Schertz-Cibolo Universal City Independent School District
Cibolo Valley Elementary
2018-2019 Campus Improvement Plan
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Mission Statement
Every kid. Every day.
Vision
We believe in engaging and empowering successful and lifelong learners.
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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: August 15, 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
TeachersAdministration
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.
TeachersAdministration
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
Increase by 5% in all subgroups on campus, district, and statewriting assessment
6) Continue with the 4th grade writing camp TeachersDistrict Content AreaSpecialistsAdministration
Increase by 5% in all subgroups on campus, district, and statewriting assessment
= Accomplished = Continue/Modify = No Progress = Discontinue
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Goal 1: 1.2 Annually increase the percentage of students reading on or above grade level in all grades.
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
Summative Evaluation 2:
Strategy Description Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeNov Jan Mar June
Critical Success FactorsCSF 1 CSF 2
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
= Accomplished = Continue/Modify = No Progress = Discontinue
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Goal 1: 1.2 Annually increase the percentage of students reading on or above grade level in all grades.
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
Summative Evaluation 3:
Strategy Description Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeNov Jan Mar June
1) Vertical team meetings (Ex. analyzing data, grade levelexpectations, TEKS, grading guidelines
TeachersAdministration
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
TeachersAdministration
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
= Accomplished = Continue/Modify = No Progress = Discontinue
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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
Summative Evaluation 1:
Strategy Description Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeNov Jan Mar June
Critical Success FactorsCSF 3 CSF 6
1) Guidance lessons with each grade level to teach Traits of aGraduate
Counselor Increase awareness of Traits of a Graduate
Critical Success FactorsCSF 3 CSF 6
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
= Accomplished = Continue/Modify = No Progress = Discontinue
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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
Summative Evaluation 1:
Strategy Description Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeNov Jan Mar June
Critical Success FactorsCSF 6
1) Instructional faculty meetings as opposed to operationalfaculty meeting
Administration Utilize staff meetings to discuss instruction rather than giveinformation.
Critical Success FactorsCSF 6
2) Padlet- Clean your plate Teachers/Staff respond every 9weeks
Administration Allow teacher to voice concerns or compliments
= Accomplished = Continue/Modify = No Progress = Discontinue
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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
Summative Evaluation 2:
Strategy Description Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeNov Jan Mar June
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
= Accomplished = Continue/Modify = No Progress = Discontinue
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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
Summative Evaluation 1:
Strategy Description Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeNov Jan Mar June
1) Praise students for a job well done TeachersCounselorAdministration
Increase students' self -esteem
= Accomplished = Continue/Modify = No Progress = Discontinue
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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
Summative Evaluation 1:
Strategy Description Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeNov Jan Mar June
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
TeachersAdministration
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
TeachersAdministration
Increased parent participation, parent conferences, and efectivecommunication each marking period
= Accomplished = Continue/Modify = No Progress = Discontinue
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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
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Addendums
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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.
Purpose Statement: SCUC strives to
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.
Purpose Statement: SCUC strives to
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
PRIORITY 2 PRIORITY 2: 2018-22 Strategic Goals
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
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.
Purpose Statement: SCUC strives to
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.
Purpose Statement: SCUC strives to
embrace and enhance financial accountability and good stewardship of community resources in order to provide maximum allocation for direct instruction purposes.
PRIORITY 3 PRIORITY 3: 2018-22 Strategic Goals
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.)
PRIORITY 4 PRIORITY 4: 2018-22 Strategic Goals
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
Strategies Resources Staff Responsible Evaluation
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
Strategies Resources Staff Responsible Evaluation
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
Strategies Resources Staff Responsible Evaluation
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
Strategies Resources Staff Responsible Evaluation
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
Strategies Resources Staff Responsible Evaluation
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
Strategies Resources Staff Responsible Evaluation
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
Strategies Resources Staff Responsible Evaluation
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
Strategies Resources Staff Responsible Evaluation
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
Strategies Resources Staff Responsible Evaluation
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
Strategies Resources Staff Responsible Evaluation
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
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
SCUCISD | Business Insights Report 2018 Page 1
Themes
SCUCISD | Business Insights Report 2018 Page 2
OrgHealthAlignment
SCUCISD | Business Insights Report 2018 Page 3
OrgHealthEffectiveness
SCUCISD | Business Insights Report 2018 Page 4
OrgHealthConnection
SCUCISD | Business Insights Report 2018 Page 5
OrgHealthMy Manager
How statement responses changed since last survey
Statement report
SCUCISD | Business Insights Report 2018 Page 7
Most improved statementsMay include statements that decreased the least
SCUCISD | Business Insights Report 2018 Page 8
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
9/19/2018 District Status Detail
https://tealprod.tea.state.tx.us/First/forms/District.aspx?year=2016&district=094902 2/3
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
9/19/2018 District Status Detail
https://tealprod.tea.state.tx.us/First/forms/District.aspx?year=2016&district=094902 3/3
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.
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