Allison Elementary School
2014-2015 Campus Improvement Plan
Austin Independent School District
Allison 101 11/6/2014 Page 2
CIP CHECKLIST AND CONFIRMATION
CAC Membership and Orientation
Membership of the 2014-15 CAC is reported correctly.
Types of orientation provided to new CAC members (check all that apply):
self-orientation using materials on CAC website
orientation at CAC meeting (provided by campus)
orientation at CAC meeting (provided by central office)
district-wide orientation session
CIP Development
The CAC was given an opportunity to provide input on the following:
campus needs assessment
campus objectives and strategies to address identified areas for improvement
the approach to setting campus performance targets
campus budget
The CAC was given an opportunity to review the complete draft CIP prior to submittal.
The CIP action plan component pertaining to campus professional development was approved by the CAC.
Approximate hours spent on CIP development Hours
By CAC and/or CAC subcommittees 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
Allison 101 11/6/2014 Page 3
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.
Allison 101 11/6/2014 Page 4
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
Allison 101 11/6/2014 Page 5
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
Allison 101 11/6/2014 Page 6
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
Allison 101 11/6/2014 Page 7
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
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
Allison 101 11/6/2014 Page 8
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
August 2014 – May 2015
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
Allison 101 11/6/2014 Page 9
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.
August 2014 – May 2015
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
Allison 101 11/6/2014 Page 10
Table #CI-2 State: Below safeguard target
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
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 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)
August 2014 – May 2015
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
Allison 101 11/6/2014 Page 11
Table #CI-3 State: Below safeguard target
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
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 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
August 2013 – May 2014
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.
August 2013 – May 2014
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
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
Allison 101 11/6/2014 Page 12
Table #CI-4 State: Below safeguard target
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
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 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
August 2014 – May 2015
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
Allison 101 11/6/2014 Page 13
Table #CI-4 State: Below safeguard target
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
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
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
August 2014 – May 2015
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
Allison 101 11/6/2014 Page 14
Table #CI-4 State: Below safeguard target
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
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
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
August 2014 – May 2015
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
Allison 101 11/6/2014 Page 15
Table #CI-4 State: Below safeguard target
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
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
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
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
Allison 101 11/6/2014 Page 16
Table #DR-1
Performance Objective: Students and staff will achieve health and fitness through: 1. Implementation of Coordinated School Health (K-8: CATCH, HS: Other activities) 2. Student participation in physical activities
3. Improvement of Fitnessgram results for all students 4. Compliance with the nutrition guidelines and staff wellness (Wellness Policy)
Applicable Strategic Plan Goal(s): 1,2
Specific Improvement Strategy Title 1 (list all that
apply)
Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
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.
August 2014 – May 2015
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.
August 2014 – May 2015
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
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
1 Needs assessment 5 Strategies to attract HQ teachers 8 Activi ties to help students reach proficient and advanced standards2 Schoolwide reform strategy 6 Increased parental involvement 9 Coordination & integration of federal , s tate and local programs3 Instruction by HQ staff 7 Measures to include teachers in decis ions 10 Communication with parents regarding student assessment results4 Ongoing PD about use of assessment to improve perf. 11 Elementary Schools only: EC/PK/EL trans ition programs
Title 1 ComponentsEach Title 1 component must be addressed in at least one strategy, but not all strategies must be tied to a Title 1 Component
Allison 101 11/6/2014 Page 17
Table #DR-1
Performance Objective: Students and staff will achieve health and fitness through: 1. Implementation of Coordinated School Health (K-8: CATCH, HS: Other activities) 2. Student participation in physical activities
3. Improvement of Fitnessgram results for all students 4. Compliance with the nutrition guidelines and staff wellness (Wellness Policy)
Applicable Strategic Plan Goal(s): 1,2
Specific Improvement Strategy Title 1 (list all that
apply)
Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
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.
August 2014 – May 2015
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.
August 2014 – May 2015
All elementary teachers will participate in providing students with 135 minutes of physical activity weekly.
1,2,3,4,7,8 Classroom Teachers P.E. Teacher
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.
August 2014 – May 2015
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
1 Needs assessment 5 Strategies to attract HQ teachers 8 Activi ties to help students reach proficient and advanced standards2 Schoolwide reform strategy 6 Increased parental involvement 9 Coordination & integration of federal , s tate and local programs3 Instruction by HQ staff 7 Measures to include teachers in decis ions 10 Communication with parents regarding student assessment results4 Ongoing PD about use of assessment to improve perf. 11 Elementary Schools only: EC/PK/EL trans ition programs
Title 1 ComponentsEach Title 1 component must be addressed in at least one strategy, but not all strategies must be tied to a Title 1 Component
Allison 101 11/6/2014 Page 18
Table #DR-1
Performance Objective: Students and staff will achieve health and fitness through: 1. Implementation of Coordinated School Health (K-8: CATCH, HS: Other activities) 2. Student participation in physical activities
3. Improvement of Fitnessgram results for all students 4. Compliance with the nutrition guidelines and staff wellness (Wellness Policy)
Applicable Strategic Plan Goal(s): 1,2
Specific Improvement Strategy Title 1 (list all that
apply)
Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
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.
August 2014 – May 2015
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.
1,2,3,4,7,8 Classroom Teachers P.E. Teacher
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.
August 2014 – May 2015
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
1 Needs assessment 5 Strategies to attract HQ teachers 8 Activi ties to help students reach proficient and advanced standards2 Schoolwide reform strategy 6 Increased parental involvement 9 Coordination & integration of federal , s tate and local programs3 Instruction by HQ staff 7 Measures to include teachers in decis ions 10 Communication with parents regarding student assessment results4 Ongoing PD about use of assessment to improve perf. 11 Elementary Schools only: EC/PK/EL trans ition programs
Title 1 ComponentsEach Title 1 component must be addressed in at least one strategy, but not all strategies must be tied to a Title 1 Component
Allison 101 11/6/2014 Page 19
Table #DR-2
Performance Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2
Specific Improvement Strategy Title 1 (list all that
apply)
Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
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
August 2014 – May 2015
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
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
1 Needs assessment 5 Strategies to attract HQ teachers 8 Activi ties to help students reach proficient and advanced standards2 Schoolwide reform strategy 6 Increased parental involvement 9 Coordination & integration of federal , s tate and local programs3 Instruction by HQ staff 7 Measures to include teachers in decis ions 10 Communication with parents regarding student assessment results4 Ongoing PD about use of assessment to improve perf. 11 Elementary Schools only: EC/PK/EL trans ition programs
Title 1 ComponentsEach Title 1 component must be addressed in at least one strategy, but not all strategies must be tied to a Title 1 Component
Allison 101 11/6/2014 Page 20
Table #DR-2
Performance Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2
Specific Improvement Strategy Title 1 (list all that
apply)
Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
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
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
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,
August 2014 – May 2015
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
1 Needs assessment 5 Strategies to attract HQ teachers 8 Activi ties to help students reach proficient and advanced standards2 Schoolwide reform strategy 6 Increased parental involvement 9 Coordination & integration of federal , s tate and local programs3 Instruction by HQ staff 7 Measures to include teachers in decis ions 10 Communication with parents regarding student assessment results4 Ongoing PD about use of assessment to improve perf. 11 Elementary Schools only: EC/PK/EL trans ition programs
Title 1 ComponentsEach Title 1 component must be addressed in at least one strategy, but not all strategies must be tied to a Title 1 Component
Allison 101 11/6/2014 Page 21
Table #DR-3
Performance Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3
Specific Improvement Strategy Title 1 (list all that
apply)
Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
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
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
1 Needs assessment 5 Strategies to attract HQ teachers 8 Activi ties to help students reach proficient and advanced standards2 Schoolwide reform strategy 6 Increased parental involvement 9 Coordination & integration of federal , s tate and local programs3 Instruction by HQ staff 7 Measures to include teachers in decis ions 10 Communication with parents regarding student assessment results4 Ongoing PD about use of assessment to improve perf. 11 Elementary Schools only: EC/PK/EL trans ition programs
Title 1 ComponentsEach Title 1 component must be addressed in at least one strategy, but not all strategies must be tied to a Title 1 Component
Allison 101 11/6/2014 Page 22
Table #DR-4
Performance Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC.
Applicable Strategic Plan Goal(s): 1,2, & 3
Specific Improvement Strategy Title 1 (list all that
apply)
Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
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
August 2014 – May 2015
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
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
1 Needs assessment 5 Strategies to attract HQ teachers 8 Activi ties to help students reach proficient and advanced standards2 Schoolwide reform strategy 6 Increased parental involvement 9 Coordination & integration of federal , s tate and local programs3 Instruction by HQ staff 7 Measures to include teachers in decis ions 10 Communication with parents regarding student assessment results4 Ongoing PD about use of assessment to improve perf. 11 Elementary Schools only: EC/PK/EL trans ition programs
Title 1 ComponentsEach Title 1 component must be addressed in at least one strategy, but not all strategies must be tied to a Title 1 Component
Allison 101 11/6/2014 Page 23
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)
Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
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).
August 2014 – May 2015
Allison 101 11/6/2014 Page 24
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
Allison 101 11/6/2014 Page 25
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:
Allison 101 11/6/2014 Page 26
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.
Allison 101 11/6/2014 Page 27
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.)
#CI-1, #CI-2, #CI-3, #CI-4,#DR-1, #DR-2, #DR-3, #DR-4, #DR-10
8 Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards
#CI-1, #CI-2, #CI-3, #CI-4,#DR-1, #DR-2, #DR-3, #DR-4, #DR-10
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
Allison 101 11/6/2014 Page 28
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 Page 29
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
Resources for classrooms
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 Page 30
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
Resources for classrooms
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 Page 31
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
Resources for classrooms
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 Page 32
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%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
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%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Science - Level II-Final
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 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%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Allison Page 4 Summer 2014
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%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Mathematics - Level III
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 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%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Allison Page 5 Summer 2014
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%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Science - Level III
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 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%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Allison Page 6 Summer 2014
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%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Mathematics - Met or Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 64% 57% 70%
Afr Amer >99% * 80%
Hispanic 62% 57% 70%
White - - 100%
Amer Ind - - 100%
Asian - - 100%
Two+ - - 100%
SpEd * * 80%
ELL 35% 52% 60%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Allison Page 7 Summer 2014
STAAR Reading - Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 23% 10% 20%
Afr Amer * * 80%
Hispanic 25% 11% 25%
White - - 100%
Amer Ind - - 100%
Asian - - 100%
Two+ - - 100%
SpEd * * 80%
ELL 12% * 25%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Mathematics - Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 19% 16% 25%
Afr Amer <1% * 80%
Hispanic 21% 17% 25%
White - - 100%
Amer Ind - - 100%
Asian - - 100%
Two+ - - 100%
SpEd * * 80%
ELL 18% * 25%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Allison Page 8 Summer 2014
Primary Reading AssessmentEOY On or Above Grade Level
2011-12
Estimated
2012-13
Estimated
2013-14
Estimated
2014-15
Improvement Goal
Kinder DRA English 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
Office of Campus and District Accountability
Allison Page 9 Summer 2014
Discipline Targets
Campus Discretionary Removals
Estimated Improvement Goal
2011-12 2012-13 2013-14 2014-15
# Discretionary
Removals to
Alt. Ed. Program
% Ethnic
Group
Removed
# Discretionary
Removals to
Alt. Ed. Program
% Ethnic
Group
Removed
# Discretionary
Removals to
Alt. Ed. Program
% Ethnic
Group
Removed
% Ethnic
Group
Removed
All Students * * * * * * 0.00%
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
Estimated Improvement Goal
2011-12 2012-13 2013-14 2014-15
# Campus
Suspensions
to Home
% Campus
Suspensions
to Home
# Campus
Suspensions
to Home
% Campus
Suspensions
to Home
# Campus
Suspensions
to Home
% Campus
Suspensions
to Home
% Ethnic
Group
Removed
All Students 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%
The rate reflects the number of students in each ethnic group receiving the stated disciplinary action divided by the number of students in the ethnic group active and inactive when this report was run.Source: DEEDS Discipline Data for PEIMS. 2013-2014 data are draft. Final data reports will be disseminated in August 2014.* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Allison Page 10 Summer 2014
Campus ALC/EDAP or In School Suspensions
Estimated Improvement Goal
2011-12 2012-13 2013-14 2014-15
# Campus
Suspensions
to ISS
% Campus
Suspensions
to ISS
# Campus
Suspensions
to ISS
% Campus
Suspensions
to ISS
# Campus
Suspensions
to ISS
% Campus
Suspensions
to ISS
% Ethnic
Group
Removed
All Students * * * * * * 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
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
Office of Campus and District Accountability
Allison Page 11 Summer 2014
TELPAS - Students at Beginning Level in Second Year of Testing
2012-13 2013-14 2014-15
# Tested 2 Yrs # Beginning 2013 % # Tested 2 Yrs # Beginning 2014 % Improvement Goal
All Students 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
Office of Campus and District Accountability
Allison Page 12 Summer 2014
Campus/Org Expense ListingAustin Independent School District
09/01/2014As ofFund 199 General Fund
Fnd-Fnc-Obj-Sub-Org-Yr-Prog Description Appropriation Encumbrance Expenditure Pct. Rem.Balance
Career Ladder - CP-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
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
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
15:28:30
10/16/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
2Page:
Time:
Current Date:
Austin ISD-Production
Campus/Org Expense ListingAustin Independent School District
09/01/2014As ofFund 199 General Fund
Fnd-Fnc-Obj-Sub-Org-Yr-Prog Description Appropriation Encumbrance Expenditure Pct. Rem.Balance
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
Total 6100 Payroll Costs 0.000.000.000.00
Computer Rel.Eq<$5000 Per Unit - CP-1D %0.00199-23-6396-R6-101-5-24-0-00 0.00 0.000.000.00
Total 6300 Supplies & Materials 0.000.000.000.00
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
15:28:30
10/16/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
3Page:
Time:
Current Date:
Austin ISD-Production
Campus/Org Expense ListingAustin Independent School District
09/01/2014As ofFund 199 General Fund
Fnd-Fnc-Obj-Sub-Org-Yr-Prog Description Appropriation Encumbrance Expenditure Pct. Rem.Balance
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
Total 6300 Supplies & Materials 0.000.000.000.00
Employee Travel - CP-Campus Cost-Allison %0.00199-31-6411-CP-101-5-24-0-00 0.00 0.000.000.00
Total 6400 Other Operating Costs 0.000.000.000.00
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
Total 6100 Payroll Costs 0.000.000.000.00
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
15:28:30
10/16/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
4Page:
Time:
Current Date:
Austin ISD-Production
Campus/Org Expense ListingAustin Independent School District
09/01/2014As ofFund 199 General Fund
Fnd-Fnc-Obj-Sub-Org-Yr-Prog Description Appropriation Encumbrance Expenditure Pct. Rem.Balance
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
Total 6300 Supplies & Materials 0.000.000.000.00
Food/Refreshment - CP-AFL-Allison %0.00199-61-6497-B1-101-5-30-0-00 0.00 0.000.000.00
Total 6400 Other Operating Costs 0.000.000.000.00
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
15:28:30
10/16/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
5Page:
Time:
Current Date:
Austin ISD-Production
Campus/Org Expense ListingAustin Independent School District
09/01/2014As ofFund 199 General Fund
Fnd-Fnc-Obj-Sub-Org-Yr-Prog Description Appropriation Encumbrance Expenditure Pct. Rem.Balance
13,448.60 136,020.40Grand Total of Selected Fund(s) 149,469.00 0.00
15:28:30
10/16/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
6Page:
Time:
Current Date:
Austin ISD-Production