers | 199.13.6239 | $200.00 |
| 1 | 1 | 6 | Security & Monitoring Services | 199.52.6399 | $1,530.00 |
| 1 | 1 | 6 | Misc. Operating Expense | 199.13.6499 | $13,000.00 |
| 1 | 1 | 6 | Other Supply-Lib | 199.12.6399 | $500.00 |
| 1 | 1 | 6 | Other Contact Maint/Repair | 199.51.6249 | $1,000.00 |
| Sub-Total | $23,030.00 | ||||
| Budgeted Fund Source Amount | $23,030.00 | ||||
| +/- Difference | $0.00 | ||||
| 211 - Title I, Part A | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 5 | Professional Salary | 211.11.6119 | $76,125.00 |
| 1 | 1 | 5 | Workers comp | 211.11.6143 | $827.00 |
| 1 | 1 | 5 | Merit Pay | 211.11.6118 | $4,000.00 |
| 1 | 1 | 5 | Employee Contribution | 211.11.6142 | $8,974.00 |
| 1 | 1 | 5 | Medicare | 211.11.6141 | $2,504.00 |
| 1 | 1 | 5 | Teacher Retirement | 211.11.6146 | $20,381.00 |
| 1 | 1 | 6 | Region IV 4- Principal | 211.23.6299 | $500.00 |
| 1 | 1 | 6 | Supplies & Materials | 211.11.6399 | $24,089.00 |
| 1 | 1 | 6 | Misc.-Contracted Services | 211.11.6299 | $12,000.00 |
| 1 | 1 | 6 | Employee Travel- Admin | 211.23.6411 | $1,000.00 |
| 1 | 1 | 6 | Other Reading Materials | 211.11.6329 | $15,000.00 |
| 1 | 1 | 6 | Employee Travel- Teacher | 211.13.6411 | $1,000.00 |
| 1 | 1 | 6 | Software | 211.11.6397 | $22,000.00 |
| 1 | 1 | 6 | Other reading materials- teacher | 211.13.6329 | $1,500.00 |
| 1 | 1 | 6 | Other reading materials-Principal | 211.23.6329 | $500.00 |
| 1 | 1 | 6 | Misc.-Contracted Services- Teacher PD | 211.13.6299 | $1,000.00 |
| 1 | 1 | 6 | Misc.-Contracted Services- Admin | 211.23.6299 | $500.00 |
| 1 | 1 | 6 | Technology | 211.11.6398 | $25,000.00 |
| 1 | 1 | 6 | Substitutes | 211.11.6112 | $3,000.00 |
| 1 | 1 | 6 | Region IV 4- Teacher | 211.13.6239 | $500.00 |
| 1 | 1 | 8 | Student travel | 211.11.6412 | $6,500.00 |
| 1 | 1 | 8 | Student transportation | 211.11.6494 | $6,500.00 |
| 1 | 2 | 3 | Support Personal | 211.11.6129 | $82,600.00 |
| 1 | 2 | 3 | Over time paraprofessional | 211.11.6121 | $1,000.00 |
| 1 | 3 | 2 | Extra Duty Professional | 211.11.6116 | $6,000.00 |
| 2 | 2 | 2 | Mics operating expenses | 211.61.6499 | $800.00 |
| 2 | 2 | 2 | Supplies and materials- Family Engagement | 211.61.6399 | $100.00 |
| 2 | 2 | 3 | Mics contracted services | 211.61.6299 | $5,700.00 |
| Sub-Total | $329,600.00 | ||||
| Budgeted Fund Source Amount | $329,600.00 | ||||
| +/- Difference | $0.00 | ||||
| Grand Total Budgeted | $390,678.00 | ||||
| Grand Total Spent | $390,678.00 | ||||
| +/- Difference | $0.00 | ||||