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Lamar Consolidated Independent School District

Adolphus Elementary

2021-2022 Campus Improvement Plan

Adolphus ElementaryGenerated by Plan4Learning.com 1 of 32 October 1, 2021 2:17 PM

Mission StatementOne Team

One Goal

Every Child

VisionAdolphus Elementary is committed to growing the whole child in a loving, engaging, and safe

environment in order to create memorable experiences that promote excellence in academics andempower our students to be confident and independent lifelong learners.


Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Learning 4School Processes & Programs 10Perceptions 12

Priority Problem Statements 13Comprehensive Needs Assessment Data Documentation 14Goals 17

Goal 1: By June of 2022, 90% or more of our K-2nd grade students will be at or above the district reading level expectation measured by the GRA Assessment. 18Goal 2: By June 2022, the percentage of 3rd -5th grade students scoring Meets on Reading STAAR will increase by 7%, as compared to the 2021 Reading STAAR (3rd65% to 72%; 4th 60% to 67%; 5th 72% to 79%) Goal 2B: By June 2024, The percent of 3rd grade students that score meets grade level or above on STAAR Readingwill increase from 67% to 80%. 20Goal 3: By May 2022, the percentage of 3rd-5th grade Math students including At-Risks (Econ Dis, African-American, LEP and Special Education) will increase inacademic performance including Meets and Masters level by 6% as measured by the 2022 STAAR Math Results. 23Goal 4: By June 2022, the percentage of office referrals will show a decrease by 15% or 28 referrals as compared to the 2020-2021 school year's 188 referrals. 26

State Compensatory 29Budget for Adolphus Elementary 30Personnel for Adolphus Elementary 30

Campus Funding Summary 30Addendums 31


Comprehensive Needs AssessmentDemographics

Demographics Summary

Adolphus Elementary opened in the fall of 2013 as a K - 5th grade campus in Lamar Consolidated ISD. We serve LongMeadow Farms community, Lost Creek, and Advenir Grand Parkway Apartments. Our current enrollment is 916 students.Enrollment data reveals the White student population continues to be the largest group with 45% followed by 24%Hispanic, 15% Black or African American, 9% Asian, 6% Two or More Races, and 1% American Indian. 10% of our studentsare receiving ESL services, 14% of our students are served under the special education umberella, and 20% areeconomically disadvantaged. This informaytion was obtained based on the 2019-2020 TAPR report.

Demographics Strengths

Since our TAPR report was released in 2019-2020, Adolphus has worked hard to hire new staff from variuos ethinicbackgrounds to mirror the campus student population. Our staff demographics are more closely connected to our studentpopulation based on our current staff in comparison to 2019-2020 school year.

Problem Statements Identifying Demographics Needs

Problem Statement 1: At the elementary school level, male teachers accounted for only 11% of all teachers based on research conducted by Marian University. At our campusour percentage of male teachers is 2% based on the 2019-2020 TAPR report. Root Cause: The cause for this problem is limited available male candidates looking for elementaryteaching positions.


Student Learning

Student Learning Summary

2021 TELPASKindergarten: 18 students

Language Domain Beginning Intermediate Advanced Advanced HighListening 17% 33% 33% 17%Speaking 17% 22% 44% 17%Reading 11% 28% 28% 33%Writing 17% 39% 28% 17%

2021 TELPAS First: 20 students



2021TELPAS Second: 22 students


2021 TELPAS Third: 19 students


2021 TELPAS Fourth: 16 students


2021 TELPAS Fifth: 7 students



Student Learning Strengths

Student in grades PreK- 2nd made adequate progress in reading and math for 2020-2021 that will contribute to bridging the gaps to 3rd grade math and reading.





School Processes & Programs

School Processes & Programs Summary

Instruction and Curricular

Adolphus has implemented various research-based programs to improve Tier 1 Instruction.

Thinking Maps. Thinking Maps are used across all grades K-5 and content areas to build the critical thinking, problem-solving, comprehension, and communication skillsnecessary for academic success in every domain. Professional Development is provided annually for returning and new staff.

Guided Reading and Guided Math- Both programs have been implemented in grades K-2 to increase student growth in reading and math using a systematic approach to learning.Teachers meet with students 3-4 times per week in small group.

Reading Academy-All K-3 teachers, administrators, and other assigned staff are participating in the TEA Reading Academy 2021-2022. The goal of the program is to increaseteacher knowledge and implementation of evidence-based practices to positively impact literacy achievement.

Personnel

Adolphus maintained a 95% retention rate for the 2020-2021 school and fully staff in June for the 2021-2022 school year. Adolphus prides itself with retaining personnel byproviding a supportive and collaborative learning and working environment.

Organizational

The Adolphus Leadership team that consists of Administrators, School Counselors, Content Facilitators (ELAR, Math, ESL) and Academic Facilitor work collaboratively toimplement researched based instructional practices, support the needs of staff members, and promote student growth. Each member of the leadership team roles andresponsibilities are outline in the campus leadership organization chart. The leadership team meets once a week.

Administrative

The campus administrative team consists of three certified principals: one principal and two assistant principals. Two campus administrators will participate in the HoldsworthLeadership Cohort for 2021-2024.

School Processes & Programs Strengths

For the 2021-2022 school year, Adolphus will implement and improve in Professional Learning Communities, Instructional Rounds, and MTSS.

Through professional development the Campus Core Team will participate in PLC Training facilitated by David LaRose for the 2021-2022 school year.

Program Strengths

Thinking Maps- The Adolphus campus continues to train new staff and offer refresher courses on Thinking Maps. At Adolphus we have a core belief that Thinking Maps builds


critical thinking skills through a visual language of learning.

Instructional Rounds- Due to the implementation of Instructional Rounds in 2020-2021, instructional practices have increased in the area of quality questioning. This school yearwe will dig deeper in instructional rounds by revisiting our problem of practice and establishing an observation schedule that will allow our teachers to be in other classroomsconducting instructional rounds. This practice will give our staff the opportunity to grow in their instructional practices as we review the data and discuss an instructional move tosupport Tier 1 instruction.

MTSS (Multi-Tiered Support System)- Through MTSS student growth has improved in reading and math due to the early identification of students in need of academic orbehavior support. Teachers, Content Facitlitators, and Administrator will continue to make adjustments to the MTSS process by meeting bi monthly to address student growth aswell as student regression to move appropriately in the MTSS process.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: The leadership development and collaborative leadership are important components to effective leadership and campus improvement. Through variousleadership professional development such as David LaRose, Holdsworth Leadership Development, Instructional Coaching and Collaborative Leadership ProfessionalDevelopment the leadership team will develop the tools and capacity to communicate effective and Root Cause: Lack of collaborative and effective communication among theleadership team that includes personnel changes and instructional methodologies.


Perceptions

Perceptions Summary

At Adolphus Elementary, we believe in teaching the whole child and value the importance of students social and emotional heatlh. Through the use of the Character Countsprograms, students are exposed to what traits are important in order to be a productive citizen in their community. Student hear daily tips on announcements, engaging lesssonprovided by the counselors monthly, as well and posters in the hall that exihibit what each trait looks like in varous areas of the building. We recognize when students aredisplaying good character through our PAWS for Praise. Students are recognized on announceents as well as social media daily to encourage good character.

We strive to create a mutually respectful and inclusive environment where different cultures, beliefs, and opinions are valued by all. We believe that students learn best in anenvironment where differences are valued and mistakes are seen as opportunities to learn and grow. We have implemented the "No Place For Hate" initiative to support ourefforts. We involve students, teachers, administrators, and parents in the planning of engaging activities that will build inclusivity and equity in our school climate. Allstakeholders ware asked to sign a pledge promising to do their part to make Adolphus and safe and happy place to be.

In order to provided a positive climate and keep our amazing staff, we have implemented ways to celebrate the great people we have on our campus. At monthly WOW meetingswe reccognize staff that are demenostrating the pillars of character by passing out Bravos. Bravos a passed around to staff when one of their peers sees something worthcelebrating about that person. They are shared at the staff meeting and on social media. "A coke and a compliment " is given when the adminstration receives a positive messagefrom the community about a staff member. We build fun activities into meetings as much as possible to encourage team work and laughter among the staff.

Perceptions Strengths

Based on our K12 Insight Campus Climate Survey:

91% of parents believe there is a teacher, counselor, or other staff member to whom their child can go for help with a school problem.94% of parents believe they are kept informed about what their child is learning in school. 93% of parents believe that their child's teacher is available to discuss their child's learning.96% of staff believe high learning standards and expectations are set for all students.95% of the staff believe helping students meet challenging academic goals is a primary focus of the school.98% of the staff believe students at Adolphus are treated failry regardless of their race, religion, sexual orientation, gender, or disablility.96% of students respect the teachers at Adolphus88% of students believe that teachers make it clear that bullying is not tolerated at Adolphus.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Only 85% of parents feel their child is not bullied at school. Root Cause: Parents are unaware of anti-bullying measures in place on campus. Lack ofcommunication of school programs to prevent bullying.

Problem Statement 2: Only 81% of staff feels that their school has maintained open lines of communication with staff members. Root Cause: Virtual learning left teachersfeeling confused on district expectations because it was a new mode of learning for all stake holders.


Priority Problem Statements


Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsHB3 Reading and math goals for PreK-3Performance Objectives with summative review (prior year)Covid-19 Factors and/or waivers

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainDomain 1 - Student AchievementStudent Progress DomainDomain 2 - Student ProgressClosing the Gaps DomainDomain 3 - Closing the GapsComprehensive, Targeted, and/or Additional Targeted Support Identification dataAccountability Distinction DesignationsFederal Report Card DataLocal Accountability Systems (LAS) data

Student Data: Assessments

State and federally required assessment informationState and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)(STAAR) current and longitudinal results, including all versionsState of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR released test questionsTexas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsTexas Success Initiative (TSI) data for postsecondary/college-ready graduates dataStudent failure and/or retention ratesLocal diagnostic reading assessment dataRunning Records resultsPrekindergarten Self-Assessment ToolTexas approved PreK - 2nd grade assessment dataTexas approved Prekindergarten and Kindergarten assessment dataState-developed online interim assessmentsGrades that measure student performance based on the TEKS

Student Data: Student GroupsAdolphus ElementaryGenerated by Plan4Learning.com 15 of 32 October 1, 2021 2:17 PM

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and progressRace and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline, attendance, and progressSpecial programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupRace and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation dataEconomically disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance, progress, and participation dataSpecial education/non-special education population including discipline, progress and participation dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackClass size averages by grade and subjectSchool safety dataEnrollment trends

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioState certified and high quality staff dataCampus leadership dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactTTESS data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataAdolphus ElementaryGenerated by Plan4Learning.com 16 of 32 October 1, 2021 2:17 PM

Processes and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataStudy of best practicesAction research results


GoalsGoal 1: By June of 2022, 90% or more of our K-2nd grade students will be at or above the district reading level expectation measured by the GRAAssessment.

Performance Objective 1: Ensure all K-2nd grade teachers implement Guided Reading daily.

Evaluation Data Sources: Observations, Lesson Plans, Guided Reading Binders

Strategy 1 Details ReviewsStrategy 1: Teachers will establish a designated guided reading time of at least 40 minutes

Strategy's Expected Result/Impact: At least 90% of students reading on or above grade levelStaff Responsible for Monitoring: Literacy Coach and AdministratorsTEA Priorities: Build a foundation of reading and math

Formative SummativeNov Feb Apr June

Strategy 2 Details ReviewsStrategy 2: Continual upkeep and purchase of leveled texts to support guided reading.

Strategy's Expected Result/Impact: At least 90% of students reading on or above grade levelStaff Responsible for Monitoring: Literacy Coach and PrincipalTEA Priorities: Build a foundation of reading and math


Strategy 3 Details ReviewsStrategy 3: Plan out lessons and keep records of guided reading instruction in a guided reading binder.

Strategy's Expected Result/Impact: At least 90% of students reading on or above grade levelStaff Responsible for Monitoring: Literacy CoachTEA Priorities: Build a foundation of reading and math


No Progress Accomplished Continue/Modify Discontinue


Goal 1: By June of 2022, 90% or more of our K-2nd grade students will be at or above the district reading level expectation measured by the GRAAssessment.

Performance Objective 2: Ensure all K-2 teachers receive appropriate professional development in the science of teaching reading.

Strategy 1 Details ReviewsStrategy 1: All K-2 teachers will participate in the state required Reading Academy.

Strategy's Expected Result/Impact: At least 90% of students reading on or above grade levelStaff Responsible for Monitoring: AdministratorsTEA Priorities: Build a foundation of reading and math


Strategy 2 Details ReviewsStrategy 2: Literacy Coach will lead a collaborative analysis of students' reading errors and teacher actions based ontypes of student errors (M-S-V).



Strategy 3 Details ReviewsStrategy 3: Literacy Coach will guide all K-2 teachers on how to create and maintain a guided reading binder.





Goal 1: By June of 2022, 90% or more of our K-2nd grade students will be at or above the district reading level expectation measured by the GRAAssessment.

Performance Objective 3: Ensure all K-2 teachers identify and intervene with our striving readers (below level).

Strategy 1 Details ReviewsStrategy 1: Each grade level will hold PLCs to review data and determine actions at least monthly.

Strategy's Expected Result/Impact: At least 90% of students reading on or above grade levelTEA Priorities: Build a foundation of reading and math


Strategy 2 Details ReviewsStrategy 2: Hire a highly qualified K-2 interventionist to provide in school tutorials for our striving students.

Strategy's Expected Result/Impact: At least 90% of students reading on or above grade levelStaff Responsible for Monitoring: Principal and Literacy CoachTEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and mathFunding Sources: Personnel - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $4,000


Strategy 3 Details ReviewsStrategy 3: Implement a common grade level intervention time for teachers to provide targeted reading instructionbased on student needs.

Strategy's Expected Result/Impact: At least 90% of students reading on or above grade levelStaff Responsible for Monitoring: Literacy Coach, Administrators, and TeachersTEA Priorities: Build a foundation of reading and math


Strategy 4 Details ReviewsStrategy 4: All PK teachers will plan for and explicitly teach phonological awareness skills such as onset, rime,rhyming, syllables, and alliteration to support Kindergarten early literacy readiness.

Strategy's Expected Result/Impact: CLI data will show growth in phonological awareness skills frombeginning of year to end of year.Staff Responsible for Monitoring: All PK staffFunding Sources: Personnel Cost- Pre K Teachers and Pre K Aides - 199 PIC 24 State Compensatory Ed(SCE) Accelerated - $167,245




Goal 2: By June 2022, the percentage of 3rd -5th grade students scoring Meets on Reading STAAR will increase by 7%, as compared to the 2021 ReadingSTAAR (3rd 65% to 72%; 4th 60% to 67%; 5th 72% to 79%) Goal 2B: By June 2024, The percent of 3rd grade students that score meets grade level orabove on STAAR Reading will increase from 67% to 80%.

Performance Objective 1: Improve quality Tier 1 Reading Instruction with emphasis on collaborative planning.

Strategy 1 Details ReviewsStrategy 1: All staff will receive continuous high quality professional development on effective collaborative planning.

Staff Responsible for Monitoring: Administrators and CoachesFormative Summative

Nov Feb Apr June

Strategy 2 Details ReviewsStrategy 2: Facilitators will assist teachers in planning effective reading instruction for all students.

Staff Responsible for Monitoring: Literacy & ESL Coaches, TeachersFunding Sources: Personnel - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $18,250


Strategy 3 Details ReviewsStrategy 3: Use data from formative assessments with fidelity in PLC's.

Staff Responsible for Monitoring: Administrators, Coaches, and TeachersTEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 5: Effective Instruction


Strategy 4 Details ReviewsStrategy 4: Teachers will support the reading growth of ESL students by utilizing language objectives and ELstrategies.

Funding Sources: Supplemental EL Materials - 199 PIC 25 State Bilingual/ESL - $4,112





Performance Objective 2: Receive appropriate professional development on research based reading instruction including higher level questioning.

Strategy 1 Details ReviewsStrategy 1: Provide professional development on effective reading strategies throughout the school year to impact thequality of Tier 1 instruction for all students with an emphasis on targeting our EL population.

Staff Responsible for Monitoring: Literacy Coach and ESL Coach


Strategy 2 Details ReviewsStrategy 2: Teachers will observe other teachers utilize quality reading strategies in the classroom setting throughInstructional Rounds.

Staff Responsible for Monitoring: Administrators, Coaches, and Teachers


Strategy 3 Details ReviewsStrategy 3: Reading teachers will attend vertical team meetings three times a year to discuss alignment of reading bestpractices.





Performance Objective 3: Teachers will provide differentiated instruction utilizing a small group setting to meet identified needs.

Strategy 1 Details ReviewsStrategy 1: Implement a common grade level time for for teachers to provide targeted reading instruction based onstudent needs.

Staff Responsible for Monitoring: Administrators, Literacy Coach, ESL Coach, and Teachers


Strategy 2 Details ReviewsStrategy 2: Teachers will track small group instruction by utilizing a small group reading binder to set students growthgoals.

Staff Responsible for Monitoring: Administrators, Coaches, and Teachers


Strategy 3 Details ReviewsStrategy 3: Teachers will implement a student goal/growth tracker system to monitor progress.

Staff Responsible for Monitoring: Literacy Coach, Teachers, StudentsFormative Summative

Nov Feb Apr June



Goal 3: By May 2022, the percentage of 3rd-5th grade Math students including At-Risks (Econ Dis, African-American, LEP and Special Education) willincrease in academic performance including Meets and Masters level by 6% as measured by the 2022 STAAR Math Results.

Performance Objective 1: Develop and train all 2nd-5th grade math teachers on Guided Math professional development to improve Tier 1 instruction.

Strategy 1 Details ReviewsStrategy 1: All K-5 math content teachers will receive continuous training on collaborative planning.

Staff Responsible for Monitoring: Teachers, Math Coach, AdministrationFormative Summative

Nov Feb Apr June

Strategy 2 Details ReviewsStrategy 2: All K-5 math content teachers will receive professional development on higher order thinking and qualityquestioning through instructional rounds.

Staff Responsible for Monitoring: Campus Instructional Rounds teamFunding Sources: Personnel - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $36,675


Strategy 3 Details ReviewsStrategy 3: The Math Coach will provide staff development sessions to facilitate the improvement of teacher's Tier Iinstruction to include effective guided math instruction and number talks.

Staff Responsible for Monitoring: Math Coach





Performance Objective 2: Ensure all K-5 math students including At-Risk receive support and additional time for intervention at Tier 2 and Tier 3.

Strategy 1 Details ReviewsStrategy 1: Create a campus tutorial plan for grades 3rd-5th students who did not make progress or meet theapproaches standard on the 2021 Math STAAR including but not limited to a math interventionist and morning and in-school tutorials sessions.

Staff Responsible for Monitoring: Math Coach, teachersFunding Sources: - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $5,326


Strategy 2 Details ReviewsStrategy 2: Conduct weekly collaborative planning sessions to address differentiated instructional strategies with Tier 2and Tier 3 students.

Staff Responsible for Monitoring: Math Coach, teachers, administration team


Strategy 3 Details ReviewsStrategy 3: The MTSS Team will meet at the end of every six weeks to analyze student data to make instructionaladjustments and provide additional academic support where needed.

Staff Responsible for Monitoring: Math Coach, Administration, Academic Facilitator





Performance Objective 3: Analyze common formative assessments and district assessments to develop quality Tier 1 instruction for all students K-5.

Strategy 1 Details ReviewsStrategy 1: K-2nd grade teachers will use the results from the I Ready and TX-KEA assessment data and teacherobservation to facilitate instructional support.

Staff Responsible for Monitoring: Grades K, 1, and 2 teachers


Strategy 2 Details ReviewsStrategy 2: 3rd- 5th math teachers and students will use STAAR Interim and PMA results to track student performanceusing teacher and student tracking system every ten weeks.

Staff Responsible for Monitoring: Grades 3, 4, and 5 teachers


Strategy 3 Details ReviewsStrategy 3: Using Short Answer Response Exemplars, students will analyze and develop personal writing skills to respond to math short answer response questions on all summative assessments(Majors).

Staff Responsible for Monitoring: Grades K, 1, 2, 3, 4, and 5 teachers




Goal 4: By June 2022, the percentage of office referrals will show a decrease by 15% or 28 referrals as compared to the 2020-2021 school year's 188referrals.

Performance Objective 1: Teachers will receive ongoing professional development on Solution Focused Process.

Strategy 1 Details ReviewsStrategy 1: Counselors will train staff on Solution Focus Strategy #1 The Solution Focus Approach.

Staff Responsible for Monitoring: CounselorsFormative Summative

Nov Feb Apr June

Strategy 2 Details ReviewsStrategy 2: Counselors will train staff on Solution Focus Strategy #2 - Using Scaling


Nov Feb Apr June

Strategy 3 Details ReviewsStrategy 3: Counselors will train staff on Solution Focus Strategy #3-How to use with Teachers and Parents.


Nov Feb Apr June




Performance Objective 2: Identify At-Risk Students for behavior utilizing the MTSS process for behavior intervention.

Strategy 1 Details ReviewsStrategy 1: Discuss student behaviors at all tiered levels of behaviors as identified by the MTSS protocol every six-nineweeks.

Staff Responsible for Monitoring: Teachers, Counselors, and Administrative Team


Strategy 2 Details ReviewsStrategy 2: Counselor will conduct grade level guidance lessons on the Six Pillars of Character.

Staff Responsible for Monitoring: School CounselorsFormative Summative

Nov Feb Apr June

Strategy 3 Details ReviewsStrategy 3: Establish small group social skills groups based on student needs and teacher recommendations.

Staff Responsible for Monitoring: School Counselors.Formative Summative

Nov Feb Apr June




Performance Objective 3: Utilize a campus wide positive behavior system to include Bulldog Bucks, Character Counts, Paws for Praise, Class Dojo (Tobe updated)

Strategy 1 Details ReviewsStrategy 1: Each day students will be recognized on the announcements for displaying the Character Counts traitsthrough PAWS for Praise forms. Students will have their picture taken and displayed on social media.

Staff Responsible for Monitoring: Counselors


Strategy 2 Details ReviewsStrategy 2: Teachers and staff will award students PAWS for Praise when they witness students exhibiting any of thesix pillars of character in order to recognize good behavior.

Staff Responsible for Monitoring: All Staff


Strategy 3 Details ReviewsStrategy 3: Teachers will use a positive reward system (bulldog bucks, class dojo) as part of their classroommanagement in order to encourage positive behaviors.

Staff Responsible for Monitoring: Classroom teachers




State CompensatoryBudget for Adolphus Elementary

Total SCE Funds:Total FTEs Funded by SCE: 2.75Brief Description of SCE Services and/or Programs

Personnel for Adolphus Elementary

Name Position FTE

Alexa Emokpaire PK Aide 1

Leslie Norra Literacy Coach 0.25

Rashana McDaniel Math Facilitator 0.5

Regina Escamilla PK Aide 1


Campus Funding Summary199 PIC 24 State Compensatory Ed (SCE) Accelerated

Goal Objective Strategy Resources Needed Account Code Amount1 3 2 Personnel $4,000.00

1 3 4 Personnel Cost- Pre K Teachers and Pre K Aides $167,245.00

2 1 2 Personnel $18,250.00

3 1 2 Personnel $36,675.00

3 2 1 $5,326.00

Sub-Total $231,496.00

Budgeted Fund Source Amount $231,496.00

+/- Difference $0.00

199 PIC 25 State Bilingual/ESLGoal Objective Strategy Resources Needed Account Code Amount

2 1 4 Supplemental EL Materials $4,112.00

Sub-Total $4,112.00

Budgeted Fund Source Amount $4,112.00

+/- Difference $0.00

Grand Total $235,608.00


Addendums


Documents

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