Walter Prescott Webb Early College Prep Primary School€¦ · Strategic Plan 2010-2015 The Campus Improvement Plan directly supports the AISD Strategic Plan. Mission In partnership

Walter Prescott Webb Early College Prep Primary School

2014-2015 Campus Improvement Plan

Austin Independent School District

Webb Primary Center 193 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 6

By campus administration and/or leadership team 12

We confirm the above information as correct … Position Name Date

Principal Dolores Godinez 9/16/14

Co-Chair Michelle Montalvo 9/16/14

Co-Chair Nelly Narez 9/16/14


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.


CAMPUS ADVISORY COUNCIL (CAC): SY 2014-15 Membership

Non-Voting Members Name Regularly Scheduled CAC meetings:

Principal Dolores Godinez Day of the Month (e.g., 2nd

Tues): 1st Tues, Wed or Thurs

Time: 3:00

Voting Members Name CAC

Co-Chair ()

CAC Sec. ()

PTA Pres. ()

Classroom Teacher

()

SpEd Expertise

()

Other Prof. Staff Member

(Give Title)

Parent Rosula Chávez

Parent Sulma Maldonado

Parent Guadalupe Cancino

Parent Nelly Narez

Parent Azreth Avila

Parent Zulma Martínez

Professional Staff Member Veronica Vela

Professional Staff Member Petra Ocampo

Professional Staff Member Maria Treviño

Professional Staff Member Sherrie Benhumea

Professional Staff Member Blanca Parsons Resource Teacher

Professional Staff Member Michelle Montalvo Assistant Principal

Classified Staff Member Lydia Hernandez, Reyna Lopez

Student (If Applicable) N/A

Student (If Applicable) N/A

Business Representative Sonia Smith

Community Representative Carla Parsons


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)

TEMI scores for BoY, MoY & EoY

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

Reading

Math


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


Table #CI-1 State: Below safeguard target

Performance Objective: Increase the number of students in K-2 meeting or exceeded College Readiness standards for reading Applicable Strategic Plan Goal(s): 1. All students will perform at or above grade level.

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

Guided Reading instruction and expectations will be standardized by grade level

1, 2, 3, 4, 7, 8, 10

Teachers Instructional Specialist Reading Specialist Administrators TAs

PD pertinent to guided reading expectations Lesson plans and activities per grade will be explained Reading specialist meets and teaches lessons to novice teachers and others needing support

Guided reading lessons are schedules daily Instruction is effective Daily schedules

Sept 2014- May 2015

In Progress

Every teacher K-3 will receive a campus-created Guided Reading Notebook which will include data from previous year, templates for lessons, Progress Monitoring Charts for class and individual students

1, 2, 3, 4, 7, 8, 10

Principal Teachers Reading Specialists Instructional Specialist

Supplies Research articles District GR expectations

Teachers use the GR notebooks daily for instruction GR Notebooks are available for Principal review by GR area

Sept 2014 Completed





Students are aware of their reading levels, their teacher’s goals and expectations for them, as well as a timeline of progress Students are able to verbalize the above information when asked during walkthroughs Data in notebooks is kept updates

Daily Tier I guided reading instruction is provided to all students in the classroom

6, 8, 10 Teachers Principal Reading Specialist Instructional Specialist

Lesson plans in Guided Reading Notebook

Lesson plans in Guided Reading Notebook Walkthroughs, observations Student progress monitoring charts show evidence of student progress in reading

On-going Bi-weekly check of GR notebook Student groups lists from classroom teachers

In Progress

Increase the number of minutes for independent reading in the spring for 1-2

4, 6, 7, 10 Teachers Principal Reading Specialist Instructional Specialist Librarian

Level readers for classroom use Increase the volume of books for classroom libraries Purchase level readers for literacy library up to level 40 in English and Spanish Reproduce take-home books A-Z books Achieve 3000

Daily schedules Lesson plans Readers log signatures from parents

On-going In Progress





Create classroom libraries Principal Teachers Reading Specialist Instructional Specialist Librarian

Identify and purchase appropriate books based on grade level reading needs to increase the volume of books per classroom Make appointments with sales reps from different companies Find sources of free books such as scholastic and other community-based resources Allocate Title I funds to purchase required materials for classrooms and direct student use

Classroom libraries are set up Students use of classroom libraries is evident during walkthroughs Independent treading time is allocated in daily schedules

September-October 2014 On going

Completed


Performance Objective: Increase the number of students meeting or exceeding School Readiness standards, and close Readiness performance gaps

between all student groups. Applicable Strategic Plan Goal(s): Achievement gaps among all student groups will be eliminated.


apply)




Effectiveness


Status

Form a literacy focus group/PLC to provide high-quality teacher professional development to increase knowledge and understanding of best practices in classroom pre-reading instruction.

3, 4 Literacy Focus group Teachers Instructional Specialist Administrators TAs

Meetings Research articles as needed Survey to staff

Staff participates in Book/Professional Articles/Journal studies, including the District’s Literacy Handbook PLC meetings held by the

Throughout the year In Progress





Language Arts Committee meetings once a month and as needed. Staff participates in and gives Professional Development Presentations

Provide a literacy rich environment to promote student growth in pre-reading skills and emergent reading skills.

3, 8, 9 Teachers Instructional Specialist Reading Specialist Librarian Administration TAs

Teachers will create a print rich environment by labeling common objects in the classroom in English and Spanish using the colors blue and red, provided by the District Teachers will expose students daily to letters of the alphabet by identifying their individual names for sign-in, cubby identification, participating in morning message, and during focused small group instruction. Phonics materials and resources (phones, mirrors, posters) to be used during literacy block in PK-K Phonics phones in 1-2 classrooms for independent reading Detailed and timed delivery of instruction for

Walkthroughs Lesson plans show a detailed schedule for literacy block that includes phonics instruction, phonemic awareness activities, shared reading and interactive writing MoY Data Day meeting by grade level to analyze teacher practices and student outcomes






literacy Teachers will provide an assortment of books in the classroom, daily write aloud, read aloud, and interactive letter walls. Purchase Cancioneros (new version) Librarian will engage students in Read-aloud and purposeful literacy activities. Instructional Specialist and Reading Specialist will provide literacy tips for teachers through e-mail, bulletin board, or staff meetings.

Support the acquisition of mathematical concepts appropriate for PK-3

2, 3, 8, 9, 10

Teachers Instructional Specialist Principal Assistant Principal TAs

Student progress is evident as measured by TEMI system Purchase manipulatives for 3

rd grade according to

TEKS framework Follow expectations for Area 2 campuses Instructional coach will provide math tips, training and workshops for staff after attending Area 2 trainings for math Insure that students

Walkthroughs Lesson plans 9-box planning Student use of manipulatives is evident during walthoughs

On going In Progress





participate in activities that require the use of manipulatives following the required guidelines and/or math curricula as required Establish a campus-wide numerical fluency daily expectation PK-3

Support the acquisition of English as a Second Language (ESL) through the one-way dual language program.

2, 3, 8, 9, 10

ESL/Bilingual Teachers, Instructional Specialist Librarian, Principal

Use a variety of programs such as English Scholastic, Treasures Engage students daily in oral language activities that develop vocabulary such as songs and charts; using appropriate bilingual materials with bilingual students Provide center activities to practice oral language activities such as songs and charts in English and Spanish using picture cards and books. Read aloud to students several times daily using a variety of text, using ESL strategies with bilingual ELL students. Math will be taught in English in all Bilingual Classrooms.

Language of the day is respected and followed during morning announcements Math lesson plans evidence instruction is provided in English with Spanish as support only Teachers initiate guided reading in English for those students who surpass their grade level goals in their native language Close monitoring of EDL reading levels to assess student progress in L1 as a precursor to GR in English






Provide Teachers with one-way dual language training and strategies to be used with ELL students.

Plan and implement a Family Literacy Event to promote literacy with parents.

6, 8 Teachers, Counselor, Language Arts Committee, Administrator, Support Personnel

Literacy Focus group will determine the date for literacy night and plan the activities that will take place. Counselor and PSS will help with promoting the event to parents Teachers and support staff will be present the night of the event to assist with the literacy activities planned.

Literacy Night Family event

Oct 30, 14 In Progress

Provide workshops throughout the year for parents to give them strategies for helping their child at home, for improving health and wellness, and for curriculum awareness

6, 8 PSS Administrator Counselor

PPS will coordinate events in conjunction with Principal PSS will contact resources from around the community that can provide the services to our community







Performance Objective: Set the foundation for students to meet or exceed STAAR passing standards, and close performance gaps between all student groups. Applicable Strategic Plan Goal(s): Applicable Strategic Plan Goal(s): 4. All schools will meet or exceed state accountability standards, and the district will meet federal

standards and exceed state standards. Specific Improvement Strategy Title 1

(list all that apply)




Effectiveness


Status

Develop strategic reading program to enhance comprehension

1, 2, 3, 4, 8, 9

Administrator Instructional Specialist Reading specialists Teachers TA

Provide strategic instruction on connecting to prior knowledge, questioning, inferring determining main ideas and themes, and synthesizing information gradually releasing responsibility to learner by using modeling, guided practice, and independent practice Use graphic organizers, anchors of support response notebooks Provide appropriate and varied text to apply critical thinking skills Implement daily school-wide tutorials for Tier II students Create and implement Team Learning Objectives as required by AISD REACH

Students use the anchors of support available in the classroom Walkthroughs Lesson plans 9-box planning


Develop strategies to improve fluency rate in reading

1, 2, 3, 4, 8, Administrator Instructional Specialist

Implement guided reading practices that

Additional support provided to classroom teachers during

In Progress





9 Reading specialist Teachers TAs

provide for paired/supported reading and independent reading Provide opportunities for students to read literature that specifically links concepts in texts to students’ background knowledge Provide training and targeted assistance to new teachers Purchase Readers’ Theater system for enrichment activity Purchase Read Naturally materials in English and Spanish

guided reading Close monitoring of EDL and DRA/EDL scores Tejas LEE/ TPRI scores MoY Data Day meeting by grade level to analyze teacher practices and student outcomes Students learn how to use Read Naturally materials during independent activities Students need less support from Tier II interventions

Develop an aligned K-3 science curriculum

1, 2, 3, 4, 8, 9

Administrator Instructional Specialist Teachers TA

Utilize data to determine language of instruction for each student Implement Interactive Science journals Providing strategies to teachers on working with ELLs in Science Implement methods to increase ELL’s understanding of concepts in English Identify students that

Lesson plans 9-box planning Walkthroughs






require intervention Create and implement Student Learning Objectives as required by AISD REACH Integrate technology to facilitate and support real-life science concepts

Implement rigorous science instruction using the 5-E model

Administrators Instructional Specialist Teachers TA

Delivery of lesson components documented on instructional performance indicators

Lesson plans 9-box planning Walkthroughs


DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015




Table #DR-1

Performance Objective: Students and staff will achieve health and fitness through: 1. Implementation of Coordinated School Health (K-8: CATCH, HS: Other activities) 2. Student participation in physical activities

3. Improvement of Fitnessgram results for all students 4. Compliance with the nutrition guidelines and staff wellness (Wellness Policy)

Applicable Strategic Plan Goal(s): 1,2


apply)




Effectiveness


Status

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

8, 9 Classroom teachers CRMs PE Teacher provides guidance and support to staff Teachers will include in weekly, monthly lesson plans evidence of the health/CATCH lessons taught.

No compliance issues reported from Texas Department of Agriculture, campus staff, parents, or food from services Teachers will include weekly, monthly lesson plans evidence of the health of the health/CATCH lessons taught


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

9 Classroom Teachers Physical Ed. Teacher, Nurse Cafeteria workers

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

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


Elementary campuses will have two family fitness fun nights annually.

9 Principal PE teacher Teachers Instructional specialist

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

Events scheduled in master calendar


Ensure student participation in moderate to vigorous physical active during PE, WOW, and Brain Breaks

8, 3, 4 Teachers Administrators PE coach

Master schedule. Teachers and students being physically active during the school day






Table #DR-1





apply)




Effectiveness


Status

Plan and implement PE lessons that include 50% of moderate to vigorous activity weekly Schedule and implement 20 minutes of structured WOW time

Implement Brain Breaks throughout the day

Identification of WOW lessons used written into teachers’ daily lesson plans

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

8 Teachers Administrators

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

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


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

9 Principal Assistant Principal PE teacher Teachers

Principals will share the nutrition memo (dated August 2009) with staff, teachers, PTA, and parents.

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






Table #DR-1





apply)




Effectiveness


Status

Principals will communicate contents of the policy across stakeholders. Principals will identify the three exempted days and email the information to AISD Health Coordinator. Teachers will use alternative rewards instead of food.

Staff will participate in campus wide initiatives that promote health awareness and wellbeing

2, 9 Principal Assistant Principal CATCH Coordinator Teachers

CATCH committee will meet on a regular basis to discuss, develop and implement health awareness and wellbeing among the staff.

Sign-in sheets Minutes of CATCH meetings Activities identified will be added to campus master calendar






Table #DR-2

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


apply)




Effectiveness


Status

Campus implementation of No Place for Hate Activities

4, 9 Counselor Teacher Principal All Staff

No Place for Hate training Guiding lessons in classroom by counselor

No Place for Hate activates as agreed upon by committee

Monthly schedules activities school-wide On-going

In Progress

Campus implementation of Social Emotional Leanirng

1, 2, 4, 6, 9 Counselor Teacher Principal All Staff

SEL training and materials

Weekly schedules lessons as evidenced in daily schedules Agreed upon campus wide time for SEL lessons (with exceptions for classes attending special areas)


Table #DR-3

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


apply)




Effectiveness


Status

Provide parents with a variety of ways to participate in school-related activities.

6, 7, 8, 9, 1 PSS Administrators Teachers Support Staff

Survey parents as to their interest and needs to facilitate planning of campus activities designed to promote parent participation Encourage parents to be active volunteers in their

Bimonthly newsletters from teachers, flyers, Monthly parent meetings, parenting classes, and planning meeting with the feeder school and the middle school






Table #DR-3



apply)




Effectiveness


Status

child’s classroom, the library, school office, or school’s PTA Invite parents to participate in various school related activities with their children, placing an emphasis on keeping home school communication up to date. Maintain positive home/school communication through newsletters, flyers, parent coffees and calendars in both English and Spanish Offer sessions throughout the school year for English and monolingual Spanish speakers to every extent possible. Invite parents of Spanish speaking students to informational meetings on the bilingual program. Invite parents to





Table #DR-3



apply)




Effectiveness


Status

celebrations, awards, assemblies, and individual parent conferences during the course of the year.

Improve opportunities for parental involvement

6, 8, 10 PSS Administrators Teachers Support Staff

Hold meaningful parent-teacher conferences in their native language Provide information about parents’ rights and responsibilities in parent’s native language. Provide curriculum and program information by grade in parent’s home language. All district and state assessments will be interpreted orally and in writing to parents in their home language. Provide parenting classes in English and Spanish

Parent-teacher conference logs reflect 90% conferences for every classroom teacher New information shared with the community within 2 weeks 9 week Newsletters Sign-up sheets for parent activities


Develop a plan for transitioning students from EC, Pre-Kinder to Kindergarten, Kindergarten to 1

st, 1

st

to 2nd

grade, and 2nd

to 3rd

grade

10, 11 Administrators Teachers

Pre-K students will participate in school programs with all Kinder students

Participation of 100% of all Pre-K, Kinder, 1

st, 2

nd, and

3rd

grade students






Table #DR-3



apply)




Effectiveness


Status

Pre-K students and parents will visit Kindergarten classrooms

Table #DR-4

Performance Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC.

Applicable Strategic Plan Goal(s): 1,2,3


apply)




Effectiveness


Status

Provide Literacy Training (DRA/EDL and TPRI/Tejas LEE) to staff at the beginning of the school year to ensure appropriate instruction to students at their reading level.

1, 4, 7 Principal Reading Specialist Instructional Specialist Teachers TAs

Campus-created Guided Reading Notebooks PD on Guided Reading Lesson modeling for new teachers

Teachers comply and abide by the district/campus deadlines and input the date/results for each child in the designated grade level assessments. Classrooms have been set and organized reading groups and instruction is in place. Guided Reading Notebooks are kept updated and accessible for admin review during walkthoughs

August 2014 On going On going

Completed In Progress

Incorporate science interactive notebooks to accelerate and increase

1, 3, 4, 7 Resource Teacher Counselor

Attend District training on dyslexia

Students have been identified correctly as they

September/ October 2014

Completed





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.



apply)




Effectiveness


Status

the rigor of science instruction in PK-3

rd grade

Teachers TAs

Dyslexia materials as provided for the district Identification of students as needed

have gone through the AISD process. Teachers have been given strategies and have/are implementing these strategies as evident by the increased performance of these identified students.

Dyslexia training PD to ensure that teachers are providing targeted support to children that have been identified.

1, 7 Administrators Counselor Teachers

PD on use of eCST system for new staff by Krystal Colhoff One-on-one follow up sessions for teachers needing extra support

Teachers are inputting observable behavior data and/or academic strengths/weakness regularly to maintain tabs of child’s progress: progress monitoring.

September/ October 2014 On going

Completed

Effective and systematic use of the eCST system to ensure student needs are being meet Best Practices in Math – Anchors of Support- PD provided by Staff Member

5, 8 Campus Math contact; master teachers

Campus-based PD on the creation and incorporation of anchors of support in PK-3

rd grade

Anchors of support are visible and present in all classrooms Student use of anchors is evident during walkthroughs Anchors according to SE are incorporated in 9-box planning template

August 2014 Ongoing

Completed In Progress





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: 33.3% Does campus performance require inclusion of this objective? (Yes or No): Yes



apply)




Effectiveness


Status

N/A


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

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

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

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

Teachers will work with targeted at risk students and focus on target skills (per student data) to close the achievement gap.

General Supplies for at-risk students: Supplies for classroom instruction and afterschool tutoring in reading and math. Provides supports to economically disadvantaged and/or academically at risk

students.

Reading specialists (to include literacy coaches): Literacy skills instruction for students not meeting state standards in reading.

Elementary Counselors: Counseling for at risk students to address social, emotional, and behavioral needs for effective learning.

Parent Support Specialist (or other parent involvement expenses):

Support provided for parents and family members of students to address needs for effective learning.


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: Allow staff to attend training sessions according to their particular needs

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: Offer financial incentives through REACH program

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: Provide mentors to teachers from Spain Program

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 Provide in-house support for teachers who require assistance with passing bilingual

exams


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.


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-3, #DR-3,

#DR-4

2 School wide reform strategies that provide opportunities for all students to meet state standards and advanced levels of achievement and that use effective methods/strategies based on scientifically based research

#CI-1, #CI-2, #CI-3

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

#DR-1, #DR-4

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, #DR-1, #DR-2, #DR-4

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

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

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, #DR-1, #DR-3, #DR-4

9 Coordination and integration of federal, state, and local services and programs #CI-2, #DR-1, #DR-2,

#DR-3

10 Description of how campus will provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results

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

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


APPENDIX T-2 Explanation of Title I, Part A Expenditures for Improving Student Performance

(All Title I Schools)

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

Type of Expenditure How Will Expenditure Improve Student

Performance? Amount of

Expenditure How Will Impact Be

Assessed?

Improvement Strategy Needs Assessment

Personnel

Clerical overtime Improve at-risk students Target Staff/Student Needs $500.00 Student results

TA Improve at-risk students Target Staff/Student Needs $17,564 Student results

Instructional Supplies, Materials, and Equipment

Copier Rental Improve at-risk students Target Staff/Student Needs $3,800 Student results

Reproduction/Printing Improve at-risk students Target Staff/Student Needs $2,000 Student results

Testing materials Improve at-risk students Target Staff/Student Needs $2,000 Student results

Substitutes Improve at-risk students Target Staff/Student Needs $3,000 Student results

Extra duty Improve at-risk students Target Staff/Student Needs $2,500 Student results

Computer equip/ software Improve at-risk students Target Staff/Student Needs $12,000 Student results

General Supplies Improve at-risk students Target Staff/Student Needs $76,963 Student results

Study Trips Improve at-risk students Target Staff/Student Needs $2,000 Student results

Library books & supplies Improve at-risk students Target Staff/Student Needs $5,700 Student results

Instruct. Counseling materials Improve at-risk students Target Staff/Student Needs $1,350 Student results

Professional Development/Staff Training

Community Services (Function 61)

Monitoring & supplies Improve at-risk students Target Staff/Student Needs $1,000 Student results

Increase parental involve. Improve at-risk students Target Staff/Student Needs $1,063 Student results

Other Requests

Travel and registration Improve at-risk students Target Staff/Student Needs $14, 547 Student results

TOTAL (Must Match BTO Total) $147,537

Campus Scorecard 2014-15

193 - Webb Primary Center

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.

Primary Reading AssessmentEOY On or Above Grade Level

2012-13

Estimated

2013-14

Estimated

2014-15

Improvement Goal

Kinder DRA English 75% 47% 65%

Kinder DRA Spanish 84% 76% 79%

1st DRA English 93% 60% 65%

1st DRA Spanish 39% 82% 85%

2nd DRA English - 86% 88%

2nd DRA Spanish - 65% 68%

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 n/a n/a 94.9% 96.0% 96.5%

Afr Amer n/a n/a 91.4% 95.7% 96.0%

Hispanic n/a n/a 95.1% 96.1% 96.5%

White n/a n/a * * 94.0%

Amer Ind n/a n/a <1% <1% 0.0%

Asian n/a n/a <1% <1% 0.0%

Two+ n/a n/a * * 91.0%

ECD n/a n/a 94.9% 95.9% 96.0%

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

Office of Campus and District Accountability

Webb Primary Center Page 3 Summer 2014

Discipline Targets

Campus Discretionary Removals

Estimated Improvement Goal

2012-13 2013-14 2014-15

# 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


2012-13 2013-14 2014-15

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

% Ethnic

Group

Removed


Afr Amer * * * * 0.00%

Hispanic * * * * 0.00%

White * * * * 0.00%

Amer Ind - - - - 0.00%

Asian - - - - 0.00%




Campus ALC/EDAP or In School Suspensions


2012-13 2013-14 2014-15

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

% Ethnic

Group

Removed


Afr Amer * * * * 0.00%

Hispanic * * * * 0.00%

White * * * * 0.00%

Amer Ind - - - - 0.00%

Asian - - - - 0.00%


Fall Enrollment (PEIMS Snapshot Date)

2012-13

Actual

2013-14

Estimated

All Students 160 207

Afr Amer 9 16

Hispanic 148 181

White 2 4

Amer Ind 0 -

Asian 0 -

Two+ 1 6

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



TELPAS - Students at Beginning Level in Second Year of Testing

2012-13 2013-14 2014-15

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

All Students n/a n/a n/a 28 5 18% 12%

Afr Amer n/a n/a n/a - - - 0%

Hispanic n/a n/a n/a 28 5 18% 12%

White n/a n/a n/a 25 * * 0%

SpEd n/a n/a n/a 6 * * 55%

ECD n/a n/a n/a 26 5 19% 12%

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



Campus/Org Expense ListingAustin Independent School District

09/01/2014As ofFund 199 General Fund

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

Extra Duty - RG-Strategic Comp-Webb Primary %0.00199-11-6118-EB-193-5-24-0-00 0.00 100.0071,500.0071,500.00Extra Duty - CP-Stud Suppt Init-Webb Prim %0.00199-11-6118-R5-193-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AFL-Webb Primary %0.00199-11-6118-B1-193-5-30-0-00 0.00 100.0010,033.0010,033.00Professional Salary - CP-Read Lit-Webb Primary %0.00199-11-6119-RR-193-5-24-0-00 11,684.90 77.7340,788.1052,473.00FICA - RG-Strategic Comp-Webb Primary %0.00199-11-6141-EB-193-5-24-0-00 0.00 100.005,470.005,470.00FICA - CP-Stud Suppt Init-Webb Prim %0.00199-11-6141-R5-193-5-24-0-00 0.00 0.000.000.00FICA - CP-Read Lit-Webb Primary %0.00199-11-6141-RR-193-5-24-0-00 722.53 82.003,291.474,014.00FICA - CP-AFL-Webb Primary %0.00199-11-6141-B1-193-5-30-0-00 0.00 100.00768.00768.00Health/Life Ins - RG-Strategic Comp-Webb Primary %0.00199-11-6142-EB-193-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Stud Suppt Init-Webb Prim %0.00199-11-6142-R5-193-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Read Lit-Webb Primary %0.00199-11-6142-RR-193-5-24-0-00 707.15 87.044,751.855,459.00Wk's Comp - RG-Strategic Comp-Webb Primary %0.00199-11-6143-EB-193-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AFL-Webb Primary %0.00199-11-6143-B1-193-5-30-0-00 0.00 0.000.000.00Teacher Retirement - RG-Strategic Comp-Webb Primary %0.00199-11-6146-EB-193-5-24-0-00 0.00 100.00393.00393.00Teacher Retirement - CP-Stud Suppt Init-Webb Prim %0.00199-11-6146-R5-193-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Read Lit-Webb Primary %0.00199-11-6146-RR-193-5-24-0-00 111.22 91.441,188.781,300.00Teacher Retirement - CP-AFL-Webb Primary %0.00199-11-6146-B1-193-5-30-0-00 0.00 100.0020.0020.00

Total 6100 Payroll Costs 138,204.2013,225.800.00151,430.00

11 Total 138,204.2013,225.800.00151,430.00

Extra Duty - CP-Strategic Comp-Webb Primary %0.00199-12-6118-EB-193-5-24-0-00 0.00 100.005,500.005,500.00FICA - CP-Strategic Comp-Webb Primary %0.00199-12-6141-EB-193-5-24-0-00 0.00 100.00421.00421.00Teacher Retirement - CP-Strategic Comp-Webb Primary %0.00199-12-6146-EB-193-5-24-0-00 0.00 100.0030.0030.00

Total 6100 Payroll Costs 5,951.000.000.005,951.00

12 Total 5,951.000.000.005,951.00

Extra Duty - CP-Strategic Comp-Webb Primary %0.00199-13-6118-EB-193-5-24-0-00 0.00 100.0011,000.0011,000.00Professional Salary - CP-Webb Primary Center %0.00199-13-6119-00-193-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-N. Cntrl Overcrowd-Webb Pri %0.00199-13-6119-RF-193-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-N. Cntrl %0.00199-13-6129-RF-193-5-24-0-00 0.00 0.000.000.00

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FICA - CP-Webb Primary Center %0.00199-13-6141-00-193-5-24-0-00 0.00 0.000.000.00FICA - CP-Strategic Comp-Webb Primary %0.00199-13-6141-EB-193-5-24-0-00 0.00 100.00842.00842.00FICA - CP-N. Cntrl Overcrowd-Webb Pri %0.00199-13-6141-RF-193-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Webb Primary Center %0.00199-13-6142-00-193-5-24-0-00 0.00 100.005,459.005,459.00Health/Life Ins - CP-Strategic Comp-Webb Primary %0.00199-13-6142-EB-193-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-N. Cntrl Overcrowd-Webb Pri %0.00199-13-6142-RF-193-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Webb Primary Center %0.00199-13-6143-00-193-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Strategic Comp-Webb Primary %0.00199-13-6143-EB-193-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-N. Cntrl Overcrowd-Webb Pri %0.00199-13-6143-RF-193-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Webb Primary Center %0.00199-13-6146-00-193-5-24-0-00 0.00 100.00520.00520.00Teacher Retirement - CP-Strategic Comp-Webb Primary %0.00199-13-6146-EB-193-5-24-0-00 0.00 100.0061.0061.00Teacher Retirement - CP-N. Cntrl Overcrowd-Webb Pri %0.00199-13-6146-RF-193-5-24-0-00 0.00 0.000.000.00


Food/Refreshment - CP-N. Cntrl Overcrowd-Webb Pri %0.00199-13-6497-RF-193-5-24-0-00 0.00 0.000.000.00

Total 6400 Other Operating Costs 0.000.000.000.00

13 Total 17,882.000.000.0017,882.00

Extra Duty - CP-Strategic Comp-Webb Primary %0.00199-23-6118-EB-193-5-24-0-00 0.00 100.0012,500.0012,500.00FICA - CP-Strategic Comp-Webb Primary %0.00199-23-6141-EB-193-5-24-0-00 0.00 100.00956.00956.00Health/Life Ins - CP-Strategic Comp-Webb Primary %0.00199-23-6142-EB-193-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Strategic Comp-Webb Primary %0.00199-23-6143-EB-193-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Strategic Comp-Webb Primary %0.00199-23-6146-EB-193-5-24-0-00 0.00 100.0069.0069.00


23 Total 13,525.000.000.0013,525.00

Extra Duty - CP-Strategic Comp-Webb Primary %0.00199-31-6118-EB-193-5-24-0-00 0.00 100.005,500.005,500.00Professional Salary - CP-Webb Primary Center %0.00199-31-6119-00-193-5-24-0-00 5,080.49 79.1419,275.5124,356.00Professional Salary - CP-N. Centrl Overcrowd-Webb Pr %0.00199-31-6119-RF-193-5-24-0-00 0.00 0.000.000.00FICA - CP-Webb Primary Center %0.00199-31-6141-00-193-5-24-0-00 276.55 92.443,382.453,659.00

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FICA - CP-Strategic Comp-Webb Primary %0.00199-31-6141-EB-193-5-24-0-00 0.00 100.00421.00421.00FICA - CP-N. Centrl Overcrowd-Webb Pr %0.00199-31-6141-RF-193-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Webb Primary Center %0.00199-31-6142-00-193-5-24-0-00 454.90 91.675,008.105,463.00Health/Life Ins - CP-Strategic Comp-Webb Primary %0.00199-31-6142-EB-193-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-N. Centrl Overcrowd-Webb Pr %0.00199-31-6142-RF-193-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Webb Primary Center %0.00199-31-6143-00-193-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Strategic Comp-Webb Primary %0.00199-31-6143-EB-193-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-N. Centrl Overcrowd-Webb Pr %0.00199-31-6143-RF-193-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Webb Primary Center %0.00199-31-6146-00-193-5-24-0-00 96.21 65.63183.79280.00Teacher Retirement - CP-Strategic Comp-Webb Primary %0.00199-31-6146-EB-193-5-24-0-00 0.00 100.0030.0030.00Teacher Retirement - CP-N. Centrl Overcrowd-Webb Pr %0.00199-31-6146-RF-193-5-24-0-00 0.00 0.000.000.00


General Supplies - CP-Campus Cost-Webb Primary %0.00199-31-6399-CP-193-5-24-0-00 0.00 0.000.000.00

Total 6300 Supplies & Materials 0.000.000.000.00

31 Total 33,800.855,908.150.0039,709.00

Support Personnel Salary - CP-AFL-Webb Primary %0.00199-61-6129-B1-193-5-30-0-00 2,353.89 85.2813,646.1116,000.00FICA - CP-AFL-Webb Primary %0.00199-61-6141-B1-193-5-30-0-00 101.04 91.741,122.961,224.00Health/Life Ins - CP-AFL-Webb Primary %0.00199-61-6142-B1-193-5-30-0-00 208.38 92.372,525.622,734.00Wk's Comp - CP-AFL-Webb Primary %0.00199-61-6143-B1-193-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-AFL-Webb Primary %0.00199-61-6146-B1-193-5-30-0-00 7.28 91.7280.7288.00


61 Total 17,375.412,670.590.0020,046.00

Total Fund 199 General Fund 248,543.00 0.00 21,804.54 226,738.46

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21,804.54 226,738.46Grand Total of Selected Fund(s) 248,543.00 0.00

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Documents

Walter Prescott Webb Early College Prep Primary School€¦ · Strategic Plan 2010-2015 The Campus Improvement Plan directly supports the AISD Strategic Plan. Mission In partnership