José Antonio Menchaca Elementary School - Austin ISD · José Antonio Menchaca Elementary School 2014-2015 ... All schools will meet or exceed state accountability standards,

José Antonio Menchaca Elementary School

2014-2015 Campus Improvement Plan

Austin Independent School District

Menchaca 147 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 3

We confirm the above information as correct … Position Name Date

Principal Eliza Loyola 9/8/14

Co-Chair Michelle Good 9/8/14

Co-Chair Florinda Lewis 9/8/14


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 Eliza Loyola Day of the Month (e.g., 2nd

Tues): 1st Mondays of the month

Time: 3:00-4:00

Voting Members Name CAC

Co-Chair ()

CAC Sec. ()

PTA Pres. ()

Classroom Teacher

()

SpEd Expertise

()

Other Prof. Staff Member

(Give Title)

Parent Clara Dey

Parent Jessica Cruz

Parent Shannon Puzey

Parent Laura Dill X

Parent Kelley Dworcyki

Parent Florinda Lewis x

Professional Staff Member Michelle Good x X

Professional Staff Member Haley Piotroski X X

Professional Staff Member Tai Hairston X

Professional Staff Member Meredith McDonald X

Professional Staff Member Trish Adams X

Professional Staff Member Fara Copley x

Classified Staff Member Leticia Ruiz X

Student (If Applicable)

Student (If Applicable)

Business Representative Owner of Macho Taco

Community Representative Tracey Beadle


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: Math instruction Dual Language Implementation Differentiated Professional development


TITLE 1 COMPONENTS

All Title 1 schools must address the following components with their Campus Improvement Plans.

Components

Component # Component

1 Comprehensive needs assessment

2 School wide reform strategies that provide opportunities for all students to meet state standards and advanced levels of achievement and that use effective methods/strategies based on scientifically based research

3 Instruction by highly qualified staff

4 High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards

5 Strategies to attract highly qualified teachers to high-need schools

6 Strategies to increase parental involvement

7 Inclusion of teachers in decisions regarding use of academic assessments (activities such as benchmark or other testing, use of data, etc.)

8 Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards

9 Coordination and integration of federal, state, and local services and programs

10 Description of how campus will provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results

11 For Elementary: Transition to K assistance to Pre-K/EC students

DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015

1 Needs assessment 5 Strategies to attract HQ teachers 8 Activi ties to help students reach proficient and advanced standards2 Schoolwide reform strategy 6 Increased parental involvement 9 Coordination & integration of federal , s tate and local programs3 Instruction by HQ staff 7 Measures to include teachers in decis ions 10 Communication with parents regarding student assessment results4 Ongoing PD about use of assessment to improve perf. 11 Elementary Schools only: EC/PK/EL trans ition programs

Title 1 ComponentsEach Title 1 component must be addressed in at least one strategy, but not all strategies must be tied to a Title 1 Component


Table #CI-1 State: Below safeguard target

Performance Objective: Campus Math performance on STAAR will increase to at least 85% achieving the Level II passing standard for Hispanic, African American, and Economically disadvantaged students, and at least 50% of All Students achieving the level III passing standard. Applicable Strategic Plan Goal(s):

Specific Improvement Strategy Title 1 (list all that

apply)

Responsible Person(s)

Needed Resources (Include PD Support)

Evidence of Implementation/

Effectiveness

Timeframe for Completion

Status

Daily use of Guided Math strategies will be evident in all classrooms 1

st –

5th with an emphasis on grade level

mastery of appropriate TEKS

3,9 All grade level teams, Principal, AP

PD Time, grade level planning, manipulatives, etc.

Assessment results, lesson plans, Admin observations/evidence of Guided Math in practice

Ongoing through May 2014

In progress

Title I math coach will plan rigorous instruction with grade level teams that address new TEKS and curriculum.

1, 8 Math coach Planning meetings and staff development

Increased vertical alignment.

Quarterly In progress

Title I math coach will observe and work with teachers to increase efficacy of instruction through model lessons and feedback

1, 7, 8 Math coach Observation protocols, planning time with teachers to debrief

Instructional practices will reflect best practices and cooperative learning.

On going In progress

Math intervention for primary grades will be addressed through grade level intervention time and tutoring.

1, 8 Math coach Assessment data and intervention times established.

Increase in assessment performance


Math instruction will incorporate mathematical problem solving in all units of instruction.

3, 4 Math coach, all teachers

CRM and supplemental curriculum, CGI



Students will increase their mathematical fluency and flexibility of numerical thinking

1, 8 Vertical math team and math coach







Table #CI-2 State: Below safeguard target

Performance Objective: Objective: Campus Science performance on STAAR will increase to at least 85% achieving the Level II passing standard for Hispanic, African American, and Economically disadvantaged students. Applicable Strategic Plan Goal(s):


apply)




Effectiveness


Status

Targeted Hispanic, AA, and Eco Dis students will receive pre-teaching (concepts and vocab) before and during daily assembly in computer lab

1, 8 5th grade science

teachers, TA s, SpEd teachers, Principal, AP

Computer lab, science related programming, web videos, Science Stem scopes, etc.

Increased performance on assessments, regular attendance

Ongoing through April 2014

Science PD, re: effective hands on instructional strategies, will be planned/presented by members of Science Vertical Team and teachers in UT Science Collaborative

4, 1, 2, 3 Science Vertical Team, UT Science Collaborative leaders, Principal, AP

Science materials, 5E model resources, etc., Faculty meetingg time

Faculty meeting agenda, evidence of science hands on implementation


Increased use of Science SCAs and regular formative assessments at all grade levels to monitor and increase student mastery of concepts

4, 8 All teachers, Principal, AP

SCAs, various assessment tools including Science BOY and MOY

Increased achievement in assessment results, evidence of assessments & re-teaching plans


Teachers will attend training for new Science curriculum and utilize online resources.

4, 8 All teachers District PD schedule Use of new curriculum and technology.

Ongoing

GT students will be invited to a Science Camp after school, 3-5 in the Fall, K-2 in the Spring

6, 1, 3 GT coordinator PTA funding Camp occurs, higher performance on Science STAAR

Fall ,Spring





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


apply)




Effectiveness


Status

Teachers will do cool down activities for flexibility with students.

8, 2, 1 Teachers Faculty meeting to share activities, activities on cloud

Students do a cool down 1-2x a week after recess.

On going

Staff will be introduced to Brain Breaks on the AISD cloud

4, 8 Michelle Good Time at faculty meeting, 5 minutes during the day.

Staff has one brain break planned during the day

August and Jan

Send nutrition and physical activity information home to parents 2-4 times a year.

10, 6, 9 Loyola, Carroll, and Shaw

Small articles for webpage, twitter, and newsletter.

Evidence in social media or online publications

4x a year

Seek partnerships with health and fitness related businesses within your community.

8 Loyola, Carroll, PTA Time to meet and talk with local businesses.

New partnerships with dojos, yoga, or dance studios.

On going

Parent Coffee to focus on Health and Fitness

1, 6 Loyola and PE teachers

PE teachers plan 20 minute presentation with parents

Parent Coffee where parents learn about nutrition and fitness

November

Family Fitness Night 1,2,6 Catch Team Games for Family Fitness Night, advertisement for event.

Turn of over 75 students. Teacher and family participation

October





Table #DR-2

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


apply)




Effectiveness


Status

Campus wide implementation of Social Emotional Learning program Phase II

3,4 SEL team and Loyola SEL materials for all new teachers

Every classroom has peace area and peace path.

Ongoing

All classes will participate in weekly SEL lessons

3 Classroom teachers Scheduled time on Tuesday

Students use language of lessons and peace paths.

Weekly

Student coalition will plan with counselor two activities a year for No Place for Hate designation.

9 Counselor –Ward ADL materials and resources.

Mix it Up Lunch, students can name and talk about activities.

Fall and Spring

Responsive Classroom strategies and techniques will be shared by RC team that attended summer training.

4 SEL vertical team, Piotroski

Additional RC books, energizers, and morning meetings

Increase in morning meetings, greeting students, and academic choice in classrooms

On going

SEL lessons will align to Health lessons twice a nine weeks as performance assessment.

8 Grade level teams Online resources for health and SEL

Grades taken for lesson. Fall/Spring

All classrooms will implement peace paths to help teach students conflict resolution strategies.

3 SEL vertical team and Piotroski

Peace Paths printed in color

Students can talk through the use of peace paths by October

October





Table #DR-3

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


apply)




Effectiveness


Status

“PTA Performance Nights” will be scheduled monthly along with PTA Gen. Membership meetings.

6,10 Grade level team leaders and music teachers

Programs for music department

Monthly meetings and PTA shares voting activities.

Monthly

Principal Coffee will be implemented once a month. There will be a half hour parent information session on various topics.

6,10 Loyola Coffee, donuts, and monthly topic to be discussed

Monthly coffees held for parents.

On going

DOGS program will increase involvement at campus activities such as Family Cook Out

6 Loyola, Carroll, DOGS Time for Mr. Carroll to coordinate parents

Dads on campus will take a more active role at events such as Muffins with Moms and the Family Cook Out

On going

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


apply)




Effectiveness


Status

Responsive Classroom Team will share strategies for establishing classroom community and routines

4, 3 Responsive Classroom team and SEL vertical team

Time at monthly meetings to share new strategies

Increased use of strategies at grade levels and increased academic risk taking.

Vertical teams will plan to align instruction in math, science, writing, dual language, and the

2, 3 Principal, ap, math coach, and team leads

Agendas for monthly planning

Teachers being to use stregegies that are implemented at vertical





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.



apply)




Effectiveness


Status

implementation of SEL teams.

Team Leaders will take Strength Finder to increase leadership capacity and have targeted PD for professional growth.

4, 5 Loyola Strength Finder book and access code, coordination with Strenghts Coach

Team Leaders approach problems of practice with their teams through a strengths lens

ongoing

Dual language vertical team will plan in Spanish to increase academic language and fluency

4, 5, 8 Stahl and Drummond Teachers will use CRM, bilteracy cohort materials and recent PD

Increased alignment with DL classrooms to Gomez and Gomez model.

On going

Vertical teams will focus on rigor or TEKS and understanding the depth and complexity of student thinking.

4, 7 Loyola, Drummond, Sweet

Books fro professional development, time once a month to examine the TEKS

Increase understanding of TEKS and curriculum by vertical teams.

On going

Coordinate with PreK dept. to increase developmentally appropriate practices

4, 8 Loyola and Prek dept Time for teachers to meet with district reps

Increased practices of developmentally appropriate- hand on learning in PreK and Kinder

Ongoing





REQUIRED FOR CAMPUSES THAT MEET CERTAIN CONDITIONS (Conditions in Yellow)

Special Education Identification – All Levels

Table #DR-5

Performance Objective: Reduce special education identification rate. Condition: If rate > 8.5% Source: SPED C-IEP (A) 4

th 6 weeks

Campus Rate: 9.4% Does campus performance require inclusion of this objective? (Yes or No): Yes



apply)




Effectiveness


Status

Implement district adopted curriculum to work with students with dyslexia, SRA (K-2) and Rewards (3-5)

3, 8 Reading specialists, May, Saenz

Attend required PD for training

Reading specialists use district adopted programs with identified student groups.

Ongoing

Train all new teachers on eCST system to identify and provide interventions and monitoring for struggling students

7, 4, 8 Drummond Drummond attends all team meetings to meet with teachers

Al lteachers demonstrate proficiency using eCST

October

Promote classroom-level interventions and progress monitoring utilizing the eCST system for struggling students

4, 7, 8 Classroom teachers training for all teachers with ap and child study facilitator

Increased documentation of progress monitoring

On going

Table #DR-7

Performance Objective: Reduce the rate of Hispanic students identified for special education. Condition: If Hispanic SPED enrollment rate is > 1 percentage point above Hispanic enrollment rate Source: SPED C-IEP (C) 4

th 6 weeks

Campus Figure: 6.6 Does campus performance require inclusion of this objective? (Yes or No): Yes



apply)




Effectiveness


Status





Table #DR-7

Performance Objective: Reduce the rate of Hispanic students identified for special education. Condition: If Hispanic SPED enrollment rate is > 1 percentage point above Hispanic enrollment rate Source: SPED C-IEP (C) 4

th 6 weeks

Campus Figure: 6.6 Does campus performance require inclusion of this objective? (Yes or No): Yes



apply)




Effectiveness


Status

Tilte I interventions will focus on vocabulary development and target low SES population.

3, 8, 9 Sweet, King, May Intervention materials depending on grade level.

Increased DRA and performance on formative assessments.

On going


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:

Funds target students for before, afterschool, and Saturday tutoring – ELL, and low SES students target groups.

General Supplies for at-risk students: Additional math intervention materials being purchased.

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

NA

Middle School reading and math initiatives: NA

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

NA

Reading specialists (to include literacy coaches): NA

Math specialist (FTE for math interventions): Math Coach to work with teacher and student groups and identified students at risk.

Elementary Counselors: Counselor works with students who are in need of assistance through programs such as Operation School Bell.

Dropout prevention services: N/A

DELTA (or other credit recovery programs): NA

Parent Support Specialist (or other parent involvement expenses):

NA

9th Grade Initiatives (for example, a ninth grade academy, mentoring program for freshman, algebra tutoring and/or intervention programs, etc.):

NA


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

X Notify staff of deficit area(s)

X 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

X 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):

X 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

X Other: BTEN

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

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.


APPENDIX T-1

Office of State and Federal Accountability Audit Checklist: Components for Title I Schools (All Title I Schools)

For all Title I schools, indicate the campus and/or district action plan table #(s) on which the following components can be found:

Components Objective Table #(s)

Component # Component

1 Comprehensive needs assessment #CI-1, #CI-2, #DR-1, #DR-2

2 School wide reform strategies that provide opportunities for all students to meet state standards and advanced levels of achievement and that use effective methods/strategies based on scientifically based research

#CI-2, #DR-1, #DR-4

3 Instruction by highly qualified staff #CI-1, #CI-2, #DR-

2, DR-4

4 High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards

#CI-1, #CI-2, #DR-2, DR-4

5 Strategies to attract highly qualified teachers to high-need schools #DR-4

6 Strategies to increase parental involvement #CI-2, #DR-1, DR-

3

7 Inclusion of teachers in decisions regarding use of academic assessments (activities such as benchmark or other testing, use of data, etc.)

#CI-1, #DR-4

8 Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards

#CI-1

9 Coordination and integration of federal, state, and local services and programs #CI-1, #DR-1, #DR-2

10 Description of how campus will provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results

#DR-1, #DR-4

11 For Elementary: Transition to K assistance to Pre-K/EC students


APPENDIX T-2

Explanation of Title I, Part A Expenditures for Improving Student Performance (All Title I Schools)

For all Title I schools, this table provides an executive summary of Title I, Part A expenditures and ties them directly to improving student performance, as identified in the Needs Assessments and corresponding Improvement Strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (e.g., rather than simply listing “Field Trip,” list “Field Trip to Art Museum”). Please insert additional rows in the table as needed.

Type of Expenditure How Will Expenditure Improve Student Performance? Amount of

Expenditure How Will Impact Be

Assessed? Improvement Strategy Needs Assessment

Personnel

Math Coach Math coach will work with student groups in 2nd-5th grade and plan with classroom teachers

TEMI, benchmarks, STAAR, CAC and PTA discussions

58,000$ Student achievement on TEMI , benchmarks, STAAR and teacher instructional strategies

$

$

Instructional Supplies, Materials, and Equipment

Math materials, supplemental manipulatives

Use hands on math materials and STAAR review materials for at risk students

Classroom observations 2000$ Student able to talk about their thinking, demonstrate their understanding of concepts, and improved data

$

$

Professional Development/Staff Training

$

$

$

Community Services (Function 61)

Family Math/Science Night – healthy snacks

Encourage hands on math activities with families

130.00$ Families attend training

$


$

Other Requests

$

$

$

TOTAL (Must Match BTO Total) 62,000$

Campus Scorecard 2014-15

147 - Menchaca 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 52% 49% 53% 60%

Afr Amer 50% 22% * 58%

Hispanic 41% 38% 44% 52%

White 68% 70% 66% 71%

Asian 55% 36% 67% 72%

Two+ 56% 54% 55% 61%

SpEd 36% 38% 48% 56%

ECD 37% 40% 40% 49%

ELL 22% 21% 42% 50%

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 36% 35% 42% 50%

Afr Amer 40% 22% * 43%

Hispanic 28% 27% 32% 42%

White 44% 47% 56% 63%

Asian 64% 57% 67% 72%

Two+ 44% 31% * 46%

SpEd 19% 28% 48% 56%

ECD 23% 25% 25% 36%

ELL 13% 37% 19% 32%


Office of Campus and District Accountability

Menchaca Page 3 Summer 2014

STAAR Writing - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 29% 46% 43% 51%

Afr Amer * * * 100%

Hispanic 21% 39% 37% 46%

White 39% 61% 55% 62%

Asian 40% * * 58%

Two+ * * * 15%

SpEd 33% 29% * 43%

ECD 17% 35% 37% 46%

ELL <1% 33% 36% 45%


STAAR Science - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 31% 33% 43% 51%

Afr Amer * * * 43%

Hispanic 24% 16% 34% 44%

White 37% 69% 54% 60%

Asian * 38% * 79%

Two+ * 40% * 72%

SpEd * 11% * 35%

ECD 18% 19% 22% 33%

ELL * * * 47%




STAAR Reading - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 22% 27% 22% 26%

Afr Amer 20% 11% * 37%

Hispanic 18% 19% 11% 16%

White 30% 42% 38% 41%

Asian 18% 21% * 29%

Two+ 22% 23% * 31%

SpEd 3% 13% * 10%

ECD 11% 16% 8% 12%

ELL 9% 11% * 13%


STAAR Mathematics - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 11% 14% 17% 21%

Afr Amer 10% <1% * 5%

Hispanic 9% 9% 13% 17%

White 14% 21% 25% 29%

Asian 9% 29% * 37%

Two+ 22% 15% * 14%

SpEd <1% 5% * 10%

ECD 5% 7% 8% 12%

ELL <1% 11% * 10%




STAAR Writing - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 4% 3% 6% 10%

Afr Amer * * * 5%

Hispanic <1% 2% * 9%

White 11% 6% * 15%

Asian <1% * * 5%

Two+ * * * 5%

SpEd <1% 14% * 5%

ECD <1% 5% * 7%

ELL <1% 11% * 5%


STAAR Science - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 6% 12% 12% 16%

Afr Amer * * * 5%

Hispanic 4% 3% 11% 16%

White 7% 31% * 15%

Asian * 13% * 5%

Two+ * 20% * 68%

SpEd * 6% * 5%

ECD 3% 6% * 5%

ELL * * * 5%




STAAR Reading - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 56% 56% 65%

Afr Amer * * 100%

Hispanic 52% 50% 60%

White 65% 60% 70%

Amer Ind - - 0%

Asian * 83% 90%

Two+ * * 65%

SpEd 50% 56% 60%

ELL - >99% 100%


STAAR Mathematics - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * * 70%


White 68% 59% 65%

Amer Ind - - 0%

Asian 63% * 75%

Two+ * * 50%

SpEd 62% 53% 60%

ELL - 67% 70%




STAAR Reading - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * * 15%


White 16% 12% 20%

Amer Ind - - 0%

Asian * * 20%

Two+ * * 30%

SpEd 7% * 15%

ELL - * 40%


STAAR Mathematics - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * * 10%


White 32% 24% 30%

Amer Ind - - 0%

Asian 13% * 20%

Two+ * * 20%

SpEd 23% * 20%

ELL - * 35%




Primary Reading AssessmentEOY On or Above Grade Level

2011-12

Estimated

2012-13

Estimated

2013-14

Estimated

2014-15

Improvement Goal

Kinder DRA English 90% 92% 89% 92%

Kinder DRA Spanish 40% 86% 91% 92%

1st DRA English 93% 85% 88% 90%

1st DRA Spanish 88% 79% 64% 80%

2nd DRA English 83% 89% 71% 80%

2nd DRA Spanish 71% 62% * 80%

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% 96.9% 96.0% 96.1% 96.5%

Afr Amer 97.3% 97.0% 96.9% 96.9% 97.0%

Hispanic 96.3% 96.9% 95.8% 96.1% 96.5%

White 97.0% 97.1% 96.2% 96.2% 97.0%

Amer Ind * <1% <1% <1% 96.0%

Asian 98.1% 97.6% 96.6% 97.0% 97.5%

Two+ 97.0% 94.4% 95.4% 93.9% 94.5%

ECD 96.5% 96.7% 95.6% 95.9% 96.5%

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 * * * * * * 0.10%

Afr Amer * * * * * * 0.00%

Hispanic * * * * * * 0.10%

White * * * * * * 0.10%

Amer Ind - - - - - - 0.00%

Asian * * * * * * 0.00%




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 * * * * * * 1.00%

Afr Amer * * * * * * 2.00%

Hispanic * * * * * * 0.20%

White * * * * * * 0.30%

Amer Ind - - - - - - 0.00%

Asian * * * * * * 0.00%


Fall Enrollment (PEIMS Snapshot Date)

2012-13

Actual

2013-14

Estimated

All Students 706 727

Afr Amer 25 22

Hispanic 401 390

White 220 231

Amer Ind 0 -

Asian 31 35

Two+ 26 48

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 46 * * 51 * * 0%

Afr Amer - - - * * * 0%

Hispanic 38 * * 43 * * 0%

White * * * 28 * * 0%

SpEd * * * * * * 0%

ECD 35 * * 35 * * 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 * * * * * * 6 * * * * * 5 * * * * *

F Hispanic 77 45 58% 41 24 59% 84 51 61% 50 36 72% 82 54 66% 51 46 90%

F White 45 32 71% 21 14 67% 46 36 78% 26 23 88% 46 34 74% 27 25 93%

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

F 125 80 64% 63 39 62% 136 91 67% 79 60 76% 133 92 69% 81 74 91%

M Afr Amer 7 6 86% * * * 5 * * * * * 5 5 >99% * * *

M Hispanic 84 43 51% 54 39 72% 91 52 57% 53 43 81% 83 45 54% 53 48 91%

M White 49 35 71% 22 21 95% 54 31 57% 30 27 90% 46 26 57% 26 22 85%

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

M 140 84 60% 80 64 80% 150 87 58% 86 73 85% 134 76 57% 83 74 89%

Total 265 164 62% 143 103 72% 286 178 62% 165 133 81% 267 168 63% 164 148 90%

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

Career Ladder - CP-Read Literacy-Menchaca %0.00199-11-6117-RR-147-5-24-0-00 125.00 91.661,375.001,500.00Extra Duty - CP-Strat Comp Init-Menchaca %0.00199-11-6118-EB-147-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-SSIG-Menchaca %0.00199-11-6118-R5-147-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AYP Elem-Menchaca %0.00199-11-6118-R8-147-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Read Literacy-Menchaca %0.00199-11-6118-RR-147-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Menchaca %0.00199-11-6119-00-147-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-PreK-Menchaca %0.00199-11-6119-90-147-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Read Literacy-Menchaca %0.00199-11-6119-RR-147-5-24-0-00 3,397.46 88.7726,856.5430,254.00Overtime - CP-AYP Elem-Menchaca %0.00199-11-6121-R8-147-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-SSIG-Menchaca %0.00199-11-6125-R5-147-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-AYP Elem-Menchaca %0.00199-11-6125-R8-147-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-Menchaca %0.00199-11-6129-00-147-5-24-0-00 2,212.14 0.00-2,212.140.00Support Personnel Salary - CP-At Risk Stdnt %0.00199-11-6129-R4-147-5-24-0-00 0.00 100.0024,000.0024,000.00FICA - CP-Menchaca %0.00199-11-6141-00-147-5-24-0-00 133.97 0.00-133.970.00FICA - CP-PreK-Menchaca %0.00199-11-6141-90-147-5-24-0-00 0.00 0.000.000.00FICA - CP-Strat Comp Init-Menchaca %0.00199-11-6141-EB-147-5-24-0-00 0.00 0.000.000.00FICA - CP-At Risk Stdnt Suppt-Mencha %0.00199-11-6141-R4-147-5-24-0-00 0.00 100.001,836.001,836.00FICA - CP-SSIG-Menchaca %0.00199-11-6141-R5-147-5-24-0-00 0.00 0.000.000.00FICA - CP-AYP Elem-Menchaca %0.00199-11-6141-R8-147-5-24-0-00 0.00 0.000.000.00FICA - CP-Read Literacy-Menchaca %0.00199-11-6141-RR-147-5-24-0-00 190.43 91.772,123.572,314.00Health/Life Ins - CP-Menchaca %0.00199-11-6142-00-147-5-24-0-00 409.10 0.00-409.100.00Health/Life Ins - CP-PreK-Menchaca %0.00199-11-6142-90-147-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-At Risk Stdnt Suppt-Mencha %0.00199-11-6142-R4-147-5-24-0-00 0.00 100.005,477.005,477.00Health/Life Ins - CP-SSIG-Menchaca %0.00199-11-6142-R5-147-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Read Literacy-Menchaca %0.00199-11-6142-RR-147-5-24-0-00 454.90 91.705,030.105,485.00Wk's Comp - CP-Menchaca %0.00199-11-6143-00-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-PreK-Menchaca %0.00199-11-6143-90-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Strat Comp Init-Menchaca %0.00199-11-6143-EB-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-At Risk Stdnt Suppt-Mencha %0.00199-11-6143-R4-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-SSIG-Menchaca %0.00199-11-6143-R5-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AYP Elem-Menchaca %0.00199-11-6143-R8-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Read Literacy-Menchaca %0.00199-11-6143-RR-147-5-24-0-00 0.00 0.000.000.00

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Teacher Retirement - CP-Menchaca %0.00199-11-6146-00-147-5-24-0-00 9.63 0.00-9.630.00Teacher Retirement - CP-PreK-Menchaca %0.00199-11-6146-90-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Strat Comp Init-Menchaca %0.00199-11-6146-EB-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-At Risk Stdnt Suppt-Mencha %0.00199-11-6146-R4-147-5-24-0-00 0.00 100.00132.00132.00Teacher Retirement - CP-SSIG-Menchaca %0.00199-11-6146-R5-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AYP Elem-Menchaca %0.00199-11-6146-R8-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Read Literacy-Menchaca %0.00199-11-6146-RR-147-5-24-0-00 1.33 92.1715.6717.00

Total 6100 Payroll Costs 64,081.046,933.960.0071,015.00

General Supplies - CP-Campus Cost-Menchaca %0.00199-11-6399-CP-147-5-24-0-00 0.00 0.000.000.00

Total 6300 Supplies & Materials 0.000.000.000.00

11 Total 64,081.046,933.960.0071,015.00

Professional Salary - RG-Campus Cost-Menchaca %0.00199-13-6119-CP-147-5-24-0-00 1,769.93 0.00-1,769.930.00Part-Time Hourly - CP-SSI-Menchaca %0.00199-13-6125-R5-147-5-24-0-00 0.00 0.000.000.00FICA - RG-Campus Cost-Menchaca %0.00199-13-6141-CP-147-5-24-0-00 120.43 0.00-120.430.00FICA - CP-SSI-Menchaca %0.00199-13-6141-R5-147-5-24-0-00 0.00 0.000.000.00Health/Life Ins - RG-Campus Cost-Menchaca %0.00199-13-6142-CP-147-5-24-0-00 227.46 0.00-227.460.00Health/Life Ins - CP-SSI-Menchaca %0.00199-13-6142-R5-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - RG-Campus Cost-Menchaca %0.00199-13-6143-CP-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - RG-Campus Cost-Menchaca %0.00199-13-6146-CP-147-5-24-0-00 10.12 0.00-10.120.00

Total 6100 Payroll Costs -2,127.942,127.940.000.00

13 Total -2,127.942,127.940.000.00

Extra Duty - CP-Strat Comp Init-Menchaca %0.00199-23-6118-EB-147-5-24-0-00 0.00 0.000.000.00FICA - CP-Strat Comp Init-Menchaca %0.00199-23-6141-EB-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Strat Comp Init-Menchaca %0.00199-23-6143-EB-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Strat Comp Init-Menchaca %0.00199-23-6146-EB-147-5-24-0-00 0.00 0.000.000.00

Total 6100 Payroll Costs 0.000.000.000.00

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Computer Rel.Eq<$5000 Per Unit - CP-1D %0.00199-23-6396-R6-147-5-24-0-00 0.00 0.000.000.00


23 Total 0.000.000.000.00

Subs for Other Professional - CP-Menchaca %0.00199-31-6116-00-147-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Menchaca %0.00199-31-6118-00-147-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Menchaca %0.00199-31-6119-00-147-5-24-0-00 6,105.33 88.7748,261.6754,367.00FICA - CP-Menchaca %0.00199-31-6141-00-147-5-24-0-00 345.00 92.334,155.004,500.00Health/Life Ins - CP-Menchaca %0.00199-31-6142-00-147-5-24-0-00 416.75 92.214,938.255,355.00Wk's Comp - CP-Menchaca %0.00199-31-6143-00-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Menchaca %0.00199-31-6146-00-147-5-24-0-00 54.42 91.16561.58616.00

Total 6100 Payroll Costs 57,916.506,921.500.0064,838.00

Reproduction Costs - CP-Campus Cost-Menchaca %0.00199-31-6299-CP-147-5-24-0-00 0.00 0.000.000.00

Total 6200 Purchase & Contracted Services 0.000.000.000.00

Reading Materials - CP-Campus Cost-Menchaca %0.00199-31-6329-CP-147-5-24-0-00 0.00 100.00200.00200.00General Supplies - CP-Campus Cost-Menchaca %0.00199-31-6399-CP-147-5-24-0-00 0.00 100.00400.00400.00


Employee Travel - CP-Campus Cost-Menchaca %0.00199-31-6411-CP-147-5-24-0-00 0.00 100.00400.00400.00

Total 6400 Other Operating Costs 400.000.000.00400.00

31 Total 58,916.506,921.500.0065,838.00

Total Fund 199 General Fund 136,853.00 0.00 15,983.40 120,869.60

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15,983.40 120,869.60Grand Total of Selected Fund(s) 136,853.00 0.00

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José Antonio Menchaca Elementary School - Austin ISD · José Antonio Menchaca Elementary School 2014-2015 ... All schools will meet or exceed state accountability standards,