Campus Improvement Plan

Goals

Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.

Performance Objective 1: ACHIEVEMENT: By June 2026, Hollibrook Elementary School will increase student performance on STAAR Grades 3-5 exams in reading and math by at least 5 percentage points in approaches, 3 percentage points in meets, and 2 percentage points in masters.

2024-25: Reading: 73% (approaches), 51% (meets), 21% (masters); Math: 78% (approaches), 53% (meets), 23% (masters)
2023-24: Reading: 73% (approaches), 44% (meets), 21% (masters); Math: 81% (approaches), 53% (meets), 19% (masters)
2022-23: Reading: 63% (approaches), 40% (meets), 15% (masters); Math: 77% (approaches), 47% (meets), 19% (masters) Baseline Year

Evaluation Data Sources: 2023 Texas Academic Performance Report, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 1

Strategy 1: Targeted professional development sessions will be planned and delivered based on identified staff needs in areas such as curriculum, instructional strategies, gifted and talented education, and technology integration. These sessions will be differentiated to support both new and returning teachers at each grade level. Teacher leaders and administrators will collaborate to design and facilitate these trainings, ensuring alignment with instructional goals and campus priorities. Opportunities will also be provided for staff to implement and reflect on new strategies. In addition, teachers will be encouraged to attend Region 4 professional development offerings aligned with their grade level and content area to further enhance instructional effectiveness.

Strategy's Expected Result/Impact: Increased teacher efficacy will lead to improved instructional practices, resulting in measurable gains in student achievement across reading, math, and science. As teachers become more confident and skilled in implementing targeted strategies, students will demonstrate higher levels of academic growth and performance on campus, district, and state assessments.
Staff Responsible for Monitoring: Administrators 
MCLs
Teachers

Title I:
2.51, 2.52, 2.53, 2.534
- TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction 
Funding Sources: TECHNOLOGY - 199 PIC 99 - Undistributed - 23.6398 - $1,000, TRAVEL - 199 PIC 11 - Instructional Services - 11.6411 - $300, SOFTWARE - 211 - Title I, Part A - 11.6397 - $9,000, REGION IV SERVICES - 211 - Title I, Part A - 13.6239 - $4,000, REGION IV SERVICES - 211 - Title I, Part A - 23.6239 - $2,000, PROFESSIONAL DEVELOPMENT - 211 - Title I, Part A - 13.6299 - $6,000, OTHER READING MATERIALS - 211 - Title I, Part A - 13.6329 - $1,500, VIRTUAL PROFESSIONAL DEVELOPMENT - 199 PIC 99 - Undistributed - 13.6499 - $3,000, ADMINISTRATORS - TRAVEL - 199 PIC 99 - Undistributed - 23.6411 - $1,500

Strategy 2: Implement campus-wide data trackers to systematically monitor student progress across multiple academic indicators. Following each benchmark assessment, campus leaders will meet with reading, math, and science teachers to analyze individual student data, identify trends, and collaboratively plan targeted instructional responses to address areas of need and accelerate growth.

Strategy's Expected Result/Impact: Students in need of Tier 2 or Tier 3 interventions will be identified early and provided with targeted support. Ongoing progress monitoring will ensure timely adjustments to instruction and interventions based on student needs.
Data analysis will inform professional development and coaching, increasing teacher efficacy in both whole group and small group instruction.
Staff Responsible for Monitoring: Teachers 
Administrators
MCLs 
CAIS

Title I:
2.51, 2.52, 2.53, 2.533
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments

Strategy 3: Identify students who may benefit from specialized interventions by conducting regular Student Support Committee (SSC) meetings. These meetings will address academic and behavioral concerns, develop targeted intervention plans to close learning gaps, and determine when additional evaluations or referrals are necessary. This structured approach will ensure that students receive timely, data-driven support and more effective, individualized strategies.

Strategy's Expected Result/Impact: Students will receive timely and effective academic and behavioral support based on identified needs. Increased accuracy in identifying specific student needs, resulting in appropriate interventions and accommodations
Development and implementation of individualized support plans that promote measurable academic and behavioral growth
Staff Responsible for Monitoring: Teachers 
Administrators
MCLs
Interventionists Counselor CAIS
CIS
Nurse

Title I:
2.51, 2.52, 2.53, 2.531, 2.533
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Strategy 4: Expand student learning beyond the classroom by organizing educational study trips, on-campus guest presentations, and visits to institutions of higher education. These experiences will enrich academic content, expose students to future opportunities, and foster real-world connections to learning.

Strategy's Expected Result/Impact: Students will gain meaningful, real-world experiences that deepen their academic understanding, enhance engagement, and inspire long- term educational and career aspirations.
Staff Responsible for Monitoring: Team Leaders 
Administrators
MCL

Title I:
2.51, 2.53
Funding Sources: STUDY TRIPS - ENTRANCE - 199 PIC 11 - Instructional Services - 11.6411 - $1,000, STUDY TRIPS - TRANSPORTATION - 199 PIC 11 - Instructional Services - 11.6494 - $1,000, STUDY TRIPS - ENTRANCE - 211 - Title I, Part A - 11.6412 - $5,000, TRANSPORTATION - 211 - Title I, Part A - 11.6494 - $8,000

Strategy 5: Using student performance data, we will identify key student subpopulations (SPED, G/T, LEP, ESL, At-Risk) to provide targeted academic support tailored to their specific needs. To enhance instruction and engagement, we will allocate supplies and materials such as math and science manipulatives, diverse reading and literacy resources, STAAR preparation tools, bilingual materials, and lab equipment.

Strategy's Expected Result/Impact: Targeted support schedules will create meaningful opportunities to close achievement gaps and promote academic growth for all student subpopulations.
Staff Responsible for Monitoring: Principal 
Assistant Principals
MCLs
Counselor

Title I:
2.51, 2.52, 2.53, 2.533, 2.534
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: SUPPLIES & MATERIALS - 199 PIC 11 - Instructional Services - 105.11 - $4,000, SUPPLIES & MATERIALS - 199 PIC 25 - ESL/Bilingual - 105.25 - $9,782, SUPPLIES & MATERIALS - 199 PIC 30 - At Risk School Wide SCE - 105.30 - $6,221, SUPPLIES & MATERIALS - 199 PIC 99 - Undistributed - 23.6399 - $8,404, SUPPLIES & MATERIALS - 199 PIC 99 - Undistributed - 31.6399 - $300, SUPPLIES & MATERIALS - 199 PIC 99 - Undistributed - 33.6399 - $750, SUPPLIES & MATERIALS - 199 PIC 99 - Undistributed - 52.6399 - $2,500, SUPPLIES & MATERIALS - 211 - Title I, Part A - 11.6399 - $30,428, FRONT OFFICE OT - 199 PIC 99 - Undistributed - 23.6121 - $2,500, FRONT OFFICE MEDICARE - 199 PIC 99 - Undistributed - 23.6141 - $44, FRONT OFFICE WC - 199 PIC 99 - Undistributed - 23.6143 -    $20, FRONT OFFICE TRS - 199 PIC 99 - Undistributed - 23.6146 - $343, PRINTING - 199 PIC 99 - Undistributed - 23.6299 - $2,500, CLINIC PRINTING - 199 PIC 99 - Undistributed - 33.6299 - $250, MISC SUPPLIES - 199 PIC 11 - Instructional Services - 11.6499 - $2,500, MISC SUPPLIES - 199 PIC 30 - At Risk School Wide SCE - 11.6499 - $150, PARA SUBS - 199 PIC 11 - Instructional Services - 11.6122 - $730, PARAS OT - 199 PIC 11 - Instructional Services - 11.6121 - $2,500, COPIERS - 199 PIC 30 - At Risk School Wide SCE - 11.6269 - $5,000, MISC CONTRACT SERVICES (PRINTING) - 211 - Title I, Part A - 11.6299 - $1,000

Goals

Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.

Performance Objective 2: STUDENT GROWTH: By June 2026, Hollibrook Elementary School will increase the percentage of annual growth points earned by students demonstrating STAAR academic growth in reading language arts and math by 5 percentage points or ≥ 85%.

2024-25: 76 School Progress-Annual Growth RLA and Math Score 2023-24: 79 School Progress-Annual Growth RLA and Math Score
2022-23: 69 School Progress-Annual Growth RLA and Math Score (Baseline Year)

Evaluation Data Sources: State Accountability Report Domain 2 A (Annual Growth RLA and Math)

Strategy 1: Develop differentiated lesson plans for small group instruction that target the specific needs of each group, with the goal of accelerating student growth in reading, math, and science.

Strategy's Expected Result/Impact: Students in small group instruction will demonstrate accelerated growth, with at least 80% meeting or exceeding grade-level benchmarks in reading, math, and science by the end of the academic year.
Staff Responsible for Monitoring: Teachers 
MCLs
Administrators 
Interventionists

Title I:
2.51, 2.52, 2.53, 2.533, 2.534
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Strategy 2: After-school tutorials in Reading, Math, and Science will be offered to students in grades 1 through 5. Targeted lesson plans will be created based on ongoing student data and individual learning needs to accelerate academic growth and close achievement gaps. Sessions will be regularly monitored and adjusted to maximize student engagement and progress.

Strategy's Expected Result/Impact: Student participation in after-school tutorials will increase by 20%, and at least 75% of participating students will show measurable improvement on benchmark assessments in reading, math, and science by the end of the year.
Staff Responsible for Monitoring: Teachers 
MCLs
Administrators 
Interventionists

Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments
Funding Sources: TUTORIALS - 211 - Title I, Part A - 11.6116 - $50,000, TUTORIALS - PARAS - 211 - Title I, Part A - 11.6121 - $6,000, MEDICARE - 211 - Title I, Part A - 11.6141 - $1,875, WC - 211 - Title I, Part A - 11.6143 - $619, TRS - 211 - Title I, Part A - 11.6146 - $15,253

Strategy 3: Teachers, administrators, and staff will deepen their understanding of the Professional Learning Community (PLC) framework by actively participating in ongoing professional development focused on effective teaching, learning, and leadership for results. The PLC will emphasize designing and delivering high-impact instruction using backwards planning and targeted tiered interventions.

During collaborative planning sessions, teachers will work together to design lessons aligned with TEKS, unit objectives, and benchmark assessments, ensuring instruction is purposeful, data-driven, and meets diverse student needs. This process will foster shared accountability and continuous improvement in student outcomes.

Strategy's Expected Result/Impact: Enhanced teacher collaboration and instructional alignment will lead to more rigorous and targeted lessons, resulting in improved student engagement and academic achievement across all grade levels. Additionally, teachers will demonstrate increased efficacy in delivering tiered instruction, which will contribute to closing learning gaps and meeting the diverse needs of all students.
Staff Responsible for Monitoring: Administrators 
MCL
Teachers 
Interventionist 
CAIS

Title I:
2.51, 2.52, 2.53, 2.534
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction 
Funding Sources: SUBSTITUTES - 199 PIC 11 - Instructional Services - 11.6112 - $1,500, SUBSTITUTES - 199 PIC 25 - ESL/Bilingual - 11.6112 - $1,000, SUBSTITUTES - 199 PIC 30 - At Risk School Wide SCE - 11.6112 - $1,000, MEDICARE - 199 PIC 11 - Instructional Services - 11.6141 - $58, WC - 199 PIC 11 -
Instructional Services - 11.6143 - $19, TRS - 199 PIC 11 - Instructional Services - 11.6146 - $472, MEDICARE - 199 PIC 25 - ESL/Bilingual - 11.6141 - $15, WC - 199 PIC 25 - ESL/Bilingual - 11.6143 - $5, TRS - 199 PIC 25 - ESL/Bilingual - 11.6146 - $118, MEDICARE - 199 PIC 30 - At Risk School Wide SCE - 11.6141 - $15, WC - 199 PIC 30 - At Risk School Wide SCE - 11.6143 - $5, TRS - 199 PIC 30 - At Risk School Wide SCE - 11.6146 - $118, MERIT PAY - 211 - Title I, Part A - 11.6118 - $9,000, TEACHERS/PROF SALARY - 211 - Title I, Part A - 11.6119 - $64,261, CAIS SALARY - 211 - Title I, Part A - 31.6119 - $82,721, CAIS - MEDICARE - 211 - Title I, Part A - 31.6141 - $1,199, CAIS - EMP CONTRIBUTION - 211 - Title I, Part A - 31.6142 - $4,428, CAIS - WC - 211 - Title I, Part A - 31.6143 - $396, CAIS - TRS - 211 - Title I, Part A - 31.6146 - $9,761

Goals

Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.

Performance Objective 3: RELATIVE PERFORMANCE: By June 2026, Hollibrook Elementary School will increase its relative performance scale score. 

2024-25: 85 Scale Score
2023-24: 84 Scale Score
2022-23: 79 Scale Score

Evaluation Data Sources: Accountability Report Domain 2 B

Strategy 1: Interventionists will provide targeted, small-group instruction during the school day in reading, math, and science. Student groups will be identified through ongoing data analysis, including classroom assessments, benchmarks, and progress monitoring. Intervention lesson plans will be intentionally designed to address specific academic gaps and aligned to grade-level TEKS. Collaboration with classroom teachers will ensure consistency and support across instructional settings.

Strategy's Expected Result/Impact: Students receiving targeted interventions will demonstrate measurable academic growth, as evidenced by increased performance on classroom assessments, benchmarks, and progress monitoring tools. The percentage of students performing on or above grade level in reading, math, and science will increase. Additionally, the achievement gap among identified student groups will begin to narrow.
Staff Responsible for Monitoring: Interventionists 
MCLs
Administrators

Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Strategy 2: Build campus-wide capacity to support inclusive programming for students with disabilities and emergent bilingual students by providing professional development, coaching, and collaborative planning opportunities for general and special education staff. Promote differentiated instruction, and the use of accommodations and modifications to ensure all students have access to the general education curriculum.

Strategy's Expected Result/Impact: General and special education teachers will demonstrate increased confidence and competence in implementing inclusive practices. Students with disabilities and emergent bilingual students will show improved access to grade-level content, increased engagement, and measurable academic progress. Collaborative planning and consistent use of accommodations and modifications will lead to a more equitable learning environment for all learners.
Staff Responsible for Monitoring: Campus SPED and general education teachers 
MCLs
Administrators 
SPED leads

Title I:
2.51, 2.52, 2.53, 2.534
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: SUPPLIES & MATERIALS - 199 PIC 23 - Special Education - 11.6399 - $432, OT - 199 PIC 23 - Special Education - 11.6121 - $200, MEDICARE - 199 PIC 23 - Special Education - 11.6141 - $3, WC - 199 PIC 23 - Special Education - 11.6143 - $1, TRS - 199 PIC 23 - Special Education - 11.6146 - $24

Goals

Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.

Performance Objective 4: CLOSING THE GAPS: By June 2026, Hollibrook Elementary School will increase the percentage of academic achievement indicators on track to meet or exceed interim targets in the closing the gaps domain by 5 component points.

2024-25: 18 of 24 Academic Achievement Points Met; 75.0% Component Points
2023-24: 17 of 24 Academic Achievement Points Met; 70.8% Component Points
2022-23: 14 of 24 Academic Achievement Points Met; 58.3% Component Points (Baseline Year)

Evaluation Data Sources: 2023 Federal Identification of Schools, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 3

Strategy 1: Provide extended learning opportunities through structured before- and after-school tutorials in reading, math, and science for students in need of academic support. Instruction during tutorials will be data-driven, aligned to TEKS, and focused on targeted skill development. Certified teachers will lead small-group sessions using intervention materials and progress monitoring tools to close achievement gaps.

Strategy's Expected Result/Impact: Students participating in extended tutorials will demonstrate measurable academic growth, as evidenced by improved benchmark scores, progress monitoring data, and classroom performance. The achievement gap between struggling students and their peers will decrease, leading to increased overall campus performance in reading, math, and science.
Staff Responsible for Monitoring: Teachers 
Interventionists
Administrators 
MCLs
CAIS

Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Strategy 2: Provide structured, research-based English language development (ELD) support through integrated and designated instruction. Teachers will receive professional development on strategies such as academic vocabulary development, and scaffolding techniques. Classroom instruction will intentionally incorporate listening, speaking, reading, and writing opportunities in English across content areas.

Strategy's Expected Result/Impact: Emergent Bilingual (EB) students will demonstrate measurable growth in English language proficiency as evidenced by progress on TELPAS, increased participation in classroom discussions, improved performance on reading and writing assessments, and greater confidence using academic vocabulary across content areas.
Staff Responsible for Monitoring: MCLs 
Interventionists
Teachers 
Administrators

Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Strategy 3: Instructional coaches and administrators will collaboratively design and implement ongoing cycles of planning, modeling, and observation with targeted teachers. During these cycles, coaches will work closely with teachers to co-plan lessons aligned to curriculum standards and best practices. Coaches will then model effective instructional strategies in the classroom, followed by administrators and coaches observing teacher-led lessons. Constructive, timely feedback will be provided to support continuous improvement. This collaborative process will be repeated regularly to build teacher capacity, refine instructional practices, and ultimately improve student outcomes.

Strategy's Expected Result/Impact: Teacher instructional practices will improve through targeted support and feedback, leading to increased teacher confidence and efficacy. This will result in higher student engagement and achievement across core subject areas.
Staff Responsible for Monitoring: MCLs 
Administrators

Title I:
2.51, 2.52, 2.53, 2.534
- TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Goals

Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.

Performance Objective 5: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2026, the rate of Emergent Bilingual students increasing at least one composite score level on TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.

2024-25: TELPAS Progress Rate 58%
2023-24: TELPAS Progress Rate 57%
2022-23: TELPAS Progress Rate 57% (Baseline Year)

Evaluation Data Sources: 2023 Federal Identification of Schools, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 3

Strategy 1: Develop and implement dedicated English instruction blocks within PreK-2nd grade schedules, focusing on targeted language acquisition strategies tailored to emergent bilingual students. These lessons will be designed to enhance vocabulary, listening, speaking, reading, and writing skills, with the goal of improving TELPAS performance and overall English proficiency.

Strategy's Expected Result/Impact: Students in PreK-2nd grade will demonstrate improved English language proficiency, reflected in higher TELPAS scores, due to targeted and consistent English instruction using effective language acquisition strategies.
Staff Responsible for Monitoring: Teachers 
MCLs
Administrators 
Interventionists

Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Strategy 2: Implement comprehensive data trackers to regularly monitor student progress across multiple literacy measures, including Letter Sounds, Vocabulary, and Spelling for Kindergarten, as well as Phonics Decoding, Encoding, and Oral Reading Analysis for first and second grades. This ongoing monitoring will inform targeted instruction and timely interventions to support student growth.

Strategy's Expected Result/Impact: Timely identification of students' strengths and areas of need in early literacy skills, leading to targeted instruction and interventions that improve reading proficiency and accelerate language development in Kindergarten through second grade
Staff Responsible for Monitoring: Teachers 
MCLs
Administrators 
Interventionists 
CAIS

Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Goals

Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.

Performance Objective 6: EARLY LITERACY: By June 2026, Hollibrook Elementary School will increase the percentage of K-2 students on track to read at grade level from BOY to EOY.

Evaluation Data Sources:

Kindergarten: Circle Kindergarten Progress Monitoring (KPM) BOY to EOY (Baseline Year) 
Grades 1 and 2: Amira Reading Mastery (ARM) BOY to EOY (Baseline Year)

Strategy 1: Kindergarten and first-grade students will be screened and identified for Tier 2 Dyslexia support. Those students will participate in an intensive, targeted intervention program lasting six weeks, designed to address specific literacy challenges and accelerate their reading skills. Progress will be regularly monitored to ensure effectiveness and adjust instruction as needed.

Strategy's Expected Result/Impact: Early identification and targeted intervention will lead to improved literacy skills for students at risk of dyslexia, increasing the number of students reading on grade level by the end of the intervention period. This will also reduce long-term reading difficulties and support overall academic success.
Staff Responsible for Monitoring: Interventionists 
MCLs
Administrators 
CAIS

Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Goals

Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.

Performance Objective 7: EARLY NUMERACY: By June 2026, Hollibrook Elementary School will increase the percentage of K-2 students on track to be on grade level in foundational math skills by 5 percentage points or ≥ 80%.

Evaluation Data Sources: End of Year (EOY) K-2 Math Progress Monitoring

Strategy 1: Teachers will use formative assessments such as exit tickets, quick checks, and observation checklists to monitor student understanding of number sense, counting, and operations. Regular classroom discussions will encourage students to explain their thinking, justify their answers, and engage in peer-to-peer learning. Data from formative assessments will guide small-group instruction and targeted interventions.

Strategy's Expected Result/Impact: Students will demonstrate increased confidence and accuracy in early numeracy skills, as evidenced by growth on formative assessments and classroom performance. Teachers will be able to identify misconceptions in real time and adjust instruction accordingly. By the middle of the year, 70% or more of students will show progress in key numeracy benchmarks such as number recognition, counting fluency, and understanding of basic operations.
Staff Responsible for Monitoring: Administrators 
Paraprofessionals
Interventionist

Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Strategy 2: Implement small group, differentiated math instruction during a dedicated numeracy block in PreK-2nd grade. Teachers will use formative assessment data to group students by skill level and tailor activities that target specific numeracy skills such as counting, number sense, place value, and basic operations. Lessons will include hands-on manipulatives, visual aids, math games, and real-world problem-solving scenarios to ensure high engagement and conceptual understanding.

Strategy's Expected Result/Impact: Students will develop foundational numeracy skills at their instructional level, leading to improved performance on math benchmarks and greater engagement in math tasks. Teachers will be able to provide targeted support, and over 80% of students will meet or exceed early numeracy benchmarks by the end of the year.
Staff Responsible for Monitoring: Administrators 
Paraprofessionals
Interventionist

Title I:
2.51, 2.52, 2.53, 2.534
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Goals

Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.

Performance Objective 8: ADVANCED COURSES: By June 2026, Hollibrook Elementary School will increase the number of students prepared for sixth grade advanced coursework in reading and math.

Evaluation Data Sources: Texas Education Agency Data Tables

Strategy 1: Implement an accelerated and enriched math and reading pathway for advanced learners in grades 3-5 that includes differentiated instruction, problem-based learning, and opportunities for mathematical discourse. Students will engage with higher-level content such as multi-step problem solving, abstract reasoning, and algebraic thinking through enriched tasks that align with and extend beyond grade-level TEKS.

Strategy's Expected Result/Impact: Students identified for advanced math instruction will demonstrate increased problem-solving skills, critical thinking, and performance on district benchmarks and STAAR assessments. The number of students mastering above-grade-level standards will increase, and students will show higher levels of engagement and confidence in mathematics.
Staff Responsible for Monitoring: Interventionists 
MCLs
Administrators 
CAIS

Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Strategy 2: Provide ongoing Gifted and Talented (GT) professional development that equips teachers with the knowledge and tools to design, implement, and evaluate differentiated instruction tailored to the unique needs of GT students. Trainings will focus on advanced content, depth and complexity, student choice, and formative assessment strategies to support higher-level thinking and creativity across content areas.

Strategy's Expected Result/Impact: Teachers will implement differentiated lessons that challenge and engage GT students, leading to increased student achievement, motivation, and critical thinking. Classroom observations and student work will reflect higher levels of complexity and creativity.
Staff Responsible for Monitoring: Interventionists 
MCLs
Administrators 
CAIS

Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Goals

Goal 2: STUDENT SUPPORT. Hollibrook Elementary School students will benefit from multi-tiered systems of support.

Performance Objective 1: CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE: By June 2026, Hollibrook Elementary School will implement at least three strategies that advance the focus on Core Characteristics for every child.

Evaluation Data Sources: Campus calendar and newsletters

Strategy 1: Lessons highlighting the characteristics of a Resourceful Problem Solver will be delivered to every student. They will be expected to use the guidelines to make the best decisions in everyday life.

Strategy's Expected Result/Impact: Staff will be able to recognize behaviors that are aligned with expectations and reward students.
Staff Responsible for Monitoring: Counselor 
Classroom Teachers
Administrators 
MCLs

Title I:
2.51, 2.52, 2.53, 2.531
- ESF Levers:
Lever 3: Positive School Culture
Funding Sources: READING MATERIALS - 199 PIC 11 - Instructional Services - 11.6329 - $1,500, COUNSELOR READING MATERIALS - 199 PIC 99 - Undistributed - 31.6329 - $200, READING MATERIALS - 211 - Title I, Part A - 11.6329 - $5,000

Goals

Goal 2: STUDENT SUPPORT. Hollibrook Elementary School students will benefit from multi-tiered systems of support.

Performance Objective 2: INTERVENTIONS: By June 2026, Hollibrook Elementary School will implement TIER interventions with students identified as needing academic or behavioral supports.

Evaluation Data Sources: Multiple measures

Strategy 1: The counselor will develop lessons and pull small groups targeting self management and control strategies.

Strategy's Expected Result/Impact: School wide discipline will be reduced.
Staff Responsible for Monitoring: Counselor 
CIS
Administrators 
Teachers 
CAIS

Title I:
2.53, 2.533
- ESF Levers:
Lever 3: Positive School Culture

Strategy 2: Interventionists will use data to select students that will receive remediation in math, reading, and science during the school day.

Strategy's Expected Result/Impact: Increase academic success for at risk students
Staff Responsible for Monitoring: Teacher Facilitators 
Interventionists
Administrators 
CAIS

Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction

Goals

Goal 2: STUDENT SUPPORT. Hollibrook Elementary School students will benefit from multi-tiered systems of support.

Performance Objective 3: STUDENT ATTENDANCE: By June 2026, student attendance at Hollibrook Elementary School will increase or will be ≥ 98%.

Evaluation Data Sources: Skyward data and Texas Academic Performance Report

Strategy 1: Review attendance weekly to identify students with patterns of absences or tardies
Engage parents in understanding resources that help families to overcome attendance barriers (transportation, health, morning routines)
Call parents after the second consecutive absence, hold conferences for chronic absences, and connect families with support services when needed

Strategy's Expected Result/Impact: Increase attendance by 5 percentage points
Staff Responsible for Monitoring: ADA 
Teachers
Administrators

Title I:
2.51, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 3: Positive School Culture

Goals

Goal 3: SAFE SCHOOLS. Hollibrook Elementary School will ensure a safe and secure learning environment.

Performance Objective 1: SAFE SCHOOL ENVIRONMENT: Align academic, behavior, and discipline systems to support a safe campus culture and maximize student learning.

Evaluation Data Sources: Discipline Data Dashboard, Review effectiveness of Behavior Intervention Plans

Strategy 1: Hornet Camp safety lessons in August and January will set expectations that will allow staff and students to maintain strong safety procedures and create a safe and positive environment for students and staff.

Strategy's Expected Result/Impact: A reduced number of discipline referrals and students pulled out of class
Staff Responsible for Monitoring: Counselor 
Administrators
Teachers

Title I:
2.51, 2.52, 2.53, 2.531, 2.533
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 3: Positive School Culture

Goals

Goal 3: SAFE SCHOOLS. Hollibrook Elementary School will ensure a safe and secure learning environment.

Performance Objective 2: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.

Evaluation Data Sources: Campus Safety Committee roster and calendar

Strategy 1: Establish Campus Safety Committee composed of a cross section of stakeholders to look at matters related to campus safety

Strategy's Expected Result/Impact: Refined safety practices
Staff Responsible for Monitoring: Campus Safety Officer

Strategy 2: Participate in campus safety audit.

Strategy's Expected Result/Impact: Refined safety practices
Staff Responsible for Monitoring: Campus Safety Officer

Goals

Goal 3: SAFE SCHOOLS. Hollibrook Elementary School will ensure a safe and secure learning environment.

Performance Objective 3: EMERGENCY OPERATIONS: Maintain Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.

Evaluation Data Sources: Campus Emergency Operation Procedures Documents

Strategy 1: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures.

Strategy's Expected Result/Impact: Submitted campus EOP in September
Staff Responsible for Monitoring: Campus Safety Officer

Strategy 2: Update campus EOPs annually and train staff at the start of each school year 

Strategy's Expected Result/Impact: Campus procedures maintained in campus EOP Staff training documents maintained
Staff Responsible for Monitoring: Campus Safety Officer

Goals

Goal 4: FISCAL RESPONSIBILITY. Hollibrook Elementary School will ensure efficient and effective fiscal management of resources and operations.

Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices.

Evaluation Data Sources: Year-to-Date (YTD) Budget Reports (monthly, quarterly, annually)

Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage budgets

Strategy's Expected Result/Impact: Error free records Documentation of purchases and orders
Staff Responsible for Monitoring: Principal 
Administrative Assistant

Title I:
2.53
- ESF Levers:
Lever 1: Strong School Leadership and Planning

Strategy 2: Recruit and retain highly-qualified staff, defined through state, NCLB and local criteria by establishing a desirable work place and identifying leadership opportunities for them.

Principal will participate in recruiting fairs established by SBISD Human Resources. Hollibrook teachers will mentor student teachers and Education students.

Strategy's Expected Result/Impact: To build teacher capacity in the building
Staff Responsible for Monitoring: Administrators 
MCLs

Title I:
2.51
- TEA Priorities:
Recruit, support, retain teachers and principals
- ESF Levers:
Lever 1: Strong School Leadership and Planning

Strategy 3: The CIT, teachers, administrators, other staff members, and parents will collaborate and coordinate planning efforts and the implementation of staff development that will build ties between the community, parents, and the school.

Parents will be part of the CIT to ensure community voice is present.

Strategy's Expected Result/Impact: To develop an open communication and positive environment between the school and the community
Staff Responsible for Monitoring: Administrators 
CIT Team
MCL

ESF Levers:
Lever 1: Strong School Leadership and Planning

Strategy 4: Create community health events to support vaccination drives, physical health exams, and access to community health services

Strategy's Expected Result/Impact: Provide a healthy environment for students and staff.
Staff Responsible for Monitoring: Nurse 
CSHAC team
Administrators 
CIS

ESF Levers:
Lever 3: Positive School Culture

Strategy 5: Increase parent participation and attendance at Title I annual meeting (Open House) and at Coffee with the Principal meetings to share:

* Administrators Meet & Greet
* Standards and goals
* Parents' rights
* Curriculum
* School report card
* Title I participation

Offer a flexible number of meetings

Strategy's Expected Result/Impact: To provide effective information and develop positive relationships between school and community
Staff Responsible for Monitoring: Principal 
Counselor
CIS Worker

Funding Sources: CUSTODIAN OT - 199 PIC 99 - Undistributed - 51.6121 - $1,200, CUSTODIAN - MEDICARE - 199 PIC 99 - Undistributed - 51.6141 - $18, CUSTODIANS - WORKERS COMP - 199 PIC 99 - Undistributed - 51.6143 - $8, CUSTODIANS - TRS - 199 PIC 99 - Undistributed - 51.6146 - $138, PARENTS - READING - 211 - Title I, Part A - 61.6329 - $1,459, PARENTS - S&M - 211 - Title I, Part A - 61.6399 - $1,000, PARENTS - MISC OPERATING - 211 - Title I, Part A - 61.6499 - $750