campus improvement plan - austin isd · cip checklist and confirmation ... the campus improvement...

Allison Elementary School

2014-2015 Campus Improvement Plan

Austin Independent School District

Allison 101 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 4 hours (mostly by staff subcommittees)

By campus administration and/or leadership team 18 hours (through P.D. and Monday staff mtgs./updates)

We confirm the above information as correct … Position Name Date

Principal Guadalupe Velasquez 10-01-13

Co-Chair Steve Morris 10-01-13

Co-Chair Leroy Nellis 10-01-13

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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 Guadalupe Velasquez Day of the Month (e.g., 2nd

Tues): Monday

Time: 3:15 p.m.

Voting Members Name CAC

Co-Chair ()

CAC Sec. ()

PTA Pres. ()

Classroom Teacher

()

SpEd Expertise

()

Other Prof. Staff Member

(Give Title)

Parent Susie Castro

Parent Veronica Ramirez

Parent Ocali Murillo

Parent Flor Rosa Rizo

Parent

Parent

Professional Staff Member Esmeralda Romero

Professional Staff Member Hollie Jenkins Librarian

Professional Staff Member Rosemary Miranda Instructional Specialist

Professional Staff Member Candice Williams

Professional Staff Member Antonio Martinez

Professional Staff Member

Classified Staff Member *Steve Morris

Student (If Applicable)

Student (If Applicable)

Business Representative *Leroy Nellis

Community Representative Lynn Williamson

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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)

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

Math

Science

Writing

Primary Literacy

Reading

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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: Objective: Increase the number of students meeting or exceeding STAAR math passing standards, and close STAAR

performance gaps between all student groups. 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

Ensure effective and rigorous implementation of math content standards. Ensure effective and rigorous implementation of math content standards.

1,2,3,4,7,8 Principal Assistant Principal Teachers Instructional Specialist

Conduct staff development to review and implement a Math Implementation Plan Continue collaborative professional learning in the use of data analysis, lesson design, available instructional resources, collegial observations and conversations centered around effective instructional practices. Use benchmark data, weekly assessments, and informal classroom observations to determine students in need of

100% of grade level and special education staff members trained. 90% of students will be able to articulate and demonstrate their understanding of mathematical concept/skill during bi-monthly walkthroughs and observations. 90% of teachers observed will demonstrate mastery of effective strategies during guided math and problem solving opportunities. 85% of all students will meet the STAAR standard for their grade level and will demonstrate mastery of problem solving strategies.

August 2014 – May 2015




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supplemental intervention, then provide small group guided instruction on core concepts and skills identified as areas of need.

Plan and deliver efficient and effective guided math instruction through guided math groups and math learning stations

Implement math instruction in a systematic and comprehensive way

1,2,3,4,7,8 Principal Assistant Principal Teachers Instructional Specialist

Implement a minimum of 90 minutes a day for math instruction, which will include time for guided math groups Implement with fidelity the First 20 Days of Math to set up the foundation for subsequent math instruction and for aligning instruction by grade level Continue use of aligned campus-wide problem solving strategy approach such as UPS Provide professional development for new staff to implement UPSR strategies

100% of classroom environments, student work displayed and in math journals reflect evidence of SE taught, as indicated by CRMs 100% of students use math journals to document their learning and to as a reference tool 100% of classrooms display anchors of support and students systematically refer to these to corroborate and/or reaffirm their learning





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Use math formative assessment data to differentiate instruction and target interventions for students including Tier I, Tier II and Tier III interventions

1,2,3,4,7,8,9 Principal Assistant Principal Teachers Instructional Specialist

Administer team created or district common assessments to determine mastery of math concepts Provide small-group interventions to students who have not mastered math concepts Monitor the effectiveness of the interventions on a consistent basis Plan for and conduct data meetings with grade levels at BoY and MoY to discuss student results and plan next steps and/or adjust suggested plans Maintain constant communication with parents whose children’s progress is not as expected

100% identified students will receive the interventions appropriate to their needs and will show progress in subsequent formative assessments Communicate need to parents by conference, phone, call, letter, etc. to request permission (in English and Spanish) to attend intervention classes. The campus will provide parents with individual student academic assessment results in a language they understand, which is English and Spanish, including interpretation of results for state assessments.





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Performance Objective: Objective: Increase the number of students meeting or exceeding STAAR writing passing standards, and close STAAR

performance gaps between all student groups. Applicable Strategic Plan Goal(s): 1, 2, & 4


apply)




Effectiveness


Status

Ensure effective and rigorous implementation of writing content standards by implementing a campus-wide Writing Implementation Plan

1,2,3,4,7,8 Principal Assistant Principal Classroom Teacher Instructional Specialist

Follow the district recommended schedule for writing compositions and score samples using a common rubric Analyze writing samples as a grade level team with administrator’s support to ensure interreliability and accuracy of scoring Implement individual conference time with students to discuss and analyze writing samples and provide specific recommendations to improve student work Ensure writing opportunities, such as “Quick Writes,” are included in the daily routine throughout the year

All 4th grade teachers will

schedule individual conferences with students to determine strengths and areas of growth and inform parents of progress (in English and Spanish) of ongoing progress. 100% of student writing samples will show evidence of student improvement 100% of students will complete 2 full cycles of the writing process every two weeks Writing journals evidence daily entries of student work in writing, which show gradual improvement throughout the year (PK-5)





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Performance Objective: Increase percentage ELLs, General, and Special Education students who meet passing standard on science STAAR Applicable Strategic Plan Goal(s): 1, 2, & 4


apply)




Effectiveness


Status

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; as well as, training for General and Special Education students

1,2,3,4,7,8,9 Principal Classroom Teachers

Based on classroom observations and classroom instruction, the principal will meet with teachers to provide feedback and suggestions for PD provided by the

district.

Attend PD activities and implement strategies, ideas, lessons, etc. in the classroom


Analyze and monitor data (i.e. TELPAS, district benchmarks and other assessments) to inform on meeting the needs of ELLs for instruction and accommodations; as well as, for General and Special Education students

1,2,3,4,7,8 Principal Classroom Teachers

Teachers will develop forms for students to use as their own progress monitoring.

Teachers will a form of progress monitoring that include goals for all academic levels; including

Science.


Utilize and Integrate Engineering is Elementary kits

1,2,3,4,7,8 Classroom Teachers Instructional Specialist

PD will be needed for all K-5 teachers on how to integrate EiE and CRMs together for Science instruction

Grade Levels will meet to plan Science instruction as a team on a weekly basis. This will include alignment in English/Spanish.

October 2014 – May 2015




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Performance Objective: Increase the number of students meeting or exceeding DRA reading level standards, and close performance gaps from

Kinder-2nd

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


apply)




Effectiveness


Status

Ensure rigor and alignment by following reading TEKS and CRMs when planning instruction in order for 80% of students to be reading on or above grade level in K-2

nd grade.

1,2,3,4,7,8 Principal Assistant Principal Classroom Teachers Literacy Specialists

Utilize TEKS and CRMs to plan weekly instruction Collaborate as grade level teams to develop weekly instructional plans to reduce variability and ensure alignment Utilize the 9 Blocks Planning tool during grade level planning weekly sessions or other approved planning tools (by administration) Utilize common assessment data to inform core instruction weekly planning by grade level teams Implement with fidelity the First 20 Days of

100% of weekly plans will be aligned with district mandated curriculum Leadership Team will monitor level of implementation and fidelity of planning through systematic classroom visits Regular and consistent classroom observations with a focus on guided reading groups and progress monitoring





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Kinder-2nd



apply)




Effectiveness


Status

Reading to set up the foundation for subsequent language instruction and for aligning instruction by grade level

Ensure effective daily implementation of balanced literacy in grades PK-2, with a focus on guided and independent reading with a purpose

1,2,3,4,7,8 Principal Assistant Principal Classroom Teachers Literacy Specialists

Use texts at student reading levels beginning in August through May. Implement the coaching model in order to support instructional strategies that involve the gradual release of responsibility to the learner, including but not limited to: higher level questioning, authentic student to student conversations about the text, inferring, determining main ideas and themes, and synthesizing

100% of grade level and special education staff members trained. 95% of students will be reading on level texts during bi-monthly walkthroughs and observations. 90% of teachers observed will demonstrate mastery of strategies from coaching model. At least 85% of primary students will demonstrate one years growth on the DRA/EDL end of year assessment. The campus will provide





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Kinder-2nd



apply)




Effectiveness


Status

information. Use benchmark data, weekly assessments, and informal classroom observations to determine students in need of supplemental intervention, then provide small group guided instruction on core concepts and skills identified as areas of need.

parents with individual student academic assessment results in a language they understand, which is English and Spanish, including interpretation of results of DRA reading levels.

Utilize reading formative assessments data to plan differentiated instruction including Tier I, Tier II and Tier III interventions

1,2,3,4,6,7,8 Principal Assistant Principal Classroom Teachers Leadership Team

Use progress monitoring tools Identify students in need of additional support through DRA, TPRI/Tejas LEE, Benchmark assessments and other assessment tools Implement appropriate interventions with fidelity

100% identified students will receive the interventions appropriate to their needs and will show progress in subsequent formative assessments Communicate need to parents by conference, phone, call, letter, etc. to request permission (in English and Spanish) to attend intervention





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Kinder-2nd



apply)




Effectiveness


Status

Monitor the effectiveness of the interventions on a consistent basis Plan for and conduct data meetings with grade levels at BoY and MoY to discuss student results and plan next steps and/or adjust suggested plans Maintain constant communication with parents whose children’s progress is not as expected and inform them in language they understand (English and/or Spanish)

classes. Conduct Parent Info. Nights

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 elementary teachers will teach five health and/or five CATCH lessons each nine-weeks.

1,2,3,4,7,8 Classroom Teachers Utilize the developed Health/CATCH curriculum per grade level, K-5. P.E. Teacher will provide beginning of year overview and ongoing updates throughout the school year.

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


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

1,2,3,4,7,8 Principal Assistant Principal P.E. Teacher

Utilize CATCH posters, flyers, marketing materials.

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


Elementary campuses will have two family fitness fun events annually.

1,2,3,4,6,7,8 P.E. Teacher Parent Support Spec.

Utilize existing events to integrate a health message through coordinated school wide events.

Flyers, email, newsletters, marketing the event to include health, physical activity, nutrition, and parent/community involvement.

October 2014 & March 2015




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Table #DR-1





apply)




Effectiveness


Status

Compliance with HEB Healthy grant guidelines

85% of students in grades K-5 will pass the identified skill movement, physical activity, health concept, and social development assessments.

1,2,3,4,7,8 Classroom Teachers P.E. Teacher

Students will complete various assessments during a grading period.

Students’ data will be entered in TEAMS according to grade level and teacher.


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

1,2,3,4,7,8 Principal Assistant Principal

Include distribution of data on school calendar.

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


All elementary teachers will participate in providing students with 135 minutes of physical activity weekly.


Teachers may follow the master schedule of the A, B, and C rotation to identify areas where they can block the time to engage students in physical activity breaks. Teachers may use the WOW Integrated Academic activity

Teachers and students being physically active during the school day. Identification of WOW lessons used written into teachers’ daily lesson plans.





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Table #DR-1





apply)




Effectiveness


Status

games and BrainBreak throughout the day.

Campuses will comply with nutrition policy (CO, Legal) and wellness policy (FAA, Local).

1,2,3,4,7,8,9 Principal Assistant Principal

Principals will communicate contents of the policy across stakeholders. Principals will identify the three exempted days and inform the staff, students, and parents Teachers will use alternative rewards and healthy snacks.

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


100% of students in grades 3-5 of the identified non-restricted students (under the health classification for physical education) will be assessed using Fitnessgram.


This will occur once in the Fall and once in the Spring.

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





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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

Combine/Integrate Social, Emotional Learning and “No Place for Hate” lessons, activities and curriculum in Grades PK – 5 with a goal of decreasing student office referrals, bullying, suspensions, and removals.

1,2,3,4,6,7,8 Principal Assistant Principal Counselor Teachers

Additional P.D. for “No Place for Hate” Provide P.D. for new to district/campus on 2

nd

Step SEL kit/lessons

School Wide programs aimed at “No Place for Hate” (throughout the year) SEL lessons provided weekly in PK – 5 classes SEL mini-lessons/skits conducted during morning assemblies once a week “Peace Corner” & “Peace Paths” in all classrooms SEL mini-lessons during schoolwide morning assemblies


Recognize students for arriving to school on time and for coming to school every day.

1,2,7 Principal Staff

Needs Assessment Data Profile notebook Data on Cloud system

Student recognition at awards assemblies Conduct monthly drawings and prizes (at no cost to students) for students with perfect attendance Open a school store where students can shop

November 2014 – May 2015




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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

at least once a month for demonstrating increased and/or perfect attendance Increase schoolwide attendance with hopes of achieving 95.8% or higher attendance

Table #DR-3

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


apply)




Effectiveness


Status

Plan ongoing parent training workshops based on campus need (i.e. SEL, Health and Fitness, Academics, etc.)

1,2,3,6,7,8,9 Principal Parent Support Spec.

PSS will monthly with Principal to discuss upcoming trainings and/or workshops

Parent flyers and School Messenger invitations sent home in a language they understand (English & Spanish) The campus will provide parents with individual student academic assessment results in a language they understand, which is English and Spanish,





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Table #DR-3

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


apply)




Effectiveness


Status

including interpretation of results for state assessments. Conduct huge “Boo the Flu and CATCH, too” event in October 2014 (big community event with multiple partners and agencies.

Provide “Transition to Kinder” information classes and Kinder Roundup for parents in the spring

11 Principal Parent Support Spec.

Plan meeting with PK-Kinder dept. to plan transition for students

Parent information classes in English & Spanish in Spring

March – May 2015

Provide at least three opportunities for to students to experience the Fine Arts in cooperation with other schools and/or our community

1,6 Principal Special Area Teachers

Plan events at the beginning of the school year

Students participate and parents/community members attend

December 2014 March 2015 April 2015

Addressing our “Leadership & Sustainability” we will provide parent and student training opportunities to work on building resumes, looking up their child’s grades on TEAMS or training on how to use computers

6 Principal Parent Support Specialist

Availability in Compute Lab on a weekly basis Spanish Interpreter

Parents able to successfully log-on on to TEAMS Students and parents able to utilize Microsoft Word, Excel, and PowerPoint

January 2015 – May 2015




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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


apply)




Effectiveness


Status

Implement Campus Implementation Plans/Strategies in the areas of Math, Writing, Science, and Primary Literacy

1,2,3,4,5,7,8 Principal Assistant Principal Instructional Specialists Teachers

Full week of P.D. the first week staff reports to school in August Monthly P.D. on all plans

Implementation Plans submitted to the Office of Associate Supt. Develop and use classroom observation forms for effective teacher feedback with a focus on the implementation plans Campus Implementation Plan visit by Office of Associate Superintendent in September 2013 Meet at least once a month (Mondays after school) to review progress of all four implementation plans


Plan professional development and information meetings to identify and increase the percentage of students who qualify for the gifted and talented program.

1,2,6,7,8 Assistant Principal Instructional Specialist

6-Hour Yearly Updated for GT teachers

GT nominations by parents, teachers, and/or other staff Students identified and qualify for GT program

September 2014 – April 2015




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

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: 61.1% 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)




Effectiveness


Status

Review student and campus data provided by SPED department on LRE for targeting reviews of individual placement decisions and staffing decisions.

1,2,3,4,7,8,9,10 Principal Resource Teachers

Principal will review current Inclusion schedules with Resource Team.

Students will engage in more activities, lessons, presentations, etc. throughout the school year in a grade above or below their current grade assignment. Include parents in decision-making regarding appropriate state assessment(s).


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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:

After-School Tutorials Through formative and summative assessments, including weekly common assessments, we will provide interventions/tutorials for targeted students who continue to struggle academically, especially our economically disadvantaged and/or at-risk students.

General Supplies for at-risk students Student books, software, classroom materials, book bags

We will provide general supplies for all students, who demonstrate a need for general supplies to assist them in their classroom instruction, especially our economically disadvantaged and/or at-risk students.

Reading & Math/Science specialists We continue to identify targeted students, especially economically disadvantaged and/or at-risk students who continue to struggle academically in Math, Reading, Writing, and Science and provide them with Interventionists (during the day and afterschool support; as well as, Saturday Camps)

Parent Support Specialist Plan and prepare parent training sessions throughout the year

Elementary Counselors Full-time counselor provides daily lessons (i.e. Social Emotional Learning, Anti-Bullying curriculum, No Place for Hate (campus/district initiative) and support for individuals and classrooms. This year, many of our at-risk students are requiring a lot of individual and family support.

TOTAL $272,575.00

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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:

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: REACH

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:

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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 #CI-1, #CI-2, #CI-3,#CI-4 #DR-1, #DR-2, #DR-3, #DR-4, #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-3, #DR-4, #DR-10

3 Instruction by highly qualified staff #CI-1, #CI-2, #CI-3, CI-4,#DR-1, #DR-2, #DR-3, #DR-4, #DR-10

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

#CI-1, #CI-2, #CI-3, #CI-4,#DR-1, #DR-2, #DR-3, #DR-4, #DR-10

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

6 Strategies to increase parental involvement #CI-4,#DR-1, #DR-2, #DR-3

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 #CI-1#CI-3, #DR-3, #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

#DR-10

11 For Elementary: Transition to K assistance to Pre-K/EC students #DR-3

APPENDIX T-2

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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 *Specialists(s)/Coach(s) - w/teachers

Support High-Needs Students

Provide push-in and pull-out support for all content areas (both whole group and small group); as well as, intensive interventions for struggling learners) before, during, and afterschool (including some Saturday Camps).

$126,575.00

10% increase in Advanced level of STAAR for each content area. Demonstrate increase in achievement on benchmarks and weekly common assessments.

*.5 PSS Home to School Family

Support Plan and provide academic and enrichment classes for parents, meet with families of students who have chronic absence/tardy issues, train parents on how to provide classroom support, conduct and/or host health and nutrition classes, and assist with school-wide family learning events throughout the school year.

$21,307.00

Decrease in tardies and absences so the campus can increase attendance percentage to 96%. Increase in parental involvement activities and participation. Sign-in sheets.

Ext Duty - Teachers Tutoring

Tutoring

Provide tutoring for students during the day, afterschool, and on Saturdays

$14,704.00

Use benchmark data, weekly common assessments, and informal classroom observations to determine students in need of supplemental interventions.

Allison 101 11/6/2014

Ext Duty - Teachers Planning

Campus and District P.D.

Conduct ongoing data analysis in order to attend/participate in professional development opportunities at the campus and/or district sessions.

$1,000.00

Align classroom instruction and strategies across grade levels.

Subs

Data Planning

Grade Level planning throughout the year to plan for instruction and interventions. Data Analysis days after BoY, MoY benchmark assessments.

$15,601.00

Use benchmark data, weekly common assessments, and informal classroom observations to determine students in need of supplemental interventions.

PT Hourly

Extra Duty Help

Provide tutorials and interventions for small and whole groups during the day, afterschool, and on Saturdays

$45,000.00

Meet with classroom teachers and Specialists on continuous basis to use benchmark data, weekly common assessments, and other data to determine students in need of supplemental interventions.

Custodial Overtime

Extra support for school events

Assist with family learning events that are conducted afterschool, in the evenings, on weekends, and during the summer.

$500.00

Provides extra staff for custodial duties during family learning events throughout the year and summer.

*Salary Adjustment = 5% of salaries

Salary Cushion

Provides extra funding in case of salary adjustments

$7,419.00

Adjust campus budget in the event that there is no need for the salary adjustment.

Instructional Supplies, Materials, and Equipment

Computer Related Equip <$5000

Resources for classrooms

Purchase A-Z license for classroom take-home reading books in English and Spanish for primary grades

$2,000.00

At least 80% of primary grade students will demonstrate grade level performance on DRA/EDL end of year assessment.

General Supplies


Books for classroom libraries, resources for instructional planning, supplementary materials for content area

$15,706.00

At least 80% of primary grade students will demonstrate grade level performance on DRA/EDL

Allison 101 11/6/2014

instruction, copier paper, supplies for intervention and enrichment activities, STAAR ribbons, pencils in preparation for testing; audio equipment for classroom instruction/intervention, purchase/replace technology for classroom innovation

end of year assessment. 90% of students will read in leveled texts during bi-monthly walkthroughs and observations.

Field Trips (Yellow Bus)

Extended Classroom Study

Participate in study trips to extend learning (i.e. Austin Zoo, Austin Nature Center, Bob Bullock Museum, The Thinkery, etc.)

$2,000.00

Students will take their interactive notebooks on trips to record data from their learning experiences.

Food/Refreshments

Assessments, Saturday Camps, and Tutoring

Motivate and encourage students for participating in interventions and academic challenge camps and tutorials.

$3,000.00

Provide refreshments for students during the day, afterschool,and on weekends as part of student participation in enrichment and intervention opportunities for struggling learners; as well as, for students involved in academic camps.

Professional Development/Staff Training

Reading Materials

Books for group or staff book study

Conduct book study related to content areas in need of improvement across the campus.

$2,000.00

Conduct end of year presentation to the staff and/or district committee (i.e REACH team) that includes research, data, and ongoing artifacts related to classroom and/or group instruction (i.e. grade-level or vertical team learning).

General Supplies


Purchase materials that could be used to increase student achievement and provide extra materials/support for classroom teachers based on

$2,500.00

Justify need for additional resources/materials to boost classroom instruction based on student/classroom need.

Allison 101 11/6/2014

attendance/participation at professional development trainings/workshops.

Staff will meet with administrative team to discuss purpose of requested supplies/resources.

Employee Travel

Grade Level training

Attend a conference which includes representatives from each grade level and support staff which focuses on areas of content area growth.

$5,000.00

Identify staff who would benefit from extra training/P.D., based on current benchmark and weekly common assessment data.

Reproduction/Printing


STAAR resources for Math, Science, Writing, Reading; as well as, A-Z booklets for primary grades

$2,500.00

At least 80% of primary grade students will demonstrate grade level performance on EoY DRA/EDL assessment. 100% of students in Grades 3-5 will have their own copy of their STAAR resource so they can justify their thinking and understanding of skills and concepts being taught.

Professional Services

Presentation for staff or book study groups

Discuss, finalize, and schedule a presenter for small groups and/or the staff which focuses on increasing student achievement in identified content areas.

$2,000.00

Participate, collaborate in one or more professional development presentations and complete trainings/workshops with a "Next Steps" template/plan for our campus.

Community Services (Function 61)

General Supplies

Parent Training

Office supplies for parent training sessions.

$763.00

Parents will provide assistance and support for classroom teachers.

Employee Travel

Parent Involvement Conference

Attend a conference and possibly recruit at least 2-3 parent leaders to attend.

$1,500.00

Provide opportunities for parent leaders to increase their awareness of ways they can support the learning not only for their child(ren), but also, for the rest of the learning

Allison 101 11/6/2014

community.

Food/Refreshments

Parent Meetings and/or Trainings

Provide healthy/nutritious refreshments at most parent meetings and/or trainings.

$1,500.00

Parents attendance at meetings continue to increase, especially when refreshments are provided.

Other Requests

$

TOTAL (Must Match BTO Total) $272,575.00

Campus Scorecard 2014-15

101 - Allison Elementary

The following indicators are included in the campus scorecard:

Elementary Middle School High School

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

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

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

Attendance

Discipline

TELPAS

Student Fitness

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

Graduation Rate (with exclusions)

Annual Dropout Rate 9-12 (with exclusions)

SAT/ACT Exam Participation and Performance

Advanced Placement/International Baccalaureate Exam Participation and Performance

Advanced Course/Dual Enrollment

College-Ready Graduates ELA and Math d

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

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

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

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

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

STAAR Reading - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 39% 37% 33% 43%

Afr Amer 43% 44% 50% 58%

Hispanic 39% 36% 31% 42%

White * * - 100%

Asian - - - 100%

Two+ - - - 100%

SpEd 71% 67% 52% 59%

ECD 39% 36% 33% 43%

ELL 39% 25% 26% 37%

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 29% 32% 31% 42%

Afr Amer 29% 50% 57% 64%

Hispanic 29% 29% 29% 40%

White * * - 100%

Asian - - - 100%

Two+ - - - 100%

SpEd 53% 74% 67% 72%

ECD 30% 33% 32% 42%

ELL 24% 23% 20% 32%


Office of Campus and District Accountability

Allison Page 3 Summer 2014

STAAR Writing - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 19% 28% 23% 35%

Afr Amer 38% * * 49%

Hispanic 17% 25% 22% 34%

White * * - 100%

Asian - - - 100%

Two+ - - - 100%

SpEd * * * 43%

ECD 19% 28% 25% 36%

ELL 31% 30% 35% 44%


STAAR Science - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 33% 25% 14% 26%

Afr Amer * 33% * 58%

Hispanic 37% 23% 12% 25%

White * - - 100%

Asian - - - 100%

Two+ - - - 100%

SpEd 57% 50% * 29%

ECD 33% 25% 14% 27%

ELL 18% 22% * 18%




STAAR Reading - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 10% 11% 5% 10%

Afr Amer 7% 22% * 19%

Hispanic 10% 9% 4% 9%

White * * - 100%

Asian - - - 100%

Two+ - - - 100%

SpEd 6% 17% * 8%

ECD 9% 10% 4% 9%

ELL 15% 8% * 10%


STAAR Mathematics - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 8% 10% 13% 17%

Afr Amer <1% 30% * 25%

Hispanic 9% 8% 12% 16%

White * * - 100%

Asian - - - 100%

Two+ - - - 100%

SpEd 6% 21% * 16%

ECD 8% 10% 13% 18%

ELL 9% 8% 9% 14%




STAAR Writing - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students <1% 2% * 7%

Afr Amer <1% * * 5%

Hispanic <1% 2% * 7%

White * * - 100%

Asian - - - 100%

Two+ - - - 100%

SpEd * * * 5%

ECD <1% 2% * 7%

ELL <1% 4% * 9%


STAAR Science - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 4% 11% * 7%

Afr Amer * 17% * 5%

Hispanic 4% 8% * 7%

White * - - 100%

Asian - - - 100%

Two+ - - - 100%

SpEd 14% 40% * 5%

ECD 4% 9% * 7%

ELL <1% 11% * 5%




STAAR Reading - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 62% 51% 70%

Afr Amer * * 70%

Hispanic 63% 50% 70%

White - - 100%

Amer Ind - - 100%

Asian - - 100%

Two+ - - 100%

SpEd * 45% 70%

ELL 59% 43% 70%


STAAR Mathematics - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer >99% * 80%


White - - 100%

Amer Ind - - 100%

Asian - - 100%

Two+ - - 100%

SpEd * * 80%

ELL 35% 52% 60%




STAAR Reading - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer * * 80%


White - - 100%

Amer Ind - - 100%

Asian - - 100%

Two+ - - 100%

SpEd * * 80%

ELL 12% * 25%


STAAR Mathematics - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer <1% * 80%


White - - 100%

Amer Ind - - 100%

Asian - - 100%

Two+ - - 100%

SpEd * * 80%

ELL 18% * 25%




Primary Reading AssessmentEOY On or Above Grade Level

2011-12

Estimated

2012-13

Estimated

2013-14

Estimated

2014-15

Improvement Goal

Kinder DRA English 77% 66% 77% 80%

Kinder DRA Spanish 56% 65% 71% 80%

1st DRA English 63% 59% 39% 80%

1st DRA Spanish 76% 69% 65% 80%

2nd DRA English 83% 65% 59% 80%

2nd DRA Spanish 84% >99% 91% 95%

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 96.0% 96.1% 95.6% 95.6% 95.8%

Afr Amer 94.9% 94.4% 94.8% 94.4% 94.7%

Hispanic 96.2% 96.4% 95.8% 95.7% 95.8%

White * * 91.0% * 94.8%

Amer Ind * <1% * <1% 90.0%

Asian <1% <1% <1% <1% 95.0%

Two+ <1% * * * 91.5%

ECD 96.0% 96.2% 95.6% 95.6% 95.8%

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



Discipline Targets

Campus Discretionary Removals

Estimated Improvement Goal

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

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

% Ethnic

Group

Removed

All Students * * * * * * 0.00%

Afr Amer * * * * * * 0.00%

Hispanic * * * * * * 0.00%

White * * * * * * 0.00%

Amer Ind - - * * - - 0.00%

Asian - - - - - - 0.00%

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

Campus Suspensions to Home


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

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

% Ethnic

Group

Removed

All Students 11 1.84% 12 2.07% 17 2.98% 1.50%

Afr Amer * * * * * * 3.00%

Hispanic 7 1.28% 9 1.70% 15 2.85% 1.50%

White * * * * * * 1.50%

Amer Ind - - * * - - 0.00%

Asian - - - - - - 0.00%




Campus ALC/EDAP or In School Suspensions


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

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

% Ethnic

Group

Removed

All Students * * * * * * 0.00%

Afr Amer * * * * * * 0.00%

Hispanic * * * * * * 0.00%

White * * * * * * 0.00%

Amer Ind - - * * - - 0.00%

Asian - - - - - - 0.00%


Fall Enrollment (PEIMS Snapshot Date)

2012-13

Actual

2013-14

Estimated

All Students 501 497

Afr Amer 30 26

Hispanic 458 448

White 7 4

Amer Ind 1 -

Asian 0 -

Two+ 5 19

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 99 * * 107 6 6% 4%

Afr Amer - - - * * * 0%

Hispanic 99 * * 107 6 6% 4%

White - - - 67 5 7% 4%

SpEd * * * * * * 0%

ECD 94 * * 105 6 6% 4%

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

Student Fitness

Sex Ethnicity

2011-12 2012-13 2013-14

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

TestedHealthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone%

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

F Hispanic 96 57 59% 52 36 69% 90 48 53% 47 29 62% 88 39 44% 51 26 51%

F White * * * * * * * * * * * * - - - - - -

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

F 101 57 56% 55 36 65% 94 49 52% 50 29 58% 92 42 46% 53 27 51%

M Afr Amer 6 * * * * * 8 * * 5 * * 10 * * 5 * *

M Hispanic 89 39 44% 46 27 59% 96 48 50% 51 35 69% 100 46 46% 50 40 80%

M White * * * * * * - - - - - - - - - - - -

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

M 97 42 43% 49 29 59% 104 52 50% 56 37 66% 110 47 43% 55 43 78%

Total 198 99 50% 104 65 62% 198 101 51% 106 66 62% 202 89 44% 108 70 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

Career Ladder - CP-PreK-Allison %0.00199-11-6117-90-101-5-24-0-00 0.00 0.000.000.00Career Ladder - CP-Read Literacy-Allison %0.00199-11-6117-RR-101-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Summer Init-Allison %0.00199-11-6118-R0-101-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-SSIG-Allison %0.00199-11-6118-R5-101-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AYP Elem-Allison %0.00199-11-6118-R8-101-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AFL-Allison %0.00199-11-6118-B1-101-5-30-0-00 100.00 99.009,933.0010,033.00Professional Salary - CP-PreK-Allison %0.00199-11-6119-90-101-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Read Literacy-Allison %0.00199-11-6119-RR-101-5-24-0-00 7,488.98 65.8814,463.0221,952.00Overtime - CP-At Risk Supp-Allison %0.00199-11-6121-R4-101-5-24-0-00 0.00 0.000.000.00Overtime - CP-AYP Elem-Allison %0.00199-11-6121-R8-101-5-24-0-00 0.00 0.000.000.00Overtime - CP-AFL-Allison %0.00199-11-6121-B1-101-5-30-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Campus Cost-Allison %0.00199-11-6125-CP-101-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Summer Init-Allison %0.00199-11-6125-R0-101-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-SSIG-Allison %0.00199-11-6125-R5-101-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-AYP Elem-Allison %0.00199-11-6125-R8-101-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Read Literacy-Allison %0.00199-11-6125-RR-101-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-At Risk Supp-Allison %0.00199-11-6129-R4-101-5-24-0-00 2,615.89 89.1021,384.1124,000.00FICA - CP-Allison %0.00199-11-6141-00-101-5-24-0-00 0.00 0.000.000.00FICA - CP-PreK-Allison %0.00199-11-6141-90-101-5-24-0-00 0.00 0.000.000.00FICA - CP-Campus Cost-Allison %0.00199-11-6141-CP-101-5-24-0-00 0.00 0.000.000.00FICA - CP-Summer Init-Allison %0.00199-11-6141-R0-101-5-24-0-00 0.00 0.000.000.00FICA - CP-At Risk Supp-Allison %0.00199-11-6141-R4-101-5-24-0-00 158.43 91.371,677.571,836.00FICA - CP-SSIG-Allison %0.00199-11-6141-R5-101-5-24-0-00 0.00 0.000.000.00FICA - CP-AYP Elem-Allison %0.00199-11-6141-R8-101-5-24-0-00 0.00 0.000.000.00FICA - CP-Read Literacy-Allison %0.00199-11-6141-RR-101-5-24-0-00 80.17 0.00-80.170.00FICA - CP-AFL-Allison %0.00199-11-6141-B1-101-5-30-0-00 7.41 99.03760.59768.00Health/Life Ins - CP-Allison %0.00199-11-6142-00-101-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-PreK-Allison %0.00199-11-6142-90-101-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Summer Init-Allison %0.00199-11-6142-R0-101-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-At Risk Supp-Allison %0.00199-11-6142-R4-101-5-24-0-00 409.10 92.535,067.905,477.00Health/Life Ins - CP-SSIG-Allison %0.00199-11-6142-R5-101-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Read Literacy-Allison %0.00199-11-6142-RR-101-5-24-0-00 409.10 91.894,639.905,049.00

15:28:30

10/16/2014User:

Report:

Instance:

SPATTERS

CAMPUS_EXP

1Page:

Time:

Current Date:

Austin ISD-Production




Wk's Comp - CP-PreK-Allison %0.00199-11-6143-90-101-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Campus Cost-Allison %0.00199-11-6143-CP-101-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-At Risk Supp-Allison %0.00199-11-6143-R4-101-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-SSIG-Allison %0.00199-11-6143-R5-101-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AYP Elem-Allison %0.00199-11-6143-R8-101-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Read Literacy-Allison %0.00199-11-6143-RR-101-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AFL-Allison %0.00199-11-6143-B1-101-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-PreK-Allison %0.00199-11-6146-90-101-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Summer Init-Allison %0.00199-11-6146-R0-101-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-At Risk Supp-Allison %0.00199-11-6146-R4-101-5-24-0-00 11.39 91.37120.61132.00Teacher Retirement - CP-SSIG-Allison %0.00199-11-6146-R5-101-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AYP Elem-Allison %0.00199-11-6146-R8-101-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Read Literacy-Allison %0.00199-11-6146-RR-101-5-24-0-00 118.87 53.20135.13254.00Teacher Retirement - CP-AFL-Allison %0.00199-11-6146-B1-101-5-30-0-00 1.95 90.2518.0520.00

Total 6100 Payroll Costs 58,119.7111,401.290.0069,521.00

Professional Services - CP-Campus Cost-Allison %0.00199-11-6219-CP-101-5-24-0-00 0.00 0.000.000.00Equip Maint Repairs - CP-Campus Cost-Allison %0.00199-11-6249-CP-101-5-24-0-00 0.00 0.000.000.00Consulting Services - CP-Allison %0.00199-11-6291-00-101-5-24-0-00 0.00 0.000.000.00Reproduction Costs - CP-In Dist Chart Coll Prep %0.00199-11-6299-RK-101-5-24-0-00 0.00 0.000.000.00

Total 6200 Purchase & Contracted Services 0.000.000.000.00

Textbooks - CP-Allison %0.00199-11-6321-00-101-5-24-0-00 0.00 0.000.000.00General Supplies - CP-Campus Cost-Allison %0.00199-11-6399-CP-101-5-24-0-00 0.00 0.000.000.00

Total 6300 Supplies & Materials 0.000.000.000.00

Field Trips - CP-AFL-Allison %0.00199-11-6494-B1-101-5-30-0-00 0.00 0.000.000.00Food/Refreshment - CP-AFL-Allison %0.00199-11-6497-B1-101-5-30-0-00 0.00 0.000.000.00

Total 6400 Other Operating Costs 0.000.000.000.00

11 Total 58,119.7111,401.290.0069,521.00

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Career Ladder - CP-Allison %0.00199-13-6117-00-101-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Allison %0.00199-13-6118-00-101-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Math/Read Initiativ-Allison %0.00199-13-6118-87-101-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Allison %0.00199-13-6119-00-101-5-24-0-00 0.00 0.000.000.00FICA - CP-Allison %0.00199-13-6141-00-101-5-24-0-00 0.00 0.000.000.00FICA - CP-Math/Read Initiativ-Allison %0.00199-13-6141-87-101-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Allison %0.00199-13-6142-00-101-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Allison %0.00199-13-6143-00-101-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Math/Read Initiativ-Allison %0.00199-13-6143-87-101-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Allison %0.00199-13-6146-00-101-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Math/Read Initiativ-Allison %0.00199-13-6146-87-101-5-24-0-00 0.00 0.000.000.00

Total 6100 Payroll Costs 0.000.000.000.00

13 Total 0.000.000.000.00

Part-Time Hourly - CP-Summer Init-Allison %0.00199-23-6125-R0-101-5-24-0-00 0.00 0.000.000.00FICA - CP-Summer Init-Allison %0.00199-23-6141-R0-101-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Summer Init-Allison %0.00199-23-6142-R0-101-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Summer Init-Allison %0.00199-23-6146-R0-101-5-24-0-00 0.00 0.000.000.00


Computer Rel.Eq<$5000 Per Unit - CP-1D %0.00199-23-6396-R6-101-5-24-0-00 0.00 0.000.000.00


23 Total 0.000.000.000.00

Subs for Other Professional - CP-Allison %0.00199-31-6116-00-101-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Allison %0.00199-31-6118-00-101-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Allison %0.00199-31-6119-00-101-5-24-0-00 0.00 100.0049,968.0049,968.00FICA - CP-Allison %0.00199-31-6141-00-101-5-24-0-00 0.00 100.004,111.004,111.00Health/Life Ins - CP-Allison %0.00199-31-6142-00-101-5-24-0-00 0.00 100.005,355.005,355.00

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Wk's Comp - CP-Allison %0.00199-31-6143-00-101-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Allison %0.00199-31-6146-00-101-5-24-0-00 0.00 100.00465.00465.00

Total 6100 Payroll Costs 59,899.000.000.0059,899.00

Reproduction Costs - CP-Campus Cost-Allison %0.00199-31-6299-CP-101-5-24-0-00 0.00 0.000.000.00

Total 6200 Purchase & Contracted Services 0.000.000.000.00

Reading Materials - CP-Campus Cost-Allison %0.00199-31-6329-CP-101-5-24-0-00 0.00 0.000.000.00General Supplies - CP-Campus Cost-Allison %0.00199-31-6399-CP-101-5-24-0-00 0.00 0.000.000.00


Employee Travel - CP-Campus Cost-Allison %0.00199-31-6411-CP-101-5-24-0-00 0.00 0.000.000.00


31 Total 59,899.000.000.0059,899.00

Overtime - CP-AFL-Allison %0.00199-53-6121-B1-101-5-30-0-00 0.00 0.000.000.00FICA - CP-AFL-Allison %0.00199-53-6141-B1-101-5-30-0-00 0.00 0.000.000.00Wk's Comp - CP-AFL-Allison %0.00199-53-6143-B1-101-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-AFL-Allison %0.00199-53-6146-B1-101-5-30-0-00 0.00 0.000.000.00


53 Total 0.000.000.000.00

Overtime - CP-AFL-Allison %0.00199-61-6121-B1-101-5-30-0-00 30.14 0.00-30.140.00Part-Time Hourly - CP-Summer Init-Allison %0.00199-61-6125-R0-101-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-AFL-Allison %0.00199-61-6129-B1-101-5-30-0-00 1,697.43 89.3914,302.5716,000.00Employee Allowance - CP-AFL-Allison %0.00199-61-6139-B1-101-5-30-0-00 0.00 0.000.000.00FICA - CP-Summer Init-Allison %0.00199-61-6141-R0-101-5-24-0-00 0.00 0.000.000.00FICA - CP-AFL-Allison %0.00199-61-6141-B1-101-5-30-0-00 103.80 91.511,120.201,224.00Health/Life Ins - CP-Summer Init-Allison %0.00199-61-6142-R0-101-5-24-0-00 0.00 0.000.000.00

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Health/Life Ins - CP-AFL-Allison %0.00199-61-6142-B1-101-5-30-0-00 208.38 92.372,525.622,734.00Wk's Comp - CP-AFL-Allison %0.00199-61-6143-B1-101-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-Summer Init-Allison %0.00199-61-6146-R0-101-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AFL-Allison %0.00199-61-6146-B1-101-5-30-0-00 7.56 91.6983.4491.00

Total 6100 Payroll Costs 18,001.692,047.310.0020,049.00

General Supplies - CP-AFL-Allison %0.00199-61-6399-B1-101-5-30-0-00 0.00 0.000.000.00


Food/Refreshment - CP-AFL-Allison %0.00199-61-6497-B1-101-5-30-0-00 0.00 0.000.000.00


61 Total 18,001.692,047.310.0020,049.00

Total Fund 199 General Fund 149,469.00 0.00 13,448.60 136,020.40

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13,448.60 136,020.40Grand Total of Selected Fund(s) 149,469.00 0.00

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