2014-2015 Campus Improvement Plan
Transcript of 2014-2015 Campus Improvement Plan
Barrington 149 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 Gilma Sanchez 09/09/14
Co-Chair Miguel Davila-Chacon 09/09/14
Co-Chair Maria Hernandez 09/09/14
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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.
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CAMPUS ADVISORY COUNCIL (CAC): SY 2014-15 Membership
Non-Voting Members Name Regularly Scheduled CAC meetings:
Principal Gilma Sanchez Day of the Month (e.g., 2nd
Tues): 2nd
Tuesday
Time: 3:05
Voting Members Name CAC
Co-Chair ()
CAC Sec. ()
PTA Pres. ()
Classroom Teacher
()
SpEd Expertise
()
Other Prof. Staff Member
(Give Title)
Parent Maria Hernandez
Parent Maria Jasso
Parent Marina Bautista
Parent Mary Cruz Flores
Parent Isabel Portillo
Parent Lina Estrada
Professional Staff Member Blanca Betancourt Counselor
Professional Staff Member Leo Chaidez
Professional Staff Member Jesus Olivas
Professional Staff Member Miguel Davila
Professional Staff Member Marcella Munoz
Professional Staff Member Rose Miller Librarian
Classified Staff Member Debbie Williams
Student (If Applicable)
Student (If Applicable)
Business Representative Juana Villafuerte
Community Representative Christiaan Turner
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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)
Parent Involvement and Attendance to campus wide events
Discipline data (DEEDS)
Based on review of the above data, the following areas of needed improvement were identified:
Reading
Math
Writing
Science
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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
CAMPUS ACTION PLAN FOR 2014-15
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
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Table #CI-1 State: Below safeguard target
Performance Objective: Reading, Math, Science, and Writing STAAR passing rates will increase in all grade levels to 85% or higher Applicable Strategic Plan Goal(s): All students will graduate ready for college, career and life in a globally competitive economy
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
A. Provide teachers with guided and purposeful training in all subject areas.
1,3,4 Administrators Instructional Specialist
Teachers will be given opportunities to attend campus and district training related to campus needs and based on current data.
All classrooms will reflect rigorous and aligned instruction.
On going In progress
B. Teachers will provide a classroom setting using district expectations and will follow districts scope and sequence.
2,8 Teachers Administrators Instructional Specialist
Teachers plan as a grade level team. Instructional specialist provide support during team meetings
Weekly observations will reflect TEKS aligned instruction
On going In progress
C. Teachers will provide common assessments in all subject areas and re-teach content based on individual needs.
2,8 Teachers Administrators Instructional Specialist
Teachers use common assessments to formalize interventions. Resources for improvement: Texas Treasures, AIMS Web, Triumphs, Read Naturally, RAV-O, Achieve 3000, Think Through Math, Motivation Reading
Teachers will submit student common assessment scores into Common Assessment Tracking spreadsheets. Data will be used to plan intervention instruction and monitor progress.
On going In progress
CAMPUS ACTION PLAN FOR 2014-15
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
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D. During-school camps, After-School tutorial, Saturday Science camps program, and UTeach program will provide academic support in Math, Reading, Writing, and Science
1,2,8 Teachers, Instructional Specialist, Administrators UTeach staff
Staff will analyze student data to determine the type of resources to be used in addressing student’s needs.
Small group support is provided based on individualized needs. Increased scores in common assessments and district benchmark tests
On going In progress
E. Integration of Digital Learning/Technology Based Programs to support instruction in every content area (HB 5)
8 Teachers Instructional Specialists
Use of Reading A-Z, Formative Loop, Brain Pop, Go Math Videos, “I” Station, and RAZ Kids
Teacher schedules and/or lesson plans reflect blocks for digital learning as part of core content area instruction
On going In progress
F. Apply Dropout Prevention Strategies such as PBS (Positive Behavior Support), TIER Interventions, SEL (Social Emotional Learning), and No Place for Hate, as ways to create a safe and conducive environment for learning (HB 5)
2 Administration Counselor Instructional Specialists Tutors Teachers Teacher Assistants
Continues PD sessions for all strategies and programs Continuous communication and training with parents about the importance of daily attendance to school and its effects on academic achievement
Academic achievement will increase in all areas of the STAAR DEEDS referrals will decrease from last year’s data Attendance rates will improve to or above district’s average
On going In progress
G. Communicate with parents (in their language) campus, district, and state assessment data, trends, and achievement goals. (HB 5)
10 Teachers Administrators
Progress reports, Report Cards, Parent-Teacher Conferences, State Assessment Results
Elimination of parental concerns/complaints regarding lack of communication or understanding of student and campus achievement data
On going In progress
H. Hold teacher data review and disaggregation
4,7 Teachers Administrators
Common assessment, district
All instructional planning schedules from each
On going In progress
CAMPUS ACTION PLAN FOR 2014-15
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
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meetings multiple times during the year (HB 5)
Instructional Coaches benchmark, and state assessment data. Instructional planning schedules, RTI resources (all subjects) , funds for half day teacher substitutes
teacher/subject will be turned in to principal; individual conferences held between administration and teachers regarding data and plan of actions: teacher sign-in sheets for planning sessions
I. Provide enrichment activities such as fine arts, book clubs, creative writing clubs, and field trips to supplement the core content area curriculum and provide a more balance educational experience for each student (HB 5)
2,8 Administrators Teachers Instructional Coaches Librarian Primetime Coordinator
Primetime Program Lunch bunches Funds for enrichment camps and filed trips Music and Theatre Programs scheduled
Registration of students for each of the enrichment programs and clubs Attendance to School Special programs by students
On going In progress
Table #CI-2 State: Below safeguard target
Performance Objective: Increase K-2 student reading at or above grade level on end of year DRA/EDL assessments Applicable Strategic Plan Goal(s): All students will graduate ready for college, career and life in a globally competitive economy
Specific Improvement Strategy Title I Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
A. Improve primary reading performance and instruction in Kinder through 2
nd grade.
1,2
Teachers Administrators Instructional Specialists
Post and communicate TEKS/SE’s student expectations in student language. Align all instruction and tasks to the TEKS/SEs.
At least 70% of our students will be on or above grade level in DRA’s.
On going
In progress
CAMPUS ACTION PLAN FOR 2014-15
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
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Use a common lesson design and grade level planning to ensure coherence, rigor, and consistent teaching of the reading expectations. Maintain anchors of support updated based on TEs.
B. Implementing a balanced literacy or research- based reading program. Programs currently used: TPRI/Tejas Lee Interventions, Early Reading Interventions for ELLs, Intervenciones Tempranas
2,4 Teachers Administrators Instructional Specialists
Pre-assess to form guided reading groups and continual assessments to monitor progress. Monitor individual student reading levels through weekly assessments. Develop small group support based on BoY and MoY DRA assessments
Walk-through observations with feedback to teachers Progress Monitoring DRA assessment results at the beginning, middle and end of year.
Ongoing In progress
C. Ensure strict implementation of the Dual Language Program (Pre-K to 3
rd)
2,4 Teachers Administrators Instructional Specialists
Ensure teachers participate in district DL training Planning and delivery of challenging, interactive and authentic DL content
Walk-through observations based on teacher implementation of the program Environmental walk-throughs
Ongoing In progress
CAMPUS ACTION PLAN FOR 2014-15
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
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lessons Set up bilingual pairs to increase student 2
nd
language acquisition following the DL program Provide student support through conceptual refinement Adhere to other program guidelines and models to fidelity
Student engagement through bilingual pair interaction BoY language measure based on TELPAS EoY language measure based on TELPAS Evidence of student work around the classroom
D. Ensure effective systems for instruction monitoring and teacher feedback
2 Administrators Instructional Specialists
Provide opportunities for teachers to plan and meet as a grade level Support a high level of vocabulary use by students Provide end of nine week meetings with teachers
Evidence of rigorous instruction across all grade levels Monitoring of classroom instruction Evidence of student progress based on end of nine week reports
On going In progress
E. Monitor reading level of all students with a focus on struggling readers
8 Teachers Administrators Instructional Specialists
Maintain weekly running records of all students Use progress monitoring with specific areas of need (fluency,
Evidence of additional small group support for all struggling readers Documented eCST goals with interventions and continued progress
On going In progress
CAMPUS ACTION PLAN FOR 2014-15
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
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comprehension, main idea, summarization, etc…) Identify students in need of Tier II and Tier III interventions Differentiate instruction based on individual student needs
monitoring. Evidence of grade level discussion of struggling readers among grade levels and documented on eCST. Follow up with eCST meeting if goals are not met Walk-through observation, data, eCST interventions with progress monitoring.
Table #CI-3 State: Below safeguard target
Performance Objective: ELL students will meet STAAR standards in Reading and Writing based on safeguard target Applicable Strategic Plan Goal(s): All students will graduate ready for college, career and life in a globally competitive economy
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
A. Ensure teachers are attending professional development trainings that support linguistic and content advancement of ELLs i.e., ELPS at a Glance, Strategies for ELLs, Reading in the Content, ELPS Academy (HB 5)
4 Teachers Administrators Instructional Specialist
Teachers present rigorous opportunities to all ELL students to acquire knowledge and skills in reading and writing.
Measuring the increase passing rate from BoY benchmark to MoY.
On going In progress
B. Analyze and monitor data (i.e. TELPAS, district benchmarks and other assessments) to
1,2 Administrators Teachers
Teachers will review data during team meetings to monitor all
All ELLs students will be provided with accommodations in order
On going In progress
CAMPUS ACTION PLAN FOR 2014-15
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
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inform on meeting the needs of ELLs for instruction and accommodations (HB 5)
ELLs progress. to become successful in the classroom.
C. Require that teachers scaffold reading and writing content to address linguistic differentiation among ELLs (HB 5)
2,8 Administrators Teachers
Administer assessments to reflect the content.
All ELL students will be given science and writing content with opportunities to scaffold the content.
On going In progress
D. Conduct collaborative planning sessions that ensure pace and scope of curriculum is consistent with the Bilingual/ESL and regular classrooms (HB 5)
2,4 Administrators Teachers
Use the Dual Language cadre to collaborate with members in the planning of reading and writing lessons.
The lesson plans will reflect evidence of pace and scope of curriculum.
On going In progress
E. Continue to provide tutorials for ELLs ensuring linguistic accommodations are provided (HB 5)
2,8 Administrators Teachers
Teachers use the linguistic accommodations guide to provide support.
All ELL students are provided with different opportunities to increase the second language with support in the first language.
On going In progress
F. Continue the implementation of Every Day Counts
2 Administrators Teachers
Ensure the understanding of Every Day Counts
All students are able to speak in regards to Every Day Counts.
On going In progress
G. Ensure that teachers attend Newcomer Immigrant/Refugees professional development
4 Administrators Teachers
Being present at the district level staff development.
Being aware of services available to newcomer immigrant/refugees.
On going In progress
CAMPUS ACTION PLAN FOR 2014-15
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
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Table #CI-4 State: Below safeguard target
Performance Objective: Implementation of Social and Emotional Learning Campus Wide Applicable Strategic Plan Goal(s): All students will graduate ready for college, career and life in a globally competitive economy
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
A. All classroom teachers will teach one SEL lesson per week
2,4 Teachers Professional Development on SEL and Second Step/School Content Utilize the developed SEL curriculum and primary instructional resource
Professional Development Sign In Teachers will include in weekly, monthly lesson plans evidence of the lessons taught
On going In progress
B. School will hold three campus-wide activities for No Place for Hate
2,4 Administrators Teachers
Plan activities with student group Student sign ADL respect resolution Implement activities
Participation Plan Respect resolutions Photos/documentation of activities
On going In progress
C. Parents will learn about SEL standards and home support
2,4 Administrators Teachers
At least one information session for parents SEL in newsletters
Sign in from session(s) Newsletters
On going In progress
D. Establish SEL Steering Committee and Schedule Meetings
2,4 Administrators SEL Committee
Representative Committee members Minimum of 6 Steering Committee meetings
Agendas/Minutes On going In progress
E. Establish self-regulation/problem
2,4 Teachers SEL Committee
Professional Development on
PD sign in
On going In progress
CAMPUS ACTION PLAN FOR 2014-15
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
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solving area in each classroom
peace areas/Antartica Set-up space in classrooms with posters/reminders
Space set aside with appropriate visuals Students using areas appropriately
F. Schedule time for reflection and future planning
2,4 Administration SEL Committee
Monthly coach-facilitator check-ins Two Principal Chats End-of-Year Reflection A.I.R. Survey (3rd Grade)
Coach Log Minutes/Goals Survey results
On going In progress
Table #CI-5 State: Below safeguard target
Performance Objective: Equity and Access Applicable Strategic Plan Goal(s): Eliminate barriers and support student participation in and efforts to succeed in appropriate and academically challenging opportunities and courses through the services programs
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
A. Host parent GT nomination meetings on campus to increase nominations from parents and guardians. (HB 5)
6,8,9 GT Advocate Administration Teachers
Work with GT Advocate and Campus GT Decision-Making Committee to plan and host at least one parent meeting per semester to increase nominations.
Sign-in sheets Increase number of nominations from parents and guardians
On going In progress
B. Lead campus-based GT Update Training to ensure
4,8,9 GT Advocate Training will take place as part of in
Sign-In sheet Proof of implementation in
In-service PD in August
Completed
CAMPUS ACTION PLAN FOR 2014-15
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
Barrington 149 11/6/2014 Page 16
that all required teachers complete the requires 6 hr update (HB 5)
service PD in the fall classrooms with GT students
C. Monitor that all GT teachers have completed the 30 hr. GT Foundation Training requirement within one semester of being assigned GT students (HB 5)
4,8,9 Administration GT Advocate
Have teachers register for one of the sessions listed on HCP
Completion Certificate Before getting a GT student assigned to their classroom
In progress
D. Identified GT students will be clustered together in groups of three or more in a classroom to allow them to be together with other GT students throughout the school year. (HB 5)
8 Office Clerk GT Advocate Teachers
Classroom Rosters GT Rosters
GT Classroom Rosters On going In progress
E. Encourage the use of the Austin ISD GT Scope and sequence Continuum by GT teachers when planning advanced-level differentiated curriculum for gifted learners. (HB 5)
8 Administrators GT Advocate
GT Scope and sequence Continuum presentation GT Scope and sequence Continuum documents Provide planning time for teachers with GT students
Lesson plan evidence differentiation and GT activities
On going In progress
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
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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
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
A. Barrington will comply with nutrition policy (CO, Legal) and wellness policy (FAA, Local). (HB-5)
2,9 Principal Teachers Administrators
Principals will share the nutrition memo with staff, teachers, PTA, CAC and parents. Principals will communicate contents of the policy across stakeholders. Principals will identify the three exempted days and email the information to AISD Health Coordinator. Teachers will use alternative rewards instead of food. Will provide healthy choices at Faculty breakfast and lunches.
No compliance issues reported from Texas Department of Agriculture, campus staff, parents, or from food services.
On going In progress
B. Implement CATCH/Coordinate school health program. (HB 5)
2,9 Physical Education Teachers Classroom Teachers Administrators
Have a CSH team (CATCH Cadre) that consists of PE teacher and classroom teachers.
Active participation and implementation of the program during the day and after
On going In progress
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
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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
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
Introduce CATCH coordinated kit at first meeting and show the members a copy of the 1
st 9
weeks module to share with the grade level team. Plan events, activities and announcements that the CSH team and the Student Wellness Team can implement throughout the year at the different night events.
school activities.
C. Ensure student participation in moderate to vigorous physical activities during PE, WOW and Brain Breaks (HB 5)
2,9 Physical Education Teachers Classroom Teachers Administrators
Plan and implement PE lesson that include 50% of moderate to vigorous activity weekly. Schedule and implement 20 minutes of structured WOW time activities on days students do not have
Students are active participants during all physical activities. WOW equipment is being used daily to support physical activities.
On going In progress
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
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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
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
PE. Schedule and implement 10-15 minutes of daily Recess in addition to WOW time. Implement Brain Breaks throughout the day.
D. Improve campus fitness gram scores (HB 5)
2.9 Physical Education Teachers Classroom Teachers Administrators
Test and record Fitnessgram data for 85% of all 3
rd-5
th grade students
on campus Increase the percent of students in the Healthy Zone for BMI, Aerobic Capacity, Curl-Ups, Push-Ups, Sit and Reach and Trunk Lift
Anecdotal Notes and data tracking from PE Teacher
On going In progress
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
Barrington 149 11/6/2014 Page 20
Table #DR-2
Performance Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2
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
A. Barrington will participate in the GREAT program.
2 Counselor, Administrators Teachers, SROs
The SROs will present lessons to all fourth grade students related to bullying. Teachers will model positive behavior to create a safe school environment.
Student violence related bullying issues will decrease.
On going In progress
B. Barrington will participate in the No Place for Hate district initiative
2 Counselor, Administrators Teachers
The counselor will lead all activities related to No Place for Hate All staff members will implement all activities related to No Place for Hate
Student’s posters will be displayed around the campus. The campus referrals due to bullying or related issues will decrease.
On going In progress
C. Barrington will implement SEL (Social Emotional Learning ) curriculum
2 Counselor, Administrators Teachers
All staff members will implement SEL curriculum
The campus referrals due to bullying or related issues will decrease.
On going In progress
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
Barrington 149 11/6/2014 Page 21
Table #DR-3
Performance Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3
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
A. Provide opportunities for parents to attend Science Night, Literacy night, Math Night, CATCH Night and all during the day activities (HB-5)
6 Principal Assistant Principals Parent Support Specialist Teachers
Send flyers home with information about the event. Provide ample time for parents to plan ahead.
Night events will be represented by parents with more than 70% of parental attendance. .
On going In progress
B. Provide opportunities for parents to attend Parent workshops once a week. (HB 5)
6 Principal Assistant Principals Parent Support Specialist Teachers
Send flyers home with information about the event. Provide ample time for parents to plan ahead. Do a phone messenger to invite parents. Teachers will provide information about the event to all students. The announcement will be given daily, the week of the event.
Parent workshops will be attended by more than 10% of the parents
On going In progress
C. Provide opportunities for parents to attend Principal’s Coffee once a month (HB 5)
6 Principal Assistant Principals Parent Support Specialist Teachers
Send flyers home with information about the event. Provide ample time for parents to plan ahead. Do a phone messenger to invite parents.
Parent workshops will be attended by more than 10% of the parents
On going In progress
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
Barrington 149 11/6/2014 Page 22
Table #DR-3
Performance Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3
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
Teachers will provide information about the event to all students. The announcement will be given daily, the week of the event.
D. Provide opportunities for parents to volunteer at Barrington Elementary (HB 5)
6 Administrators Parent Support Specialist Teachers
Provide information to students, parents and the community.
Barrington will provide opportunities for all parents to be present to volunteer.
On going In progress
E. Provide opportunities for parents to receive individual student academic assessment results in English and Spanish, including an interpretations of the results. (HB 5)
6 Administrators Parent Support Specialist Teachers
Teachers will provide individual assessment results based on data.
Parents will be informed about all student academic scores.
On going In progress
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
Barrington 149 11/6/2014 Page 23
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
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
A. Teachers will receive professional development related to cultural awareness
4 Administrators Teachers
Teachers will be provided with opportunities to attend district professional development related to cultural awareness. Teachers will be equipped in building relationships with students. All staff members will be receptive to students needs.
Parents will provide feedback related to teacher support in the classroom towards all students.
On going In progress
B. Teachers will receive professional development related to responding to student’s needs.
4 Administrators Teachers
Teachers will be provided with opportunities to attend campus and district professional development related to responding to student’s needs.
Teachers will respond to students’ needs effectively and in a timely manner.
On going In progress
C. Teachers will receive on going professional
4 Administrators Teachers
Teachers will be provided with
Teachers will provide rigorous instruction to all
On going In progress
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
Barrington 149 11/6/2014 Page 24
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
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
development related to all subject areas to enable all students to meet state standards.
opportunities to attend district professional development related to state standards meting student’s needs.
students.
D. Pre-K teachers will be present and mirror kindergarten team activities, programs, and procedures to ensure instructional alignment and make smoother student transitions from Pre-K to K
11 Pre-K and Kinder Teachers Instructional Coaches
Classroom walkthroughs will evidence alignment of instruction and systems in both grades at their respective instructional levels Increase percentages of students moving from Pre K to K at grade level
On going In progress
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
Barrington 149 11/6/2014 Page 25
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: 14.4% Does campus performance require inclusion of this objective? (Yes or No): Yes
Applicable Strategic Plan Goal(s): 1,2,4
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
A. Review campus level data on SPED representation provided by SPED department.
1,2,9 Administrators SPED Teacher Classroom Teachers
Review and monitor all regular and SPED students’ data from BoY, MoY and EoY. Support all students’ needs inside and outside the classroom focusing on identified needs and using progress monitoring to measure growth or lack of improvement. Provide common assessments to target mastered objectives and to provide interventions based on weekly targeted instruction.
Teachers provide ongoing Tier support to all students to decrease the identification rate into special education. Use additional staff to support all struggling students with an effort to minimize the special education identification rate.
On going In progress
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
Barrington 149 11/6/2014 Page 26
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: 14.4% Does campus performance require inclusion of this objective? (Yes or No): Yes
Applicable Strategic Plan Goal(s): 1,2,4
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
B. Review students currently in the eCST system for academic and behavior interventions to ensure that students are receiving appropriate goals and interventions.
2,9 Teachers Assistant Principals Principal
Review information entered in eCST and attend all meetings. All progress monitoring needs to be accurate and supported with research based strategies and materials.
Teachers are able to use the system to identify students in need of additional support inside the classroom and outside the classroom.
On going In progress
C. Analyze data to determine specific areas of need for each individual student.
1 Teachers Assistant Principals Principal
Review information entered in eCST and attend all meetings. All progress monitoring needs to be accurate and supported with research based strategies and materials.
Teachers are able to use the system to identify students in need of additional support inside the classroom and outside the classroom.
On going In progress
D. Collaborate with Child Study Team facilitator to train staff on Tier 1, 2 and 3 interventions.
4 Teachers Assistant Principals Principal
District CST representative will provide training to all staff members.
Teachers are able to use the system to identify students in need of additional support inside
On going In progress
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
Barrington 149 11/6/2014 Page 27
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: 14.4% Does campus performance require inclusion of this objective? (Yes or No): Yes
Applicable Strategic Plan Goal(s): 1,2,4
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
the classroom and outside the classroom.
E. Ensure all staff members participate in professional development on tier 1, 2 and 3 interventions.
2 Teachers Assistant Principals Principal
District CST representative will provide training to all staff members.
Teachers are able to use the system to identify students in need of additional support inside the classroom and outside the classroom.
On going In progress
F. Monitor use of interventions to better meet the need of individual students.
2 Teachers Assistant Principals Principal
Review data during team meetings to ensure students are provided with interventions.
Teachers are able to use the system to identify students in need of additional support inside the classroom and outside the classroom.
On going In progress
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
Barrington 149 11/6/2014 Page 28
Special Education Service in LRE – All Levels
Table #DR-10
Performance Objective: Increase the rate of special education students served in the general education population setting 80% of the day or more. Condition: If rate < 68% Source: SPED C-IEP (H) 4
th 6 weeks
Campus rate: 36.6% Does campus performance require inclusion of this objective? (Yes or No): Yes
Applicable Strategic Plan Goal(s): 1,2,4
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
A. Review student and campus data provided by SPED department on LRE for targeting reviews of individual placement decisions and staffing decisions.
2,9 Principal, Administrators, Sped Teachers, general classroom teachers.
Review all IEP and make changes based on students’ needs.
Special education students being participants in the regular education setting 80%of the day of more.
On going In progress
B. Review student and campus data provided By SPED department On LRE for targeting reviews of individual placement and staffing decisions.
2,9 Principal, Administrators, Sped Teachers, general classroom teachers.
Review all IEP and make changes based on students’ needs.
Special education students being participants in the regular education setting 80%of the day of more.
On going In progress
C. Increased use of differentiated instruction in the general education classrooms.
2,9 Administrator Teachers
Review TEKS and differentiate lessons as needed.
All students are successful in the classroom.
On going In progress
D. Daily implementation based on individual student needs.
2,9 Teachers Administrators
The delivery of the lesson is appropriate to the needs of all students.
All students are successful in the classroom.
On going In progress
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
Barrington 149 11/6/2014 Page 29
ELL Proficiency Levels – All Levels
Table #DR-12
Performance Objective: Decrease the rate of ELLs who remain at beginning proficiency level on TELPAS Reading over a two-year period (grades 2-12). Condition: If percentage of LEP students at beginning proficiency level over two-year period > 4.5% Source: AISD CDA Report/TELPAS
Campus rate: 6% Does campus performance require inclusion of this objective? (Yes or No): Yes
Applicable Strategic Plan Goal(s): 1,2,3,4
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
A. (ES) Continue to implement the DL program with fidelity to the Gomez and Gomez DL Enrichment Model
2 Teachers Administrators
Gomez & Gomez DLTI PD and Manual, Observation Checklist
Student will be bilingual, biliterate, and bicultural; Walkthroughs/Observation Checklist; Campus, District, and State benchmark and summative assessment data
On going In progress
B. (ES) Ensure administrative staff and teachers attend all DL trainings
2,4 Principal Teachers
Upcoming DL PD schedule, HCP completed certificate
Sign-in Sheets, HCP completed training certificate
On going In progress
C. (ES) Provide schedules that ensure 50% of instruction is in Spanish and 50% is in English
2 Teachers Teachers will create and follow the DL schedule.
Walk-through evidence of a DL program instruction.
On going In progress
D. (ES) For second grade provide 2 reading periods—one in English and one in Spanish
2 Teachers Teachers will implement a schedule that reflects to the Gomez and Gomez model.
Students will be provided with opportunities to become dual language readers.
On going In progress
E. Develop lessons using all four areas of critical need
2 Teachers Target and monitor all ELL students for four critical criteria on
Students will advance at least one proficiency level on TELPAS. Use ELPS
On going In progress
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
Barrington 149 11/6/2014 Page 30
Table #DR-12
Performance Objective: Decrease the rate of ELLs who remain at beginning proficiency level on TELPAS Reading over a two-year period (grades 2-12). Condition: If percentage of LEP students at beginning proficiency level over two-year period > 4.5% Source: AISD CDA Report/TELPAS
Campus rate: 6% Does campus performance require inclusion of this objective? (Yes or No): Yes
Applicable Strategic Plan Goal(s): 1,2,3,4
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
(listening, speaking, reading, and writing) on TELPAS in all reading and writing lessons for ELLs.
TELPAS all year. when creating and delivering lessons.
Barrington 149 11/6/2014 Page 31
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 Use
After-School Tutorials Teachers will work with targeted at risk students and focus on target skills (per student data) to close the achievement gap.
General Supplies for at-risk students Supplies for classroom instruction and afterschool tutoring in reading and math provided to economically disadvantaged and/or academically at risk students.
Transition Services Transition to K program for ELLs and targeted at risk students (pg. 9)
Reading specialists Literacy skills instruction for students not meeting state standards in reading.
Elementary Counselors Counseling for at risk students to address social, emotional, and behavioral needs for effective learning.
Parent Support Specialist Support provided for parents and family members of at-risk students to address needs for effective learning.
TOTAL
Barrington 149 11/6/2014 Page 32
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):
√ 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
√ 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
√ 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
√ Provide mentors to first and second year teachers
√ Offer high-quality professional development
√ Provide leadership opportunities for teachers
√ Encourage participation in National Board program
√ 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):
√ Assign teachers to areas in which already meet HQ
√ 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:
Barrington 149 11/6/2014 Page 33
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.
Barrington 149 11/6/2014 Page 34
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, #CI-3, #DR-5
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-1, #CI-2, #CI-3, #CI-4, #DR-1, #DR-2, #DR-5, #DR-10, #DR-12
3 Instruction by highly qualified staff Appendix A-2
4 High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards
#CI-2, #CI-3, #CI-4, #DR-4, #DR-5, #DR-1
5 Strategies to attract highly qualified teachers to high-need schools Appendix A-2
6 Strategies to increase parental involvement #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
8 Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards
#CI-1, #CI-2, #CI-3
9 Coordination and integration of federal, state, and local services and programs #DR-1, #DR-5, #DR-10
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
#CI-1, #DR-10
11 For Elementary: Transition to K assistance to Pre-K/EC students #DR-4
Barrington 149 11/6/2014 Page 35
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 How will impact
ACCT # Improvement strategy Needs Assessment Expenditure be assessed?
Personnel
*.5 AP 23-6119 $0.00
*Teacher 11-6119 $0.00
3 Specialists(s)/Coach(s) - w/teachers 11-6119
Improvement of reading, math & science scores with small group support and coaching; reading scores in grades K-2 and math science scores in all grade levels.
Improved Benchmark Tests, Weekly Assessments, DRA/EDL/TPRI/Tejas Lee, STAAR scores in area of reading & science primarily; math secondarily
$171,000.00
Higher student scores in reading with 80% of all students on grade level in reading according to DRA scores; higher STAAR math and science scores.
*Specialists(s)/Coach(s) - w/teachers 13-6119 $0.00
*TA(s) 11-6129 $0.00
*Technology Specialist 53-6129 $0.00
*.5 PSS 61-6129 $0.00
Ext Duty - Teachers Tutoring 11-6118 $0.00
Ext Duty - Teachers Planning 13-6118 $0.00
Barrington 149 11/6/2014 Page 36
Subs 11-6112
Improvement of reading & science scores; reading scores in grades K-5; science scores in grades K-5
Improved student achievement in Benchmark Tests & STAAR scores through support in the classrooms $9,000.00
Higher student scores in reading with 80% of all students on grade level in reading according to DRA scores; higher STAAR science score
PT Hourly 11-6125 $0.00
*Salary Adjustment = 5% of salaries 11-6148 $0.00
$0.00
Instructional Supplies, Materials, and Equipment (Function 11) ACCT#
Copier Rental 11-6265 $0.00
Misc Contr Svcs 11-6298
Improve students’ reading and writing proficiency with targeted instruction for grades 2-5. Improve students' academic skills by utillizing outside resource through Communities in School (CIS)
Improved student achievement in Benchmark Tests , STAAR scores and overall academic performance through differentiated literacy instruction and through the support from services provided by CIS. $44,000.00
Higher student scores in reading , and writing scores with 80% of all students reading at or above grade level.
Reproduction Costs 11-6299
Improvement of reading, math, science and writing scores in all grade levels.
Improved spelling, math, writing scores through application of specialized programs re-printed with permission for student use & success $4,000.00
Higher student scores in reading with 80% of all students reading at/above grade level; same for math
Reading Materials 11-6329
Specialized student groups chosen for tutoring based upon data from district tests
Improved Benchmark Tests, Weekly Assessments, STAAR scores $4,000.00
Higher student scores on STAAR tests as well as district Benchmark tests
Testing Materials (STAAR) 11-6339
Improvement of reading, math, science and writing scores in all grade levels.
Improved ovall stucent scores in all subject areas. $7,000.00
Higher student scores on STAAR tests as well as
Barrington 149 11/6/2014 Page 37
district Benchmark tests
Computer Related Equip <$5000 11-6396
Improvement of reading, math, science and writing scores in all grade levels.
Improve assessments by reviewing data through the use of technology.
$2,500.00
Higher student scores in reading , math, science and writing scores with 80% of all students reading at/above grade level.
Software 11-6397
Improved reading scores through purchase software related to all subject areas.
Improved reading & math scores $2,000.00
Higher student scores in reading with 80% of all students reading at/above grade level; same for math
General Supplies 11-6399
Impovement of scores in all subject areas in PK-5th grade daily instruction and common assessments.
Improved Benchmark Tests, Weekly Assessments, DRA/EDL/TPRI/Tejas Lee, STAAR scores $43,346.00
Higher student scores in areas of DRA/EDL/TPRI/Tejas Lee/Benchmark Tests, STAAR scores
Student Travel (Charter Bus) 11-6412
Field Trips (Yellow Bus) 11-6494
5th grade science based field trips/TEKS based, ie Earth Camp, etc
Improved Benchmark Tests and STAAR science tests $3,000.00
Higher scores with 85%/greater of students passing STAAR test
Food/Refreshments 11-6497 $0.00
Misc Oper Exp 11-6499
Expose children to various cultural and educational activities in the community, and surrounding areas.
Enhance opportunity for all students to be exposed to various learning opportunities, cultural activities, and achievement leading to academic achievement in all areas. . $2,000.00
Increase the academic engagement achievement in all areas supported by overall levels in reading, math, science and writing.
$0.00
Supplies, Materials, and Equipment (Function 13) ACCT#
Misc Contr Svcs 13-6298 $0.00
Barrington 149 11/6/2014 Page 38
Reading Materials 13-6329
Improvement of reading, math, science and writing scores
Improved student achievement in Benchmark Tests & STAAR scores through the implementation of current teaching practices. $22,539.00
Students’ scores at or above grade level in all subject areas.
General Supplies 13-6399
Improvement of reading, math, science and writing scores
Improved student achievement in Benchmark Tests & STAAR scores through the implementation of current teaching practices. $1,000.00
Higher student scores in reading , and writing scores with 80% of all students reading at or above grade level.
Emp Travel 13-6411
Improvement of reading, math, science and writing scores
Improved student achievement in Benchmark Tests & STAAR scores through the implementation of current teaching practices. $1,000.00
Higher student scores in reading , and writing scores with 80% of all students reading at or above grade level.
$0.00
$0.00
Instructional Supplies/Materials (Function 12 Library) ACCT#
Reading Materials 12-6329
Improving of scores of DRA levels, weekly assessments, MoY benchmarks and STAAR assessments.
Improved reading, math, writing, and science scores through the usage of reading materials across grade levels based on data and reading levels. $3,000.00
Higher student scores in reading with 80% of all students reading at/above grade level; same for math
General Supplies 12-6399 $0.00
$0.00
Instructional Supplies/Materials (Function 23 Admin) ACCT#
Reading Materials 23-6329 $0.00
General Supplies 23-6399 $0.00
Emp Travel 23-6411 $0.00
Barrington 149 11/6/2014 Page 39
$0.00
Instructional Supplies/Materials (Function 31 Counselor) ACCT#
Reading Materials 31-6329 $0.00
General Supplies 31-6399
Red Ribbon Week with student materials to teach and emphasize importance of not doing drugs.
Making students aware of drug issues
$2,000.00
Students have focused understanding of dangers of drug use
Misc Oper Exp 31-6499 $0.00
$0.00
Instructional Supplies/Materials (Function 61 Parent Involvement) ACCT#
Reading Materials 61-6329 $0.00
General Supplies 61-6399
Workshops held to help parents help students; help parents to help selves
Supplies used to aid parent understanding of core content; dietary needs, financial needs, etc $2,180.00
Parents working together with school to support student success
Emp Travel 61-6411 $0.00
Food/Refreshments 61-6497
Increased parental knowledge and involvement through monthly/quarterly meetings, family nights, presentations, workshops, principal coffees
Parent Survey, Improved understanding of DRA/EDL/TRPI/Tejas Lee, STAAR scores
$2,473.00
Parents clearly understand academic & social requirements of school
$0.00
Other Requests $10,981.00
$0.00
$0.00
Total (Must Match BTO Total) $337,019.00
Barrington 149 11/6/2014 Page 40
Type of Expenditure How Will Expenditure Improve Student Performance? Amount of Expenditure
How Will Impact Be Assessed? Improvement Strategy Needs Assessment
Personnel
$
$
$
Instructional Supplies, Materials, and Equipment
$
$
$
Professional Development/Staff Training
$
$
$
Community Services (Function 61)
$
$
$
Other Requests
$
$
$
TOTAL (Must Match BTO Total) $
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 31% 22% 25% 36%
Afr Amer 59% 42% 39% 48%
Hispanic 28% 20% 22% 34%
White * * * 72%
Asian * - * 15%
Two+ * * * 58%
SpEd 46% 32% 43% 52%
ECD 31% 22% 25% 36%
ELL 16% 14% 14% 27%
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 37% 33% 37% 46%
Afr Amer 45% 37% 39% 48%
Hispanic 37% 33% 36% 46%
White * * * 72%
Asian * - * 15%
Two+ * * * 58%
SpEd 42% 45% 53% 60%
ECD 38% 33% 38% 47%
ELL 25% 25% 29% 40%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Barrington Page 3 Summer 2014
STAAR Writing - Level II-Final
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 22% 23% 23% 34%
Afr Amer * * 71% 76%
Hispanic 20% 22% 18% 31%
White * - * 49%
Asian * - - 0%
Two+ * * * 15%
SpEd 45% 24% 41% 50%
ECD 22% 23% 22% 34%
ELL 17% 10% 9% 22%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Science - Level II-Final
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 30% 30% 30% 40%
Afr Amer 50% * * 27%
Hispanic 28% 30% 30% 41%
White * * - 0%
Asian - - - 0%
Two+ * - * 100%
SpEd 36% 20% 37% 46%
ECD 31% 31% 28% 39%
ELL 13% 10% 17% 29%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Barrington Page 4 Summer 2014
STAAR Reading - Level III
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 8% 7% 9% 13%
Afr Amer 14% 16% * 22%
Hispanic 8% 7% 7% 11%
White * * * 37%
Asian * - * 5%
Two+ * * * 52%
SpEd 10% 9% 10% 15%
ECD 8% 7% 8% 13%
ELL 3% 2% 3% 8%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Mathematics - Level III
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 16% 15% 16% 20%
Afr Amer 18% 21% * 17%
Hispanic 16% 14% 16% 20%
White * * * 37%
Asian * - * 5%
Two+ * * * 29%
SpEd 10% 9% 9% 13%
ECD 16% 15% 16% 21%
ELL 9% 8% 11% 16%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Barrington Page 5 Summer 2014
STAAR Writing - Level III
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 3% 2% * 8%
Afr Amer * * * 5%
Hispanic 3% 3% * 7%
White * - * 24%
Asian * - - 0%
Two+ * * * 5%
SpEd <1% 6% * 18%
ECD 3% 2% * 8%
ELL 2% 2% * 5%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Science - Level III
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 11% 10% 7% 11%
Afr Amer 13% * * 19%
Hispanic 10% 10% * 11%
White * * - 0%
Asian - - - 0%
Two+ * - * 5%
SpEd <1% 20% * 5%
ECD 11% 11% 7% 12%
ELL <1% 2% * 5%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Barrington Page 6 Summer 2014
STAAR Reading - Met or Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 42% 56% 65%
Afr Amer * 64% 70%
Hispanic 43% 54% 65%
White * * 80%
Amer Ind - - 0%
Asian - - 0%
Two+ * * 65%
SpEd * 55% 65%
ELL - 58% 70%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Mathematics - Met or Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 70% 73% 79%
Afr Amer * 73% 78%
Hispanic 72% 75% 80%
White * * 80%
Amer Ind - - 0%
Asian - - 0%
Two+ - * 65%
SpEd * 73% 78%
ELL - 73% 78%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Barrington Page 7 Summer 2014
STAAR Reading - Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 9% 11% 20%
Afr Amer * * 20%
Hispanic 8% 11% 20%
White * * 35%
Amer Ind - - 0%
Asian - - 0%
Two+ * * 65%
SpEd * * 15%
ELL - 16% 21%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Mathematics - Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 27% 19% 24%
Afr Amer * * 32%
Hispanic 28% 19% 24%
White * * 15%
Amer Ind - - 0%
Asian - - 0%
Two+ - * 15%
SpEd * * 20%
ELL - 17% 22%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Barrington Page 8 Summer 2014
Primary Reading AssessmentEOY On or Above Grade Level
2011-12
Estimated
2012-13
Estimated
2013-14
Estimated
2014-15
Improvement Goal
Kinder DRA English 74% 70% 79% 82%
Kinder DRA Spanish - 84% 87% 90%
1st DRA English 59% 64% 71% 74%
1st DRA Spanish * 77% 47% 60%
2nd DRA English 50% 67% 57% 68%
2nd DRA Spanish - 16% 71% 74%
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 96.9% 97.2% 97.0% 97.0% 98.0%
Afr Amer 95.6% 95.9% 96.1% 97.2% 98.0%
Hispanic 97.2% 97.4% 97.2% 97.2% 98.0%
White 94.4% 94.1% 92.9% 96.1% 97.0%
Amer Ind <1% <1% <1% <1% 0.0%
Asian * 93.1% * * 100.0%
Two+ * 92.5% 93.5% 89.8% 90.0%
ECD 97.1% 97.2% 97.0% 97.0% 98.0%
Data Sources: Actual- TAPR, Estimated- AISD Student Information System* Denominator is less than 900(excluding 0)- Denominator is 0
Office of Campus and District Accountability
Barrington Page 9 Summer 2014
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 * * * * * * 0.10%
Afr Amer * * * * * * 0.00%
Hispanic * * * * * * 0.10%
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
Estimated Improvement Goal
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 6 <1% 6 <1% 6 <1% 0.80%
Afr Amer * * * * * * 0.00%
Hispanic * * 5 <1% 6 1.09% 1.00%
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
Office of Campus and District Accountability
Barrington Page 10 Summer 2014
Campus ALC/EDAP or In School Suspensions
Estimated Improvement Goal
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 * * * * 18 2.82% 2.00%
Afr Amer * * * * * * 2.00%
Hispanic * * * * 15 2.72% 2.00%
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
Fall Enrollment (PEIMS Snapshot Date)
2012-13
Actual
2013-14
Estimated
All Students 634 543
Afr Amer 42 45
Hispanic 573 456
White 12 11
Amer Ind 0 -
Asian 2 2
Two+ 5 29
Data Source: Actual-TAPR, Estimated-PEIMS Submission 1
Office of Campus and District Accountability
Barrington Page 11 Summer 2014
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 273 18 7% 226 11 5% 3%
Afr Amer * * * * * * 0%
Hispanic 269 18 7% 222 11 5% 3%
White * * * 167 10 6% 3%
SpEd 32 10 31% 21 * * 3%
ECD 269 17 6% 222 10 4% 2%
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 12 5 42% 7 * * 12 7 58% 8 * * 14 6 43% 6 * *
F Hispanic 182 99 54% 102 64 63% 141 83 59% 66 42 64% 134 82 61% 69 47 68%
F White * * * * * * * * * * * * * * * * * *
F Asian - - - - - - - - - - - - - - - - - -
F 198 106 54% 111 68 61% 155 92 59% 75 47 63% 150 90 60% 77 51 66%
M Afr Amer 12 10 83% 6 6 >99% 12 8 67% 7 7 >99% 13 6 46% 5 * *
M Hispanic 165 88 53% 99 75 76% 149 84 56% 75 60 80% 151 71 47% 86 59 69%
M White 7 * * 7 * * * * * * * * * * * * * *
M Asian - - - - - - - - - - - - - - - - - -
M 184 101 55% 112 85 76% 164 94 57% 83 67 81% 167 79 47% 92 62 67%
Total 382 207 54% 223 153 69% 319 186 58% 158 114 72% 317 169 53% 169 113 67%
Data Source: AISD Fitnessgram* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Barrington Page 12 Summer 2014
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-Barrington %0.00199-11-6117-00-149-5-24-0-00 0.00 0.000.000.00Career Ladder - CP-Read Literacy-Barrington %0.00199-11-6117-RR-149-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-SSIG-Barrington %0.00199-11-6118-R5-149-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AYP-Barrington %0.00199-11-6118-R8-149-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AFL-Barrington %0.00199-11-6118-B1-149-5-30-0-00 0.00 100.0010,033.0010,033.00Professional Salary - CP-PreK-Barrington %0.00199-11-6119-90-149-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Campus Cost-Barrington %0.00199-11-6119-CP-149-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Read Literacy-Barrington %0.00199-11-6119-RR-149-5-24-0-00 11,168.55 85.4865,790.4576,959.00Part-Time Hourly - CP-AFL-Barrington %0.00199-11-6125-B1-149-5-30-0-00 0.00 0.000.000.00Support Personnel Salary - CP-At Risk Stdnt %0.00199-11-6129-R4-149-5-24-0-00 0.00 0.000.000.00FICA - CP-Barrington %0.00199-11-6141-00-149-5-24-0-00 0.00 0.000.000.00FICA - CP-PreK-Barrington %0.00199-11-6141-90-149-5-24-0-00 0.00 0.000.000.00FICA - CP-Campus Cost-Barrington %0.00199-11-6141-CP-149-5-24-0-00 0.00 0.000.000.00FICA - CP-At Risk Stdnt Suppt-Barring %0.00199-11-6141-R4-149-5-24-0-00 0.00 0.000.000.00FICA - CP-SSIG-Barrington %0.00199-11-6141-R5-149-5-24-0-00 0.00 0.000.000.00FICA - CP-AYP-Barrington %0.00199-11-6141-R8-149-5-24-0-00 0.00 0.000.000.00FICA - CP-Read Literacy-Barrington %0.00199-11-6141-RR-149-5-24-0-00 551.25 90.635,335.755,887.00FICA - CP-AFL-Barrington %0.00199-11-6141-B1-149-5-30-0-00 0.00 100.00768.00768.00Health/Life Ins - CP-Barrington %0.00199-11-6142-00-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-PreK-Barrington %0.00199-11-6142-90-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Campus Cost-Barrington %0.00199-11-6142-CP-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-At Risk Stdnt Suppt-Barring %0.00199-11-6142-R4-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-SSIG-Barrington %0.00199-11-6142-R5-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Read Literacy-Barrington %0.00199-11-6142-RR-149-5-24-0-00 9.65 99.805,048.355,058.00Wk's Comp - CP-Barrington %0.00199-11-6143-00-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-PreK-Barrington %0.00199-11-6143-90-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Campus Cost-Barrington %0.00199-11-6143-CP-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-At Risk Stdnt Suppt-Barring %0.00199-11-6143-R4-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-SSIG-Barrington %0.00199-11-6143-R5-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AYP-Barrington %0.00199-11-6143-R8-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Read Literacy-Barrington %0.00199-11-6143-RR-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AFL-Barrington %0.00199-11-6143-B1-149-5-30-0-00 0.00 0.000.000.00
09:35:21
10/17/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
1Page:
Time:
Current Date:
Austin ISD-Production
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
Teacher Retirement - CP-Barrington %0.00199-11-6146-00-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-PreK-Barrington %0.00199-11-6146-90-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Campus Cost-Barrington %0.00199-11-6146-CP-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-At Risk Stdnt Suppt-Barring %0.00199-11-6146-R4-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-SSIG-Barrington %0.00199-11-6146-R5-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AYP-Barrington %0.00199-11-6146-R8-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Read Literacy-Barrington %0.00199-11-6146-RR-149-5-24-0-00 99.47 89.98893.53993.00Teacher Retirement - CP-AFL-Barrington %0.00199-11-6146-B1-149-5-30-0-00 0.00 100.0020.0020.00
Total 6100 Payroll Costs 87,889.0811,828.920.0099,718.00
Textbooks - CP-SSIG-Barrington %0.00199-11-6321-R5-149-5-24-0-00 0.00 0.000.000.00Software - CP-Campus Cost-Barrington %0.00199-11-6397-CP-149-5-24-0-00 0.00 0.000.000.00
Total 6300 Supplies & Materials 0.000.000.000.00
Field Trips - CP-AFL-Barrington %0.00199-11-6494-B1-149-5-30-0-00 0.00 0.000.000.00
Total 6400 Other Operating Costs 0.000.000.000.00
11 Total 87,889.0811,828.920.0099,718.00
Extra Duty - CP-SSIG-Barrington %0.00199-13-6118-R5-149-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Barrington %0.00199-13-6119-00-149-5-24-0-00 0.00 0.000.000.00Professional Salary - CP - Reading Lit - Barrington %0.00199-13-6119-RR-149-5-24-0-00 0.00 0.000.000.00FICA - CP-Barrington %0.00199-13-6141-00-149-5-24-0-00 0.00 0.000.000.00FICA - CP-SSIG-Barrington %0.00199-13-6141-R5-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Barrington %0.00199-13-6142-00-149-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-SSIG-Barrington %0.00199-13-6142-R5-149-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Barrington %0.00199-13-6143-00-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Barrington %0.00199-13-6146-00-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-SSIG-Barrington %0.00199-13-6146-R5-149-5-24-0-00 0.00 0.000.000.00
Total 6100 Payroll Costs 0.000.000.000.00
09:35:21
10/17/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
2Page:
Time:
Current Date:
Austin ISD-Production
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
13 Total 0.000.000.000.00
Computer Rel.Eq<$5000 Per Unit - CP-1D %0.00199-23-6396-R6-149-5-24-0-00 0.00 0.000.000.00
Total 6300 Supplies & Materials 0.000.000.000.00
23 Total 0.000.000.000.00
Career Ladder - CP-Barrington %0.00199-31-6117-00-149-5-24-0-00 250.00 87.461,745.001,995.00Extra Duty - CP-Barrington %0.00199-31-6118-00-149-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Barrington %0.00199-31-6119-00-149-5-24-0-00 7,445.93 88.7758,858.0766,304.00FICA - CP-Barrington %0.00199-31-6141-00-149-5-24-0-00 431.00 92.335,193.005,624.00Health/Life Ins - CP-Barrington %0.00199-31-6142-00-149-5-24-0-00 454.90 91.705,031.105,486.00Wk's Comp - CP-Barrington %0.00199-31-6143-00-149-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Barrington %0.00199-31-6146-00-149-5-24-0-00 127.92 90.201,178.081,306.00
Total 6100 Payroll Costs 72,005.258,709.750.0080,715.00
General Supplies - CP-Campus Cost-Barrington %0.00199-31-6399-CP-149-5-24-0-00 0.00 0.000.000.00
Total 6300 Supplies & Materials 0.000.000.000.00
Misc Operating Expenses - CP-Campus Cost-Barrington %0.00199-31-6499-CP-149-5-24-0-00 0.00 0.000.000.00
Total 6400 Other Operating Costs 0.000.000.000.00
31 Total 72,005.258,709.750.0080,715.00
Overtime - CP-AFL-Barrington %0.00199-61-6121-B1-149-5-30-0-00 0.00 0.000.000.00Support Personnel Salary - CP-Summer Init-Barrington %0.00199-61-6129-R0-149-5-24-0-00 0.00 100.003,542.003,542.00Support Personnel Salary - CP-AFL-Barrington %0.00199-61-6129-B1-149-5-30-0-00 1,816.67 88.6414,183.3316,000.00Employee Allowance - CP-AFL-Barrington %0.00199-61-6139-B1-149-5-30-0-00 0.00 0.000.000.00FICA - CP-Summer Init-Barrington %0.00199-61-6141-R0-149-5-24-0-00 0.00 100.00271.00271.00FICA - CP-AFL-Barrington %0.00199-61-6141-B1-149-5-30-0-00 82.30 93.271,141.701,224.00Health/Life Ins - CP-Summer Init-Barrington %0.00199-61-6142-R0-149-5-24-0-00 0.00 100.001,365.001,365.00
09:35:21
10/17/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
3Page:
Time:
Current Date:
Austin ISD-Production
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
Health/Life Ins - CP-AFL-Barrington %0.00199-61-6142-B1-149-5-30-0-00 224.23 91.792,509.772,734.00Wk's Comp - CP-AFL-Barrington %0.00199-61-6143-B1-149-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-Summer Init-Barrington %0.00199-61-6146-R0-149-5-24-0-00 0.00 100.0019.0019.00Teacher Retirement - CP-AFL-Barrington %0.00199-61-6146-B1-149-5-30-0-00 7.91 91.8489.0997.00
Total 6100 Payroll Costs 23,120.892,131.110.0025,252.00
61 Total 23,120.892,131.110.0025,252.00
Total Fund 199 General Fund 205,685.00 0.00 22,669.78 183,015.22
09:35:21
10/17/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
4Page:
Time:
Current Date:
Austin ISD-Production
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
22,669.78 183,015.22Grand Total of Selected Fund(s) 205,685.00 0.00
09:35:21
10/17/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
5Page:
Time:
Current Date:
Austin ISD-Production