Campus Improvement Plan 2023-2024
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
2023-2024 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 23 students from the 2020–2021 school year to the 2021–2022 school year. Enrollment then decreased by 13 students from the 2021-2022 school year to the 2022–2023 school year.
Enrollment Trends:
2022-2023: Enrollment – 657
2021-2022: Enrollment – 670
2020-2021: Enrollment – 647
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 African American. Many of the students are considered economically disadvantaged, which qualifies the campus as a Title 1 school. During the 2022-2023 school year, 58.9% of the students were identified as Emergent Bilingual/English Learner (EB/EL); 70.2% At-Risk; 4% Immigrant; 2.1% Homeless; 13.1% of students were identified for special education services; and 6.7% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2022-2023: African American – 41 (6.2%)
2021-2022: African American – 32 (4.8%)
2020-2021: African American – 22 (3.4%)
2022-2023: American Indian-Alaskan Native – *
2021-2022: American Indian-Alaskan Native – 0 (0.0%)
2020-2021: American Indian-Alaskan Native – 0 (0.0%)
2022-2023: Asian – 14 (2.1%)
2021-2022: Asian – 9 (1.3%)
2020-2021: Asian – 12 (1.9%)
2022-2023: Hispanic – 553 (84.2%)
2021-2022: Hispanic – 584 (87.2%)
2020-2021: Hispanic – 555 (85.8%)
2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)
2021-2022: Native Hawaiian-Pacific Islander – 0 (0.0%)
2020-2021: Native Hawaiian-Pacific Islander – 0 (0.0%)
2022-2023: White – 31 (4.7%)
2021-2022: White – 32 (4.8%)
2020-2021: White – 44 (6.8%)
2022-2023: Two-or-more – 15 (2.3%)
2021-2022: Two-or-more – 13 (1.9%)
2020-2021: Two-or-more – 14 (2.2%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2022-2023: At-Risk – 461 (70.2%)
2021-2022: At-Risk – 496 (74.0%)
2020-2021: At-Risk – 474 (73.3%)
2022-2023: Economically Disadvantaged – 482 (73.4%)
2021-2022: Economically Disadvantaged – 498 (74.3%)
2020-2021: Economically Disadvantaged – 497 (76.8%)
2022-2023: Emergent Bilingual/English Learner – 387 (58.9%)
2021-2022: Emergent Bilingual/English Learner – 417 (62.2%)
2020-2021: Emergent Bilingual/English Learner – 393 (60.7%)
2022-2023: Gifted and Talented – 44 (6.7%)
2021-2022: Gifted and Talented – 35 (5.2%)
2020-2021: Gifted and Talented – 38 (5.9%)
2022-2023: Homeless – 14 (2.1%)
2021-2022: Homeless – 7 (1.0%)
2020-2021: Homeless – 5 (0.8%)
2022-2023: Immigrant – 26 (4.0%)
2021-2022: Immigrant – 47 (7.0%)
2020-2021: Immigrant – 40 (6.2%)
2022-2023: Migrant – 0 (0.0%)
2021-2022: Migrant – 0 (0.0%)
2020-2021: Migrant – 0 (0.0%)
2022-2023: Special Education – 86 (13.1%)
2021-2022: Special Education – 72 (10.8%)
2020-2021: Special Education – 65 (10.1%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2020-2021: 94.8%
2019-2020: 98.1%
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2020-2021: 18.3%
2019-2020: 4.7%
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Demographics Strengths
- Student demographics have remained consistent over the past three years
- Special Education percentage has increased over the past three years
- Students identified for Gifted and Talented services increased
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 Reading passing rates:
2022: 3rd Grade Reading - 67% Approaches; 33% Meets; 16% Masters
2021: 3rd Grade Reading - 67% Approaches; 39% Meets; 20% Masters
2022: 4th Grade Reading - 69% Approaches; 46% Meets; 23% Masters
2021: 4th Grade Reading - 58% Approaches; 26% Meets; 9% Masters
2022: 5th Grade Reading - 77% Approaches; 55% Meets; 36% Masters
2021: 5th Grade Reading - 75% Approaches; 54% Meets; 37% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Reading passing rates for SPED and EB/EL:
2022: SPED All Grades Reading - 41% Approaches; 14% Meets; 7% Masters
2021: SPED All Grades Reading - 9% Approaches; 3% Meets; 0% Masters
2022: EB/EL All Grades Reading - 64% Approaches; 35% Meets; 19% Masters
2021: EB/EL All Grades Reading - 59% Approaches; 31% Meets; 14% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Mathematics passing rates:
2022: 3rd Grade Mathematics - 76% Approaches; 55% Meets; 21% Masters
2021: 3rd Grade Mathematics - 54% Approaches; 24% Meets; 10% Masters
2022: 4th Grade Mathematics - 67% Approaches; 36% Meets; 18% Masters
2021: 4th Grade Mathematics - 73% Approaches; 51% Meets; 28% Masters
2022: 5th Grade Mathematics - 71% Approaches; 48% Meets; 25% Masters
2021: 5th Grade Mathematics - 72% Approaches; 46% Meets; 42% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Mathematics passing rates for SPED and EB/EL:
2022: SPED All Grades Mathematics - 30% Approaches; 11% Meets; 7% Masters
2021: SPED All Grades Mathematics - 9% Approaches; 0% Meets; 0% Masters
2022: EB/EL All Grades Mathematics - 70% Approaches; 42% Meets; 16% Masters
2021: EB/EL All Grades Mathematics - 61% Approaches; 34% Meets; 21% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
- Overall academic performance on STAAR improved in all content areas at the approaches, meets, and masters levels.
- Academic performance for students served in special education improved in all content areas at the approaches, meets, and masters levels.
- Academic performance for students as Emergent Bilingual/English Learner improved in all content areas at the approaches, meets, and masters levels.
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: Even though academic performance for SPED students has improved, it continues to lag behind the other numbers. Root Cause: Students with learning disabilities or other disabilities may lack foundational skills and are often below grade level.
Problem Statement 2: 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.
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:
2022-2023: Beginning – 0 FTE (0%)
2021-2022: Beginning – 3 FTE (6.4%)
2020-2021: Beginning – 2.9 FTE (7%)
2022-2023: 1-5 Years – 16 FTE (36.2%)
2021-2022: 1-5 Years – 14 FTE (29.7%)
2020-2021: 1-5 Years – 14.7 FTE (35.3%)
2022-2023: 6-10 Years – 11 FTE (24.9%)
2021-2022: 6-10 Years – 10 FTE (21.2%)
2020-2021: 6-10 Years – 5.9 FTE (14.2%)
2022-2023: 11-20 Years – 12 FTE (27.1%)
2021-2022: 11-20 Years – 14.1 FTE (29.9%)
2020-2021: 11-20 Years – 12.1 FTE (29.1%)
2022-2023: Over 20 Years – 5.2 FTE (11.8%)
2021-2022: Over 20 Years – 6 FTE (12.7%)
2020-2021: Over 20 Years – 6 FTE (14.4%)
2022-2023: Total – 44.2 FTE (100%)
2021-2022: Total – 47.1 FTE (100%)
2020-2021: Total – 41.6 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 continues cycles of improvement.
- Mentoring program providing 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 PLC/ Faculty meetings that promote open discussions on campus/district issues and trainings. Root Cause: All K- 3rd grade teachers, sped teachers, librarian, and administrators participated in Reading Academy during the 22-23 school year.
Problem Statement 2: Increase of behavior referrals. Root Cause: Lack of teaching and modeling consistent campus expectations.
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 11,000+ 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 and Emerson)
- Reading Buddies tutoring program and the Duchesne Volunteers are active programs on our campus
- Family engagement tools/strategies to connect with families (Class Dojo, 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 (one in fall and one in spring), Literacy and Math Night, 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 sometimes might not feel like part of the PTA. Root Cause: Parents might not feel comfortable to help with PTA events due to language or social groups.
Problem Statement 2: Lack of parental knowledge in academic support at home. Root Cause: Parents have a modest education and limited familiarity of US education. Parents work long hours to provide for basic needs for their families.
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 2024, 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, 5 percentage points in meets, and 5 percentage points in 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 (TAPR)
Strategy 1: Implement campus -wide intervention: Grade level teachers, resource teachers, interventionist, and MCL teams will pull intervention groups using reading and math data from a variety of sources. Technology software and technology devices will be purchased to support campus intervention groups. (Ex- Achieve 3000- Smarty Ants, Raz Kids, A-Z, A-Z Vocabulary, and Gizmos).
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
- 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: Raz Kids, A-Z, A-Z Vocabulary - 211 - Title I, Part A - 211.11.6397 - $8,287.50, Achieve 3000- Smarty Ants - 211 - Title I, Part A - 211.11.6397 - $2,621, Gizmos - 211 - Title I, Part A - 211.11.6397 - $2,695.50, Software - 211 - Title I, Part A - 211.11.6397 - $1,396
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: TWDL Content and Language Allocation Implementation, school-wide implementation of the CBE Dual Language Non Negotiables, and professional development will be provided to strengthen and support our dual language programs.
Strategy's Expected Result/Impact: Consistency and alignment across the DL programs.
Staff Responsible for Monitoring: Administrators
Team leaders
Teachers
Lead
Interventionist
MCLs
TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 5: Effective Instruction
Strategy 4: 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
Interventionists
Administrators
TEA Priorities:
Recruit, support, retain teachers and principals
- ESF Levers:
Lever 5: Effective Instruction
Funding Sources: Teacher & Professional Salary - 211 - Title I, Part A - 211.11.6119 - $67,874.58
Strategy 5: 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.
Purchase reading materials, student workbooks (Math Warm-Ups) , consumables, books, computer software, resources, instructional books for teachers/ administrators, technology equipment and materials to support student needs.
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, 2.6
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments
Funding Sources: Reading Materials - 211 - Title I, Part A - 211.11.6329 - $15,000, Technology - 211 - Title I, Part A - 211.11.6398 - $5,000, Supplies & Materials - 211 - Title I, Part A - 211.11.6399 - $53,052, Other reading material - 211 - Title I, Part A - 211.12.6329 - $5,000, Teacher Staff Dev- Region ESC - 211 - Title I, Part A - 211.13.6239 - $500, Reading Materials- Teachers - 211 - Title I, Part A - 211.3.6329 - $3,000, Employee Travel Teacher - 211 - Title I, Part A - 211.13.6411 - $5,000, Admin Staff Dev- Region ESC - 211 - Title I, Part A - 211.23.6239 - $500, Misc. Contract Services - 211 - Title I, Part A - 211.23.6299 - $4,500, Admin Other Reading Materials - 211 - Title I, Part A - 211.23.6329 - $1,000, Employee Travel (Admin) - 211 - Title I, Part A - 211.23.6411 - $5,000, Supplies & Materials - 199 PIC 11 - Instructional Services - 199.11.6399 - $7,685, General Supplies- Sp Educ - 199 PIC 23 - Special Education - $530, General Supplies- Bil - 199 PIC 25 - ESL/Bilingual - 199.11.6399 - $7,580, General Supplies- At Risk - 199 PIC 99 - Undistributed - 199.11.6399.000.124.30.0.124 - $4,770, Technology Equipment - 199 PIC 11 - Instructional Services - 199.11.6398 - $3,000, Software - 199 PIC 11 - Instructional Services - 199.11.6397 - $1,200, Other reading material- A- Risk - 199 PIC 30 - At Risk School Wide SCE - 199.11.6329.000.124.30.0.124 - $4,770, Substitutes Support Staff - 199 PIC 11 - Instructional Services - 199.11.6122 - $3,920, Contracted Maintenance Repairs - 199 PIC 11 - Instructional Services - 199.11.6249 - $750, Miscellaneous contracted services - 199 PIC 11 - Instructional Services - 199.11.62.99 - $1,085.14, Textbooks - 199 PIC 11 - Instructional Services - 199.11.6321 - $200, Other Reading Materials - 199 PIC 11 - Instructional Services - 199.11.6329 - $1,000, Supplies- materials - 199 PIC 11 - Instructional Services - 199.11.6399.936.124.11.0.124 - $2,250, Misc. Operating Expenses - 199 PIC 11 - Instructional Services - 199.11.64.99 - $486.56, General-oth Supplies - 199 PIC 99 - Undistributed - 199.12.6399 - $500, Reading Materials - 199 PIC 99 - Undistributed - 199.12.6329.000 - $500, Region IV services - 199 PIC 99 - Undistributed - 199.13.6239 - $200, Travel Employee - 199 PIC 99 - Undistributed - 199.13.6411 - $2,000, Miscellanies Operating Expense - 199 PIC 99 - Undistributed - 199.13.6499 - $4,177.24, Substitutes-Support Staff - 199 PIC 99 - Undistributed - 199.23.6122 - $420, General Supplies -Office - 199 PIC 99 - Undistributed - 199.23.6399 - $2,060, Travel Employee - 199 PIC 99 - Undistributed - 199.23.6411 - $1,000, Miscellanies Operating Expense - 199 PIC 99 - Undistributed - 199.23.6499 - $500, Supplies- Counselor - 199 PIC 99 - Undistributed - 199.31.6399 - $300, General Supplies- Nurse - 199 PIC 99 - Undistributed - 199.33.6399 - $3,000, Supply / Material - Security & Monitoring - 199 PIC 99 - Undistributed - 199.52.6399 - $1,000, Software - 199 PIC 11 - Instructional Services - 199.11.6397 - $1,200, STAAR Prep Resources - 211 - Title I, Part A - 211.11.6399 - $3,060
Strategy 6: Teachers, counselor, and administrators will participate in professional development throughout the school year (Dr. Mercuri Educational Consultants, lead4ward/ lead4ward learning series, 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
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments
Funding Sources: Contract services- PD/ Training - 211 - Title I, Part A - 211.13.6299 - $13,000
Strategy 7: 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
Staff Responsible for Monitoring: Admin
Teachers
Lead
Interventionist
MCLs
Title I:
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: Substitutes- professional Staff - 211 - Title I, Part A - 211.11.6112.000.124.30.0.000 - $5,000, Substitutes - 199 PIC 11 - Instructional Services - 199.11.6112.000.124.11.0.124 - $1,000
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 a product that could be literacy based and involve 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
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Funding Sources: Student Travel - 211 - Title I, Part A - 211.11.6412 - $7,000, Student Transport - 211 - Title I, Part A - 211.11.6494 - $7,000, Student Travel - 199 PIC 11 - Instructional Services - 199.11.6412 - $500, Student Transport - 199 PIC 11 - Instructional Services - 199.11.6494 - $1,000
Strategy 9: STAFF: Provide personalized support for students and teachers through instructional specialists (MIS, LIS, STEM, and Interventionists). 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:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, 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 and speak about relevant content experiences. These experiences include students observing the solar eclipse on April 8th, making observations, creating models/drawings, and using these models/drawings to read, write, listen and discuss relevant science content.
Strategy's Expected Result/Impact: Students will apply science practices such as TEKS 2(B) collect and record data by observing; 2(D) analyze data and interpret patterns to construct explanations; 3(B) represent the natural world using models; 4(A) collect, record and analyze information using tools to understand and be able to explain the Earth and Space science content TEKS related to the eclipse experiences.
Staff Responsible for Monitoring: Teachers
Administrators
MCLs
Interventionist
Title I:
2.4, 2.6
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Funding Sources: Solar Eclipse Viewing Glasses - 211 - Title I, Part A - 211.11.6399 - $768.98
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 2024, 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%.
2022-23: School Progress-Annual Growth /Accelerated Learning: 68%/32% (Reading); 86%/64% (Math) Baseline Year
Evaluation Data Sources: 2023 TAPR
Strategy 1: Technology lab will be incorporated into the specials rotation so that students are exposed to typing, technology tools/platforms, and software. Technology software and technology devices will be purchased to support campus.
Strategy's Expected Result/Impact: Use software and technology tools to ensure college and career readiness.
Staff Responsible for Monitoring: Digital Lab Monitor/ Associate Teacher Administration
Title I:
2.5, 2.6
Funding Sources: Support Personnel - 211 - Title I, Part A - 211.11.6129 - $32,000
Strategy 2: 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'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
Strategy 3: 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
Funding Sources: Over Time - 211 - Title I, Part A - 211.11.6121. - $1,500
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 2024, 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 4 component points.
2022-23: 18 of 24 Academic Achievement Points Met; 75% Component Points (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools
Strategy 1: After school tutorials will be conducted.
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
- ESF Levers:
Lever 5: Effective Instruction
Funding Sources: Other payroll payments - 211 - Title I, Part A - 211.11.6116 - $10,000
Strategy 2: 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 overall student performance across all subgroups. Feedback from staff and students in relationship to rigor and differentiation.
Staff Responsible for Monitoring: Administrators
Team leaders
Teachers
Lead
Interventionist
MCLs
Title I:
2.4, 2.5, 2.6
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 3: 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 4: 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 5: 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 4: High-Quality Instructional Materials and Assessments, 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 2024, the rate of Emergent Bilingual/English Learners increasing at least one composite score level on the new TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.
2022-23: New TELPAS Progress Rate 59% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools
Strategy 1: Teachers will participate in professional development and then incorporate practices/ strategies learned to better support the needs of our emergent bilingual and English 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
- ESF Levers:
Lever 5: Effective Instruction
Strategy 2: Professional development training will be provided by the Multilingual Department on ELPS, Oral - Effective Strategies for Emergent Bilingual students, and Preview- View- Review.
Teachers will implement strategies learned.
Strategy's Expected Result/Impact: Overall student growth & increase composite scores.
Strategy 3: Teachers will implement strategies learned through Reading Academy during the ELD block for grades K-2 and embed in all content instruction. Resources will be purchased to support 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
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 2024, 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
Grades 1 and 2: Phonics Decoding and Encoding and Oral Reading Analysis
Strategy 1: K-2 Teachers 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
- 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 2024, 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
Strategy 1: 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 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, and Gizmos).
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 2024, Cedar Brook Elementary School will increase the number of students prepared for sixth grade advanced coursework in reading and math.
Evaluation Data Sources: Multiple measures
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
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 2024, 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: Implementation of school-wide 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 in small group.
Strategy's Expected Result/Impact: Increased positive behavior Increased student engagement
Increased sense of belonging Decrease bullying
Staff Responsible for Monitoring: Admin
Counselor
Teachers
Title I:
2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 4: Assemblies will be scheduled to prompt Red Ribbon week and to promote PBIS.
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
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 2024, 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.
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: 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'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: Reading Materials - 211 - Title I, Part A - 211.61.6329 - $1,000, Supplies and materials - 211 - Title I, Part A - 211.61.6399 - $1,456, Misc. Operating Expenses - 211 - Title I, Part A - 211.61.6499 - $600
Strategy 3: Partnership 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: Contracted Services- Family learning Nights/Events - 211 - Title I, Part A - 211.61.6299 - $5,700
Strategy 4: CSHAC: Committee engages the staff and community through: Health Fair and Employee on site vaccination day.
Strategy's Expected Result/Impact: Increase community involvement and relationships and foster health awareness.
Staff Responsible for Monitoring: CSHAC Committee
Title I:
2.6, 4.1, 4.2
- ESF Levers:
Lever 3: Positive School Culture
Strategy 5: 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/resources to support student needs. Field trips and Transportation and operating expenses during summer enrichment.
Strategy's Expected Result/Impact: Expose students to enrichment activities that will promote college and career readiness. Overall increase in student achievement.
Staff Responsible for Monitoring: Admin
Teachers
Enrichment Program Coordinator
Title I:
2.5, 2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 6: Assemblies will be conducted to reinforce PBIS campus expectations. Materials, supplies, resources will be purchased to support 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
Strategy 7: Teachers will attend district Tier II training and implement learning in order provide students with Tier II intervention.
Strategy's Expected Result/Impact: Overall improvement in student performance.
Staff Responsible for Monitoring: Teachers Administration
Title I:
2.4, 2.6
Strategy 8: Host Cafe @ CBE parent meetings regarding various topics to 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:
2.6, 4.1, 4.2
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 2024, student attendance at Cedar Brook Elementary School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data, TAPR
Strategy 1: Conduct parent meetings regarding school attendance 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
- TEA Priorities:
Improve low-performing schools
- 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 PRIDE Expectations to students.
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:
2.5, 2.6
- ESF Levers:
Lever 3: Positive School Culture
Strategy 2: PBIS committee will analyze and review discipline data each semester.
Strategy's Expected Result/Impact: Decrease in student behavior (adjust frequency of lessons and Bulldog store)
Staff Responsible for Monitoring: ADMIN
PBIS Committee
- ESF Levers:
Lever 3: Positive School Culture
Strategy 3: Implement PBIS Store
Strategy's Expected Result/Impact: Decrease in student behavior Enhance sense of belonging and student pride.
Staff Responsible for Monitoring: ADMIN
PBIS Committee
ESF Levers:
Lever 3: Positive School Culture
Strategy 4: Teachers will explicitly teach/model PRIDE expectations (for all areas ) and 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, Lever 5: Effective Instruction
Strategy 5: Conduct assemblies to review PRIDE Expectations and SBISD Core Characteristics.
Strategy's Expected Result/Impact: Review/ learn PRIDE Expectations
Decrease in student behavior
Build positive relationships
Enhance sense of belonging and student pride.
Staff Responsible for Monitoring: Admin
PBIS Committee
Teachers
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: 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 1st. 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 | 5 | Technology Equipment | 199.11.6398 | $3,000.00 | |||||||
| 1 | 1 | 5 | Contracted Maintenance Repairs | 199.11.6249 | $750.00 | |||||||
| 1 | 1 | 5 | Misc. Operating Expenses | 199.11.64.99 | $486.56 | |||||||
| 1 | 1 | 5 | Miscellaneous contracted services | 199.11.62.99 | $1,085.14 | |||||||
| 1 | 1 | 5 | Software | 199.11.6397 | $1,200.00 | |||||||
| 1 | 1 | 5 | Substitutes Support Staff | 199.11.6122 | $3,920.00 | |||||||
| 1 | 1 | 5 | Supplies- materials | 199.11.6399.936.124.11.0.124 | $2,250.00 | |||||||
| 1 | 1 | 5 | Other Reading Materials | 199.11.6329 | $1,000.00 | |||||||
| 1 | 1 | 5 | Software | 199.11.6397 | $1,200.00 | |||||||
| 1 | 1 | 5 | Supplies & Materials | 199.11.6399 | $7,685.00 | |||||||
| 1 | 1 | 5 | Textbooks | 199.11.6321 | $200.00 | |||||||
| 1 | 1 | 7 | Substitutes | 199.11.6112.000.124.11.0.124 | $1,000.00 | |||||||
| 1 | 1 | 8 | Student Travel | 199.11.6412 | $500.00 | |||||||
| 1 | 1 | 8 | Student Transport | 199.11.6494 | $1,000.00 | |||||||
| Sub-Total | $25,276.70 | |||||||||||
| Budgeted Fund Source Amount | $25,255.00 | |||||||||||
| +/- Difference | -$21.70 | |||||||||||
| 199 PIC 23 - Special Education | ||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | |||||||
| 1 | 1 | 5 | General Supplies- Sp Educ | $530.00 | ||||||||
| Sub-Total | $530.00 | |||||||||||
| Budgeted Fund Source Amount | $530.00 | |||||||||||
| +/- Difference | $0.00 | |||||||||||
| 199 PIC 25 - ESL/Bilingual | ||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | |||||||
| 1 | 1 | 5 | General Supplies- Bil | 199.11.6399 | $7,580.00 | |||||||
| 199 PIC 25 - ESL/Bilingual | ||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | |||||||
| Sub-Total | $7,580.00 | |||||||||||
| Budgeted Fund Source Amount | $7,580.00 | |||||||||||
| +/- Difference | $0.00 | |||||||||||
| 199 PIC 30 - At Risk School Wide SCE | ||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | |||||||
| 1 | 1 | 5 | Other reading material- A- Risk | 199.11.6329.000.124.30.0.124 | $4,770.00 | |||||||
| Sub-Total | $4,770.00 | |||||||||||
| Budgeted Fund Source Amount | $9,540.00 | |||||||||||
| +/- Difference | $4,770.00 | |||||||||||
| 199 PIC 99 - Undistributed | ||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | |||||||
| 1 | 1 | 5 | Supply / Material - Security & Monitoring | 199.52.6399 | $1,000.00 | |||||||
| 1 | 1 | 5 | Substitutes-Support Staff | 199.23.6122 | $420.00 | |||||||
| 1 | 1 | 5 | General Supplies- Nurse | 199.33.6399 | $3,000.00 | |||||||
| 1 | 1 | 5 | Supplies- Counselor | 199.31.6399 | $300.00 | |||||||
| 1 | 1 | 5 | Travel Employee | 199.23.6411 | $1,000.00 | |||||||
| 1 | 1 | 5 | Reading Materials | 199.12.6329.000 | $500.00 | |||||||
| 1 | 1 | 5 | Region IV services | 199.13.6239 | $200.00 | |||||||
| 1 | 1 | 5 | General-oth Supplies | 199.12.6399 | $500.00 | |||||||
| 1 | 1 | 5 | Travel Employee | 199.13.6411 | $2,000.00 | |||||||
| 1 | 1 | 5 | General Supplies- At Risk | 199.11.6399.000.124.30.0.124 | $4,770.00 | |||||||
| 1 | 1 | 5 | Miscellanies Operating Expense | 199.23.6499 | $500.00 | |||||||
| 1 | 1 | 5 | General Supplies -Office | 199.23.6399 | $2,060.00 | |||||||
| 1 | 1 | 5 | Miscellanies Operating Expense | 199.13.6499 | $4,177.24 | |||||||
| Sub-Total | $20,427.24 | |||||||||||
| Budgeted Fund Source Amount | $21,920.00 | |||||||||||
| +/- Difference | $1,492.76 | |||||||||||
| 211 - Title I, Part A | ||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | |||||||
| 1 | 1 | 1 | Software | 211.11.6397 | $1,396.00 | |||||||
| 211 - Title I, Part A | ||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | |||||||
| 1 | 1 | 1 | Raz Kids, A-Z, A-Z Vocabulary | 211.11.6397 | $8,287.50 | |||||||
| 1 | 1 | 1 | Gizmos | 211.11.6397 | $2,695.50 | |||||||
| 1 | 1 | 1 | Achieve 3000- Smarty Ants | 211.11.6397 | $2,621.00 | |||||||
| 1 | 1 | 4 | Teacher & Professional Salary | 211.11.6119 | $67,874.58 | |||||||
| 1 | 1 | 5 | Supplies & Materials | 211.11.6399 | $53,052.00 | |||||||
| 1 | 1 | 5 | Admin Staff Dev- Region ESC | 211.23.6239 | $500.00 | |||||||
| 1 | 1 | 5 | Employee Travel Teacher | 211.13.6411 | $5,000.00 | |||||||
| 1 | 1 | 5 | Teacher Staff Dev- Region ESC | 211.13.6239 | $500.00 | |||||||
| 1 | 1 | 5 | Reading Materials- Teachers | 211.3.6329 | $3,000.00 | |||||||
| 1 | 1 | 5 | Reading Materials | 211.11.6329 | $15,000.00 | |||||||
| 1 | 1 | 5 | Misc. Contract Services | 211.23.6299 | $4,500.00 | |||||||
| 1 | 1 | 5 | STAAR Prep Resources | 211.11.6399 | $3,060.00 | |||||||
| 1 | 1 | 5 | Other reading material | 211.12.6329 | $5,000.00 | |||||||
| 1 | 1 | 5 | Technology | 211.11.6398 | $5,000.00 | |||||||
| 1 | 1 | 5 | Admin Other Reading Materials | 211.23.6329 | $1,000.00 | |||||||
| 1 | 1 | 5 | Employee Travel (Admin) | 211.23.6411 | $5,000.00 | |||||||
| 1 | 1 | 6 | Contract services- PD/ Training | 211.13.6299 | $13,000.00 | |||||||
| 1 | 1 | 7 | Substitutes- professional Staff | 211.11.6112.000.124.30.0.000 | $5,000.00 | |||||||
| 1 | 1 | 8 | Student Travel | 211.11.6412 | $7,000.00 | |||||||
| 1 | 1 | 8 | Student Transport | 211.11.6494 | $7,000.00 | |||||||
| 1 | 1 | 10 | Solar Eclipse Viewing Glasses | 211.11.6399 | $768.98 | |||||||
| 1 | 2 | 1 | Support Personnel | 211.11.6129 | $32,000.00 | |||||||
| 1 | 2 | 3 | Over Time | 211.11.6121. | $1,500.00 | |||||||
| 1 | 3 | 1 | Other payroll payments | 211.11.6116 | $10,000.00 | |||||||
| 2 | 2 | 2 | Reading Materials | 211.61.6329 | $1,000.00 | |||||||
| 2 | 2 | 2 | Misc. Operating Expenses | 211.61.6499 | $600.00 | |||||||
| 2 | 2 | 2 | Supplies and materials | 211.61.6399 | $1,456.00 | |||||||
| 2 | 2 | 3 | Contracted Services- Family learning Nights/Events | 211.61.6299 | $5,700.00 | |||||||
| Sub-Total | $268,511.56 | |||||||||||
| Budgeted Fund Source Amount | $305,625.00 | |||||||||||
| 211 - Title I, Part A | ||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | |||||||
| +/- Difference | $37,113.44 | |||||||||||
| Grand Total Budgeted | $370,450.00 | |||||||||||
| Grand Total Spent | $327,095.50 | |||||||||||
| +/- Difference | $43,354.50 | |||||||||||