2014-2015 campus improvement plan · starchart campus report th8 grade technology assessment report...

Paredes Middle School

2014-2015 Campus Improvement Plan

Austin Independent School District

Paredes 061 11/6/2014

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 10

We confirm the above information as correct … Position Name Date

Principal Karla Wright 9/16/14

Co-Chair Jaime Kinslow 9/16/14

Co-Chair Sylvia Hendricks 9/16/14

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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 Karla Wright Day of the Month (e.g., 2nd

Tues): 2nd

Tuesday

Time: 4:15 pm

Voting Members Name CAC

Co-Chair ()

CAC Sec. ()

PTA Pres. ()

Classroom Teacher

()

SpEd Expertise

()

Other Prof. Staff Member

(Give Title)

Parent Leteshia Finley

Parent Elaine Verastegui

Parent Renee Pounds

Parent Sue Pina

Parent Jacquelyn Juarez

Parent Sergio Rey

Professional Staff Member Jaime Kinslow Teacher

Professional Staff Member Melinda DeChick Assistant Principal

Professional Staff Member Richard Davis Teacher

Professional Staff Member Linda Farrow CTE Teacher

Professional Staff Member Vivian Walls Special Ed. Dept. Chair

Professional Staff Member Melissa Olivas Teacher

Classified Staff Member Pat Savedra

Student (If Applicable)

Student (If Applicable)

Business Representative Richard Vereggee

Community Representative Sylvia Hendricks

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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)

STaRchart Campus Report

8th Grade Technology Assessment Report

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

Close the 26 percentage gap in reading between the ALL student group and Special Education student group

Close the 21 percentage gap between the ALL and Special Education student group in math

Increase the Attendance Rate by 1%

Decrease the number of home and in-school suspensions

Safeguard targets that were missed: Math ELL & Sped Reading ELL & Sped Writing African American, Hispanic, Econ. Disadv., ELL & Sped Science ELL & Sped Social Studies African American, Econ. Disadv., ELL, & Sped

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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: Close the 26 percentage gap in reading between the ALL student group and Special Education student group Applicable Strategic Plan Goal(s): 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

Provide full inclusion classes 2 Administration

Inclusion Teachers

Sped STAAR scores will equal or exceed ALL group

Ongoing In Progress

Teachers will participate in horizontal and vertical team PLC’s, focusing on instructional strategies, student progress, curriculum scope and sequence, assessments, and student tutorials.

7, 8 Administration

Core Teachers

Minutes from PLC meetings

Ongoing In Progress

Monitor progress on SCA and MOY assessments and implement specific academic intervention for each student needing assistance

7, 8

Teachers

Title 1 Funds for tutoring ACES afterschool tutoring

Increased scores on SCA and MOY assessments

Ongoing In Progress

Special Ed. students will be closely monitored by the Inclusion Teachers.

8 Inclusion Teachers

Notebooks with schedules and progress monitoring sheets for each student

Ongoing In Progress


Performance Objective: Close the 21 percentage gap between the ALL and Special Education student group in math Applicable Strategic Plan Goal(s): 2


apply)




Effectiveness


Status

Provide full inclusion classes 8 Teachers Sped STAAR scores will equal or exceed ALL

Ongoing In Progress




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group


Administration

Core Teachers Minutes from PLC

meetings Ongoing In Progress

Monitor progress on MOY assessment and implement specific academic intervention for each student needing assistance

7 Teachers Title 1 Funds for tutoring ACES afterschool tutoring

Increased score on SCA and MOY assessments

Ongoing In Progress

Special Ed. students will be closely monitored by the Inclusion Teachers.

Inclusion Teachers

Notebooks with schedules and progress monitoring sheets for each student

Ongoing In Progress

Catch up tutoring provided during Advisory in computer labs using Think Through Math

Inclusion Teachers

Math Teachers

Think Through Math Program

Reports from Think Through Math Program

Ongoing In Progress


Performance Objective: Increase the Attendance Rate by 1%

Applicable Strategic Plan Goal(s): 4


apply)




Effectiveness


Status

Teach Social and Emotional Learning during Advisory to establish and maintain positive relationships

9 Administration SEL Notebooks District SEL Coach

Increased student attendance

Ongoing

In Progress

Participate in Get Schooled Attendance Program

Administration Reports from the Get Schooled Office

October – May, 2015

In Progress




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Student attendance will be monitored weekly by DPS and APs

DPS

Administration Increased truancy filings Ongoing In Progress

The Dropout Specialist will conduct I CAN DO THIS! Truancy Reduction Program with Michael Gallardo, Travis County Juvenile Case Manager

Dropout Specialist

Michael Gallardo Increased attendance September – May, 2015

In Progress

The “Attendance Matters” powerpoint will be shown to Advisory classes

DPS

Advisory Teachers

Attendance Matters powerpoint provided by AISD Child Study System

Increased attendance Fall - 2014 Completed

On campus support from Communities in Schools (CIS) to increase attendance

9 CIS Program Manager

Increased attendance Ongoing In Progress


Performance Objective: Decrease the number of home and in-school suspensions

Applicable Strategic Plan Goal(s):


apply)




Effectiveness


Status

Continue ASD and Saturday Detention

Administration Campus Funds End of year report showing fewer ISS and OSS placements

Ongoing

In Progress

Continue Positive Behavior Supports System

Assistant Principal

Teachers

Campus Funds End of year report showing fewer ISS and OSS placements

Ongoing In Progress




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Performance Objective: Improve the Math ELL & Sped STAAR Scores Applicable Strategic Plan Goal(s): 1, 2, 4


apply)




Effectiveness


Status

Provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results

10 Administration CSRs & Flyer provided by TEA in Spanish

Signed documents returned to Student Assessment Office

Within ten days after receiving information from Pearson

In Progress

Provide focused interventions for students during Advisory

8 Teachers Aimsweb program Attendance rosters Ongoing In Progress


3,7,8, 9 Teachers Title 1 Funds for tutors ACES afterschool tutoring

Increased scores on SCR and MOY assessments

November - May Not Started

Review the ELPS (English Language Proficiency Standards) during PLC meetings with teachers

8 Administration

ESL Teachers

Teachers

ELPS will be posted for each lesson

Ongoing In Progress


Performance Objective: Improve the Reading ELL & Sped STAAR Scores Applicable Strategic Plan Goal(s): 1, 2, 4


apply)




Effectiveness


Status

Provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results

6,10 Administration CSRs & Flyer provided by TEA in Spanish

Signed documents returned to Student Assessment Office

Within ten days after receiving information from Pearson

In Progress

Provide focused interventions for students during Advisory

2 Teachers Lexia Program Attendance rosters Ongoing In Progress

Provide Read 180 instruction for identified special ed. and regular ed.

2 Read 180 Teachers

Read 180 Program Reports from Read 180 Ongoing In Progress




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students who need basic reading skills

Attend Genre Study provided by AISD

4 ELAR Teachers AISD Genre Study PD Lesson Plans, Classroom walkthroughs

Ongoing In Progress

Continue to provide ESL “newcomer” class for non-English speaking students with an emphasis on ELAR

Administration

ESL Teacher

Imagine Learning, Software Program

Improved fluency skills in Reading for ESL newcomers

Ongoing Not Started


Teachers Title 1 Funds for tutors ACES afterschool tutoring

Increased score on CRM and MOY assessments

November - May Not Started


8 Administration

ESL Teachers

Teachers


Ongoing In Progress


Performance Objective: Improve the Writing African American, Hispanic, Econ. Disadv., ELL & Sped STAAR Scores Applicable Strategic Plan Goal(s): 1, 2, 4


apply)




Effectiveness


Status

Journals will be used in core classes to increase the amount of writing by students

2 Teachers Classroom walkthroughs Ongoing In Progress

ELAR teachers will require students to write in the format of the STAAR each 6 weeks with editing and revisions

ELAR Teachers Ratings on STAAR writings will increase

Sept. - March In Progress

7th Grade ELAR teachers will use

the released student essays from Spring 2014 testing to help instruct students to raise the ratings on the writings

7 7th Grade ELAR

Teachers

Released essays

Classroom walkthroughs and lesson plans

Sept. – March In Progress




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3 Administration

Core Teachers

Minutes from PLC meetings

Ongoing In Progress


7 Teachers Title 1 Funds for tutoring ACES afterschool tutoring

Increased scores on MOY assessments

Ongoing In Progress


8 Administration

ESL Teachers

Teachers


Ongoing In Progress


Performance Objective: Improve the Science ELL & Sped STAAR Scores Applicable Strategic Plan Goal(s): 1, 2, 4


apply)




Effectiveness


Status

Provide focused interventions for 8th

grade students during Advisory 2 Teachers Walkthroughs and lists

for interventions January - April Not Started


7 Administration

Core Teachers Minutes from PLC

meetings Ongoing In Progress


8 Administration

ESL Teachers

Teachers


Ongoing In Progress




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Performance Objective: Improve the Social Studies African American, Econ. Disadv., ELL & Sped STAAR Scores Applicable Strategic Plan Goal(s): 1, 2, 4


apply)




Effectiveness


Status

Provide focused interventions for 8th

grade students during Advisory 2 Tutors Intervention Rosters January - April Not Started

Analyze and disaggregate data at the campus/classroom/individual student level to determine the needs of each student and to develop individualized goals for Social Studies

7 Social Studies Teachers

Improved Social Studies Scores

Ongoing In Progress

Common planning time is built into the master schedule for the Social Students teachers to review the curriculum before it is taught

Administration

Social Studies Teachers

Master Schedule August Completed

Utilize the District pre-printed ISN books for daily instruction

8th grade Social

Studies Teachers

ISN Books Classroom Walkthroughs Ongoing In Progress


8 Administration

ESL Teachers

Teachers


Ongoing In Progress

Utilize services provided by Social Studies Curriculum Specialists to work with PLCs and for instructional support.

4 Social Studies Curriculum Specialist

Ongoing In Progress




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Performance Objective: Community and Student Engagement Indicators (HB5) Applicable Strategic Plan Goal(s): Fine Arts 21

st Century Workforce Development Program

Digital Learning Educational Programs for Gifted and Talented Students


apply)




Effectiveness


Status

Provide opportunities for students to participate in Fine Arts

8 Fine Arts Teachers

Local BTO Programs from Fine Arts Performances

Ongoing In Progress

Administer the Career Interest Inventory for 8

th grade students and

provide the information to the parents

10 8th grade

Teachers

COIN Survey COIN Results Spring - 2015 Not Started

8th Grade Career Day 9 Counselor Flyer and sign-in sheets Spring - 2015 Not Started

Educate students about Cybersafety and Digital Citizenship

Advisory Teachers

Materials from Curriculum Dept.

Reduced referrals from Cyberbullying

Ongoing In Progress

Provide Pre-AP classes for GT students

8 Administration

Counselors

PreAP Teachers

Master Schedule Ongoing In Progress

On campus support from Communities in Schools (CIS) to improve student achievement and behavior, and provide support for social and/or mental health services

9 CIS Program Manager

Ongoing In Progress




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Performance Objective: Strategies to attract HQ teachers Applicable Strategic Plan Goal(s):


apply)




Effectiveness


Status

Continue the Building a Teaching Effectiveness Network (BTEN) for 1

st

year teachers on campus

5 Administration

Dept. Chairs

Teacher Mentors

Increase in retention of 1

st year teachers

Ongoing

In Progress

DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015



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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


apply)




Effectiveness


Status

All Advisory teachers will teach five health and/or five CATCH lessons each nine-weeks

3, 9 Advisory Teachers

Counselors

Advisory plans will include in weekly, monthly lesson plans evidence of the health/CATCH lessons taught.

Ongoing

The campus will show evidence of an environmental change using Coordinated School Health materials.

CATCH TEAM Inclusion of CATCH and health information in campus newsletters, parent correspondence, classrooms, cafeteria, gym, and campus events.

Ongoing

85% of students in grades 6-8 will pass the identified skill movement, physical activity, health concept, and social development assessments

PE Teachers Students’ data will be entered in Grade Speed according to grade level and teacher.

June 1, 2015

100% of students in grades 6-8 of the identified non-restricted students (under the health classification for physical education) will be assessed using Fitnessgram.

PE Teachers All students’ data will be entered in Fitnessgram according to teacher and campus.

June 1, 2015

Identify students in the 85th to 99

th

plus percentile to receive health and wellness information and case management for obesity.

PE Teachers

CATCH Team

School Nurse

Using Fitnessgram, the campus will be able to identify the groups of students that fall within identified categories. The students in the 99

th plus

percentile (with parental

Ongoing




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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


apply)




Effectiveness


Status

involvement and consent) will be case managed using AISD case management plan for obesity.

Annually provide campus staff, teachers, and parents the campuses Fitnessgram report/results.

10 Administration Spot checks to see if data were received.

June 1, 2015

Post nutrition and physical activity information in the school hallways, cafeteria, and classrooms throughout the school year.

PE Teachers Improved Fitnessgram results

June 1, 2015

Comply with nutrition policy (CO, Legal) and wellness policy (FAA, Local).

9 Administration

Faculty and Staff

No compliance issues reported from Texas Department of Agriculture, campus staff, parents, or from food services.

June 1, 2015

Encourage staff to participate in Health Risk Assessment provided by AISD

Administration

Faculty and Staff

Health Risk Assessment Improved staff wellness

October 31, 2014




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Table #DR-2

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


apply)




Effectiveness


Status

Social and emotional learning (SEL) will be taught through Advisory classes

2 District SELSupport Staff

Administrators

Advisory Teachers I

SEL materials Reduced number of discipline referrals for fighting

August - February

Table #DR-3

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


apply)




Effectiveness


Status

Monthly opportunities for parents to come to campus outside of performances and sporting activities. Provide flyers and announcements in Spanish and English.

6 PTA

Support Staff

Administrators

Instruction Specialist

Teachers

Title 1 Funds Increased PTA Membership, Sign-in sheets from monthly activities

Ongoing

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): 1,2,3,4


apply)




Effectiveness


Status

Provide campus-level professional development for

1, 3, 4, 5 Administrators

Instruction

Title 1 Funds District Personnel District Instruction

Sign –in sheets from trainings

Ongoing




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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): 1,2,3,4


apply)




Effectiveness


Status

teachers to improve the quality of teaching and learning for all students.

Specialist Specialists

Provide opportunities for Social Studies teachers to attend professional development specifically related to History Alive! strategies, STAAR and AISD curriculum.

4 Social Studies Dept. Chair

Increased STAAR scores Ongoing

Provide opportunities for core teachers to attend District CRM professional development specifically related to their assignment.

4 Dept. Chairs Increased student achievement and lower failure rates

Ongoing




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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: 12.8% Does campus performance require inclusion of this objective? (Yes or No): Yes

Applicable Strategic Plan Goal(s): 1,2,4


apply)




Effectiveness


Status

Review campus level data on SPED representation provided by SPED department.

7 Administrators

SPED Teachers Reduction of identified

SPED students Ongoing

Continue implementing the Child Study System.

9 Administrators

Child Study Team Reduction in number of

students being referred to SPED

Ongoing

Provide professional development to teachers on how to access and utilize Curriculum Road Maps and Yearly Itineraries.

4 Administrators District Academic Team Support

Sign in sheets Ongoing

Provide intervention opportunity during the school day for students who need additional instructional support.

8 SPED Teachers Read 180 Program Dyslexia Program

Student Rosters Ongoing




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Campus Climate and Culture – MS Level Only Table #DR-19

Performance Objective: Improve overall campus climate and culture. Applicable Strategic Plan Goal(s): 1,2


apply)




Effectiveness


Status

Create Bullying Response Plan Principal

CAC

Completed Plan September

Seek partnerships with organizations that provide counseling services for students and their families.

9 Child Study Team Increased counseling services for students.

Ongoing

Provide professional development to teachers on anti-bullying, cyber safety, and mental health concerns.

Administrators Agendas for PD Ongoing

Ensure anti-bullying and positive relationship lessons are being taught in advisory.

Administrators Advisory Lesson Plans Ongoing

Provide all SEL lessons that address bullying prevention and healthy relationships.

Advisory Teachers

SEL Team

Fewer discipline referrals dealing with bullying

Sept. – Feb.

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

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

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

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

After school tutorials are provided to close gaps in learning for at-risk students.

General Supplies for at-risk students: Supplies are provided to students that cannot supply their own.

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

Transition Camp is utilized to provide the students an opportunity to meet their teachers, learn the campus, and gain a sense of belonging prior to the beginning of school. Prioritizes services for economically disadvantaged and/or academically at

risk students.

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

After school detention is utilized to help provide a safe learning environment for the students. Provides additional social, emotional, and behavior supports affecting

academic achievement for identified students with needs.

Dropout prevention services: Services are provided to help parents and students with issues regarding truancy and dropping out. Classes are provided for both the parents and students.

Parent Support Specialist (or other parent involvement expenses):

Services are provided such as Operation School Bell, parenting classes and informational classes to help parents. Provides social, emotional, and behavior supports and community services access to students and their families with an

identified need.

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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: Hire only highly qualified teachers

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: Hire only HQ teachers

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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.

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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 #DR-4

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-6, #CI-7, #CI-8, #DR-2

3 Instruction by highly qualified staff #CI-6, #CI-7, #CI-8, #DR-1, #DR-4,

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

#CI-6, #CI-8, #DR-4, #DR-5

5 Strategies to attract highly qualified teachers to high-need schools #CI-11, #DR-4

6 Strategies to increase parental involvement #CI-6. #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, #CI-2, #CI-7, #CI-8, #DR-5

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

#CI-1, #CI-2, #CI-6, #CI-7, #CI-8, #CI-10, #DR-5

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

#CI-3, #CI-10, #DR-1, #DR-5, #DR-19

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-6, #CI-10, #DR-1

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

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APPENDIX T-2

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

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

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

Expenditure How Will Impact Be

Assessed? Improvement Strategy Needs Assessment

Personnel Assistant Principal - .50 Decrease students being placed

in ISS and OSS. More support for the teachers in the classroom.

Decrease students being placed in ISS and OSS. More support for the teachers in the classroom.

$37,840 Increased instructional time in the classroom and discipline numbers will decrease

Technology Support Specialist Increase and maintain technology in the classroom. Create and maintain computer labs for teacher and supplemental use.

Increase Use of Technology in the Classrooms to help improve student achievement.

$34,458 Increased student passing rate on Technology Assessment of 8

th graders,

Walkthroughs to see technology being used. Increased technology used by teachers in the classrooms.

Parent Support Specialist - .50 Improve campus to parent involvement and support. Coordinate monthly parent meetings.

Increase parent involvement and support. Foster parental feedback to improve overall school performance.

$20,491 Parents will have effective communication from the campus as a whole.

Extra Duty – Teachers Tutoring

Increase students meeting or exceeding STAAR passing standards, close STAAR performance gaps between all student groups.

Targeting students who need additional support based tutoring on STAAR test scores.

$13,273 Increased performance in school and on tests. Reduction in number of students requiring summer school.

Extra Duty – Teachers Planning Staff development and training for all teachers.

Professional development to ensure all subject areas instruction is of the highest quality for all students.

$16,783 All teachers will have needed skills to deliver quality instruction to students.

Substitutes To provide classroom coverage while the teacher is working with students.

Targeting students who need additional support based tutoring on STAAR test scores.

$5,935 Increase in student achievement measured by test scores in core areas.

Instructional Supplies, Materials, and Equipment Computer Related Equipment Provide Innovation Stations for Increase teaching effectiveness $32,067 Increase student achievement

Paredes 061 11/6/2014

each grade level. by utilizing technology. Increase student awareness and knowledge with technology.

and test scores for all grade levels.

Software Imagine Learning – renew 25 user site license; Lexia – renew 35 user hosting fees

Improve and increase ELA and ELL students English skills

$6,460 Increased ELA and ELL test

scores.

General Supplies Purchase instructional supplies, materials, and equipment.

Increase ability of teachers to differentiate instruction for students.

$18,100 Increase in student achievement.

Professional Development/Staff Training

$ $

$

Community Services (Function 61) Reading Materials Parent Institute newsletters and

pamphlets. Foster parental knowledge. $464 Improved parenting skills.

General Supplies Supplies for parent workshops and meetings, supplies for the PSS.

Increase communications with parents and community members.

$796 Parental involvement improved, increase in parents coming to campus.

Employee Travel Professional Development for Parent Support Specialist.

Attend Statewide Parental Conference.

$550 Increase knowledge for campus to parent communication.

Food/Refreshments for Parent Meetings

Provided for parent participation at campus meetings.

Increase communication with and to gather input from parents and community members. Encourage higher attendance.

$500 Parental involvement improved, increase in parents coming to campus.

$

Other Requests Salary Cushion $4,640 $

$

TOTAL (Must Match BTO Total) $192,357

Campus Scorecard 2014-15

061 - Paredes Middle School

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 27% 31% 33% 43%

Afr Amer 29% 22% 28% 39%

Hispanic 23% 28% 29% 40%

White 50% 57% 57% 64%

Asian 40% 49% 68% 73%

Two+ 36% 38% 45% 53%

SpEd 18% 18% 20% 32%

ECD 22% 27% 28% 39%

ELL 6% 8% 6% 20%

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 27% 32% 34% 44%

Afr Amer 22% 21% 11% 24%

Hispanic 25% 30% 31% 42%

White 42% 42% 54% 61%

Asian 48% 65% 79% 82%

Two+ 23% 25% 45% 53%

SpEd 20% 25% 24% 35%

ECD 25% 29% 30% 40%

ELL 12% 12% 11% 25%

Data Source: Actual- TAPR, Estimated- Contractor's electronic filesIncludes EOCs taken in Middle School* Numerator is less than 5 and denominator is > 0- Denominator is 0

Office of Campus and District Accountability

Paredes Page 3 Summer 2014

STAAR Writing - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 16% 15% 12% 25%

Afr Amer 22% 5% * 23%

Hispanic 11% 13% 9% 23%

White 43% 29% 30% 40%

Asian 43% 67% * 58%

Two+ 29% 14% * 26%

SpEd 14% 5% 14% 27%

ECD 14% 12% 9% 22%

ELL 6% 3% * 18%


STAAR Science - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 23% 28% 34% 44%

Afr Amer 19% 23% 32% 42%

Hispanic 19% 25% 30% 40%

White 57% 44% 54% 61%

Asian * 56% 73% 77%

Two+ * * * 49%

SpEd 25% 9% 17% 29%

ECD 18% 25% 30% 41%

ELL 10% 10% * 18%




STAAR Social Studies - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 12% 6% 25% 36%

Afr Amer 15% 5% 23% 34%

Hispanic 10% 3% 20% 32%

White 23% 28% 51% 59%

Asian * 11% 64% 69%

Two+ * * * 32%

SpEd 26% * 14% 27%

ECD 9% 4% 19% 31%

ELL 3% 7% * 20%




STAAR Reading - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer 10% 7% 11% 15%

Hispanic 5% 9% 9% 14%

White 23% 27% 24% 28%

Asian 20% 24% 32% 36%

Two+ 18% 13% * 24%

SpEd 2% 4% 5% 10%

ECD 7% 9% 9% 14%

ELL 1% 3% * 6%


STAAR Mathematics - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer 3% <1% * 8%

Hispanic 4% 5% 6% 11%

White 15% 11% 16% 20%

Asian 17% 30% 39% 42%

Two+ 5% <1% * 14%

SpEd 1% 3% 4% 9%

ECD 4% 5% 6% 11%

ELL 1% 2% * 6%




STAAR Writing - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 1% 1% * 6%

Afr Amer <1% <1% * 5%

Hispanic 1% 1% * 6%

White 7% 3% * 8%

Asian <1% 11% * 17%

Two+ <1% <1% * 5%

SpEd <1% 3% * 9%

ECD 1% <1% * 5%

ELL <1% <1% * 7%


STAAR Science - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer 4% <1% * 14%

Hispanic 6% 5% 12% 16%

White 11% 22% 27% 31%

Asian * 6% 45% 48%

Two+ * * * 5%

SpEd <1% 6% * 10%

ECD 5% 6% 13% 17%

ELL 3% 7% * 8%




STAAR Social Studies - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer 4% <1% * 22%

Hispanic 1% 2% 6% 11%

White 10% 9% 30% 33%

Asian * 6% * 31%

Two+ * * * 5%

SpEd 3% * * 13%

ECD 1% 2% 8% 12%

ELL <1% 7% * 5%




STAAR Reading - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 63% 57% 68%

Afr Amer 57% 49% 62%

Hispanic 61% 57% 66%

White 75% 60% 80%

Amer Ind * * 100%

Asian 81% 81% 86%

Two+ 56% 56% 61%

SpEd 63% 44% 68%

ELL - 59% 64%


STAAR Mathematics - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer 65% 45% 70%


White 65% 63% 70%

Amer Ind * * 50%

Asian 79% 85% 90%

Two+ 40% 61% 66%

SpEd 67% 49% 72%

ELL - 47% 52%




STAAR Reading - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer 9% 13% 18%


White 19% 20% 25%

Amer Ind * * 5%

Asian 16% * 13%

Two+ 6% * 22%

SpEd 15% 12% 17%

ELL - 16% 21%


STAAR Mathematics - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer 8% * 6%

Hispanic 8% 6% 11%

White 16% 19% 24%

Amer Ind * * 5%

Asian 31% * 17%

Two+ 7% * 22%

SpEd 12% 6% 11%

ELL - 3% 8%




Attendance

2010-11

Actual

2011-12

Actual

2012-13

Estimated

2013-14

Estimated

2014-15

Improvement Goal

All Students 94.7% 94.8% 95.0% 95.0% 96.0%

Afr Amer 94.9% 95.5% 96.1% 94.9% 96.0%

Hispanic 94.8% 94.6% 94.9% 94.9% 96.0%

White 93.0% 94.5% 94.1% 95.3% 96.0%

Amer Ind * * * * 96.0%

Asian 98.0% 98.3% 98.0% 98.2% 99.0%

Two+ 96.1% 94.4% 93.7% 92.7% 96.0%

ECD 94.6% 94.3% 94.8% 94.7% 96.0%

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

Discipline Targets

Campus Discretionary Removals

Estimated Improvement Goal

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

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

% Ethnic

Group

Removed

All Students 15 1.33% * * * * 1.00%

Afr Amer * * * * * * 1.00%

Hispanic 13 1.51% * * * * 1.00%

White * * * * * * 1.00%

Amer Ind * * * * * * 1.00%

Asian * * * * * * 1.00%

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



Campus Suspensions to Home


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

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

% Ethnic

Group

Removed

All Students 204 18.07% 164 14.03% 125 10.49% 9.00%

Afr Amer 15 18.29% 17 19.54% 13 13.54% 12.00%

Hispanic 167 19.35% 125 13.92% 97 10.65% 9.00%

White 17 13.71% 13 10.57% 8 6.25% 5.00%

Amer Ind * * * * * * 0.00%

Asian * * * * * * 5.00%


Campus ALC/EDAP or In School Suspensions


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

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

% Ethnic

Group

Removed

All Students 175 15.50% 204 17.45% 193 16.19% 15.00%

Afr Amer 15 18.29% 21 24.14% 20 20.83% 19.00%

Hispanic 148 17.15% 158 17.59% 155 17.01% 15.00%

White 8 6.45% 17 13.82% 11 8.59% 7.00%

Amer Ind * * * * * * 0.00%

Asian * * * * * * 2.00%




Fall Enrollment (PEIMS Snapshot Date)

2012-13

Actual

2013-14

Estimated

All Students 1067 1092

Afr Amer 80 90

Hispanic 814 811

White 112 113

Amer Ind 4 1

Asian 39 28

Two+ 17 48

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

TELPAS - Students at Beginning Level in Second Year of Testing

2012-13 2013-14 2014-15

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

All Students 137 * * 163 * * 0%

Afr Amer - - - * * * 0%

Hispanic 131 * * 157 * * 0%

White * * * 92 * * 0%

SpEd 15 * * 21 * * 0%

ECD 129 * * 149 * * 0%

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



Student Fitness

Sex Ethnicity

2011-12 2012-13 2013-14

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

TestedHealthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone%

F Afr Amer 30 17 57% 29 15 52% 41 16 39% 37 16 43% 36 12 33% 36 20 56%

F Hispanic 346 222 64% 340 218 64% 382 222 58% 366 220 60% 364 193 53% 362 202 56%

F White 48 30 62% 46 31 67% 45 30 67% 44 31 70% 45 31 69% 43 30 70%

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

F 424 269 63% 415 264 64% 468 268 57% 447 267 60% 445 236 53% 441 252 57%

M Afr Amer 32 21 66% 32 26 81% 34 26 76% 34 32 94% 47 31 66% 47 40 85%

M Hispanic 355 186 52% 345 249 72% 376 195 52% 372 268 72% 392 201 51% 387 272 70%

M White 46 23 50% 46 35 76% 52 35 67% 52 41 79% 54 30 56% 53 42 79%

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

M 433 230 53% 423 310 73% 462 256 55% 458 341 74% 493 262 53% 487 354 73%

Total 857 499 58% 838 574 68% 930 524 56% 905 608 67% 938 498 53% 928 606 65%

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



Campus/Org Expense ListingAustin Independent School District

09/01/2014As ofFund 199 General Fund

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

Extra Duty - CP-Tutor-Paredes %0.00199-11-6118-80-061-5-24-0-00 0.00 100.003,157.003,157.00Extra Duty - CP-Math/Read Initiativ-Paredes %0.00199-11-6118-87-061-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Aft Sch Det-Paredes %0.00199-11-6118-DE-061-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Vertical Team Supp-Paredes %0.00199-11-6118-MI-061-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Stdnt Supt Init-Paredes %0.00199-11-6118-R5-061-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AYP Secondary-Paredes %0.00199-11-6118-R7-061-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-MS-Strugg Learners-Paredes %0.00199-11-6118-SL-061-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AFL-Paredes %0.00199-11-6118-B1-061-5-30-0-00 0.00 100.0010,033.0010,033.00Professional Salary - CP-Math/Read Initiativ-Paredes %0.00199-11-6119-87-061-5-24-0-00 4,999.74 88.9940,412.2645,412.00Professional Salary - CP-AVID-Paredes %0.00199-11-6119-B3-061-5-24-0-00 2,482.53 94.3741,647.4744,130.00Overtime - CP-Tutor-Paredes %0.00199-11-6121-80-061-5-24-0-00 0.00 0.000.000.00Overtime - CP-Math/Read Initiativ-Paredes %0.00199-11-6121-87-061-5-24-0-00 0.00 0.000.000.00Overtime - CP-AYP Secondary-Paredes %0.00199-11-6121-R7-061-5-24-0-00 0.00 0.000.000.00Overtime - CP-MS-Strugg Learners-Paredes %0.00199-11-6121-SL-061-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Vertical Team Supp-Paredes %0.00199-11-6125-MI-061-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Stdnt Supt Init-Paredes %0.00199-11-6125-R5-061-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-AFL-Paredes %0.00199-11-6125-B1-061-5-30-0-00 0.00 0.000.000.00Support Personnel Salary - CP-Math/Read %0.00199-11-6129-87-061-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-MS-Strugg %0.00199-11-6129-SL-061-5-24-0-00 0.00 0.000.000.00FICA - CP-Tutor-Paredes %0.00199-11-6141-80-061-5-24-0-00 0.00 100.00248.00248.00FICA - CP-Math/Read Initiativ-Paredes %0.00199-11-6141-87-061-5-24-0-00 260.19 92.513,213.813,474.00FICA - CP-AVID-Paredes %0.00199-11-6141-B3-061-5-24-0-00 139.96 96.033,393.043,533.00FICA - CP-Aft Sch Det-Paredes %0.00199-11-6141-DE-061-5-24-0-00 0.00 0.000.000.00FICA - CP-Vertical Team Supp-Paredes %0.00199-11-6141-MI-061-5-24-0-00 0.00 0.000.000.00FICA - CP-Stdnt Supt Init-Paredes %0.00199-11-6141-R5-061-5-24-0-00 0.00 0.000.000.00FICA - CP-AYP Secondary-Paredes %0.00199-11-6141-R7-061-5-24-0-00 0.00 0.000.000.00FICA - CP-MS-Strugg Learners-Paredes %0.00199-11-6141-SL-061-5-24-0-00 0.00 0.000.000.00FICA - CP-AFL-Paredes %0.00199-11-6141-B1-061-5-30-0-00 0.00 100.00768.00768.00Health/Life Ins - CP-Paredes %0.00199-11-6142-00-061-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Tutor-Paredes %0.00199-11-6142-80-061-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Math/Read Initiativ-Paredes %0.00199-11-6142-87-061-5-24-0-00 454.90 91.665,004.105,459.00Health/Life Ins - CP-AVID-Paredes %0.00199-11-6142-B3-061-5-24-0-00 208.38 95.974,963.625,172.00

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Health/Life Ins - CP-Vertical Team Supp-Paredes %0.00199-11-6142-MI-061-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Stdnt Supt Init-Paredes %0.00199-11-6142-R5-061-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-MS-Strugg Learners-Paredes %0.00199-11-6142-SL-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Tutor-Paredes %0.00199-11-6143-80-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Math/Read Initiativ-Paredes %0.00199-11-6143-87-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AVID-Paredes %0.00199-11-6143-B3-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Aft Sch Det-Paredes %0.00199-11-6143-DE-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Stdnt Supt Init-Paredes %0.00199-11-6143-R5-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AYP Secondary-Paredes %0.00199-11-6143-R7-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-MS-Strugg Learners-Paredes %0.00199-11-6143-SL-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AFL-Paredes %0.00199-11-6143-B1-061-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-Paredes %0.00199-11-6146-00-061-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Tutor-Paredes %0.00199-11-6146-80-061-5-24-0-00 0.00 100.0017.0017.00Teacher Retirement - CP-Math/Read Initiativ-Paredes %0.00199-11-6146-87-061-5-24-0-00 28.54 88.58221.46250.00Teacher Retirement - CP-AVID-Paredes %0.00199-11-6146-B3-061-5-24-0-00 17.16 98.641,249.841,267.00Teacher Retirement - CP-Aft Sch Det-Paredes %0.00199-11-6146-DE-061-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Vertical Team Supp-Paredes %0.00199-11-6146-MI-061-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Stdnt Supt Init-Paredes %0.00199-11-6146-R5-061-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AYP Secondary-Paredes %0.00199-11-6146-R7-061-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-MS-Strugg Learners-Paredes %0.00199-11-6146-SL-061-5-24-0-00 0.00 100.0068.0068.00Teacher Retirement - CP-AFL-Paredes %0.00199-11-6146-B1-061-5-30-0-00 0.00 100.0020.0020.00

Total 6100 Payroll Costs 114,416.608,591.400.00123,008.00

Professional Services - CP-Math/Read Initiativ-Paredes %0.00199-11-6219-87-061-5-24-0-00 0.00 0.000.000.00Reproduction Costs - CP-Math/Read Initiativ-Paredes %0.00199-11-6299-87-061-5-24-0-00 0.00 0.000.000.00

Total 6200 Purchase & Contracted Services 0.000.000.000.00

Reading Materials - CP-Math/Read Initiativ-Paredes %0.00199-11-6329-87-061-5-24-0-00 0.00 0.000.000.00Reading Materials - CP-Paredes %0.00199-11-6329-99-061-5-24-0-00 0.00 0.000.000.00Reading Materials - CP-Stdnt Supt Init-Paredes %0.00199-11-6329-R5-061-5-24-0-00 0.00 0.000.000.00Reading Materials - CP-MS-Strugg Learners-Paredes %0.00199-11-6329-SL-061-5-24-0-00 0.00 0.000.000.00Reading Materials - CP-AFL-Paredes %0.00199-11-6329-B1-061-5-30-0-00 0.00 0.000.000.00

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Computer Rel.Eq<$5000 Per Unit - CP-Math/Read %0.00199-11-6396-87-061-5-24-0-00 0.00 0.000.000.00Computer Rel.Eq<$5000 Per Unit - CP-AFL-Paredes %0.00199-11-6396-B1-061-5-30-0-00 0.00 0.000.000.00Software - CP-Math/Read Initiativ-Paredes %0.00199-11-6397-87-061-5-24-0-00 0.00 0.000.000.00Software - CP-MS-Strugg Learners-Paredes %0.00199-11-6397-SL-061-5-24-0-00 0.00 0.000.000.00General Supplies - CP-Sum Prog-Paredes %0.00199-11-6399-45-061-5-24-0-00 0.00 0.000.000.00General Supplies - CP-Math/Read Initiativ-Paredes %0.00199-11-6399-87-061-5-24-0-00 0.00 0.000.000.00General Supplies - CP-Vertical Team Supp-Paredes %0.00199-11-6399-MI-061-5-24-0-00 0.00 0.000.000.00General Supplies - CP-MS-Strugg Learners-Paredes %0.00199-11-6399-SL-061-5-24-0-00 0.00 0.000.000.00General Supplies - CP-Transition-Paredes %0.00199-11-6399-TF-061-5-24-0-00 0.00 0.000.000.00General Supplies - CP-AFL-Paredes %0.00199-11-6399-B1-061-5-30-0-00 0.00 0.000.000.00

Total 6300 Supplies & Materials 0.000.000.000.00

Field Trips - CP-Sum Prog-Paredes %0.00199-11-6494-45-061-5-24-0-00 0.00 0.000.000.00Field Trips - CP-Vertical Team Supp-Paredes %0.00199-11-6494-MI-061-5-24-0-00 0.00 0.000.000.00Field Trips - CP-MS-Strugg Learners-Paredes %0.00199-11-6494-SL-061-5-24-0-00 0.00 0.000.000.00Food/Refreshment - CP-Sum Prog-Paredes %0.00199-11-6497-45-061-5-24-0-00 0.00 0.000.000.00Food/Refreshment - CP-Vertical Team Supp-Paredes %0.00199-11-6497-MI-061-5-24-0-00 0.00 0.000.000.00Food/Refreshment - CP-MS-Strugg Learners-Paredes %0.00199-11-6497-SL-061-5-24-0-00 0.00 0.000.000.00Food/Refreshment - CP-Transition-Paredes %0.00199-11-6497-TF-061-5-24-0-00 0.00 0.000.000.00Misc Operating Expenses - CP-Transition-Paredes %0.00199-11-6499-TF-061-5-24-0-00 0.00 0.000.000.00

Total 6400 Other Operating Costs 0.000.000.000.00

11 Total 114,416.608,591.400.00123,008.00

Extra Duty - CP-Math/Read Initiativ-Paredes %0.00199-13-6118-87-061-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Vertical Team Supp-Paredes %0.00199-13-6118-MI-061-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Paredes %0.00199-13-6119-00-061-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Math/Read Initiativ-Paredes %0.00199-13-6119-87-061-5-24-0-00 0.00 0.000.000.00FICA - CP-Paredes %0.00199-13-6141-00-061-5-24-0-00 0.00 0.000.000.00FICA - CP-Math/Read Initiativ-Paredes %0.00199-13-6141-87-061-5-24-0-00 0.00 0.000.000.00FICA - CP-Vertical Team Supp-Paredes %0.00199-13-6141-MI-061-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Paredes %0.00199-13-6142-00-061-5-24-0-00 0.00 0.000.000.00

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Health/Life Ins - CP-Math/Read Initiativ-Paredes %0.00199-13-6142-87-061-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Vertical Team Supp-Paredes %0.00199-13-6142-MI-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Paredes %0.00199-13-6143-00-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Math/Read Initiativ-Paredes %0.00199-13-6143-87-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Vertical Team Supp-Paredes %0.00199-13-6143-MI-061-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Paredes %0.00199-13-6146-00-061-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Math/Read Initiativ-Paredes %0.00199-13-6146-87-061-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Vertical Team Supp-Paredes %0.00199-13-6146-MI-061-5-24-0-00 0.00 0.000.000.00

Total 6100 Payroll Costs 0.000.000.000.00

Employee Travel - CP-Math/Read Initiativ-Paredes %0.00199-13-6411-87-061-5-24-0-00 0.00 0.000.000.00


13 Total 0.000.000.000.00

Extra Duty - CP-Campus Cost-Paredes %0.00199-23-6118-CP-061-5-24-0-00 0.00 100.001,250.001,250.00Extra Duty - CP-Aft Sch Det-Paredes %0.00199-23-6118-DE-061-5-24-0-00 100.00 91.381,061.001,161.00Overtime - CP-Aft Sch Det-Paredes %0.00199-23-6121-DE-061-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-Strug Learners-Paredes %0.00199-23-6129-SL-061-5-24-0-00 0.00 0.000.000.00FICA - CP-Campus Cost-Paredes %0.00199-23-6141-CP-061-5-24-0-00 0.00 100.0095.0095.00FICA - CP-Aft Sch Det-Paredes %0.00199-23-6141-DE-061-5-24-0-00 7.32 91.7781.6889.00FICA - CP-Strug Learners-Paredes %0.00199-23-6141-SL-061-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Campus Cost-Paredes %0.00199-23-6142-CP-061-5-24-0-00 0.00 100.002.002.00Health/Life Ins - CP-Strug Learners-Paredes %0.00199-23-6142-SL-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Aft Sch Det-Paredes %0.00199-23-6143-DE-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Strug Learners-Paredes %0.00199-23-6143-SL-061-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Campus Cost-Paredes %0.00199-23-6146-CP-061-5-24-0-00 0.00 100.0051.0051.00Teacher Retirement - CP-Aft Sch Det-Paredes %0.00199-23-6146-DE-061-5-24-0-00 1.82 9.000.182.00Teacher Retirement - CP-Strug Learners-Paredes %0.00199-23-6146-SL-061-5-24-0-00 0.00 0.000.000.00

Total 6100 Payroll Costs 2,540.86109.140.002,650.00

Computer Rel.Eq<$5000 Per Unit - CP-1D %0.00199-23-6396-R6-061-5-24-0-00 0.00 0.000.000.00

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Total 6300 Supplies & Materials 0.000.000.000.00

Food/Refreshment - CP-Vertical Team Supp-Paredes %0.00199-23-6497-MI-061-5-24-0-00 0.00 0.000.000.00


23 Total 2,540.86109.140.002,650.00

Overtime - CP-Dropout-Paredes %0.00199-32-6121-D3-061-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-Dropout-Paredes %0.00199-32-6129-D3-061-5-24-0-00 3,825.54 89.4732,517.4636,343.00Employee Allowance - CP-Dropout-Paredes %0.00199-32-6139-D3-061-5-24-0-00 0.00 100.002,628.002,628.00Employee Allowance - CP-Mobile Phone-Paredes %0.00199-32-6139-MB-061-5-24-0-00 0.00 100.0080.0080.00FICA - CP-Dropout-Paredes %0.00199-32-6141-D3-061-5-24-0-00 219.86 92.422,684.142,904.00FICA - CP-Mobile Phone-Paredes %0.00199-32-6141-MB-061-5-24-0-00 0.00 100.006.006.00Health/Life Ins - CP-Dropout-Paredes %0.00199-32-6142-D3-061-5-24-0-00 416.75 92.214,938.255,355.00Wk's Comp - CP-Dropout-Paredes %0.00199-32-6143-D3-061-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Mobile Phone-Paredes %0.00199-32-6143-MB-061-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Dropout-Paredes %0.00199-32-6146-D3-061-5-24-0-00 16.66 92.32200.34217.00


32 Total 43,054.194,478.810.0047,533.00

Overtime - CP-AFL-Paredes %0.00199-61-6121-B1-061-5-30-0-00 16.14 0.00-16.140.00Part-Time Hourly - CP-Vert Team Support-Paredes %0.00199-61-6125-MI-061-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Strug Learners-Paredes %0.00199-61-6125-SL-061-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-AFL-Paredes %0.00199-61-6129-B1-061-5-30-0-00 1,622.81 89.8514,377.1916,000.00Employee Allowance - CP-AFL-Paredes %0.00199-61-6139-B1-061-5-30-0-00 0.00 0.000.000.00FICA - CP-Vert Team Support-Paredes %0.00199-61-6141-MI-061-5-24-0-00 0.00 0.000.000.00FICA - CP-Strug Learners-Paredes %0.00199-61-6141-SL-061-5-24-0-00 0.00 0.000.000.00FICA - CP-AFL-Paredes %0.00199-61-6141-B1-061-5-30-0-00 98.14 91.981,125.861,224.00Health/Life Ins - CP-Vert Team Support-Paredes %0.00199-61-6142-MI-061-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-AFL-Paredes %0.00199-61-6142-B1-061-5-30-0-00 225.03 91.762,508.972,734.00Wk's Comp - CP-Strug Learners-Paredes %0.00199-61-6143-SL-061-5-24-0-00 0.00 0.000.000.00

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Wk's Comp - CP-AFL-Paredes %0.00199-61-6143-B1-061-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-Strug Learners-Paredes %0.00199-61-6146-SL-061-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AFL-Paredes %0.00199-61-6146-B1-061-5-30-0-00 7.15 92.9994.85102.00


61 Total 18,090.731,969.270.0020,060.00

Total Fund 199 General Fund 193,251.00 0.00 15,148.62 178,102.38

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15,148.62 178,102.38Grand Total of Selected Fund(s) 193,251.00 0.00

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2014-2015 campus improvement plan · starchart campus report th8 grade technology assessment report...

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