Campus Improvement Plan
Spring Branch Elementary School 2025-2026
- 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
- Addendum
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Spring Branch Elementary School
2025-2026 Campus Improvement Plan

Mission Statement
The Mission Statement for Spring Branch Elementary is "The SBE learning community collaborates to provide literacy skills in an engaging, authentic, and motivating education to empower successful and productive lifelong learners to compete in our new age."
Vision
SBE staff and students unite to achieve a common goal of excellence in learning through collaboration, positive relationships, passion, and determination.
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
Spring Branch Elementary School serves students in grades K-5 within the Spring Branch Independent School District (SBISD).
Enrollment trends showed an increase of 65 students from the 2023–2024 school year to the 2024–2025 school year.
Enrollment Trends:
2024-2025: Enrollment – 570
2023-2024: Enrollment – 505
2022-2023: Enrollment – 493
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Spring Branch Elementary School has remained relatively consistent during the past three years with some changes in the percent of students identified as Emergent Bilingual (EB). The majority of the students are Hispanic, followed by African American. Many of the students are considered economically disadvantaged, which qualifies the campus as a Title 1 school. During the 2024-2025 school year, 74.4% of the students were identified as EB; 85.3% At-Risk; 25.4% Immigrant; 2.5% Homeless, 17.2% of students were identified for special education services; and 3.3% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2024-2025: African American – 25 (4.4%)
2023-2024: African American – 31 (6.1%)
2022-2023: African American – 25 (5.1%)
2024-2025: American Indian-Alaskan Native – 5 (0.9%)
2023-2024: American Indian-Alaskan Native – *
2022-2023: American Indian-Alaskan Native – *
2024-2025: Asian – 11 (1.9%)
2023-2024: Asian – 0 (0.0%)
2022-2023: Asian – 0 (0.0%)
2024-2025: Hispanic – 495 (86.8%)
2023-2024: Hispanic – 440 (87.1%)
2022-2023: Hispanic – 444 (90.1%)
2024-2025: Native Hawaiian-Pacific Islander – 0 (0.0%)
2023-2024: Native Hawaiian-Pacific Islander – 0 (0.0%)
2022-2023: Native Hawaiian-Pacific Islander – *
2024-2025: White – 22 (3.9%)
2023-2024: White – 21 (4.2%)
2022-2023: White – 15 (3.0%)
2024-2025: Two-or-more – 12 (2.1%)
2023-2024: Two-or-more – 10 (2.0%)
2022-2023: Two-or-more – 5 (1.0%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2024-2025: At-Risk – 486 (85.3%)
2023-2024: At-Risk – 420 (83.2%)
2022-2023: At-Risk – 397 (80.5%)
2024-2025: Economically Disadvantaged – 547 (96.0%)
2023-2024: Economically Disadvantaged – 486 (96.2%)
2022-2023: Economically Disadvantaged – 461 (93.5%)
2024-2025: Emergent Bilingual – 424 (74.4%)
2023-2024: Emergent Bilingual – 355 (70.3%)
2022-2023: Emergent Bilingual – 346 (70.2%)
2024-2025: Gifted and Talented – 19 (3.3%)
2023-2024: Gifted and Talented – 21 (4.2%)
2022-2023: Gifted and Talented – 23 (4.7%)
2024-2025: Homeless – 14 (2.5%)
2023-2024: Homeless – 14 (2.8%)
2022-2023: Homeless – 6 (1.2%)
2024-2025: Immigrant – 145 (25.4%)
2023-2024: Immigrant – 99 (19.6%)
2022-2023: Immigrant – 66 (13.4%)
2024-2025: Migrant – 0 (0.0%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2024-2025: Special Education – 98 (17.2%)
2023-2024: Special Education – 83 (16.4%)
2022-2023: Special Education – 74 (15.0%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2022-2023: 93.6%
2021-2022: 93.5%
2020-2021: 91.7%
Source: Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2022-2023: 19.6%
2021-2022: 22.1%
2020-2021: 32.1%
Source: Texas Academic Performance Report (TAPR)
Demographics Strengths
1. Increasing Enrollment Reflects Growing Community Trust
Strength:
Enrollment has steadily increased over the past three years, with a notable jump of 65 students from 2023–2024 to 2024–2025.
Why It’s a Strength:
This trend suggests that the community sees value in the education and support services provided by the school. A growing student population often indicates parent confidence in school leadership, instruction, and campus culture.
2. Linguistic and Cultural Diversity Supports Global Competence
Strength:
A large majority of students (74.4%) are identified as Emergent Bilingual, with 25.4% identified as Immigrant, and the school serves a predominantly Hispanic student population (86.8%).
Why It’s a Strength:
This rich cultural and linguistic diversity provides a strong foundation for fostering global awareness, bilingualism, and cross-cultural understanding among students and staff. These attributes are assets in 21st-century learning and can be leveraged to build inclusive, culturally responsive instructional practices.
3. Stable Demographic Trends Allow for Targeted, Consistent Support
Strength:
The school’s demographic makeup has remained relatively consistent over the past three years, particularly in terms of race/ethnicity and economic status (96.0% economically disadvantaged in 2024–2025).
Why It’s a Strength:
This stability enables us to maintain long-term, targeted interventions and support programs for its population. It also allows for the development of expertise among staff in meeting the specific needs of the student body, including those who are At-Risk (85.3%) and receiving Special Education services (17.2%).
Problem Statements Identifying Demographics Needs
Problem Statement 1: Despite improvements, chronic absenteeism remains high at 19.6% as of the 2022-2023 school year, which may negatively impact academic achievement and student engagement.
Root Cause: A combination of socioeconomic challenges--evidenced by 96.0% of students being economically disadvantaged and 2.5% identified as homeless--along with a lack of targeted family outreach and support programs, likely contributes to persistent attendance issues.
Problem Statement 2: The percentage of students identified as Emergent Bilingual (EB) has steadily increased over the past three years, reaching 74.4% in 2024-2025, yet the percentage of students identified for Gifted and Talented services has declined to 3.3%, indicating a potential under-identification of gifted EB students.
Root Cause: Current identification practices and tools may lack cultural and linguistic responsiveness, leading to systemic under representation of EB students in advanced academic programs, despite their potential.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Spring Branch 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. Finally, our district core value of “Every Child” is exemplified through campus student support priorities. This includes ensuring that all students have the academic and mental health supports needed to be successful no matter the learning environment (SPED, GT, EB, CTE, etc.).
Below is a summary of the STAAR Redesign Reading passing rates:
2024: 3rd Grade Reading - 70% Approaches; 32% Meets; 7% Masters
2023: 3rd Grade Reading - 63% Approaches; 41% Meets; 9% Masters
2024: 4th Grade Reading - 73% Approaches; 42% Meets; 12% Masters
2023: 4th Grade Reading - 67% Approaches; 42% Meets; 19% Masters
2024: 5th Grade Reading - 70% Approaches; 50% Meets; 27% Masters
2023: 5th Grade Reading - 77% Approaches; 53% Meets; 26% Masters
2024: SPED All Grades Reading - 47% Approaches; 16% Meets; 2% Masters
2023: SPED All Grades Reading - 54% Approaches; 17% Meets; 0% Masters
2024: EB All Grades Reading - 66% Approaches; 40% Meets; 14% Masters
2023: EB All Grades Reading - 67% Approaches; 41% Meets; 13% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Redesign Mathematics passing rates:
2024: 3rd Grade Mathematics - 80% Approaches; 48% Meets; 8% Masters
2023: 3rd Grade Mathematics - 81% Approaches; 42% Meets; 8% Masters
2024: 4th Grade Mathematics - 72% Approaches; 51% Meets; 17% Masters
2023: 4th Grade Mathematics - 62% Approaches; 46% Meets; 16% Masters
2024: 5th Grade Mathematics - 92% Approaches; 61% Meets; 25% Masters
2023: 5th Grade Mathematics - 89% Approaches; 65% Meets; 15% Masters
2024: SPED All Grades Mathematics - 65% Approaches; 30% Meets; 0% Masters
2023: SPED All Grades Mathematics - 57% Approaches; 26% Meets; 0% Masters
2024: EB All Grades Mathematics - 87% Approaches; 57% Meets; 18% Masters
2023: EB All Grades Mathematics - 78% Approaches; 51% Meets; 11% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
1. Strong and Improving Math Achievement Across All Grades
Strength:
Spring Branch Elementary students demonstrated strong performance in math, especially in 5th grade, where 92% met Approaches, 61% met Meets, and 25% met Masters level on the 2024 STAAR Math assessment. Notably, 4th grade also showed growth from the previous year, with Approaches rising from 62% (2023) to 72% (2024) and Masters increasing from 16% to 17%.
Why It’s a Strength:
This indicates effective numeracy instruction and alignment with SBISD’s goal to build confident and creative mathematical thinkers. The upward trend also suggests that instructional strategies and PLC collaboration are successfully supporting students across grade levels.
2. Notable Academic Gains for Emergent Bilingual (EB) Students in Mathematics
Strength:
EB students achieved 87% Approaches, 57% Meets, and 18% Masters in Math in 2024 — a 9-point gain in Approaches and a 7-point gain in Masters from the previous year.
Why It’s a Strength:
These results reflect the effectiveness of differentiated, data-driven instruction and support systems tailored to EB learners. It also highlights how the school is advancing equity and ensuring access to rigorous content for language learners.
3. Steady and Strong Reading Performance in Upper Grades
Strength:
In 2024, 5th grade Reading results were solid with 70% Approaches, 50% Meets, and 27% Masters. While slightly lower than 2023 Approaches and Meets levels, Masters-level performance increased slightly from 26% to 27%.
Why It’s a Strength:
This consistency in higher-level reading achievement reflects the school's commitment to rigorous, meaningful literacy experiences and strong foundational instruction aligned with SBISD’s top priority of literacy development.
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: Literacy achievement in early grades is not progressing at the same rate as mathematics, with declining performance in Meets and Masters levels for 3rd grade reading. Evidence: 3rd Grade Reading (2023 - 2024): Meets dropped from 41% to 32% Masters dropped from 9% to 7%
Root Cause: While SBE emphasizes literacy as a top priority, early grade reading instruction may not be consistently differentiated to meet diverse learner needs. Additionally, early reading interventions may lack alignment with state expectations or effective progress monitoring systems.
Problem Statement 2: Students receiving special education services continue to under perform in reading, with fewer than half reaching the Approaches level. Evidence: SPED All Grades Reading (2024): 47% Approaches, 16% Meets, 2% Masters Minimal improvement from 2023, with Approaches declining slightly from 54% to 47%
Root Cause: Instructional strategies and interventions for SPED students may not be fully adapted to meet the rigor of the redesigned STAAR assessments. There may also be a gap in inclusive instructional practices or access to high-quality reading interventions.
Problem Statement 3: Despite strong growth in math performance for Emergent Bilingual (EB) students, reading performance for this group remains stagnant, with minimal change in Meets and Masters levels. Evidence: EB Reading (2023 - 2024): Meets: 41% - 40% Masters: 13% - 14%
Root Cause: While math instruction for EB students appears well-supported, reading instruction may not be fully linguistically responsive or scaffolded to support language development alongside literacy skills. There may be a need for more integrated literacy strategies that support vocabulary acquisition and comprehension for English learners.
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 Spring Branch Elementary School in order 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:
2024-2025: Beginning – 4.0 FTE (10.2%)
2023-2024: Beginning – 0.0 FTE (0.0%)
2022-2023: Beginning – 0.0 FTE (0.0%)
2024-2025: 1-5 Years – 7.0 FTE (17.8%)
2023-2024: 1-5 Years – 6.0 FTE (17.1%)
2022-2023: 1-5 Years – 6.0 FTE (17.2%)
2024-2025: 6-10 Years – 4.1 FTE (10.4%)
2023-2024: 6-10 Years – 9.0 FTE (25.7%)
2022-2023: 6-10 Years – 10.8 FTE (31.0%)
2024-2025: 11-20 Years – 13.2 FTE (33.6%)
2023-2024: 11-20 Years – 13.0 FTE (37.1%)
2022-2023: 11-20 Years – 12.0 FTE (34.5%)
2024-2025: Over 20 Years – 11.1 FTE (28.2%)
2023-2024: Over 20 Years – 7.0 FTE (20%)
2022-2023: Over 20 Years – 5.9 FTE (17.0%)
2024-2025: Total – 39.3 FTE (100%)
2023-2024: Total – 35.0 FTE (100%)
2022-2023: Total – 34.8 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
1. Growth in Total Teaching Staff
- Evidence: Teacher FTE increased from 34.8 in 2022–2023 to 39.3 in 2024–2025, an overall increase of 4.5 FTEs.
- Why It’s a Strength: This reflects successful recruitment efforts and a positive response to increased student enrollment and instructional needs.
2. Increase in Teachers with Over 20 Years of Experience
- Evidence: Teachers with over 20 years of experience increased from 5.9 FTE (17.0%) in 2022–2023 to 11.1 FTE (28.2%) in 2024–2025.
- Why It’s a Strength: This suggests Spring Branch Elementary is successfully retaining highly experienced educators, which supports instructional quality and mentoring of less experienced staff.
3. Introduction and Retention of Beginning Teachers
- Evidence: 4.0 FTE (10.2%) of the teaching staff in 2024–2025 are beginning teachers, up from 0.0 FTE in the previous two years.
- Why It’s a Strength: The school is not only attracting new educators but also successfully onboarding them, which is essential for long-term staffing sustainability and building future instructional leaders.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: There has been a significant decrease in teachers with 6-10 years of experience, dropping from 31.0% in 2022-2023 to 10.4% in 2024-2025.
Root Cause: Mid-career teachers may be leaving due to a lack of career advancement opportunities, mentorship, or competitive compensation packages targeted at this experience range. The current recruitment and retention strategies may be more effective for early-career or veteran teachers, but not for sustaining mid-career professionals.
Problem Statement 2: There is an uneven distribution of teacher experience, with fewer mid-career educators and a sudden rise in both beginning and veteran teachers, potentially creating gaps in campus instructional leadership and PLC balance.
Root Cause: Staffing strategies may not be strategically aligned to maintain a balanced experience distribution across grade levels or departments.
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Spring Branch 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
Spring Branch 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. Spring Branch Elementary School works with the Community Engagement team to recognize our campus needs, celebrate community engagement strengths, and identify partnership opportunities. We welcome and value partners and volunteers who serve on our campus to support the successes of our students, staff and families.
Family and Community Engagement Strengths
1. Alignment with SBISD’s Family E3 Framework
- Evidence: The campus implements a sustained and strategic focus on family engagement aligned to the E3 (Educate, Engage, Empower) framework.
- Why It’s a Strength: This ensures that family engagement efforts are purposeful, data-informed, and consistent with district-wide best practices, which supports stronger home-school connections.
2. Commitment to Language Accessibility and Customer Service
- Evidence: The campus uses a Translation and Interpretation Procedure and integrates Share a Smile Customer Service Commitments into its communication practices.
- Why It’s a Strength: These practices promote equity and inclusivity, ensuring all families — especially those who are multilingual — can access important information and feel respected and welcomed.
3. Strong Partnerships and Volunteer Network
- Evidence: Spring Branch Elementary is supported by SBISD’s 12,000+ volunteers and a strong network of community partners.
- Why It’s a Strength: Access to such a broad and committed base enhances student support, event success, and school resources beyond what the campus alone can provide.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: While a needs assessment is conducted annually, there is no mention of how the data from family feedback is used to improve or differentiate family engagement practices.
Root Cause: There may be a lack of follow-through or structured implementation process to translate needs assessment results into specific, measurable actions or programs that address unique family needs.
Problem Statement 2: Community partnerships and volunteerism need to be leveraged to support student academic growth and instructional goals.
Root Cause: Community engagement efforts may currently emphasize event-based or general support, rather than being strategically aligned with student learning outcomes, such as academic tutoring, mentorships, or curriculum-linked initiatives.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - STUDENT GROWTH
- Performance Objective 3 - RELATIVE PERFORMANCE
- Performance Objective 4 - CLOSING THE GAPS
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
- Performance Objective 6 - EARLY LITERACY
- Performance Objective 7 - EARLY NUMERACY
- Performance Objective 8 - ADVANCED COURSES
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2026, Spring Branch Elementary School will increase student performance on STAAR Grades 3-5 exams in reading and math by at least 5 percentage points in approaches, 5 percentage points in meets, and 5 percentage points in masters.
2024-25: Reading: 70% (approaches), 43% (meets), 16% (masters); Math: 81% (approaches), 53% (meets), 19% (masters)
2023-24: Reading: 71% (approaches), 42% (meets), 15% (masters); Math: 81% (approaches), 54% (meets), 17% (masters)
2022-23: Reading: 69% (approaches), 45% (meets), 18% (masters); Math: 77% (approaches), 51% (meets), 13% (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: SBE will provide Professional Development opportunities to our teachers and staff. These PD opportunities will be given by district department leads, campus instructional specialists (reading and math), and Region 4 to stay abreast of the latest instructional strategies for rigorous instruction and to advance learners in the content areas. Subs will be paid for when teachers attend professional development on or off campus during the school day.
Food/Snacks will be purchased for PD sessions held on campus.
Strategy's Expected Result/Impact: Increased instructional skills by our teachers and improved performance by our students on district assessments, PSTAAR, and STAAR.
Staff Responsible for Monitoring: Administration, instructional specialists, teachers, and admin assistant.
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 3: Positive School Culture, Lever 5: Effective Instruction
Funding Sources: Subs for teachers attending PD Title I funds - 211 - Title I, Part A - 211.11.6299.000.114.30.0.000.FBG26 - $4,000, PD Region 4 Services (Title I funds) - 211 - Title I, Part A - 211.13.6239.000.114.30.0.000.FGB26 - $300, Food/Snacks for Campus PD 199 Gen Funds - 199 PIC 99 - Undistributed - 199.13.6499.000.114.99.0.114 - $3,500, Subs for Teacher PD 199 Gen Funds - 199 PIC 11 - Instructional Services - 199.11.6112.000.114.32.0.114 - $1,000
Strategy 2: To enhance real world experiences that increase our students' background knowledge in the content areas, teachers will plan and take our students on educational study trips for SBE students.
Strategy's Expected Result/Impact: Students will have a better grasp of concepts through field trips related to the content that is taught.
Staff Responsible for Monitoring: Teachers, Administration, Admin Assistant
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Funding Sources: Transportation - Buses 199 Gen Funds - 199 PIC 11 - Instructional Services - 199.11.6494.000.114.11.0.114 - $2,500, Transportation - Buses 211 Title I Funds - 211 - Title I, Part A - 211.11.6494.000.114.30.0.000.FBG25 - $4,000, Student Field Trips Entry Fees 199 Gen Budget - 199 PIC 11 - Instructional Services - 199.11.6412.000.114.11.0.114 - $2,500, Student Field Trip Entry Fees 211 Title I Funds - 211 - Title I, Part A - 211.6412.000.114.30.0.000.FBG26 - $6,000
Strategy 3: To support Family Engagement and strengthen learning opportunities at home, family academic events and parent learning opportunities will take place. Some of these possible events include Family Academic Nights with the Children's Museum, Parent Literacy Classes, Family Technology Nights, and more.
Coffee with the Principal meetings will focus on family supports. Snacks for the coffees will be purchased.
To support Math and Literacy events, math resources, book packets, and writing materials will be purchased.
To increase parent communication with families who speak languages other than English, SBE will contract a translation service.
Strategy's Expected Result/Impact: Active family engagement will strengthen learning habits at home and student performance/behavior at school.
Staff Responsible for Monitoring: Administration, Admin Assistant, Counselor, Teachers
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Funding Sources: Snacks for Parent Events 211 Title 1 Funds - 211 - Title I, Part A - 211.61.6499.000.114.30.0.000.FBG26 - $600, Translation Service to Communicate with Parents 211 Title I Funds - 211 - Title I, Part A - 211.61.6299.000.114.30.0.000.FBG26 - $1,000, Children's Museum Family Academic Nights 211 Title I - 211 - Title I, Part A - 211.61.6299.000.114.30.0.000.FBG26 - $5,700
Performance Objective 2 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: STUDENT GROWTH: By June 2026, Spring Branch 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 ≥ to 85%.
2024-25: 75 School Progress-Annual Growth RLA and Math Score 2023-24: 76 School Progress-Annual Growth RLA and Math Score
2022-23: 73 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:
Instructional resources, supplies, and materials will be purchased for teachers to use with their students to increase their skills in all content areas. This includes our EB/ESL, Special Ed, and At Risk Students.
Strategy's Expected Result/Impact: Instructional resources, supplies, and materials will be purchased for teachers to use with their students to increase their skills in all content areas. This includes our EB/ESL, Special Ed, and At Risk Students. Online resources will also be purchased to support the practice of testing strategies/skills.
Staff Responsible for Monitoring: Administration, Admin Asst., ILT members, Teachers
Title I:
2.51, 2.52, 2.53, 2.533
- TEA Priorities:
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: Supplies and Materials 199 Gen Budget - 199 PIC 11 - Instructional Services - 199.11.6399.000.114.11.0.114 - $6,776, Supplies and Materials 211 Title I Budget - 211 - Title I, Part A - 211.11.6399.000.114.30.0.000.FGB26 - $14,012, Special Ed Supplies 199 Gen Budget - 199 PIC 23 - Special Education - 199.11.6399.000.114.23.0.114 - $880, Bilingual Supplies 199 Gen Budget - 199 PIC 25 - ESL/Bilingual - 199.11.6399.000.114.25.0.114 - $8,640
Strategy 2: Grade level teams will meet weekly to collaborate as a Professional Learning Community (PLC), discuss student performance, internalize units & lessons, plan assessments, address student behaviors, review roadmaps, and more.
Strategy's Expected Result/Impact: Teachers' collaborative efforts will increase the quality of instruction and student performance.
Staff Responsible for Monitoring: Administration, ILT, Team Leaders
Title I:
2.52, 2.53, 2.533, 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
Strategy 3: SBE Literacy Instructional Specialists and Math MCL will meet with grade level teams to collaborate on internalizing the instructional units and lessons from HMH and/or written by the district academic departments. Teams will gather to explore instructional strategies and their impact on student learning.
Strategy's Expected Result/Impact: SBE students will make significant progress in their literacy and math skills because of the clear instruction provided by our teachers.
Staff Responsible for Monitoring: Teachers, ILT, Administration
Title I:
2.51, 2.52
- 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
Performance Objective 3 - RELATIVE PERFORMANCE
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: RELATIVE PERFORMANCE: By June 2026, Spring Branch Elementary School will increase its relative performance scale score. 2024-25: 82 Scale Score
2023-24: 81 Scale Score
2022-23: 81 Scale Score
Evaluation Data Sources: Accountability Report Domain 2 B
Strategy 1: Accelerate academic growth by identifying and addressing individual student needs through targeted instruction. Teachers and ILT will: Use regular formative assessments and benchmark testing to monitor student progress. Use assessment data to create small-group interventions for students performing below grade level.
Strategy's Expected Result/Impact: Precise targeting of instruction ensures no instructional time is wasted and supports continued upward movement in student outcomes, which influences relative performance rankings.
Staff Responsible for Monitoring: Administration, ILT, Teachers
Title I:
2.51, 2.52, 2.53, 2.533, 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 3: Positive School Culture, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Strengthen Tier 1 Instructional Practices by improving overall classroom instruction to boost all students' performance, particularly those on the cusp of proficiency. We can do this by unpacking state standards and focus on rigor and depth of knowledge. Conduct regular instructional walk-throughs and provide timely feedback to teachers. Promote high-leverage strategies such as academic vocabulary development, student discourse, and formative feedback.
Strategy's Expected Result/Impact: High-quality core instruction benefits all learners and drives improvements that impact overall performance and rankings.
Staff Responsible for Monitoring: Administrators, ILT, Teachers
Title I:
2.51, 2.52, 2.53, 2.534
Strategy 3: Provide targeted support to close performance gaps among subgroups to raise the overall performance level of the school.
Grade levels will identify under performing student groups (e.g., English Learners, students receiving Special Education services). Monitor subgroup data regularly and adjust support as needed.
Strategy's Expected Result/Impact: Improving outcomes for lower-performing groups will have a direct impact on campus-wide metrics and push the school toward or above the 90th percentile goal.
Staff Responsible for Monitoring: Teachers, ILT, Administrators
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 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 4 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: CLOSING THE GAPS: By June 2026, Spring Branch 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 6 component points.
2024-25: 16 of 24 Academic Achievement Points Met; 66.7% Component Points
2023-24: 15 of 32 Academic Achievement Points Met; 46.9% Component Points
2022-23: 17 of 24 Academic Achievement Points Met; 70.8% 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: Purchase technology and utilize software programs (Edusmart, RAZ Kids, online STAAR Prep Materials) to support blended learning environments and personalized learning. To meet the technology needs of the campus, SBE will purchase technology equipment (hardware), if needed.
Strategy's Expected Result/Impact: Student will receive personalized learning pathways which will increased student achievement.
Staff Responsible for Monitoring: Administration, Teachers, ILT, and Campus Tech
Title I:
2.51, 2.52, 2.53, 2.533
Funding Sources: Learn A-Z Software 199 Gen Funds - 199 PIC 11 - Instructional Services - 199.11.6397.000.114.30.0.114 - $7,200, STAAR Practice Software At Risk Supplies 199 for Edusmart and online STAAR practice materials - 199 PIC 30 - At Risk School Wide SCE - 199.11.6399.000.114.30.0.114 - $10,522
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch 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 49%
2023-24: TELPAS Progress Rate 49%
2022-23: TELPAS Progress Rate 54% (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: SBISD Multilingual Department will work with our K - 5th teachers on developing and strengthening the implementation of the Cross Linguistic Connections and other English acquisition instructional strategies.
Strategy's Expected Result/Impact: Through the routine implementation of the English acquisition instructional strategies like CLC and PVR, our EB students will make great gains as measured by TELPAS.
Staff Responsible for Monitoring: Teachers, Administration, ILT
Title I:
2.51, 2.52
Strategy 2: Through daily implementation of the HMH curriculum, English phonics, and writing instruction in all bilingual classrooms, our EB/ESL students will increase and strengthen their reading and vocabulary skills.
Strategy's Expected Result/Impact: Students' English reading skills and reading levels will increase in all grade levels.
Staff Responsible for Monitoring: Teachers, ILT, Administration
Title I:
2.51, 2.52, 2.53, 2.534
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 6 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: EARLY LITERACY: By June 2026, Spring Branch 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: Kinder - 2nd grade interventions will take place during the RtI block (30 minutes per day) and independent reading time. The small group work will focus on specific skills such as letter sounds, vocabulary, phonics, decoding and encoding.
Additionally, these teams will have the support of the K - 2 Literacy Instructional Specialist to provide small group interventions, modeling, coaching, and feedback.
Strategy's Expected Result/Impact: Students selected for RtI small group instruction will have at least one year's growth in reading skills.
Staff Responsible for Monitoring: Teachers, ILT, Administration
Title I:
2.51, 2.52
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 5: Effective Instruction
Strategy 2: Teachers in grades Kinder, 1st, and 2nd will work with the Literacy Instructional Specialist and district Humanities lead on the use of the HMH Curriculum and all its components as well as the Vowel Valley to provide students with a strong literacy foundation.
Strategy's Expected Result/Impact: We will see increased teacher capacity around phonics instruction and an increase in student reading skills.
Staff Responsible for Monitoring: Teachers, Literacy Instructional Specialist, Administration
Title I:
2.51, 2.52, 2.534
Performance Objective 7 - EARLY NUMERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 7: EARLY NUMERACY: By June 2026, Spring Branch 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: Utilize ongoing formative assessments to identify specific numeracy skill gaps in K-2 students. Teachers will use this data to group students by skill level and provide differentiated small-group instruction at least 3 times per week during math small group instructional time.
Strategy's Expected Result/Impact: Small group instruction tailored to individual student needs accelerates foundational skill development and ensures early intervention.
Staff Responsible for Monitoring: Teachers, Instructional Specialist
Title I:
2.51, 2.52
Strategy 2: Provide professional development and planning support for teachers to incorporate manipulatives (e.g., counters, number lines, ten frames) and structured math talk routines (e.g., Number Talks, Turn & Talk) into daily instruction to promote conceptual understanding.
Strategy's Expected Result/Impact: Concrete, visual tools combined with verbal reasoning build number sense and support deep understanding of foundational math concepts in young learners.
Staff Responsible for Monitoring: Teachers, Instructional Specialist, MCL
Title I:
2.51, 2.52, 2.534
Performance Objective 8 - ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 8: ADVANCED COURSES: By June 2026, Spring Branch 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: Students that are identified as performing at the higher levels in reading and math will receive more rigorous instruction and practice during RtI time.
Strategy's Expected Result/Impact: These students will improve their performance on the PSTAAR, STAAR, and district assessments and qualify for advanced coursework in reading and math at the middle schools.
Staff Responsible for Monitoring: Teachers, ILT
Title I:
2.51, 2.52
Strategy 2: Teachers will complete their initial GT training (30 hours) or maintain their 6 hours yearly to meet the needs of their GT students.
Strategy's Expected Result/Impact: Teachers will provide GT students with instruction that challenges and increases their academic skills and more.
Staff Responsible for Monitoring: Teachers, Administrators
Title I:
2.52, 2.53, 2.534
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. Spring Branch 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, Spring Branch 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: The counselor will provide teachers with a weekly Core Characteristic and an example that can be taught/discussed in the classroom. Teachers will have the opportunity to celebrate student(s) who exemplify the characteristic.
Strategy's Expected Result/Impact: Celebrating students who exemplify a characteristic will deepen understanding and cause students to want to demonstrate the core characteristics.
Staff Responsible for Monitoring: Teachers, Counselor
Title I:
2.53, 2.531
- ESF Levers:
Lever 3: Positive School Culture
Strategy 2: The Core Characteristics and the PBIS framework will be combined as part of PAWS. Teachers will let students know which of the Core Characteristics they are displaying when they earn PAWS.
Strategy's Expected Result/Impact: Students will internalize the Core Characteristics that they demonstrate throughout the school day and office referrals will lessen.
Staff Responsible for Monitoring: Teachers, PBIS Committee, Counselor, Administration
Title I:
2.53, 2.531
- ESF Levers:
Lever 3: Positive School Culture
Strategy 3: The counselor will purchase resources/supplies that will help support students' well-being.
Strategy's Expected Result/Impact: Our students' emotional well-being needs will be supported.
Staff Responsible for Monitoring: Counselor, Admin Assistant
Title I:
2.53, 2.531
- ESF Levers:
Lever 3: Positive School Culture
Funding Sources: Counselor Supplies 199 Gen Funds - 199 PIC 99 - Undistributed - 199.31.6399.000.114.99.0.114 - $800
Performance Objective 2 - INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Spring Branch Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 2: INTERVENTIONS: By June 2026, Spring Branch Elementary School will implement TIER interventions with students identified as needing academic or behavioral supports.
Evaluation Data Sources: Multiple measures
Strategy 1: To support instruction and learning, Title I funds are used to fund 100% of a Math Multi-classroom leader and a bilingual Interventionist. The remaining 25% of the Bilingual interventionist comes from trading a LEP assistant unit.
*These interventionists and the entire ILT will support grade level teams with clearly defined roles and responsibilities, including planning, coaching, and modeling.
*They provide small group instruction to K - 5th students as part of the implementation of the daily RtI interventions.
*Members of the ILT use a Support Tracker to maintain a record of the assistance they provide teachers and students.
*During the school year, part-time interventionists will be hired to target student academic needs.
Strategy's Expected Result/Impact: We will see increased student achievement for all struggling students in Math and Reading so that the impact on instruction and student performance by the MCL and interventionist is evident to stakeholders.
Staff Responsible for Monitoring: Administration, Admin Assistant, ILT
Title I:
2.51, 2.52, 2.53, 2.534
Funding Sources: Salary and Fringe Benefits for Math MCL and Bilingual Interventionists - 211 - Title I, Part A - 211.11.6119.000.114.30.0.000.FBG26 - $243,238
Strategy 2: Provide after school tutorials and/or Saturday Camps to meet the diverse needs of students in grades K-5 to ensure mastery of grade level and advanced TEKS.
Strategy's Expected Result/Impact: Increase mastery of grade level TEKS and advanced proficiency scale levels.
Staff Responsible for Monitoring: Administration, Teachers, Admin Assistant
Title I:
2.51, 2.52
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 5: Effective Instruction
Funding Sources: Tutorials and Saturday Camps Professional 211 Title I Funds - 211 - Title I, Part A - 211.11.6116.000.114.30.0.000.FGB26 - $14,000, Transportation for Tutorials 211 Title I Funds - 211 - Title I, Part A - 211.11.6494.000.114.30.0.000.FGB26, Paraprofessional Overtime for Tutorials 211 Title I Funds - 211 - Title I, Part A - 211.11.6121.000.114.30.0.000.FGB26 - $4,500
Strategy 3: SBE will implement Live School as a campus-wide behavior tracking and incentive system aligned with PBIS to support the identification, monitoring, and intervention to provide behavioral support. Teachers and staff will consistently use Live School to provide real-time feedback, reinforce positive behaviors, and collect behavior data to inform intervention planning. Live School data may be used to develop and monitor individual behavior plans and determine the effectiveness of interventions.
Strategy's Expected Result/Impact: Decrease in office discipline referrals, improved student behavior trends in Live School data, increased Tier I behavior compliance and student participation in incentive programs, and progress monitoring data showing improvement for Tier II/III students.
Staff Responsible for Monitoring: PBIS Team, Assistant Principal, Counselor, Classroom Teachers
Title I:
2.533
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture
Funding Sources: Partial Payment of Live Schools Software 211 Funds - 211 - Title I, Part A - 211.11.6397.000.114.30.0.000.FGB26 - $750
Performance Objective 3 - STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Spring Branch Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 3: STUDENT ATTENDANCE: By June 2026, student attendance at Spring Branch Elementary School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data and Texas Academic Performance Report
Strategy 1: Perfect Attendance will be celebrated at the end of every month starting in September with a bike give-away. A random name will be drawn from all students who had perfect attendance during the month. Community partners will donate the monthly bicycle.
Strategy's Expected Result/Impact: Improved attendance rates.
Staff Responsible for Monitoring: CIS, AP
Title I:
2.53, 2.533
- ESF Levers:
Lever 3: Positive School Culture
Strategy 2: Live Schools will include a Points Category for Attendance. Students will earn a PAWS point for being present.
Strategy's Expected Result/Impact: Students aware of the importance of attending school daily.
Staff Responsible for Monitoring: Teachers, Administrators, CIS, Counselor, ADA
Title I:
2.53
- ESF Levers:
Lever 3: Positive School Culture
Strategy 3: Conferences will be held with parents of students with excessive absences in order to develop a plan to improve attendance.
Strategy's Expected Result/Impact: Increased parent involvement to improve attendance.
Staff Responsible for Monitoring: Administration, ADA
Title I:
2.53, 2.533
- 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. Spring Branch 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: We will utilize Positive Behavior Interventions and Supports, which is a set of ideas and tools used school-wide to improve students' behavior. At SBE, we focus on four core behaviors, Positive Attitude, Always be Respectful, Work Hard, and Safe/Smart Choices (PAWS), in all areas of our building.
Strategy's Expected Result/Impact: Improved student behaviors as measured by improved behavior data and academic achievement.
Staff Responsible for Monitoring: PBIS Committee, Administration, Teachers, and Staff
Title I:
2.52
- ESF Levers:
Lever 3: Positive School Culture
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Spring Branch 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
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Spring Branch 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
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Spring Branch 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: Funds are allocated to provide substitutes for special ed support personnel when they are absent.
Strategy's Expected Result/Impact: Support provided by paraprofessionals will continue on a daily basis.
Staff Responsible for Monitoring: Admin Assistant, Principal
Funding Sources: Subs for Sp Ed Paraprofessionals 199 - 199 PIC 23 - Special Education - 199.23.6122.000.114.99.0.114 - $1,365
Strategy 3: To help the operation of the front office, funds will be allocated to cover the cost of repairs of machines in the building such as the front office copier and the library machines. Additional funds will be allocated for office supplies.
Strategy's Expected Result/Impact: The machines will continue to work and support school initiatives such data disaggregation, student reports, family communication, and more.
Staff Responsible for Monitoring: Admin Assistant, Front office staff, Principal
Funding Sources: Repair of Library Machines - 199 PIC 11 - Instructional Services - 199.11.6249.000.114.30.0.114 - $1,500, Front Office Color Copier - 199 PIC 99 - Undistributed - 199.23.6269.000.114.99.0.114 - $4,200, Misc. Contract Services - 199 PIC 11 - Instructional Services - 199.11.6299.000.114.11.0.114 - $1,800
Strategy 4: Supplies for the clinic will be purchased.
Strategy's Expected Result/Impact: The supplies will be used to tend to the health needs of our students.
Staff Responsible for Monitoring: Nurse, Admin Assistant
ESF Levers:
Lever 3: Positive School Culture
Funding Sources: Clinic Supplies 199 Gen Funds - 199 PIC 99 - Undistributed - 199.33.6399.000.114.99.0.114 - $1,000
Strategy 5: Cover the cost of overtime for a custodian that works outside of their normal work hours.
Strategy's Expected Result/Impact: Happy custodian.
Staff Responsible for Monitoring: Admin Assistant, Administrator
Funding Sources: Custodial Overtime - 199 PIC 99 - Undistributed - 199.52.6121.000.114.99.0.114 - $500
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Subs for Teacher PD 199 Gen Funds | 199.11.6112.000.114.32.0.114 | $1,000.00 |
| 1 | 1 | 2 | Student Field Trips Entry Fees 199 Gen Budget | 199.11.6412.000.114.11.0.114 | $2,500.00 |
| 1 | 1 | 2 | Transportation - Buses 199 Gen Funds | 199.11.6494.000.114.11.0.114 | $2,500.00 |
| 1 | 2 | 1 | Supplies and Materials 199 Gen Budget | 199.11.6399.000.114.11.0.114 | $6,776.00 |
| 1 | 4 | 1 | Learn A-Z Software 199 Gen Funds | 199.11.6397.000.114.30.0.114 | $7,200.00 |
| 4 | 1 | 3 | Misc. Contract Services | 199.11.6299.000.114.11.0.114 | $1,800.00 |
| 4 | 1 | 3 | Repair of Library Machines | 199.11.6249.000.114.30.0.114 | $1,500.00 |
| Sub-Total | $23,276.00 | ||||
| Budgeted Fund Source Amount | $23,276.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 23 - Special Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 2 | 1 | Special Ed Supplies 199 Gen Budget | 199.11.6399.000.114.23.0.114 | $880.00 |
| 4 | 1 | 2 | Subs for Sp Ed Paraprofessionals 199 | 199.23.6122.000.114.99.0.114 | $1,365.00 |
| Sub-Total | $2,245.00 | ||||
| Budgeted Fund Source Amount | $2,245.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 25 - ESL/Bilingual | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 2 | 1 | Bilingual Supplies 199 Gen Budget | 199.11.6399.000.114.25.0.114 | $8,640.00 |
| Sub-Total | $8,640.00 | ||||
| Budgeted Fund Source Amount | $8,640.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 30 - At Risk School Wide SCE | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 4 | 1 | STAAR Practice Software At Risk Supplies 199 for Edusmart and online STAAR practice materials | 199.11.6399.000.114.30.0.114 | $10,522.00 |
| Sub-Total | $10,522.00 | ||||
| Budgeted Fund Source Amount | $10,522.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 99 - Undistributed | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Food/Snacks for Campus PD 199 Gen Funds | 199.13.6499.000.114.99.0.114 | $3,500.00 |
| 2 | 1 | 3 | Counselor Supplies 199 Gen Funds | 199.31.6399.000.114.99.0.114 | $800.00 |
| 4 | 1 | 3 | Front Office Color Copier | 199.23.6269.000.114.99.0.114 | $4,200.00 |
| 4 | 1 | 4 | Clinic Supplies 199 Gen Funds | 199.33.6399.000.114.99.0.114 | $1,000.00 |
| 4 | 1 | 5 | Custodial Overtime | 199.52.6121.000.114.99.0.114 | $500.00 |
| Sub-Total | $10,000.00 | ||||
| Budgeted Fund Source Amount | $10,000.00 | ||||
| +/- Difference | $0.00 | ||||
| 211 - Title I, Part A | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Subs for teachers attending PD Title I funds | 211.11.6299.000.114.30.0.000.FBG26 | $4,000.00 |
| 1 | 1 | 1 | PD Region 4 Services (Title I funds) | 211.13.6239.000.114.30.0.000.FGB26 | $300.00 |
| 1 | 1 | 2 | Student Field Trip Entry Fees 211 Title I Funds | 211.6412.000.114.30.0.000.FBG26 | $6,000.00 |
| 1 | 1 | 2 | Transportation - Buses 211 Title I Funds | 211.11.6494.000.114.30.0.000.FBG25 | $4,000.00 |
| 1 | 1 | 3 | Children's Museum Family Academic Nights 211 Title I | 211.61.6299.000.114.30.0.000.FBG26 | $5,700.00 |
| 1 | 1 | 3 | Snacks for Parent Events 211 Title 1 Funds | 211.61.6499.000.114.30.0.000.FBG26 | $600.00 |
| 1 | 1 | 3 | Translation Service to Communicate with Parents 211 Title I Funds | 211.61.6299.000.114.30.0.000.FBG26 | $1,000.00 |
| 1 | 2 | 1 | Supplies and Materials 211 Title I Budget | 211.11.6399.000.114.30.0.000.FGB26 | $14,012.00 |
| 2 | 2 | 1 | Salary and Fringe Benefits for Math MCL and Bilingual Interventionists | 211.11.6119.000.114.30.0.000.FBG26 | $243,238.00 |
| 2 | 2 | 2 | Paraprofessional Overtime for Tutorials 211 Title I Funds | 211.11.6121.000.114.30.0.000.FGB26 | $4,500.00 |
| 2 | 2 | 2 | Tutorials and Saturday Camps Professional 211 Title I Funds | 211.11.6116.000.114.30.0.000.FGB26 | $14,000.00 |
| 2 | 2 | 2 | Transportation for Tutorials 211 Title I Funds | 211.11.6494.000.114.30.0.000.FGB26 | $0.00 |
| 2 | 2 | 3 | Partial Payment of Live Schools Software 211 Funds | 211.11.6397.000.114.30.0.000.FGB26 | $750.00 |
| Sub-Total | $298,100.00 | ||||
| Budgeted Fund Source Amount | $298,100.00 | ||||
| +/- Difference | $0.00 | ||||
| Grand Total Budgeted | $352,783.00 | ||||
| Grand Total Spent | $352,783.00 | ||||
| +/- Difference | $0.00 | ||||
Addendum
Campus Report Card 2023-2024 (Delayed)