Campus Improvement Plan 2024-2025
Hollibrook Elementary School
- Mission Statement, Vision, Core Values
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
- Campus Funding Summary
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Hollibrook Elementary School
2024-2025 Campus Improvement Plan
Mission Statement
Hollibrook Hornets work hard to create a safe and positive environment to achieve excellence in teaching and learning for ALL, through collaboration.
Vision
Our vision is to empower staff and students to excel in high levels of academic achievement, leadership and innovative use of technology.
Core Values
Every Child: We put students at the heart of everything we do.
Collective Greatness: We, as a community, leverage our individual strengths to reach challenging goals.
Collaborative Spirit: We believe in each other and find joy in our work.
Limitless Curiosity: We never stop learning and growing.
Moral Compass: We are guided by strong character, ethics and integrity.
Core Characteristics of a T-2-4 Ready Graduate
Academically Prepared: Every Child finds joy in learning, has a learner's mindset and is motivated and equipped with the knowledge, skills and competencies to succeed in life.
Ethical & Service-Minded: Every Child acts with integrity, is personally responsible for their actions and is a civically-engaged community member.
Empathetic & Self-Aware: Every Child appreciates differences, forms secure relationships and cares for their own and others’ emotional, mental and physical health.
Persistent & Adaptable: Every Child is fueled by their own passions, interests and goals and perseveres with confidence and courage.
Resourceful Problem-Solver: Every Child thinks critically and creatively and applies knowledge to find and solve problems.
Communicator & Collaborator: Every Child skillfully conveys thoughts, ideas, knowledge and information and is a receptive and responsive listener.
Comprehensive Needs Assessment
Demographics
Comprehensive Needs Assessment
Demographics
Demographics Summary
Hollibrook Elementary School serves students in grades PK-5 within the Spring Branch Independent School District (SBISD). Enrollment trends showed a decrease of 53 students from the 2021–2022 school year to the 2023–2024 school year.
Enrollment Trends:
2023-2024: Enrollment – 655
2022-2023: Enrollment – 660
2021-2022: Enrollment – 708
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Hollibrook Elementary School has remained relatively consistent during the past three years. The majority of the students are Hispanic. Many of the students are considered economically disadvantaged, which qualifies the campus as a Title 1 school. During the 2023-2024 school year, 86.3% of the students were identified as Emergent Bilingual/English Learner (EB/EL); 91.5% At-Risk; 23.1% Immigrant; 2.1% Homeless, 13.9% of students were identified for special education services; and 5.2% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2023-2024: African American – 12 (1.8%)
2022-2023: African American – 12 (1.8%)
2021-2022: African American – 10 (1.4%)
2023-2024: American Indian-Alaskan Native – 8 (1.2%)
2022-2023: American Indian-Alaskan Native – 6 (0.9%)
2021-2022: American Indian-Alaskan Native – 0 (0.0%)
2023-2024: Asian – *
2022-2023: Asian – 0 (0.0%)
2021-2022: Asian – 0 (0.0%)
2023-2024: Hispanic – 628 (95.9%)
2022-2023: Hispanic – 637 (96.5%)
2021-2022: Hispanic – 691 (97.6%)
2023-2024: Native Hawaiian-Pacific Islander – *
2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)
2021-2022: Native Hawaiian-Pacific Islander – *
2023-2024: White – *
2022-2023: White – *
2021-2022: White – *
2023-2024: Two-or-more – 0 (0.0%)
2022-2023: Two-or-more – *
2021-2022: Two-or-more – *
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2023-2024: At-Risk – 599 (91.5%)
2022-2023: At-Risk – 600 (90.9%)
2021-2022: At-Risk – 667 (94.2%)
2023-2024: Economically Disadvantaged – 653 (99.7%)
2022-2023: Economically Disadvantaged – 646 (97.9%)
2021-2022: Economically Disadvantaged – 705 (99.6%)
2023-2024: Emergent Bilingual/English Learner – 565 (86.3%)
2022-2023: Emergent Bilingual/English Learner – 554 (83.9%)
2021-2022: Emergent Bilingual/English Learner – 614 (86.7%)
2023-2024: Gifted and Talented – 34 (5.2%)
2022-2023: Gifted and Talented – 29 (4.4%)
2021-2022: Gifted and Talented – 21 (3.0%)
2023-2024: Homeless – 14 (2.1%)
2022-2023: Homeless – 25 (3.8%)
2021-2022: Homeless – 12 (1.7%)
2023-2024: Immigrant – 151 (23.1%)
2022-2023: Immigrant – 131 (19.9%)
2021-2022: Immigrant – 161 (22.7%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2021-2022: Migrant – 0 (0.0%)
2023-2024: Special Education – 91 (13.9%)
2022-2023: Special Education – 91 (13.8%)
2021-2022: Special Education – 83 (11.7%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2021-2022: 93.8%
2020-2021: 94.1%
2019-2020: 98.4%
Source: 2022-2023 Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2021-2022: 22.6%
2020-2021: 20.7%
2019-2020: 3.4%
Source: 2022-2023 Texas Academic Performance Report (TAPR)
Demographics Strengths
While most students attending Hollibrook Elementary come from one ethnic group, we focus on instruction that allows all students to continue learning in their first language (Spanish) as they transition into their second language (English).
Students share common cultural experiences and are able to support each other when adapting into the school culture and learning.
Problem Statements Identifying Demographics Needs
Problem Statement 1: English reading levels and STAAR scores are affected due to the transition into the second language. Root Cause: Students lack English phonics foundation knowledge. They receive English instruction at school, but the family and community life is Spanish immersed.
Problem Statement 2: Learning gaps are created when students are not enrolled for a full academic year at HBE Root Cause: Students enroll and withdraw multiple times through the school year. High mobility rate of 25%.
Problem Statement 3: Students newly enrolled in US schools are not familiar with routines, procedures and academic rigor. Root Cause: Newcomers year 1-3 are adjusting to the culture, language, and learning pace in a US school.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Hollibrook Elementary School implements a rigorous curriculum that is aligned to state standards and continuously revised to produce and prepare all students towards T-2-4 district goals. Students will master rigorous academic standards to ensure college and career readiness. We believe campus administrators and teachers are members of the campus’ Professional Learning Committees (PLC). PLC in SBISD is an ongoing collaborative team process used to establish a school-wide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts.
A top priority in SBISD is literacy. Students receive the opportunity and skill set to experience meaningful literacy experiences that are rigorous and engaging. With their peers, students in SBISD listen, speak, read and write through the content areas with a commitment that they will become lifelong readers and writers. SBISD is driven by standards, focused on strategies, differentiated, and guided by student data. Numeracy is also a top priority in SBISD. Our goal is to provide academic experiences that build confident and creative mathematical thinkers. Students identified for special education (SPED) services or as Emergent Bilingual/English Learner (EB/EL) are also a district focus.
Below is a summary of the STAAR Redesign Reading passing rates for 2023 (Baseline Year):
3rd Grade Reading - 55% Approaches; 38% Meets; 12% Masters
4th Grade Reading - 71% Approaches; 39% Meets; 16% Masters
5th Grade Reading - 64% Approaches; 43% Meets; 17% Masters
SPED All Grades Reading - 32% Approaches; 16% Meets; 0% Masters
EB/EL All Grades Reading - 62% Approaches; 38% Meets; 14% Masters
Source: 2022-2023 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Redesign Mathematics passing rate for 2023 (Baseline Year):
3rd Grade Mathematics - 77% Approaches; 41% Meets; 15% Masters
4th Grade Mathematics - 78% Approaches; 55% Meets; 18% Masters
5th Grade Mathematics - 75% Approaches; 44% Meets; 23% Masters
SPED All Grades Mathematics - 61% Approaches; 18% Meets; 2% Masters
EB/EL All Grades Mathematics - 77% Approaches; 47% Meets; 18% Masters
Source: 2022-2023 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
The introduction of the systematic and explicit phonics curriculum increased teacher knowledge and early dyslexia identification. This practice has led to 75% of the students in primary levels reading on or above grade level in L1.
An alignment of curriculum for SPED students have provided exposure to grade level curriculum and academic gap closures. Early language transition has increased vocabulary, fluency, and reading comprehension.
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: Lack of parental ability to support academics at home. Root Cause: Some parents have a modest education and limited familiarity of US education. Many parents work long hours to provide for basic needs for their families, and thus have limited time available.
Problem Statement 2: English reading levels and STAAR scores are affected due to the transition into the second language. Root Cause: Students lack English phonics foundation knowledge. They receive English instruction at school, but the family and community life is Spanish immersed.
Problem Statement 3: Learning gaps are created when students are not enrolled for a full academic year at HBE Root Cause: Students enroll and withdraw multiple times through the school year. High mobility rate of 25%
Problem Statement 4: Students newly enrolled in US schools are not familiar with routines, procedures and academic rigor. Root Cause: Newcomers year 1-3 are adjusting to the culture, language, and learning pace in a US school.
Staff Recruitment and Retention
Comprehensive Needs Assessment
Staff Recruitment and Retention
Staff Recruitment and Retention Summary
The Talent strategy is to recruit and retain the best employees at Hollibrook Elementary School to support students. For employees and support personnel, this includes recruitment processes and hiring practices to develop and retain staff to meet the unique needs of each department and/or campus. Increased creativity and flexibility in our staffing, compensation, and benefit plans will help SBISD attract and retain qualified individuals. In order to meet our strategic goals, attract and retain the best talent, we focus our efforts on the following key areas:
- Recruitment and Retention of instructional, non-instructional, paraprofessional, and auxiliary staff
- Onboarding processes
- Staffing and Performance Management
- Competitive Compensation and Benefits
- Benefits Training opportunities
Teacher by years of experience:
2023-2024: Beginning – 3.0 FTE (7.3%)
2022-2023: Beginning – 5.0 FTE (11.2%)
2021-2022: Beginning – 7.0 FTE (14.6%)
2023-2024: 1-5 Years –17.0 FTE (41.6%)
2022-2023: 1-5 Years – 12.7 FTE (28.3%)
2021-2022: 1-5 Years – 11.9 FTE (24.9%)
2023-2024: 6-10 Years – 7.0 FTE (17.1%)
2022-2023: 6-10 Years – 10.0 FTE (22.3%)
2021-2022: 6-10 Years – 14.0 FTE (29.3%)
2023-2024: 11-20 Years – 12.9 FTE (31.5%)
2022-2023: 11-20 Years – 15.0 FTE (33.5%)
2021-2022: 11-20 Years – 13.0 FTE (27.2%)
2023-2024: Over 20 Years – 1.0 FTE (2.4%)
2022-2023: Over 20 Years – 2.1 FTE (4.7%)
2021-2022: Over 20 Years – 0.0 FTE (0.0%)
2023-2024: Total – 40.9 FTE (100%)
2022-2023: Total – 44.8 FTE (100%)
2021-2022: Total – 47.8 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
We have several opportunities to attend job fairs to recruit certified teachers every year.
Staff members have a strong connection with students and their families in our community. They want to stay with us regardless of the daily long drive for some of our staff members.
Grade level teams work collaboratively and support each other to reach academic and behavior goals.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: Certified bilingual teachers are not easily found. Root Cause: Bilingual teachers completing their undergraduate program are not fully certified to start teaching.
Problem Statement 2: Certified special education teachers are needed to continue supports for our students. Root Cause: Special education teachers are not as available in the past, and HBE will continue to work with paraprofessionals and student teachers to develop a pipeline of candidates.
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Hollibrook Elementary School provides a sustained and strategic focus on educating, engaging and empowering families that are aligned with the SBISD Family E3 framework, focusing on building the capacity of families and staff to work together for student academic success. The Share a Smile Customer Service commitments are embedded into the Family E3 expectations, emphasizing the importance of customer service at our campus. The campus Translation and Interpretation Procedure asserts our commitment to provide families with information they can understand. Families are invited to attend campus and district events. The Family E3 team conducts an annual needs assessment with our campus to determine family engagement strengths and areas of support.
COMMUNITY ENGAGEMENT
Hollibrook Elementary School works closely with the SBISD Community Engagement Division to support meaningful, strategic two-way engagement of families, community members, partners, and volunteers. The district traditionally has a large and very committed network of partners and 12,000+ volunteers. During the summer, the Community Engagement team conducts a needs assessment with our campus to determine community engagement strengths and areas of support. We welcome and value volunteers who serve on our campus as mentors and tutors to support student success.
Family and Community Engagement Strengths
Parents support educational decisions that are best for students. They attend parent engagement events when possible and appreciate all we do to make them a part of our school community.
The support CIS brings to our community allows for families and students to have what they need to make home and school life better.
Teachers engage in parental community events that welcome families into our school community.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: Lack of parental ability to support academics at home Root Cause: Some parents have a modest education and/or limited familiarity of US education. Many parents work long hours to provide for basic needs for their families, and thus have limited time available.
Problem Statement 2: Learning gaps are created when students are not enrolled for a full academic year at HBE Root Cause: Students enroll and withdraw multiple times through the school year. High mobility rate of 25%.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - STUDENT GROWTH
- Performance Objective 3 - CLOSING THE GAPS
- Performance Objective 4 - ENGLISH LANGUAGE ACQUISITION PROGRESS
- Performance Objective 5 - EARLY LITERACY
- Performance Objective 6 - EARLY NUMERACY
- Performance Objective 7 - ADVANCED COURSES
Performance Objective 1 - ACHIEVEMENT
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 2025, Hollibrook Elementary School will increase student performance on STAAR Redesign 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.
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 and 2024 Texas Education Agency Data Tables
Strategy 1: Professional development sessions targeting staff needs including curriculum, instructional strategies, gifted and talented program needs, and technology will be planned and delivered based on teacher areas of need in each grade level, including new and returning teachers. Teacher facilitators and administrators will develop sessions and provide opportunities for staff to implement new strategies. Teachers can also attend Region 4 professional development trainings aligned with their content and grade level.
Strategy's Expected Result/Impact: Teacher efficacy will increase student achievement in reading, math and science.
Staff Responsible for Monitoring: Administrators
MCLs
Teachers
Title I:
2.4, 2.5, 2.6
-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
Funding Sources: TECHNOLOGY - 199 PIC 99 - Undistributed - 23.6398 - $1,000, TECHNOLOGY - 199 PIC 99 - Undistributed - 52.6398 - $100, 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 - $1,500, READING MATERIALS - PD - 211 - Title I, Part A - 13.6329 - $1,500, TRAVEL - EMPLOYEESS - 211 - Title I, Part A - 13.6411 - $1,000, TRAVEL - ADMINISTRATORS - 211 - Title I, Part A - 23.6411 - $1,500
Strategy 2: Utilize campus-wide trackers to monitor student progress across multiple measures of data. Meetings with reading, math, and science teachers to discuss individual student progress will take place after each benchmark.
Strategy's Expected Result/Impact: Identify students who are in need of Tier 2 or Tier 3 intervention.
Monitoring student academic progress to provide appropriate supports.
Identify teacher needs in order to increase efficacy when delivering whole group lessons and small group instruction.
Staff Responsible for Monitoring: Teachers
Administrators
MCLs
CAIS
Title I:
2.4, 2.6
-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 3: Identify students that may need a specialized intervention process. SSC meetings will be held to discuss student needs and concerns. Intervention plans will be designed to close academic gaps and committees will make decisions when further testing is needed. This will help us focus on effective interventions and more targeted strategies to close gaps.
Strategy's Expected Result/Impact: Timely and effective services provided to students.
Identification of specific student needs and accommodations.
Develop strong plans that provide appropriate support for academic or behavior growth.
Staff Responsible for Monitoring: Teachers
Administrators
MCLs
Interventionists
Counselor
CAIS
CIS
Nurse
Title I:
2.4, 2.5, 2.6, 4.2
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 4: Provide opportunities for learning outside of the classroom through study trips, visits to higher education institutes, and presentations on campus.
Strategy's Expected Result/Impact: Students will benefit from lifelong experiences that help make connections with their academic development.
Staff Responsible for Monitoring: Team Leaders
Administrators
MCL2
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Connect high school to career and college
-ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 5: Effective Instruction
Funding Sources: STUDENT STUDY TRIPS - ENTRY - 211 - Title I, Part A - 11.6412 - $4,000, STUDENT TRANSPORT - 211 - Title I, Part A - 11.6494 - $5,000,
STUDENT STUDY TRIPS - ENTRY - 199 PIC 11 - Instructional Services - 11.6412 - $1,200, STUDENT TRANSPORT - 199 PIC 11 - Instructional Services - 11.6494 -
$1,500
Strategy 5: Utilizing student performance data, we will identify student sub populations (SPED, G/T, LEP. ESL, At-Risk) and support academic achievement.
Supplies and materials include: manipulatives for math and science, reading materials, literacy materials, STAAR support, bilingual materials, portable labs, lab equipment
Strategy's Expected Result/Impact: Support schedules will provide opportunities to close achievement gaps.
Staff Responsible for Monitoring: Principal, Assistant Principal, CIT, Counselor
Title I:
2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: SUPPLIES & MATERIALS - 199 PIC 30 - At Risk School Wide SCE - 11.6399 - $251, SUPPLIES & MATERIALS - 199 PIC 11 - Instructional Services
- 11.6399 - $1,523, SUPPLIES & MATERIALS - 199 PIC 25 - ESL/Bilingual - 11.6399 - $10,200, SUPPLIES & MATERIALS - 199 PIC 99 - Undistributed - 11.6399 - $10,000, SUPPLIES & MATERIALS - 199 PIC 99 - Undistributed - 33.6399 - $750, SUPPLIES & MATERIALS - 199 PIC 99 - Undistributed - 31.6399 - $300, SUPPLIES & MATERIALS - 199 PIC 99 - Undistributed - 52.6399 - $500, OVERTIME - FRONT OFFICE - 199 PIC 99 - Undistributed - 23.6121 - $2,500, MEDICARE - 199 PIC 99 - Undistributed - 23.6141 - $44, WORKERS COMP - 199 PIC 99 - Undistributed - 23.6143 - $20, TRS - 199 PIC 99 - Undistributed - 23.6146 - $343, PRINTING - 199 PIC 99 - Undistributed - 23.6299 - $2,500, PRINTING - 199 PIC 99 - Undistributed - 33.6299 - $250, MISCELLANEOUS SUPPLIES - 199 PIC 11 - Instructional Services - 11.6499 - $3,000, PARA SUBS - 199 PIC 11 - Instructional Services - 11.6122 - $3,150, PARA OT - 199 PIC 11 - Instructional Services - 11.6121 - $500, COPIERS - 199 PIC 11 - Instructional Services - 11.6269 - $3,730, SUPPLIES & MATERIALS - 211 - Title I, Part A - 11.6399 - $2,313.50
Performance Objective 2 - STUDENT GROWTH
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 2025, Hollibrook Elementary School will increase the percentage of students demonstrating STAAR Redesign academic growth in reading and math by 5 percentage points or ≥ to 85%.
2023-24: School Progress-Annual Growth /Accelerated Learning: 70%/36% (Reading); 81%/48% (Math)
2022-23: School Progress-Annual Growth /Accelerated Learning: 62%/30% (Reading); 69%/42% (Math) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report and 2024 Texas Education Agency Data Tables
Strategy 1: Lesson plans for small group instruction will be developed. These lessons will address the needs of each group to accelerate reading, math, and science growth. Strategy's Expected Result/Impact: Increase scores in benchmark assessments throughout the school year. Data from benchmark will be analyzed and used for future planning.
Staff Responsible for Monitoring: Teachers
MCLs
Administrators
Interventionists
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Reading, Math and Science after school tutorials will be available for students. Lesson plans will be developed based on student needs in grades first through fifth.
Strategy's Expected Result/Impact: After school tutorials will ensure that academic gaps are closed and more students perform on grade level in all three subjects.
Staff Responsible for Monitoring: Teachers
MCLs
Administrators
Interventionists
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-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: TUTORIALS - 211 - Title I, Part A - 11.6116 - $30,000, TUTORIALS - 199 PIC 30 - At Risk School Wide SCE - 11.6116 - $10,000, MEDICARE - 199
PIC 30 - At Risk School Wide SCE - 11.641 - $160, WORKERS COMP - 199 PIC 30 - At Risk School Wide SCE - 11.6143 - $71, TRS - 199 PIC 30 - At Risk School Wide SCE - 11.6146 - $1,298, PARAS OT - TUTORIALS - 211 - Title I, Part A - 11.6121 - $7,000, MEDICARE - 211 - Title I, Part A - 11.6141 - $3,458, EMPLOYER CONTRIBUTION - 211 - Title I, Part A - 11.6142 - $10,500, WORKER'S COMP - 211 - Title I, Part A - 11.6143 - $1,142, TRS - 211 - Title I, Part A - 11.6146 - $28,140
Strategy 3: Teachers, administration, and staff will develop an understanding of the PLC framework and continue participation in professional development in the areas of teaching, learning, and leadership for results. The PLC will focus on designing and delivering effective instruction through backwards planning and targeted tiered instruction.
Through planning sessions, teachers will collaborate and discuss the framing of lessons that are aligned to TEKS and unit and benchmark assessments.
Strategy's Expected Result/Impact: Provide teachers with tools that allow them to develop high rigor and well supported lesson plans.
Staff Responsible for Monitoring: Administrators
MCL
Teachers
Interventionist
CAIS
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: SUBSTITUTES - 199 PIC 30 - At Risk School Wide SCE - 11.6112 - $1,000, SUBSTITUTES - 199 PIC 25 - ESL/Bilingual - 11.6122 - $1,000, MEDICARE - 199 PIC 25 - ESL/Bilingual - 11.6141 - $15, WORKERS COMP - 199 PIC 25 - ESL/Bilingual - 11.6143 - $7, TRS - 199 PIC 25 - ESL/Bilingual - 11.6146 -
$118, TRAVEL - ADMINISTRATORS - 199 PIC 99 - Undistributed - 23.6411 - $1,500, MEDICARE - 199 PIC 11 - Instructional Services - 11.6141 - $71, WORKERS
COMP - 199 PIC 11 - Instructional Services - 11.6143 - $31, TRS - 199 PIC 11 - Instructional Services - 11.6146 - $573, SUBSTITUTES - 199 PIC 11 - Instructional Services - 11.6112 - $1,000, SUBSTITUTES - 211 - Title I, Part A - 11.6112 - $1,000, MERIT PAY - 211 - Title I, Part A - 11.6118 - $13,750, TEACHERS & PROF SALARY - 211 - Title I, Part A - 11.6119 - $186,728.10, CAIS WORKER - 211 - Title I, Part A - 31.6141 - $80,722, MEDICARE - 211 - Title I, Part A - 31.6141 - $1,170, WORKERS COMP - 211 - Title I, Part A - 31.6143 - $387.40, TRS - 211 - Title I, Part A - 31.6146 - $9,525
Performance Objective 3 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: CLOSING THE GAPS: By June 2025, Hollibrook Elementary School will increase the percentage of academic achievement indicators on track to meet or exceed interim targets in the redesigned closing the gaps domain by 5 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 and 2024 Texas Education Agency Data Tables
Strategy 1: Interventionists will pull small groups from reading, math, and science classrooms during the school day to help students close academic gaps. Groups will be selected based on academic needs and lesson plans will be developed.
Strategy's Expected Result/Impact: Intervention sessions will ensure that academic gaps are closed and more students perform on grade level in all three subjects
Staff Responsible for Monitoring: Interventionists
MCLs
Administrators
Title I:
2.4, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- 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: Develop campus capacity to support inclusive programming for students with disabilities.
Strategy's Expected Result/Impact: Increase academic growth to close academic gaps in special education population.
Staff Responsible for Monitoring: Campus SPED Teachers, Classroom Teachers, Principal, Assistant Principals, Diagnostician
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-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 - $880, OVERTIME - 199 PIC 23 - Special Education - 11.6121 - $200
Performance Objective 4 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2025, the rate of Emergent Bilingual/English Learners increasing at least one composite score level on TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.
2023-24: TELPAS Progress Rate 57%
2022-23: TELPAS Progress Rate 57% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools and 2024 Texas Education Agency Data Tables
Strategy 1: All teachers will receive trainings throughout the school year to align lesson plans and their implementation to Proficiency Level Descriptors.
Strategy's Expected Result/Impact: Students will receive support needed to accelerate transition from L1 to L2.
Staff Responsible for Monitoring: Teachers
MCLs
Administrators
CAIS
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Create schedules in PreK-2nd grade that include English Instruction periods. During this time, students will receive lessons that include language acquisition strategies that effectively help increase TELPAS scores.
Strategy's Expected Result/Impact: Students will have a strong transition to L2 in district and campus assessments.
Staff Responsible for Monitoring: Teachers
MCLs
Administrators
CAIS
Title I:
2.4, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 3: Utilize trackers to monitor students progress across multiple measures of data for Letter Sounds, Vocabulary, and Spelling for Kinder and Phonics Decoding and Encoding and Oral Reading Analysis for first and second grade.
Strategy's Expected Result/Impact: Effectively close reading gaps to bring students to grade level in all skills.
Staff Responsible for Monitoring: Teachers
Teacher Facilitators
Administration
Interventionists
Title I:
2.4, 2.5, 2.6
-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
Performance Objective 5 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: EARLY LITERACY: By June 2025, Hollibrook Elementary School will increase the percentage of K-2 students on track to read at grade level by 5 percentage points or ≥ 80%.
Evaluation Data Sources:
Kindergarten: TxKEA - Letter Names, Vocabulary, and Spelling (Baseline Year)
Grades 1 and 2: Spring Branch Literacy Checkpoints (Baseline Year)
Strategy 1: Kinder and first grade students will be identified for Dyslexia support (TIER 2). Students will receive 6 weeks of intense targeted intervention.
Strategy's Expected Result/Impact: Students will be on grade level or documentation from interventions will be used to further refer students to different programs.
Staff Responsible for Monitoring: CAIS
Administrators
Teachers
Teacher Facilitators
MCLs
Dyslexia Instructional Specialist
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Utilize trackers to monitor students' progress across multiple measures of data for Letter Sounds, Vocabulary, and Spelling for Kinder and Phonics Decoding and Encoding and Oral Reading Analysis for first and second grade.
Strategy's Expected Result/Impact: Effectively close gaps to bring students to grade level in all skills.
Staff Responsible for Monitoring: Teachers
Teacher Facilitators
Administration
Interventionists
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 6 - EARLY NUMERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: EARLY NUMERACY: By June 2025, 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: K-2 Math Progress Monitoring (Baseline Year)
Strategy 1: Provide after school tutorials for students in first and second grade to support targeted areas of need. Lesson plans will be developed to effectively close gaps and provide opportunities to implement new knowledge.
Strategy's Expected Result/Impact: Students will show growth in district and campus assessments.
Staff Responsible for Monitoring: Administrators
MCL
Interventionists
Paraprofessionals
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Through data, identify student academic needs and provide a pull-out intervention that allows them to close gaps. Paraprofessionals will receive trainings and implement lessons developed by teachers.
Strategy's Expected Result/Impact: Students will close academic gaps in math and perform on grade level.
Staff Responsible for Monitoring: Teachers
MCLs
Administrator
Interventionists
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 7 - ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Hollibrook Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 7: ADVANCED COURSES: By June 2025, Hollibrook Elementary School will increase the number of students prepared for sixth grade advanced coursework in reading and math.
Evaluation Data Sources: 2024 Texas Education Agency Data Tables
Strategy 1: Students will be identified to receive rigorous lessons during intervention time.
Strategy's Expected Result/Impact: Students in the program will show more than one and a half years growth in Reading and Math.
Staff Responsible for Monitoring: MCL
Interventionists
Administrators
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Teachers will receive GT trainings that will allow them to implement and evaluate differentiated curriculum to meet the needs of gifted students.
Strategy's Expected Result/Impact: Identify GT students to provide a rigorous curriculum that ensures continuous growth.
Staff Responsible for Monitoring: Administrators
Counselor
Teachers
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 2: Strategic Staffing, Lever 5: Effective Instruction
Goal 2: Student Support
Student Support
- Performance Objective 1 -CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
- Performance Objective 2 -INTERVENTIONS
- Performance Objective 3 - STUDENT ATTENDANCE
Performance Objective 1 -CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
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 2025, 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:
2.4, 2.5, 2.6
-TEA Priorities:
Connect high school to career and college, Improve low-performing schools
-ESF Levers:
Lever 2: Strategic Staffing, Lever 3: Positive School Culture
Funding Sources: READING MATERIALS - 199 PIC 11 - Instructional Services - 11.6329 - $4,000, COUNSELOR - READING MATERIALS - 199 PIC 99 - Undistributed - 31.6329 - $200, READING MATERIALS - 211 - Title I, Part A - 11.6329 - $3,000
Strategy 2: Lessons highlighting the characteristics of Empathetic and Self Aware minded students will be delivered. They will be expected to use the guidelines to make the best decisions in everyday life.
Strategy's Expected Result/Impact: Students will be able to accept feedback, take responsibilities for their actions, develop plans to move forward, and be celebrated when successful.
Staff Responsible for Monitoring: Counselor
Administrators
Teachers
Title I:
2.5, 2.6
-TEA Priorities:
Connect high school to career and college, Improve low-performing schools
-ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Performance Objective 2 -INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Hollibrook Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 2: INTERVENTIONS: By June 2025, 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:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 2: Strategic Staffing, Lever 3: Positive School Culture, Lever 5: Effective Instruction
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 more students.
Staff Responsible for Monitoring: Teacher Facilitators
Interventionists
Administrators
CAIS
Title I:
2.4, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments. Lever 5: Effective Instruction
Performance Objective 3 - STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Hollibrook Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 3: STUDENT ATTENDANCE: By June 2025, student attendance at Hollibrook Elementary School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data and Texas Academic Performance Report
Strategy 1: Provide incentives and student recognitions every 9-weeks for students with the highest attendance.
Strategy's Expected Result/Impact: Attendance increase and tardy decrease.
Staff Responsible for Monitoring: ADA
MCLs
Administrators
Title I:
2.4, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 3: Positive School Culture
Strategy 2: Parent meetings will address the importance of daily attendance.
Strategy's Expected Result/Impact: Increase parent awareness and support in student attendance.
Staff Responsible for Monitoring: ADA
Teachers
Administrators
MCLs
Counselor CIS
Title I:
2.4, 4.2
-TEA Priorities:
Connect high school to career and college
-ESF Levers:
Lever 3: Positive School Culture
Goal 3: Safe Schools
Safe Schools
- Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
- Performance Objective 2 - SAFETY COMMITTEE
- Performance Objective 3 - EMERGENCY OPERATIONS
Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
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 expectations.
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:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math
-ESF Levers:
Lever 3: Positive School Culture
Performance Objective 2 - SAFETY COMMITTEE
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 a campus safety committee composed of stakeholders to analyze procedures that are related to campus safety.
Strategy's Expected Result/Impact: Increase communication and accountability for safety in all areas of the campus.
Staff Responsible for Monitoring: Administrators
Teachers
CAIS
Counselor
Teacher Facilitators
MCLs
Title I:
2.6
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture
Strategy 2: Participate in campus safety audit.
Strategy's Expected Result/Impact: Develop and implement action plans to address deficiencies before and after safety audits.
Staff Responsible for Monitoring: Safety Committee
Administrators
ESF Levers:
Lever 3: Positive School Culture
Performance Objective 3 - EMERGENCY OPERATIONS
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: EMERGENCY OPERATIONS PROCEDURES: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures.
Strategy's Expected Result/Impact: Campus EOP is turned in and filed by September 1st.
Staff Responsible for Monitoring: Safety Committee
Administrators
ESF Levers:
Lever 3: Positive School Culture
Strategy 2: Update campus EOP annually and train staff at the start of each school year.
Strategy's Expected Result/Impact: Campus procedures maintained in campus EOPs. Staff training documents maintained.
EOP submitted by September 1st.
Staff Responsible for Monitoring: Safety Committee Administrators
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
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
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
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
Title I:
4.1
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
Title I:
2.5, 2.6
- 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 Workers
Title I:
4.1, 4.2
Funding Sources: CUSTODIAN - 199 PIC 99 - Undistributed - 51.6121 - $1,200, MEDICARE - 199 PIC 99 - Undistributed - 51.6141 - $18, WORKERS COMP - 199 PIC 99 - Undistributed - 51.6143 - $8, TRS - 199 PIC 99 - Undistributed - 51.6146 - $138, PARENTS READING MATERIALS - 211 - Title I, Part A - 61.6329 - $1,000, PARENTS - SUPPLIES & MATERIALS - 211 - Title I, Part A - 61.6399 - $2,000, PARENTS - MISC OPERATING EXPENSE - 211 - Title I, Part A - 61.6499 - $1,064
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | TRAVEL | 11.6411 | $300.00 |
| 1 | 1 | 4 | STUDENT TRANSPORT | 11.6494 | $1,500.00 |
| 1 | 1 | 4 | STUDENT STUDY TRIPS - ENTRY | 11.6412 | $1,200.00 |
| 1 | 1 | 5 | SUPPLIES & MATERIALS | 11.6399 | $1,523.00 |
| 1 | 1 | 5 | MISCELLANEOUS SUPPLIES | 11.6499 | $3,000.00 |
| 1 | 1 | 5 | PARA OT | 11.6121 | $500.00 |
| 1 | 1 | 5 | COPIERS | 11.6269 | $3,730.00 |
| 1 | 1 | 5 | PARA SUBS | 11.6122 | $3,150.00 |
| 1 | 2 | 3 | MEDICARE | 11.6141 | $71.00 |
| 1 | 2 | 3 | SUBSTITUTES | 11.6112 | $1,000.00 |
| 1 | 2 | 3 | WORKERS COMP | 11.6143 | $31.00 |
| 1 | 2 | 3 | TRS | 11.6146 | $573.00 |
| 2 | 1 | 1 | READING MATERIALS | 11.6329 | $4,000.00 |
| Sub-Total | $20,578.00 | ||||
| Budgeted Fund Source Amount | $20,578.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 23 - Special Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 3 | 2 | OVERTIME | 11.6121 | $200.00 |
| 1 | 3 | 2 | SUPPLIES & MATERIALS | 11.6399 | $880.00 |
| Sub-Total | $1,080.00 | ||||
| Budgeted Fund Source Amount | $1,080.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 25 - ESL/Bilingual | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 5 | SUPPLIES & MATERIALS | 11.6399 | $10,200.00 |
| 1 | 2 | 3 | WORKERS COMP | 11.6143 | $7.00 |
| 1 | 2 | 3 | SUBSTITUTES | 11.6122 | $1,000.00 |
| 1 | 2 | 3 | TRS | 11.6146 | $118.00 |
| 1 | 2 | 3 | MEDICARE | 11.6141 | $15.00 |
| Sub-Total | $11,340.00 | ||||
| Budgeted Fund Source Amount | $11,340.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 30 - At Risk School Wide SCE | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 5 | SUPPLIES & MATERIALS | 11.6399 | $251.00 |
| 1 | 2 | 2 | TRS | 11.6146 | $1,298.00 |
| 1 | 2 | 2 | WORKERS COMP | 11.6143 | $71.00 |
| 1 | 2 | 2 | TUTORIALS | 11.6116 | $10,000.00 |
| 1 | 2 | 2 | MEDICARE | 11.641 | $160.00 |
| 1 | 2 | 3 | SUBSTITUTES | 11.6112 | $1,000.00 |
| Sub-Total | $12,780.00 | ||||
| Budgeted Fund Source Amount | $12,780.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 99 - Undistributed | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | TECHNOLOGY | 52.6398 | $100.00 |
| 1 | 1 | 1 | TECHNOLOGY | 23.6398 | $1,000.00 |
| 1 | 1 | 5 | MEDICARE | 23.6141 | $44.00 |
| 1 | 1 | 5 | WORKERS COMP | 23.6143 | $20.00 |
| 1 | 1 | 5 | OVERTIME - FRONT OFFICE | 23.6121 | $2,500.00 |
| 1 | 1 | 5 | TRS | 23.6146 | $343.00 |
| 1 | 1 | 5 | SUPPLIES & MATERIALS | 33.6399 | $750.00 |
| 1 | 1 | 5 | PRINTING | 33.6299 | $250.00 |
| 1 | 1 | 5 | PRINTING | 23.6299 | $2,500.00 |
| 1 | 1 | 5 | SUPPLIES & MATERIALS | 52.6399 | $500.00 |
| 1 | 1 | 5 | SUPPLIES & MATERIALS | 31.6399 | $300.00 |
| 1 | 1 | 5 | SUPPLIES & MATERIALS | 11.6399 | $10,000.00 |
| 1 | 2 | 3 | TRAVEL - ADMINISTRATORS | 23.6411 | $1,500.00 |
| 2 | 1 | 1 | COUNSELOR - READING MATERIALS | 31.6329 | $200.00 |
| 4 | 1 | 5 | TRS | 51.6146 | $138.00 |
| 4 | 1 | 5 | CUSTODIAN | 51.6121 | $1,200.00 |
| 4 | 1 | 5 | WORKERS COMP | 51.6143 | $8.00 |
| 4 | 1 | 5 | MEDICARE | 51.6141 | $18.00 |
| Sub-Total | $21,371.00 | ||||
| Budgeted Fund Source Amount | $21,371.00 | ||||
| +/- Difference | $0.00 | ||||
| 211 - Title I, Part A | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | TRAVEL - EMPLOYEESS | 13.6411 | $1,000.00 |
| 1 | 1 | 1 | READING MATERIALS - PD | 13.6329 | $1,500.00 |
| 1 | 1 | 1 | REGION IV - SERVICES | 13.6239 | $1,500.00 |
| 1 | 1 | 1 | SOFTWARE | 11.6397 | $9,000.00 |
| 1 | 1 | 1 | TRAVEL - ADMINISTRATORS | 23.6411 | $1,500.00 |
| 1 | 1 | 4 | STUDENT STUDY TRIPS - ENTRY | 11.6412 | $4,000.00 |
| 1 | 1 | 4 | STUDENT TRANSPORT | 11.6494 | $5,000.00 |
| 1 | 1 | 5 | SUPPLIES & MATERIALS | 11.6399 | $2,313.50 |
| 1 | 2 | 2 | MEDICARE | 11.6141 | $3,458.00 |
| 1 | 2 | 2 | PARAS OT - TUTORIALS | 11.6121 | $7,000.00 |
| 1 | 2 | 2 | WORKER'S COMP | 11.6143 | $1,142.00 |
| 1 | 2 | 2 | EMPLOYER CONTRIBUTION | 11.6142 | $10,500.00 |
| 1 | 2 | 2 | TUTORIALS | 11.6116 | $30,000.00 |
| 1 | 2 | 2 | TRS | 11.6146 | $28,140.00 |
| 1 | 2 | 3 | SUBSTITUTES | 11.6112 | $1,000.00 |
| 1 | 2 | 3 | MEDICARE | 31.6141 | $1,170.00 |
| 1 | 2 | 3 | WORKERS COMP | 31.6143 | $387.40 |
| 1 | 2 | 3 | TRS | 31.6146 | $9,525.00 |
| 1 | 2 | 3 | CAIS WORKER | 31.6141 | $80,722.00 |
| 1 | 2 | 3 | MERIT PAY | 11.6118 | $13,750.00 |
| 1 | 2 | 3 | TEACHERS & PROF SALARY | 11.6119 | $186,728.10 |
| 2 | 1 | 1 | READING MATERIALS | 11.6329 | $3,000.00 |
| 4 | 1 | 5 | PARENTS - SUPPLIES & MATERIALS | 61.6399 | $2,000.00 |
| 4 | 1 | 5 | PARENTS READING MATERIALS | 61.6329 | $1,000.00 |
| 4 | 1 | 5 | PARENTS - MISC OPERATING EXPENSE | 61.6499 | $1,064.00 |
| Sub-Total | $406,400.00 | ||||
| Budgeted Fund Source Amount | $406,400.00 | ||||
| +/- Difference | $0.00 | ||||
| Grand Total Budgeted | $473,549.00 | ||||
| Grand Total Spent | $473,549.00 | ||||
| +/- Difference | $0.00 | ||||