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Schertz-Cibolo Universal City Independent School District

Cibolo Valley Elementary

2018-2019 Campus Improvement Plan

Cibolo Valley ElementaryGenerated by Plan4Learning.com 1 of 19

October 8, 2018 1:27 pm

Mission Statement

Every kid. Every day.

Vision

We believe in engaging and empowering successful and lifelong learners.


October 8, 2018 1:27 pm

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

Cibolo Valley staff , parents, and student work together to reach high academic standards. Staff members welcome instructionalcoaching and work together as a professional learning communities to create a better learning environment for their students. Staff members work on individual growth goals for themselves in an effort to improve teaching and learning. Staff members are highly qualified and exhibit a high level of work ethic. Our Dual Language Program provides a language rich environment for native English and Spanish speakers to learn each others language. Students are becoming bilingual and bi-literate. Teachers are committed to bringing each child to grade level in Reading. They are working on perfecting guided reading and skill reteach in their classrooms.Teachers are committed to bringing each child to grade level in Math. Teachers work hard tospiral reteach back into each class period for students who have not mastered the concepts. We have an active PTCCiboloValley has numerous social and emotional programs in place for students. Kindness week, anti bullying, counselor small groups, counselor classroomguidance lessons, mindfulness lessons and many more.

School Processes & Programs Strengths

Differentiated professional development related to growth goals and implementation of guided reading and math instruction. Social and emotional health outreach for students.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: The community is unaware of our success and programs. Root Cause: We have not shared our successes with the community well.


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Perceptions

Perceptions Summary

Cibolo Valley Energage survey showed a decrease in all areas. The most significant areas of focus this year are:

Build capacity in 100% of teachers and staff by developing a series of systems that promote growth and learning for all based on the resultof the Energage Survey and increasing each band by 6%.

“I feel well-informed about important decisions at SCUC ISD.” “My manager makes it easier for me to do my job well.” “My manager cares about my concerns.”

Perceptions Strengths

Feeling part of something meaningfulOperates by strong values and ethics

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Our 2018 Energage survey decreased in all areas Root Cause: Lack of accountability systems and new administration


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Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goals

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS dataCommunity and student engagement rating data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataSAT and/or ACT assessment dataPSAT and/or ASPIREStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataLocal diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention rates


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Prekindergarten Self-Assessment Tool

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactT-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data


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Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practices


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Goals

Revised/Approved: September 14, 2018

Goal 1: 1.2 Annually increase the percentage of students reading on or above grade level in all grades.

Performance Objective 1: Increase Cibolo Valley STAAR Writing scores will increase overall by 5% through the effective use of the PLC process.

Evaluation Data Source(s) 1: District Common Unit Assessments, Score writing samples using a rubric

Summative Evaluation 1:

Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

Critical Success FactorsCSF 1 CSF 2

1) Add writing to the PLC process at every grade level

TeachersAdministration

Increase teachers understanding of the writing curriculum/process

Critical Success FactorsCSF 1

2) Implement a research based writing curriculum


Student writing will improve with a researched basedcurriculum employed.

3) Provide ongoing professional development (PD) basedupon targeted campus needs to ensure effective classroominstruction. Use the Content Area Coordinators to assist withlearning strategies, differentiatedinstruction, model lessons, and other research basedstrategies to meet the needs of all learners. The researchbased strategies will include but not be limited to anincrease in the use of hands on activities and the decreaseof pencil/paper worksheets.


Increased student achievement

4) Train teachers to effectively implement the componentsof the Writing Workshop (conventions and writingprocess)

TeachersDistrict Content AreaSpecialistAdministration

Increase by 5% in all subgroups on campus, district, and statewriting assessment


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5) Provide PD on effective implementation of writingacross the curriculum

TeachersDistrict Content AreaSpecialistsAdministration


6) Continue with the 4th grade writing camp TeachersDistrict Content AreaSpecialistsAdministration


= Accomplished = Continue/Modify = No Progress = Discontinue


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Performance Objective 2: Increase math and reading achievement of students in SPED by 5% on summative assessments.

Evaluation Data Source(s) 2: District Common Unit Assessments, Universal Screener





1) Support and ensure proper accommodations are beingutilized with all SPED students

SPED TeachersGeneral EducationTeachersAdministration

Close the gaps in reading and math

2) Track students' monthly reading levels and assessmentdata using data walls

SPED TeachersGeneral EducationTeachersAdministration

Increase student growth



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Performance Objective 3: 100% of staff will monitor performance of sub-pops through the use of data such as, but not limited to, CUA, Unit Assessments,DRA, MAPS benchmarks at a minimum of two times a month

Evaluation Data Source(s) 3: Data PLC Meetings




1) Vertical team meetings (Ex. analyzing data, grade levelexpectations, TEKS, grading guidelines


Discuss instructional strategies to be implemented and use datato drive the instruction

2) Analyze sub-pop data TeachersAdministration

Use data to analyze data for all sub-pops

3) Teachers will review and analyze core content data toidentify and develop instructional focus goals; literacy andmath specialists will conduct data PLCs to determinestrengths/weaknesses and areas of needed differentiation;implement studying student work protocol; students willtrack their own progress using campus created tracker


Minimal increase in the percentage of all students masteringperformance on campus, district, and state assessments

4) Provide professional development in effective Tier 1 andTier 2 intervention strategies

TeachersSpecialistsAdministration

Increase in sub pops in literacy assessment performance



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Goal 2: 1.3 Annually increase the percentage of students who understand and exemplify the SCUC Traits of a Graduate

Performance Objective 1: 100% of respondents on student engagement survey will indicate awareness of Traits of a Graduate.

Evaluation Data Source(s) 1: Student survey





1) Guidance lessons with each grade level to teach Traits of aGraduate

Counselor Increase awareness of Traits of a Graduate


2) Incorporate Traits of a Graduate into Leadership Language(PBIS/CHAMPS/Tiger Rallies/Morning Announcements)taught throughout the campus

TeachersParaprofessionalsAdministration

Increase awareness of Traits of a Graduate



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Goal 3: 2.1 Annually increase the percentage of participants who responding positively in workforce satisfaction on SCUCannual survey.

Performance Objective 1: Build capacity in 100% of teachers and staff by developing a series of systems that promote growth and learning for all based onthe result of the Energage Survey and increasing each band by 6%.a.) I feel well-informed about important decisions at SCUC ISD.b.) My manager makes it easier for me to do my job well.c.) My manager cares about my concerns.

Evaluation Data Source(s) 1: Energage Survey





1) Instructional faculty meetings as opposed to operationalfaculty meeting

Administration Utilize staff meetings to discuss instruction rather than giveinformation.


2) Padlet- Clean your plate Teachers/Staff respond every 9weeks

Administration Allow teacher to voice concerns or compliments



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Goal 3: 2.1 Annually increase the percentage of participants who responding positively in workforce satisfaction on SCUC annual survey.

Performance Objective 2: Recruit, employe, develop, and retain a quality teaching, administrative and support staff to attain excellence in studentperformance.

Evaluation Data Source(s) 2: 100% of teachers staff meet Highly Qualified status; Improved employee satisfaction




1) Recruit and hire teachers who are state certifiedaccording to the Texas Education Agency (TEA)standards.

Administration Teachers meet the requirements established for classroomprofessionals.Teachers are prepared to effectively teach and manage thedaily expectations for high student achievement.

2) Use observation feedback to assist and guide teachers inthe development of effective teaching strategies

Administration Minimal 5% increase in the percentage of all studentsmastering performance on campus, district, and stateassessments

3) Utilize the Focus Walkthrough model to observe bestpractices and determine needed PD

Administration Minimal 5% increase in the percentage of all studentsmastering performance on campus, district, and stateassessments; build teacher effectiveness and increasecollaboration



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Goal 4: 3.1 STUDENTS: Annually increase the percentage of student participants who respond in top 2 (of 5) scoring bandsin Annual Student Satisfaction Survey.

Performance Objective 1: Using the Studer Student Survey response, "My teachers give me stickers or pat me on the back when I do good work.", ourschool will increase our score from a 2.56 to a 3.0.

Evaluation Data Source(s) 1: Studer Education Survey




1) Praise students for a job well done TeachersCounselorAdministration

Increase students' self -esteem



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Goal 5: 3.2 PARENTS: Annually increase the percentage of student (parent) retention year-to-year attending SCUCISDschools in grades K-12.

Performance Objective 1: Using the Energage survey, our school will increase our score from a 2.7 to a 3.0 for the question “I feel well informed aboutimportant decisions at SCUCISD.”

Evaluation Data Source(s) 1: Energage Survey




1) Provide parents weekly newsletter Administration Increase the communication between school and home

2) Principal Chat 4 times a year (2 in the Fall/2 in the Spring) Principal Increase the communication and provide parents with anopportunity to voice concerns or praise the school

3) Provide a survey section in the weekly parent newsletter Administration Provides parents with an opportunity to voice concerns on amore frequent basis.

4) Create a Cibolo Valley Elementary grading protocol that isaligned to the district grading guidelines


Provides clarification for parents regarding the gradingexpectations

5) We sponsor the following:a.) Parent Conferencesb.)Grade level programs in the eveningc.)Autism Awareness Weekd.) Parent Night/Open Housee.) Hispanic Heritage Month Events


Increased parent participation, parent conferences, and efectivecommunication each marking period



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Goal 6: 3.3 COMMUNITY: Annually increase the percentage of community respondents who respond in top 2 (of 5) scoringbands in the SCUCISD Annual Community Survey.

Goal 7: 4.1 Annually the District will score 90 or above on SCHOOLS FIRST INDICATORS - 100 point scale.


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Campus Instructional Leadership Team

Committee Role Name PositionAdministrator LaCreasha Stille PrincipalAdministrator Rhonda Jungmichel Assistant PrincipalAdministrator Ricky Davis Assistant PrincipalCounselor Susan Salinas CounselorClassroom Teacher Amanda Fuentes Pre-K TeacherClassroom Teacher Dawn Craighead KindergartenClassroom Teacher Cathey Leach First GradeClassroom Teacher Kelly Crain Second GradeClassroom Teacher Kim Keef Third GradeClassroom Teacher Deonza Sligh Fourth GradeDistrict-level Professional Francisco Perez Transportation DirectorDistrict-level Professional Lista Schwarz Math Coordinator


October 8, 2018 1:27 pm

Addendums


October 8, 2018 1:27 pm

Addendums

Schertz-Cibolo Universal City Independent School DistrictGenerated by Plan4Learning.com 1 of 1 District #094-902

September 25, 2018 9:54 am

Motto, Mission, Vision, Values

Motto: SCUC—A District with Passion and Purpose!

Vision: Inspire—Innovate—EXCEL!

Mission: SCUC ISD, a diverse community founded in trust and transparency, commits to empower all students to fulfill lifelong potential through inspiring learn-ing experiences.

Values: Leadership, Character, Commitment, Service, Learning

Belief Statements

1. We believe all students have the capacity to learn and excel. 2. We believe a safe, secure and supportive environment is paramount to learning. 3. We believe in living our core values of leadership, character, commitment,

service and learning. 4. We believe engaging, interactive and authentic teaching creates empowered,

inspired learners prepared for our changing world. 5. We believe technology is a relevant tool that enhances learning in and beyond

the classroom. 6. We believe in a Professional Learning Community (PLC) that fosters collabora-

tion for continuous improvement. 7. We believe transparent, clear and timely communication among all is critical to

success. 8. We believe measures of success go beyond standardized testing. 9. We believe public education is defined by the local community, with limited state

involvement.

2018-2022 Priorities

Priority 1 All Graduates will be College and/or Career and/or Military Ready

Priority 2 High-performing and Engaged Workforce

Priority 3 Highly Satisfied Students, Parents and Community

Priority 4 Efficient District and Campus Operations

Traits of an SCUC ISD Graduate

Dynamic Leader

Help and support others by leading by example with integrity and taking the initiative willingly.

Self Motivated

Possess and practice grit and perseverance through dedicated application of real world skills and driven by a sense of purpose.

Skilled Communicator Communicate with transparency and confidence, tailored to the

audience/situation.

Service Oriented Demonstrate selfless citizenship and a sense of community through

volunteering by serving others.

Future Ready

Utilize resiliency and critical thinking skills to adapt and be prepared for changes in the real world.

Draft as of 7/16/2018

PRIORITY 1 All Graduates will be College and/or Career

and/or Military Ready

PRIORITY 2 High-performing and Engaged Workforce

PRIORITY 3 Highly Satisfied Students, Parents and Community

PRIORITY 4 Efficient District and Campus Operations

Purpose Statement: SCUC strives to

prepare every graduate for post high school success in a way that embraces critical attributes outlined in our traits of a graduate.


engage and develop its staff in order to ensure a high-performing, top workplace environment.

Purpose Statement: SCUC strives to listen

and learn from key customers to provide service excellence in order to build strong relationships and exceed customer expectations.


embrace and enhance financial accountability and good stewardship of community resources in order to provide maximum allocation for direct instruction purposes.

PRIORITY 1 PRIORITY 1: 2018-22 Strategic Goals

1.1 Annually increase the percentage of all students demonstrating college, career, and/or military readiness 1.2 Annually increase the percentage of students reading on or above level in all grades 1.3 Annually increase the percentage of students who understand and exemplify the SCUC Traits of a Graduate

PRIORITY 1: Key Annual Strategic Actions Quarterly Data Reviews

Develop Focused Planning Guides in other content areas

Continue to refine and deploy RTI process

Teach all students Traits of a Graduate (Year One)

Research and identify Social Emotional Learning (SEL) positive behavior program

PRIORITY 1: Key Annual Results 1.1 80% of graduating seniors will demonstrate college, career, and/or military readiness 1.2 Increase the percentage of students in grades PK-2 reading on grade level (specific number will be added based on new measure instrument) 84% of students in grades 3-10 will demonstrate reading grade level based on STAAR assessment 1.3 100% of respondents on student engagement survey will indicate awareness of Traits of a Graduate

PRIORITY 1: Key Annual Progress Monitoring Measures District Common Unit Assessment (DCUA)

Universal Screener

Score reports (TSI, ACT, SAT, PSAT/NMSQT, ASVAB)

Student Attendance

Student Surveys

Career and Technology Education (CTE) Certifications earned


2.1 Annually Increase the percentage of participants who respond in the top 3 (of 7) scoring bands in workforce satisfaction on SCUC annual survey.

PRIORITY 2: Key Annual Strategic Actions Complete a Professional Development needs assessment for instructional and operational

staff (CO)

Engage leaders to learn about and implement effective meetings, aligned communication to avoid we/they, leader rounding, and professional performance conversations (CO/Campus/Dept.)

Develop and implement a process for driving improvement in staff attendance (CO)

PRIORITY 2: Key Annual Results (2.1) A. Increase the percentage of participants will respond in top 3 (of 7) scoring bands in

workforce satisfaction on SCUC annual survey from 69% to 70% B. Increase staff attendance rates from ____ to ____ C. Increase employee retention from ____ to ____ D. Increase satisfaction with departmental service to schools from ____ to ____

PRIORITY 2: Key Annual Progress Monitoring Measures Quick Questionnaire/SWOT with DIC and Staff Advisory

Online Professional Development Survey after each PD offering

Number of staff participation in Professional Development

Draft as of 7/16/2018

PRIORITY 1 All Graduates will be College and/or Career

and/or Military Ready

PRIORITY 2 High-performing and Engaged Workforce

PRIORITY 3 Highly Satisfied Students, Parents and Community

PRIORITY 4 Efficient District and Campus Operations


prepare every graduate for post high school success in a way that embraces critical attributes outlined in our traits of a graduate.


engage and develop its staff in order to ensure a high-performing, top workplace environment.

Purpose Statement: SCUC strives to listen

and learn from key customers to provide service excellence in order to build strong relationships and exceed customer expectations.


embrace and enhance financial accountability and good stewardship of community resources in order to provide maximum allocation for direct instruction purposes.


STUDENT 3.1 Annually increase the percentage of student participants in will respond in top 2 (of 5) scoring bands in Annual Student Satisfaction Survey

PARENTS 3.2 Annually increase the percentage of student (parent) retention year-to-year attending SCUCISD schools in grades K-12.

COMMUNITY 3.3 Annually increase the percentage of community respondents who respond in top 2 (of 5) scoring band in the SCUCISD Annual Community Survey

PRIORITY 3: Key Annual Strategic Actions Provide feedback on campus extra-curricular, club/organization through

walkthroughs and observations

Promote/market district using formalized plan

Deploy SCUCISD Community Survey

PRIORITY 3: Key Annual Results STUDENTS

3.1 80% of respondents will respond in top 2 (of 5) scoring bands on SCUCISD Student Satisfaction Survey by June 2022

PARENTS 3.2 80% of respondents will respond in top 2 (of 5) scoring bands on SCUCISD Parent Satisfaction Survey by June 2022

COMMUNITY 3.3 80% of respondents will respond in top 2 (of 5) scoring bands on SCUCISD Community Survey

PRIORITY 3: Key Annual Progress Monitoring Measures Quarterly/semester survey of sample students in grades 4, 6, 7, 10, and 12 regarding

student engagement (C.O.)

Weekly monitoring of student attendance (C.O. and Campus)

Survey of extra-curricular students at end of fall and/or spring semesters (C.O.) Mid-year survey of community members, quarterly check-in survey at CAC/DIC (C.O.)

Monthly reporting of advisory committee attendance at each CAC/DIC meeting (C.O.)


4.1 District will score 90 or above on SCHOOLS FIRST INDICATOR – 100-point scale.

PRIORITY 4: Key Annual Strategic Actions Implement working structure for board budget committee and quarterly budget

workshops.

Campuses and departments will utilize a financial forecasting tool to adjust budgets to needs each quarter.

PRIORITY 4: Key Annual Results 4.1 District will score 90 or above on SCHOOLS FIRST INDICATOR – 100-point scale.

PRIORITY 4: Key Annual Progress Monitoring Measures Quarterly updates on District Financial Forecasting for campuses/department

Financial Forecasting – Campus Benchmarks: Oct., Dec., Feb., April District Benchmarks: Nov., Feb., May, August.

Quarterly updates on district budget, financial forecasting, long range fiscal planning, staffing ratios and compensation through budget board workshops.

SCUC ISD Professional Development Plan 2018-2019

Professional Development Audience Funding Source

Data Services and Training District and Campus Administrators

Title II, Part A

Sheltered Instruction Training District and Campus Staff Title II, Part A

Language Arts Workshop Training Campus Staff Title II, Part A

Standards Based Planning Training

Campus Staff Title II, Part A

Instructional Depth and Rigor Campus Staff Title II, Part A

Online Professional Development Resources

District and Campus Administrators

Title II, Part A

Aligned and Effective Assessment Writing

Curriculum Coordinators Title II, Part A

Instructional Coaching Training Campus Instructional Coaches and Curriculum Coordinators

Title II, Part A

Results Coaching Training District and Campus Administrators

Title II, Part A

Professional Development Best Practices Training

District and Campus Administrators

Title II, Part A

Books to Support Title 2 Funded Training

All of the Above Title II, Part A

Panorama Social Emotional Screener and Supports/Materials Training

Schertz Elementary and Wilder Intermediate Staff

Title IV, Part A

Staff training on emotional poverty and diversity

Schertz Elementary and Wilder Intermediate Staff

Title IV, Part A

Professional Learning Community Time and Support

All Staff Local Funds; TEA Waiver for Time During Contract Hours

Training to Meet Needs of All Learners:

● 504 Training ● RtI Training ● Special Education Training ● Content Specific Training ● SCUC-U Event ● Gifted and Talented

Training

All Staff Local Funds, IDEA Funds

State and Federal Requirements Addendum District Improvement Plan 2018-2019

Bullying Prevention

Strategies Resources Staff Responsible Evaluation

Provide resources and training for bullying prevention to our campus administrators

Bullying Prevention and Intervention Guidebook

Directors for Elementary and Secondary Education, Campus Principals

Principal PLC agendas, Eduphoria records

Career and College Preparation and Education


Students in junior high take career and college readiness class, including career assessments and research (Dobie JH)

Teachers and instructional materials, KUDER online resource

Dobie Principal Course selection guide and master schedule, Reported to PEIMS

7th graders complete career research and academic plans (Corbett JH)

KUDER online resource Corbett Principal, Corbett Counselor Reported to PEIMS

8th grade selects endorsements, complete 4 year plans, and 2 parent nights are held annually to prepare for high school

Local Campus counselors Night scheduled annually, 4 year plans completed

College night annually held Local Campus counselors Nights scheduled annually

2 Financial aid nights held annually Local, local college and military staff Campus counselors Nights scheduled annually

4 parent nights regarding course selection, post-secondary planning, graduation

Local Campus counselors Nights scheduled annually

College Connection through ongoing support for application and scholarship applications, and ongoing support

Local college staff Campus counselors Calendar planned annually

Advanced academic programs are offered and parent nights held to inform parents and students of options in advanced academics

Local Campus counselors Information nights scheduled annually

Child Abuse and Sexual Abuse Prevention


All staff will be trained in recognizing and reporting child abuse at the beginning of the school year

Online training through Eduphoria Campus administrators, Director of Human Resources

Training records in Eduphoria

All SCUC ISD staff will follow child abuse reporting requirements

N/A All staff Counselor documentation

Coordinated Health-SHAC Council


The SHAC Council will meet a minimum of 4 times per year

N/A SHAC Chairperson Sign in Sheets, Minutes, Agendas

The council will provide the SCUC ISD Board an annual report of their activities for the year

N/A Coordinator for Nursing and Health Services

Board Agenda with Presentation

The majority of the council membership will be parents and the co-chair will be a parent

N/A Coordinator for Nursing and Health Services

.Membership List

Dating Violence Awareness


Guidance lessons for secondary students are provided regarding dating violence and sexual assault.

Locally developed presentation Junior High and High School Counselors Counselors provide dates of presentations to Director of Counseling and CCMR

Dyslexia


Provide a Dyslexia Parent Night to provide parents with critical information about dyslexia.

Local Funds District ELA Coordinators Progress checks with Reading Specialists; Parent night scheduled and completed; Attendance sheets

Utilize research based materials regarding dyslexia to provide instruction based student needs.

Local Funds: Wilson, Really Great Reading

Campus Dyslexia Teachers, Campus Administration, District ELAR Content Coordinators

Observations of teachers implementing and working in Dyslexia PLC, Dyslexia PLC agendas and sign in sheets

Federal Programs Compliance


SCUCISD will evaluate student achievement in the following programs: Title 1, Bilingual/ESL, Gifted and Talented, Special Education, LEP, Career and Technology Education and students in at-risk categories.

Local Student and Academic Services Staff, Campus Administration, School Counselors

Data reports; Comprehensive Needs Assessment

Title 1, Part A campuses will implement the Title I supplemental funds to maximize student learning and achievement.

Title I Title 1 Campus Principals, Director of Curriculum and Professional Development

Budget reports, Annual federal compliance report

All programs which receive federal funding will maintain compliance with Education Department General Administrative Regulations (EDGAR)

Local Directors over federal funds, Director of Purchasing, Executive Director of Finance

Budget reports, Annual federal compliance report

Recruitment of Highly Effective Teachers


SCUC ISD has developed an equity plan to address recruitment of quality Dual Language teachers.

Equity Plan; high pay in comparison to peer districts

Director of Human Resources District Pay scale; review Equity Plan annually

SCUC ISD teacher pay scale is regularly compared to neighboring districts to ensure competitive pay.

Teacher Pay Scale Director of Human Resources Review of pay scale regularly; TASB Staffing Audit

Sexual Assault and Trafficking, Student Maltreatment


Campus counselors provide guidance lessons at the secondary level for students regarding sexual assault and trafficking

Presentation provided from the Rape Crisis Center

Junior High and High School Counselors, Director of Counseling and CCMR

Counselor documentation of dates training was provided

Assembly for students at elementary regarding student maltreatment and safety.

WHO program District Social Worker Social worker documents dates training was provided.

Student Achievement/Dropout Prevention


All students will have a graduation pathway plan developed in 8th grade, and an annual review with parent notification will occur to ensure that students are progressing towards graduation with their cohort as expected.

Campus counselors, printing costs Director of Counseling Services, Campus counselors, Campus administration

Plans in place for 8th graders, meetings scheduled

Services will be provided for at-risk students to increase academic achievement and reduce the dropout rate for these students

State Comp Ed funds Student and Academic Services staff, Campus Administration, Campus Counselors, Campus Testing Coordinators

State Comp Ed reports, Annual district report to the school board, school board agenda

Suicide Intervention


The district has developed prevention, intervention and postvention plans and procedures and has shared them with school counselors and campus administrators. Annual training is conducted by the campus counselors for all staff.

District Suicide Prevention, Intervention, and Postvention Plan

School counselors; Campus Principals, Director of Counseling and CCMR

Plans updated as needed; campus sign in sheets and agendas show training completed

SCHERTZ-CIBOLO-U CITY ISD

STUDENT ACHIEVEMENT

B86 out of 100

The Student Achievement domain tells ushow much students know and are able todo at the end of the school year.

SCHOOL PROGRESS

B84 out of 100

The School Progress domain shows us howstudents are performing over time andcompares that progress to similar schools.

CLOSING THE GAPS

B89 out of 100

The Closing the Gaps domain tells us howwell di erent populations of students in adistrict are performing.

16 Schools 15,615 Students Enrolled

HOW WELL IS THIS DISTRICT PERFORMINGOVERALL?

B87 out of 100

UNDERSTANDING OVERALL PERFORMANCE

This report card is designed to tell us how well we are helpingstudents reach grade level and how well we are preparing themfor success after high school. Much like the grades we givestudents, we can use these grades to identify ways to help schoolsimprove over time. The overall grade is based on performance inthree di erent areas, or domains, which are noted below.

DISTINCTIONSPostsecondary Readiness

SCHERTZ-CIBOLO-U CITY ISD

STUDENT ACHIEVEMENT

SCHOOL PROGRESS

CLOSING THE GAPS

SCORE % OF GRADE

STAAR Performance 87 40%

College, Career, and Military Readiness 80 40%

Graduation Rate 95 20%

Total 86 100%

SCORE

Academic Growth 84

Relative Performance 73

Total 84

The higher ofGrowth or

Performance is used.

SCORE % OF GRADE

Grade Level Performance 96 50%

Academic Growth/Graduation Rate 75 10%

English Language Pro ciency 100 10%

Student Achievement 70 30%

Total 89 100%

FINANCE SUMMARY 2016-17

FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS (FIRST)

A100 out of 100

9/19/2018 PEIMS - SCHERTZ-CIBOLO-U CITY ISD Dashboard

https://094902.ondata20.net/index.php/pdp/ 1/2

1060 Elbel Rd Schertz, TX 78154-2099 (210) 945-6235 Phone (210) 945-6252 Fax

School Population (2017 - 2018 Summer PEIMS file loaded 08/23/2018) Count Percent

Student Total 16,698 100%Early Education Grade 75 0.45%Pre-Kindergarten Grade 359 2.15%Kindergarten Grade 1,106 6.62%1st Grade 1,145 6.86%2nd Grade 1,174 7.03%3rd Grade 1,221 7.31%4th Grade 1,203 7.20%5th Grade 1,192 7.14%6th Grade 1,223 7.32%7th Grade 1,315 7.88%8th Grade 1,284 7.69%9th Grade 1,449 8.68%10th Grade 1,382 8.28%11th Grade 1,216 7.28%12th Grade 1,354 8.11%

Administration (2017 - 2018 Fall PEIMS file loaded 04/28/2018)

Superintendent Greg GibsonAssistant/Assoc/Deputy Super Damon Edwards

Student Demographics (2017 - 2018 Summer PEIMS file loaded

08/23/2018)Count Percent

GenderFemale 8,071 48.34%Male 8,627 51.66%

EthnicityHispanic-Latino 6,912 41.39%

RaceAmerican Indian - Alaskan Native 58 0.35%Asian 331 1.98%Black - African American 1,942 11.63%Native Hawaiian - Pacific Islander 61 0.37%White 6,378 38.20%Two-or-More 1,016 6.08%

Special Services (2017 - 2018 Summer PEIMS file loaded 08/23/2018) Count Percent

Instructional SettingsSpeech Therapy code (00) 957 41.46%Homebound code (01) 24 1.04%Hospital Class code (02) 0 0.00%Resource Room codes (41,42) 478 20.71%VAC code (08) 7 0.30%Off Home Campus codes (91,92,93,94,95,96,97,98) 25 1.08%State School code (30) 0 0.00%Residential Care codes (81,82,83,84,85,86,87,88,89) 0 0.00%Self-Contained codes (43,44) 306 13.26%Full-Time Early Childhood code (45) 16 0.69%

094902 : Schertz-Cibolo-U City ISD Logged in as Paige Meloni

District : Schertz-Cibolo-U City ISD

https://094902.ondata20.net/index.php/dc_dashboards/dc_image_upload/index/dc/094902

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https://094902.ondata20.net/index.php/l/index/t/1/rec/405/year/2018/c0/rec_405.e0173a/f0/43,44/c1/rec_110_summer.e0212/f1/094902/d/rec_411.e0923,rec_101.e0005a,rec_101.e0004,rec_101.e0006,rec_405.e0173a.d.c/title/Self+Contained+2018

https://094902.ondata20.net/index.php/l/index/t/1/rec/405/year/2018/c0/rec_405.e0173a/f0/45/c1/rec_110_summer.e0212/f1/094902/d/rec_411.e0923,rec_101.e0005a,rec_101.e0004,rec_101.e0006,rec_405.e0173a.d.c/title/Full+Time+Early+Childhood+2018

9/19/2018 PEIMS - SCHERTZ-CIBOLO-U CITY ISD Dashboard

https://094902.ondata20.net/index.php/pdp/ 2/2

Student by Program (2017 - 2018 Summer PEIMS file loaded 08/23/2018) Count Percent

Career and Technical Education (CTE) 6,123 36.67%Free Lunch Participation 4,237 25.37%Reduced Lunch Participation 1,058 6.34%Other Economically Disadvantaged 24 0.14%Gifted & Talented 1,007 6.03%Special Education (SPED) 1,797 10.76%Title 1 Participation 2,342 14.03%Pregnancy Related Services 11 0.07%

Homeless StatusesHomeless Status Total 223 1.34%Shelter 6 0.04%Doubled Up 184 1.10%Unsheltered 5 0.03%Hotel/Motel 28 0.17%

Other Student Information (2017 - 2018 Summer PEIMS file loaded

08/23/2018)Count Percent

Economically Disadvantaged 5,319 31.85%Title I Homeless 0 0.00%Limited English Proficient (LEP) 644 3.86%Migrant 4 0.02%Military Connected 3,015 18.06%Foster Care 140 0.84%Unaccompanied Youth 65 0.39%

© 2018, On Data Suite www.ondatasuite.com Printed: 09/19/2018 at 11:09 am

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SCUCISD | Business Insights Report 2018 Page 1

Themes


OrgHealthAlignment


OrgHealthEffectiveness


OrgHealthConnection


OrgHealthMy Manager

How statement responses changed since last survey

Statement report


Most improved statementsMay include statements that decreased the least


Least improved statementsMay include statements that decreased the most

9/19/2018 District Status Detail

https://tealprod.tea.state.tx.us/First/forms/District.aspx?year=2016&district=094902 1/3

R A T I N G Y E A R 2017-2018 D I S T R I C T N U M B E R district # Select An Option Help Home

Financial Integrity Rating System of Texas

2017-2018 RATINGS BASED ON SCHOOL YEAR 2016-2017 DATA - DISTRICT STATUS DETAILName: SCHERTZ-CIBOLO-U CITY ISD(094902) Publication Level 1: 8/6/2018 2:48:24 PM

Status: Passed Publication Level 2: 8/8/2018 12:11:29 PM

Rating: A = Superior Last Updated: 8/8/2018 12:11:29 PM

District Score: 100 Passing Score: 60

# Indicator Description Updated Score

1 Was the complete annual financial report (AFR) and data submitted to the TEA within 30 days of the November 27 or January 28 deadlinedepending on the school district’s fiscal year end date of June 30 or August 31, respectively?

4/20/20188:46:08AM

Yes

2 Review the AFR for an unmodified opinion and material weaknesses. The school district must pass 2.A to pass this indicator. The school districtfails indicator number 2 if it responds "No" to indicator 2.A. or to both indicators 2.A and 2.B.

2.A Was there an unmodified opinion in the AFR on the financial statements as a whole? (The American Institute of Certified Public Accountants(AICPA) defines unmodified opinion. The external independent auditor determines if there was an unmodified opinion.)

4/20/20188:46:08AM

Yes

2.B Did the external independent auditor report that the AFR was free of any instance(s) of material weaknesses in internal controls over financialreporting and compliance for local, state, or federal funds? (The AICPA defines material weakness.)

4/20/20188:46:08AM

Yes

3 Was the school district in compliance with the payment terms of all debt agreements at fiscal year end? (If the school district was in default in aprior fiscal year, an exemption applies in following years if the school district is current on its forbearance or payment plan with the lender and thepayments are made on schedule for the fiscal year being rated. Also exempted are technical defaults that are not related to monetary defaults. Atechnical default is a failure to uphold the terms of a debt covenant, contract, or master promissory note even though payments to the lender,trust, or sinking fund are current. A debt agreement is a legal agreement between a debtor (= person, company, etc. that owes money) and theircreditors, which includes a plan for paying back the debt.)

4/20/20188:46:08AM

Yes

4 Did the school district make timely payments to the Teachers Retirement System (TRS), Texas Workforce Commission (TWC), Internal Revenue 4/20/2018 Yes

https://tealprod.tea.state.tx.us/First/forms/Main.aspx

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Filing%20Timeliness

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Clean%20Audit

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Internal%20Controls

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Mortgage%20Paid

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Government%20Payments



Service (IRS), and other government agencies? 8:46:08AM

5 Was the total unrestricted net position balance (Net of the accretion of interest for capital appreciation bonds) in the governmental activitiescolumn in the Statement of Net Position greater than zero? (If the school district's change of students in membership over 5 years was 7 percentor more, then the school district passes this indicator.)

4/20/20188:46:09AM

Yes

1MultiplierSum

6 Was the number of days of cash on hand and current investments in the general fund for the school district sufficient to cover operatingexpenditures (excluding facilities acquisition and construction)? (See ranges below.)

4/20/20188:46:09AM

10

7 Was the measure of current assets to current liabilities ratio for the school district sufficient to cover short-term debt? (See ranges below.) 4/20/20188:46:09AM

10

8 Was the ratio of long-term liabilities to total assets for the school district sufficient to support long-term solvency? (If the school district’s changeof students in membership over 5 years was 7 percent or more, then the school district passes this indicator.) (See ranges below.)

4/20/20188:46:09AM

10

9 Did the school district’s general fund revenues equal or exceed expenditures (excluding facilities acquisition and construction)? If not, was theschool district’s number of days of cash on hand greater than or equal to 60 days?

4/20/20188:46:10AM

10

10 Was the debt service coverage ratio sufficient to meet the required debt service? (See ranges below.) 4/20/20188:46:10AM

10

11 Was the school district’s administrative cost ratio equal to or less than the threshold ratio? (See ranges below.) 4/20/20188:46:10AM

10

12 Did the school district not have a 15 percent decline in the students to staff ratio over 3 years (total enrollment to total staff)? (If the studentenrollment did not decrease, the school district will automatically pass this indicator.)

6/19/201811:12:12AM

10

13 Did the comparison of Public Education Information Management System (PEIMS) data to like information in the school district’s AFR result in atotal variance of less than 3 percent of all expenditures by function?

4/20/20188:46:11AM

10

14 Did the external independent auditor indicate the AFR was free of any instance(s) of material noncompliance for grants, contracts, and lawsrelated to local, state, or federal funds? (The AICPA defines material noncompliance.)

4/20/20188:46:11AM

10

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Government%20Payments

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Unrestricted%20Net%20Asset%20Balance

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Cover%20Operating%20Expenditures

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Asset%20Liability%20Ratio

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Long%20Term%20Solvency

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=General%20Fund%20Revenues

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Debt%20Service%20Coverage

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Administrative%20Cost%20Ratio

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Student%20Staff%20Ratio

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Matching%20Data

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Compliance



15 Did the school district not receive an adjusted repayment schedule for more than one fiscal year for an over allocation of Foundation SchoolProgram (FSP) funds as a result of a financial hardship?

4/20/20188:46:11AM

10

100WeightedSum

1MultiplierSum

100Score

DETERMINATION OF RATINGA. Did the district answer 'No' to Indicators 1, 3, 4, 5, or 2.A? If so, the school district's rating is F for Substandard Achievement regardless of points earned.

B. Determine the rating by the applicable number of points. (Indicators 6-15)

A = Superior 90-100

B = Above Standard 80-89

C = Meets Standard 60-79

F = Substandard Achievement <60

No Rating = A school district receiving territory that annexes with a school district ordered by the commissioner under TEC 13.054, or consolidation underSubchapter H, Chapter 41. No rating will be issued for the school district receiving territory until the third year after the annexation/consolidation.

Home Page: Financial Accountability | Send comments or suggestions to [email protected]

T H E T E X A S E D U C A T I O N A G E N C Y 1 7 0 1 N O R T H C O N G R E S S A V E N U E · A U S T I N , T E X A S , 7 8 7 0 1 · ( 5 1 2 ) 4 6 3 - 9 7 3 4

FIRST 5.4.1.0

https://tealprod.tea.state.tx.us/First/forms/Tests.aspx?year=2016&district=094902&test=Repayment%20Schedule

http://tea.texas.gov/Finance_and_Grants/Financial_Accountability/

mailto:[email protected]?subject=FIRST%20Suggestions

http://tea.texas.gov/

Documents

Schertz-Cibolo Universal City Independent School District ... › cms › lib › TX02204767 › Centricity › Dom… · 1) Instructional faculty meetings as opposed to operational