2014-2015 Campus Improvement Plan - Austin ISD Campus Improvement Plan ... master schedule of the A, B, and C rotation to identify ... Principals will communicate

Barton Hills Elementary

2014-2015 Campus Improvement Plan

Austin Independent School District

Barton Hills 103 11/6/2014 Page 2

CIP CHECKLIST AND CONFIRMATION

CAC Membership and Orientation

Membership of the 2014-15 CAC is reported correctly.

Types of orientation provided to new CAC members (check all that apply):

self-orientation using materials on CAC website

orientation at CAC meeting (provided by campus)

orientation at CAC meeting (provided by central office)

district-wide orientation session

CIP Development

The CAC was given an opportunity to provide input on the following:

campus needs assessment

campus objectives and strategies to address identified areas for improvement

the approach to setting campus performance targets

campus budget

The CAC was given an opportunity to review the complete draft CIP prior to submittal.

The CIP action plan component pertaining to campus professional development was approved by the CAC.

Approximate hours spent on CIP development Hours

By CAC and/or CAC subcommittees 3

By campus administration and/or leadership team 6

We confirm the above information as correct … Position Name Date

Principal Kati Achtermann

Co-Chair Melissa Abel

Co-Chair Sarah Price


Austin Independent School District Strategic Plan 2010-2015

The Campus Improvement Plan directly supports the AISD Strategic Plan.

Mission In partnership with parents and our community, AISD exists to provide a comprehensive educational experience that is high quality, challenging, and inspires all students to make a positive contribution to society.

Vision AISD will be nationally recognized as an outstanding school district, instilling a passion for life-long learning in all students.

Values

Focus on Children Excellence Integrity Equity Respect Health and Safety

Goals

1. All students will perform at or above grade level. 2. Achievement gaps among all student groups will be eliminated. 3. All students will graduate ready for college, career, and life in a globally competitive economy. 4. All schools will meet or exceed state accountability standards, and the district will meet federal standards and exceed state standards.


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

Non-Voting Members Name Regularly Scheduled CAC meetings:

Principal Kati Achtermann Day of the Month (e.g., 2nd

Tues): 2nd

Thursday

Time: 3:00 pm – 4:00 pm

Voting Members Name CAC

Co-Chair ()

CAC Sec. ()

PTA Pres. ()

Classroom Teacher

()

SpEd Expertise

()

Other Prof. Staff Member

(Give Title)

Parent Mel Abel x

Parent Christopher Elliott

Parent Terra Lynch

Parent Marit Weisenberg (designee) x

Parent Greg Canally

Parent Rhoda Brimberry

Professional Staff Member Sarah Price x x

Professional Staff Member Mary Onak x x x

Professional Staff Member Sarah Tso x

Professional Staff Member Collins VanNort x

Professional Staff Member Lindsay Starkjohann x

Professional Staff Member Tara Ewing

Classified Staff Member Tom Treanor

Student (If Applicable)

Student (If Applicable)

Business Representative Rhoda Brimberry

Community Representative Hank Zeybel


CAMPUS NEEDS ASSESSMENT FOR 2014-2015

CAMPUS NEEDS ASSESSMENT

Data reviewed for needs assessment: (Double-click next to box and select “checked”. Check all that apply and add additional in list below.)

Performance and Accountability Demographic Data

Performance on state assessments Attendance

TELPAS results Discipline

Primary Reading Assessment results Surveys

Accountability ratings (including safeguards missed) Teaching, Empowering, Leading and Learning (TELL) results

Review of TAPR data Student climate survey

Special Education indicator reports (C-IEP) Parent surveys

Other performance related items

Other data reviewed for needs assessment: (add bullets as necessary)

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

Student progress as measured by STAAR

CAMPUS ACTION PLAN FOR 2014-15


Table #CI-1 State: Below safeguard target

Performance Objective: Decrease by 10% the number of students who do not meet the proficiency level a measured by STAAR Applicable Strategic Plan Goal(s): 2

Specific Improvement Strategy Responsible Person(s)

Needed Resources (Include PD Support)

Evidence of Implementation/

Effectiveness

Timeframe for Completion

Status

- Identify individual student reading

needs

-Implement Guided Groups for reading in

all grades K-6

-Implement Daily 5, Café, as appropriate

K-5

-Promote reading fluency and

comprehension through guided reading,

providing strategy instruction on

connecting to prior knowledge,

questioning, inferring, determining main

idea and themes, and synthesizing

information

-Use modeling, guided practice, and

independent practice

-Include critical thinking skills across

curriculum in science and social studies

-Apply critical thinking skills to a variety

of texts and graphic representations

(charts, graphs, etc.).

-

Classroom Teachers

Principal

Assistant Principal

Reading Teacher

Intervention materials such as

iStation, Achieve 3000

Funding for supplemental pay

either before of after school

for teachers.

-

-100% of Classroom

observations will show

opportunities for sustained

silent reading, independent

reading, and guided reading

groups on a daily basis.

-Increase to >90% the

number of K-2 students at

satisfactory or College Ready

DRA levels

-All students will meet the

minimum passing standard

on STAAR

-Increase to 100% G/T

students scoring at the

Advanced Level on STAAR

Students identified for

needed interventions by

September 2014.

Interventions

implemented on a

consistent schedule

beginning October, 2014.

In Progress

Provide opportunities to support G/T

students in accelerating their area and

area of strength through the use of various

differentiated instructional techniques and

tools.

Classroom teachers, G/T

advocates, principal,

Assistant principal

-Cluster GT students in groups

of at least 3 when possible

-Provide differentiation in

area of giftedness

-Increase the frequency of

planned and observed

differentiated learning

experiences in core academic

areas.

-Lesson plans will identify

differentiated lessons

-Parent reports will provided

detailed information

regarding differentiation.

Ongoing In Progress



Table #CI-2 State: Below safeguard target

Performance Objective: Decrease by 10% the number of students not meeting the proficiency standard as measured by STAAR Applicable Strategic Plan Goal(s):




Effectiveness


Status

Provide interventions (math) for students

in need before, during, and after school.

Target individual student math needs

-Implement Guided Groups for math in

all grades K-6

-Utilize STAAR prep material all year

long

-utilize vocabulary lists provided in the

CRM’s, and identify the key, non-

negotiable terms to be taught.

-Utilize TEMI assessments and

systematic intervention in K-2

Classroom Teachers

Math Cadre

Principal

Assistant Principal

-Funding for TEMI

assessment

-Funding for supplemental

pay for teachers

-90% Classroom

observations will show

opportunities for guided

math groups and

implementation of best

practices on a daily basis

-100% Teachers will utilize

appropriate curriculum

regularly with moderate to

high need students to build

mathematical and numeric

fluency.

-Increase to 100% G/T

students scoring at the

Advanced Level on STAAR

-Achieve <95%Level II

Satisfactory performance

STAAR

Students identified for

needed interventions by

September 2014.

Interventions

implemented on a

consistent schedule

beginning October, 2014.

STAAR assessment data

in May, 2015

In Progress

Provide opportunities to support G/T

students in accelerating their area and

area of strength through the use of various

differentiated instructional techniques and

tools.

Cluster GT students in groups of at least 3

when possible

Provide daily differentiation in area of

giftedness (HB-5)

Classroom teachers, G/T

advocates, principal,

Assistant principal

-

-Increase the frequency of

planned and observed

differentiated learning

experiences in core academic

areas.

-Lesson plans will identify

differentiated lessons

Ongoing In progress

Provide students additional opportunities

and instruction for in-depth problem

solving and concept development

Kati Achtermann

K-2 Teachers

Funding for additional

resources (Motivation Math,

Countdown to STAAR)

Maintain >95 satisfactory

performance on STAAR Ongoing In progress

Utilize available technology resources to

support student learning

All K-6 teachers will use available

Kati Achtermann

Tom Treanor

PTA support for partial salary

for computer lab assistant.

Computer Lab schedule and

usage

At least 90% of 5th

grade

Weekly

In progress



technology to support and enhance

instruction (HB-5)

students considered

Proficient on the Student

Technology Literacy

Assessment

May, 2015

Provide opportunities for students to

engage in fine arts related performances

and exhibits. (HB-5)

Terri Dyer

Gavin Tabone

Funding for transportation

Students K-6 will have

opportunities to participate in

music performances and

school-related art exhibits on

and/or off campus.

May, 2015

DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015


Table #DR-1

Performance Objective: Students and staff will achieve health and fitness through: 1. Implementation of Coordinated School Health (K-8: CATCH, HS: Other activities) 2. Student participation in physical activities

3. Improvement of Fitnessgram results for all students 4. Compliance with the nutrition guidelines and staff wellness (Wellness Policy)

Applicable Strategic Plan Goal(s): 1,2




Effectiveness


Status

All teachers will teach five health and/or

five CATCH lessons each nine-weeks.

Kati Achtermann

Team Leaders

Health/CATCH curriculum

per grade level, K-5.

Teachers will include in

weekly, monthly lesson plans

evidence of the

health/CATCH lessons

taught.

Each nine weeks In progress

100% of students in grades 3-12 of the

identified non-restricted students (under

the health classification for physical

education) will be assessed using

Fitnessgram.

Courtney Perry Time to complete; nurse

assistance for weight and

height if needed

All students’ data will be

entered in Fitnessgram

according to teacher and

campus.

This will occur once in

the Fall and once in the

Spring.

In progress

Identify students in the 85th

to 99th

plus

percentile to receive health and wellness

information and case management for

obesity.

Courtney Perry

Ginny Pahl

The PE teacher will assess

students BMI using

Fitnessgram. The PE teacher

will collaborate with the nurse

to identify students according

to their height/weight to

determine their BMI

percentile. The nurse will

provide information to the

student and parent in

accordance with AISD’s case

management plan for obesity.

Using Fitnessgram, the

campus will be able to

identify the groups of

students that fall within

identified categories. The

students in the 99th

plus

percentile (with parental

involvement and consent)

will be case managed using

AISD case management plan

for obesity.

By mid second semester In progress

Annually Principals will provide campus

staff, teachers, and parents the campuses

Fitnessgram report/results.

Kati Achtermann

Courtney Perry

Distribution of data at CAC

meeting

Results will be shared and

posted in the CAC minutes. October, 2014 complete

All elementary teachers will participate in

providing students with 135 minutes of

physical activity weekly.

All Classroom Teachers Teachers may follow the

master schedule of the A, B,

and C rotation to identify

areas where they can block the

Teachers and students being

physically active during the

school day.

Daily until June 4, 2014 In progress



Table #DR-1




time to engage students in

physical activity breaks.

Access to ideas for physical

activity breaks.

Teachers may use the WOW

Integrated Academic activity

games

Identification of WOW

lessons used written into

teachers’ daily lesson plans.

Campuses will comply with nutrition

policy (CO, Legal) and wellness policy

(FAA, Local).

Kati Achtermann Principals will share the

nutrition memo (dated August

2009) with staff, teachers,

PTA, and parents.

Principals will communicate

contents of the policy across

stakeholders including

parent/teacher handbook

Principals will identify the

three exempted days and

email the information to AISD

Health Coordinator.

Teachers will use alternative

rewards instead of food.

No compliance issues

reported from Texas

Department of Agriculture,

campus staff, parents, or

from food services.

Distribution of policies

by September; inclusion

in parent handbook in

August.

Complete

Increase physical activity opportunities Courtney Perry

Classroom Teachers

Utilize Fuel Up for 60 stencils

on sidewalks, playground and

blacktop during WOW time,

transitions, and academic

times

Teachers and students being

physically active during the

school day.

Ongoing In progress

Host an annual Health and Wellness fair Courtney Perry

Sheila Wessels

-Set a date for Wellness Fair

-Secure participants

Wellness Fair will highlight

physical fitness

February, 2015 In progress



Table #DR-1




Wellness Committee/

PTA

-Secure door prizes

-Advertise

opportunities, programs, and

nutrition information to at

least 100 participants.

Continue 100 Mile Club (HB-5) Running Club Sponsors Acceleration Grant Running Club workouts for

participating 4th

– 6th

graders

3 to 4 times a week

Ongoing beginning in

September, 2014 In progress

Provide Wellness and physical activity

training for teachers (HB-5)

Kati Achtermann

Courtney Perry

Whole Foods

Go Noodle

Staff will participate in a

Healthy Cooking class

sponsored by AISD and

Whole Foods

Staff will participate in a Go

Noodle modeling staff

development

November, 2014 In progress

Table #DR-2

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




Effectiveness


Status

Continue utilizing Social and Emotional

Learning Curriculum

Principal

Assistant Principal

Leadership team (Laura

Embree, Sheila Wessels,

Courtney Perry, Becky

Pursley)

- All core teachers will teach

SEL lessons once a week

following the Second Step

scope and sequence

-All teacher will utilize Peace

Walk process and steps with

students as appropriate

-Increase student led conflict

management by 50%

-Increase in community

meetings in each classroom

by 50%.

-All staff will reinforce SEL

throughout the school day

Weekly SEL lessons In progress

Earn No Place for Hate Designation Sheila Wessels

6th

Grade Coalition

Funding for projects

Time

Resolution of Respect signed

by students, staff, and

parents

Opportunities for cultural

awareness through morning

No Place for Hate

Designation by May,

2015

Weekly morning

announcements

In progress



Table #DR-2

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

announcements

Monitor attendance and tardiness of

habitually absent/tardy students.

Attendance Clerk

Principal

Classroom teachers

-Maintain consistent policy

and system for notifying

parents and following up with

families who display habitual

absences/tardiness

-Increase student attendance

to >97%

End of each nine weeks In progress

Utilize Child Study Teams process to

monitor student intervention and planning

for additional support

Assistant Principal

Counselor

Principal

Classroom Teachers

-continual training and

updating of Child Study

Teams process

-Teachers will use Tier I and

Tier II interventions with

progress monitoring to

determine students referred

to Child Study Team

In progress

Provide resources for parents to

effectively monitor and recognize

cyberbullying and appropriate and

inappropriate use of social media. (HB-5)

- Parent meetings focused

on cybersafety

Parents will have increased

knowledge about cybersafety

and monitoring tools

January, 2015 In progress

Table #DR-3

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




Effectiveness


Status

Conduct career awareness day Sheila Wessels

Classroom Teachers

-Solicit community and parent

volunteers for Career day

100% of students participate

in Career awareness day


Provide opportunities for parent

involvement

Classroom teachers Communication with parents

about volunteer opportunities

in the classroom, field trips,

school events, etc.

< 90% of parents report

opportunities for

involvement as indicated on

parent survey.

April, 2015

(data in June, 2015) In progress

Provide opportunities for increased parent

communication

Kati Achtermann

Tom Treanor

Classroom teachers

Consolidated PTA/School

websites

Support for teachers websites

(creating)

< 90% of parents agree that

communication is a strength

at BHE as indicated on

parent survey.

Website updated by

October 2014

Teacher websites created

by September, 2014

In progress

Provide information specific to GT

nomination, selection process and

services

Susanne Scoggins

Laura Embree

Timeline, presentation Interested parents will attend

session.

September 8, 2014 completed



Table #DR-4

Performance Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC.

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




Effectiveness


Status

Understand STAAR data and

performance of individual student groups;

and implications of students not meeting

progress measure

Kati Achtermann STAAR data (indexes) Teachers will understand

identified needs of student

performance

August, 2014 completed

Provide 6 hour GT Update Kati Achtermann

Time, GT update training

Access to online PD

More specific student

performance reports to

parents

By March, 2015 In progress

Participate in the pilot teacher evaluation

system

Kati Achtermann -PD on developing SLO’s All teachers and

administrators will

participate in the pilot

system and provide feedback

to the district

Teachers will develop and

assess with a pre-test and

post-test one student learning

objective

August 2014 – April 2015 In progress

Provide new staff the opportunities for

professional development aligned with

campus initiatives (Empowering Writers,

Phonics Dance, etc.)

Kati Achtermann Funding for workshop

Funding for substitutes

Teachers will implement

classroom strategies aligned

with campus initiatives

As workshops become

available In progress

Provide Wellness and physical activity

training for teachers

Kati Achtermann

Courtney Perry

Whole Foods

Go Noodle

Staff will participate in a

Healthy Cooking class

sponsored by AISD and

Whole Foods

Staff will participate in a Go

Noodle modeling staff

development



APPENDIX A-1 Use of State Compensatory Education Funds for Improved Student Achievement

Programs and services currently being implemented on this campus that are partially or fully supported through State Compensatory Education (SCE) or grant funding include the following:

Programs/Services Describe how the campus is meeting needs of at-risk students with SCE resources:

Extra duty pay for current teachers and/or part-time hourly tutors providing tutoring outside of school hours:

N/A

General Supplies for at-risk students: $100

used to purchase basic supplies for students on free and reduced lunch (at-risk students, economically disadvantaged)

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

N/A

Middle School reading and math initiatives: N/A

Extra duty pay for teachers and/or administrators or part-time/hourly pay for after-school detention:

N/A

Reading specialists (to include literacy coaches): Serves students at risk of not reading at or above grade level. Identified by classroom teachers, TPRI, DRA levels

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

Elementary Counselors: Provides ongoing support for students at risk through classroom guidance, individual student counseling sessions and small group counseling

Dropout prevention services: N/A

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

Parent Support Specialist (or other parent involvement expenses):

N/A

9th Grade Initiatives (for example, a ninth grade

academy, mentoring program for freshman, algebra tutoring and/or intervention programs, etc.):

N/A


APPENDIX A-2

Highly Qualified Teacher Recruitment and Retention Plan

Area 1: Increase percentage of highly qualified (HQ) teachers to meet and/or maintain 100%. Strategies (check all that apply, but check at least one):

x Work with staffing coordinator, identify staff not meeting HQ standards

Notify staff of deficit area(s)

Agree with staff on appropriate ways to meet the standard

x Provide adequate time for staff to attend trainings and/or take needed exams

Other:

Area 2: Ensure low-income students and minority students are not taught at higher rates than other student groups by teachers who are not HQ. Strategies (check all that apply, but check at least one):

Offer early-bird signing bonuses to teachers at Title I campuses

Provide bilingual and special education stipends

x Collaborate with HR to identify staffing needs so that qualified candidates are available

Other:

Area 3: Attract and retain HQ teachers. Strategies (check all that apply, but check at least one):

Participate in district-sponsored job fairs

Participate in recruiting trips

x Provide mentors to first and second year teachers

x Offer high-quality professional development

x Provide leadership opportunities for teachers

x Encourage participation in National Board program

x Meet on a regular basis with new teachers to review needs/issues

Other:

Area 4: Assist teachers not currently HQ to meet the HQ requirements in a timely manner. Strategies (check all that apply, but check at least one):

x Assign teachers to areas in which already meet HQ

x Provide high-quality professional development in area(s) needed

Pay for study courses for required exams

Pay for passed exams

x Provide substitutes or stipends for professional development

Other:


APPENDIX A-3

Pregnancy Related Services

Pregnancy Related Services (PRS) are a combination of Support Services and Compensatory Education Home Instruction (CEHI). These services are available to a pregnant student during pregnancy prenatal and postpartum periods to help her adjust academically, mentally and physically and to remain in school. Support Services are provided during the prenatal period of pregnancy and while the student is still attending school, as well as during the prenatal or postpartum period while the student is at home or hospital for a valid medical necessity or recovering from delivery and being served with PRS CEHI. Examples of Support Services the student may access are counseling, health services provided by school nurse, case management and service coordination. Compensatory Education Home Instruction (CEHI) is academic instruction offered to the student in the home or hospital. The number of hours per week of instruction by a certified teacher varies according to student needs, and attendance is reported according to TEA formula. This service is provided under different circumstances: 1) Prenatal Confinement. If the student cannot attend school on campus due to a valid medical necessity documented by a nurse practitioner or licensed

physician licensed to practice in the United States. A medical release must be obtained by the medical or nurse practitioner to return to campus for any reason, including to take standardized tests. There is no limit to the number of events or the length of each event.

1) Postpartum Confinement. A student who has delivered a live, aborted, or stillborn baby, suffered a miscarriage or death of a newborn, or placed a baby up for adoption can be served, beginning the day of or the day after delivery for up to six consecutive weeks at home or hospital.

2) Extended Postpartum Confinement. Four additional weeks of CEHI may be provided a student when a valid medical necessity of the mother or child exists as documented by a licensed physician licensed to practice in the United States.

3) Break-In-Service Confinement. This service is for a maximum of ten weeks in length, divided into two periods in instances when the infant remains hospitalized

after delivery. The student may return to school while the infant is hospitalized, then return to CEHI when the infant is home. When the student returns to school between the two CEHI periods, the student will not be coded PRS. A medical release will be required for the student to return to campus.

At the district level, compensatory education funds are used to fund teacher units for the Pregnancy Related Services program.

Campus Scorecard 2014-15

103 - Barton Hills Elementary

The following indicators are included in the campus scorecard:

Elementary Middle School High School

STAAR / STAAR EOC by Subject - Level II Final a,b

STAAR / STAAR EOC by Subject - Level III a,b

STAAR / STAAR EOC Student Progress in Reading, Mathematics and Algebra I a,c

Attendance

Discipline

TELPAS

Student Fitness

Primary Reading Assessment Recommended High School Program and Distinguished Achievement Program Participation

Graduation Rate (with exclusions)

Annual Dropout Rate 9-12 (with exclusions)

SAT/ACT Exam Participation and Performance

Advanced Placement/International Baccalaureate Exam Participation and Performance

Advanced Course/Dual Enrollment

College-Ready Graduates ELA and Math d

a STAAR and STAAR EOC calculations are based on the estimated accountability subset and include retesters. The accountability subset does not includestudents in their first year in U.S. schools or asylees/refugees in years 1-5 in U.S. schools.

b Level II - Final Improvement Goals for STAAR and STAAR EOC are pre-populated at the district growth rates of a 15% reduction in non-proficient students asapproved on December 16, 2013 by the Austin ISD Board of Trustees. Level III Improvement Goals for STAAR and STAAR EOC are pre-populated with growthrates of a 5% reduction in students not meeting Level III. Rates may be set higher by campuses.

c Student Progress in Reading, Mathematics and Algebra I measures student growth from one year to the next provided the student has tested in successivegrade levels in both years, with the same version of the test. Students who move from English to Spanish and Spanish to English will receive a progressmeasure in Mathematics only.

d For this indicator, a graduate must have met or exceeded the college-ready criteria on the TAKS exit-level test, or the SAT test, or the ACT test in ELA andMathematics.

All Improvement Goals set by campuses must be approved by the Associate Superintendent for the campus.

STAAR Reading - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 78% 80% 75% 79%

Afr Amer - * * 100%

Hispanic 62% 70% 62% 68%

White 84% 84% 81% 84%

Asian - - * 58%

Two+ 67% 70% 64% 69%

SpEd 60% 60% * 53%

ECD 56% 61% 39% 48%

ELL - - * 15%

Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0

STAAR Mathematics - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 62% 60% 55% 62%

Afr Amer - * * 100%

Hispanic 50% 50% 51% 58%

White 66% 65% 58% 64%

Asian - - * 58%

Two+ 56% 50% * 38%

SpEd 40% 30% 56% 62%

ECD 44% 52% * 29%

ELL - - * 15%


Office of Campus and District Accountability

Barton Hills Page 3 Summer 2014

STAAR Writing - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 81% 82% 69% 73%

Afr Amer - * - 0%

Hispanic 76% 60% 77% 81%

White 84% 90% 61% 67%

Asian - - * 100%

Two+ * * * 100%

SpEd * * * 15%

ECD 40% * * 66%

ELL - - - 0%


STAAR Science - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 73% 52% 75% 79%

Afr Amer - - * 58%

Hispanic 67% 35% 46% 54%

White 74% 61% 87% 89%

Asian - - - 0%

Two+ * * * 79%

SpEd * * * 100%

ECD 83% * * 36%

ELL - - * 15%




STAAR Reading - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 48% 53% 49% 52%

Afr Amer - * * 52%

Hispanic 33% 39% 36% 39%

White 54% 59% 54% 56%

Asian - - * 52%

Two+ 56% 50% 55% 57%

SpEd 30% 30% * 26%

ECD 22% 35% * 26%

ELL - - * 5%


STAAR Mathematics - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 36% 31% 33% 36%

Afr Amer - * * 5%

Hispanic 35% 31% 30% 34%

White 37% 33% 37% 40%

Asian - - * 5%

Two+ 33% 10% * 14%

SpEd 20% 10% * 16%

ECD 11% 17% * 5%

ELL - - * 5%




STAAR Writing - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 36% 38% 33% 36%

Afr Amer - * - 0%

Hispanic 24% 10% 36% 40%

White 45% 45% 27% 31%

Asian - - * 100%

Two+ * * * 68%

SpEd * * * 5%

ECD <1% * * 5%

ELL - - - 0%


STAAR Science - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 45% 25% 46% 48%

Afr Amer - - * 52%

Hispanic 22% 18% * 12%

White 50% 29% 61% 62%

Asian - - - 0%

Two+ * * * 29%

SpEd * * * 37%

ECD 33% * * 29%

ELL - - * 5%




STAAR Reading - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 82% 66% 70%

Afr Amer * * 70%

Hispanic 82% 60% 65%

White 83% 69% 75%

Amer Ind - - 0%

Asian - - 0%

Two+ 86% 78% 80%

SpEd * 83% 85%

ELL - * 50%


STAAR Mathematics - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * * 100%


White 64% 67% 70%

Amer Ind - - 0%

Asian - - 0%

Two+ * * 50%

SpEd * * 53%

ELL - * 30%




STAAR Reading - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * * 5%


White 33% 22% 25%

Amer Ind - - 0%

Asian - - 0%

Two+ 43% * 15%

SpEd * * 20%

ELL - * 5%


STAAR Mathematics - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * * 5%


White 38% 33% 38%

Amer Ind - - 5%

Asian - - 5%

Two+ * * 25%

SpEd * * 20%

ELL - * 5%




Primary Reading AssessmentEOY On or Above Grade Level

2011-12

Estimated

2012-13

Estimated

2013-14

Estimated

2014-15

Improvement Goal

Kinder DRA English 87% 95% 94% 95%

Kinder DRA Spanish - - - 0%

1st DRA English 84% 85% 93% 95%

1st DRA Spanish - - - 0%

2nd DRA English 96% 86% 81% 90%

2nd DRA Spanish * - * 100%

Data Source: AIMS, EOY AssessmentOn grade level for KG is at least 3, for grade 1 is at least 16, and for grade 2, at least 28.* Numerator is less than 5 and denominator is > 0- Denominator is 0

Attendance

2010-11

Actual

2011-12

Actual

2012-13

Estimated

2013-14

Estimated

2014-15

Improvement Goal

All Students 96.7% 97.4% 96.5% 96.7% 97.0%

Afr Amer * * * * 99.0%

Hispanic 96.9% 97.7% 96.5% 96.7% 97.0%

White 96.6% 97.3% 96.4% 96.7% 97.0%

Amer Ind <1% <1% <1% <1% 97.0%

Asian * * 96.5% 96.3% 97.0%

Two+ 96.0% 96.9% 96.3% 96.3% 97.0%

ECD 95.8% 96.5% 95.3% 94.7% 97.0%

Data Sources: Actual- TAPR, Estimated- AISD Student Information System* Denominator is less than 900(excluding 0)- Denominator is 0



Discipline Targets

Campus Discretionary Removals

Estimated Improvement Goal

2011-12 2012-13 2013-14 2014-15

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

% Ethnic

Group

Removed

All Students * * * * * * 0.00%

Afr Amer * * * * * * 0.00%

Hispanic * * * * * * 0.00%

White * * * * * * 0.00%

Amer Ind - - - - - - 0.00%

Asian * * * * * * 0.00%

The rate reflects the number of students in each ethnic group receiving the stated disciplinary action divided by the number of students in the ethnic group active and inactive when this report was run.Source: DEEDS Discipline Data for PEIMS. 2013-2014 data are draft. Final data reports will be disseminated in August 2014.* Numerator is less than 5 and denominator is > 0- Denominator is 0

Campus Suspensions to Home


2011-12 2012-13 2013-14 2014-15

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

% Ethnic

Group

Removed

All Students * * * * * * 0.25%

Afr Amer * * * * * * 0.25%

Hispanic * * * * * * 0.25%

White * * * * * * 0.25%

Amer Ind - - - - - - 0.25%

Asian * * * * * * 0.25%




Campus ALC/EDAP or In School Suspensions


2011-12 2012-13 2013-14 2014-15

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

% Ethnic

Group

Removed

All Students * * * * * * 0.20%

Afr Amer * * * * * * 0.25%

Hispanic * * * * * * 0.25%

White * * * * * * 0.25%

Amer Ind - - - - - - 0.25%

Asian * * * * * * 0.25%


Fall Enrollment (PEIMS Snapshot Date)

2012-13

Actual

2013-14

Estimated

All Students 383 414

Afr Amer 5 5

Hispanic 95 88

White 261 284

Amer Ind 1 -

Asian 6 6

Two+ 15 29

Data Source: Actual-TAPR, Estimated-PEIMS Submission 1



TELPAS - Students at Beginning Level in Second Year of Testing

2012-13 2013-14 2014-15

# Tested 2 Yrs # Beginning 2013 % # Tested 2 Yrs # Beginning 2014 % Improvement Goal

All Students * * * * * * 0%

Afr Amer - - - * * * 0%

Hispanic * * * * * * 0%

White - - - * * * 0%

SpEd * * * - - - 0%

ECD * * * * * * 0%

Data Source: Contractor's Electronic Files* Numerator is less than 5 and denominator is > 0- Denominator is 0

Student Fitness

Sex Ethnicity

2011-12 2012-13 2013-14

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

TestedHealthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone%

F Afr Amer * * * - - - * * * - - - * * * * * *

F Hispanic 29 18 62% 19 13 68% 28 19 68% 14 9 64% 27 19 70% 18 13 72%

F White 76 58 76% 53 41 77% 74 60 81% 43 38 88% 73 53 73% 42 38 90%

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

F 106 77 73% 72 54 75% 103 80 78% 57 47 82% 102 74 73% 62 53 85%

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

M Hispanic 24 17 71% 19 15 79% 27 18 67% 16 10 62% 27 17 63% 23 20 87%

M White 76 52 68% 47 45 96% 72 51 71% 40 39 98% 80 60 75% 53 53 >99%

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

M 100 69 69% 66 60 91% 99 69 70% 56 49 88% 107 77 72% 76 73 96%

Total 206 146 71% 138 114 83% 202 149 74% 113 96 85% 209 151 72% 138 126 91%

Data Source: AISD Fitnessgram* Numerator is less than 5 and denominator is > 0- Denominator is 0



Campus/Org Expense ListingAustin Independent School District

09/01/2014As ofFund 199 General Fund

Fnd-Fnc-Obj-Sub-Org-Yr-Prog Description Appropriation Encumbrance Expenditure Pct. Rem.Balance

Extra Duty - CP-Strat Comp Init-Barton Hill %0.00199-11-6118-EB-103-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-SSIG-Barton Hills %0.00199-11-6118-R5-103-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AYP Elem-Barton Hills %0.00199-11-6118-R8-103-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Read Literacy-Barton Hills %0.00199-11-6119-RR-103-5-24-0-00 0.00 0.000.000.00Overtime - CP-AYP Elem-Barton Hills %0.00199-11-6121-R8-103-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-SSIG-Barton Hills %0.00199-11-6125-R5-103-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-AYP Elem-Barton Hills %0.00199-11-6125-R8-103-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Read Literacy-Barton Hills %0.00199-11-6125-RR-103-5-24-0-00 3,039.16 87.8421,960.8425,000.00FICA - CP-Barton Hills %0.00199-11-6141-00-103-5-24-0-00 0.00 0.000.000.00FICA - CP-Strat Comp Init-Barton Hill %0.00199-11-6141-EB-103-5-24-0-00 0.00 0.000.000.00FICA - CP-SSIG-Barton Hills %0.00199-11-6141-R5-103-5-24-0-00 0.00 0.000.000.00FICA - CP-AYP Elem-Barton Hills %0.00199-11-6141-R8-103-5-24-0-00 0.00 0.000.000.00FICA - CP-Read Literacy-Barton Hills %0.00199-11-6141-RR-103-5-24-0-00 44.07 97.691,868.931,913.00Health/Life Ins - CP-Barton Hills %0.00199-11-6142-00-103-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-SSIG-Barton Hills %0.00199-11-6142-R5-103-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Read Literacy-Barton Hills %0.00199-11-6142-RR-103-5-24-0-00 0.00 100.0024.0024.00Wk's Comp - CP-Barton Hills %0.00199-11-6143-00-103-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Strat Comp Init-Barton Hill %0.00199-11-6143-EB-103-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-SSIG-Barton Hills %0.00199-11-6143-R5-103-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AYP Elem-Barton Hills %0.00199-11-6143-R8-103-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Read Literacy-Barton Hills %0.00199-11-6143-RR-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Barton Hills %0.00199-11-6146-00-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Strat Comp Init-Barton Hill %0.00199-11-6146-EB-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-SSIG-Barton Hills %0.00199-11-6146-R5-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AYP Elem-Barton Hills %0.00199-11-6146-R8-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Read Literacy-Barton Hills %0.00199-11-6146-RR-103-5-24-0-00 0.00 100.008.008.00

Total 6100 Payroll Costs 23,861.773,083.230.0026,945.00

General Supplies - CP-Campus Cost-Barton Hills %0.00199-11-6399-CP-103-5-24-0-00 0.00 0.000.000.00

Total 6300 Supplies & Materials 0.000.000.000.00

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11 Total 23,861.773,083.230.0026,945.00

Extra Duty - CP-Strat Comp Init-Barton Hill %0.00199-23-6118-EB-103-5-24-0-00 0.00 0.000.000.00FICA - CP-Strat Comp Init-Barton Hill %0.00199-23-6141-EB-103-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Strat Comp Init-Barton Hill %0.00199-23-6143-EB-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Strat Comp Init-Barton Hill %0.00199-23-6146-EB-103-5-24-0-00 0.00 0.000.000.00

Total 6100 Payroll Costs 0.000.000.000.00

Computer Rel.Eq<$5000 Per Unit - CP-1D %0.00199-23-6396-R6-103-5-24-0-00 0.00 0.000.000.00


23 Total 0.000.000.000.00

Extra Duty - CP-Barton Hills %0.00199-31-6118-00-103-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Barton Hills %0.00199-31-6119-00-103-5-24-0-00 5,151.07 88.7740,717.9345,869.00FICA - CP-Barton Hills %0.00199-31-6141-00-103-5-24-0-00 282.22 92.203,336.783,619.00Health/Life Ins - CP-Barton Hills %0.00199-31-6142-00-103-5-24-0-00 416.75 92.214,938.255,355.00Wk's Comp - CP-Barton Hills %0.00199-31-6143-00-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Barton Hills %0.00199-31-6146-00-103-5-24-0-00 53.81 91.68593.19647.00

Total 6100 Payroll Costs 49,586.155,903.850.0055,490.00

Reading Materials - CP-Campus Cost-Barton Hills %0.00199-31-6329-CP-103-5-24-0-00 0.00 0.000.000.00General Supplies - CP-Campus Cost-Barton Hills %0.00199-31-6399-CP-103-5-24-0-00 0.00 100.00200.00200.00


31 Total 49,786.155,903.850.0055,690.00

Total Fund 199 General Fund 82,635.00 0.00 8,987.08 73,647.92

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8,987.08 73,647.92Grand Total of Selected Fund(s) 82,635.00 0.00

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Documents

2014-2015 Campus Improvement Plan - Austin ISD Campus Improvement Plan ... master schedule of the A, B, and C rotation to identify ... Principals will communicate