Campus Improvement Plan 2024-2025
Spring Branch 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
Spring Branch Elementary School
2024-2025 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 12 students from the 2022–2023 school year to the 2023–2024 school year.
Enrollment Trends:
2023-2024: Enrollment – 505
2022-2023: Enrollment – 493
2021-2022: Enrollment – 525
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. 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 2023-2024 school year, 70.3% of the students were identified as Emergent Bilingual/English Learner (EB/EL); 83.2% At-Risk; 19.6% Immigrant; 2.8% Homeless, 16.4% of students were identified for special education services; and 4.2% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2023-2024: African American – 31 (6.1%)
2022-2023: African American – 25 (5.1%)
2021-2022: African American – 28 (5.3%)
2023-2024: American Indian-Alaskan Native – *
2022-2023: American Indian-Alaskan Native – *
2021-2022: American Indian-Alaskan Native – *
2023-2024: Asian – 0 (0.0%)
2022-2023: Asian – 0 (0.0%)
2021-2022: Asian – *
2023-2024: Hispanic – 440 (87.1%)
2022-2023: Hispanic – 444 (90.1%)
2021-2022: Hispanic – 472 (90.0%)
2023-2024: Native Hawaiian-Pacific Islander – 0 (0.0%)
2022-2023: Native Hawaiian-Pacific Islander – *
2021-2022: Native Hawaiian-Pacific Islander – 0 (0.0%)
2023-2024: White – 21 (4.2%)
2022-2023: White – 15 (3.0%)
2021-2022: White – 16 (3.1%)
2023-2024: Two-or-more – 10 (2.0%)
2022-2023: Two-or-more – 5 (1.0%)
2021-2022: Two-or-more – *
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2023-2024: At-Risk – 420 (83.2%)
2022-2023: At-Risk – 397 (80.5%)
2021-2022: At-Risk – 429 (81.7%)
2023-2024: Economically Disadvantaged – 486 (96.2%)
2022-2023: Economically Disadvantaged – 461 (93.5%)
2021-2022: Economically Disadvantaged – 494 (94.1%)
2023-2024: Emergent Bilingual/English Learner – 355 (70.3%)
2022-2023: Emergent Bilingual/English Learner – 346 (70.2%)
2021-2022: Emergent Bilingual/English Learner – 360 (68.6%)
2023-2024: Gifted and Talented – 21 (4.2%)
2022-2023: Gifted and Talented – 23 (4.7%)
2021-2022: Gifted and Talented – 13 (2.5%)
2023-2024: Homeless – 14 (2.8%)
2022-2023: Homeless – 6 (1.2%)
2021-2022: Homeless – 6 (1.1%)
2023-2024: Immigrant – 99 (19.6%)
2022-2023: Immigrant – 66 (13.4%)
2021-2022: Immigrant – 81 (15.4%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2021-2022: Migrant – 0 (0.0%)
2023-2024: Special Education – 83 (16.4%)
2022-2023: Special Education – 74 (15.0%)
2021-2022: Special Education – 62 (11.8%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2021-2022: 93.5%
2020-2021: 91.7%
2019-2020: 97.2%
Source: Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2021-2022: 22.1%
2020-2021: 32.1%
2019-2020: 9.9%
Source: Texas Academic Performance Report (TAPR)
Demographics Strengths
SBE, a Title I campus, continues to build on the strengths of the community. Our SBE families are becoming more involved in their child's education by attending parent math and language arts academic meetings, being involved in the PTA, and providing assistance to teachers. Through these efforts, our families learn to value education as a key way out of poverty. The neighborhood that surrounds the school is experiencing gentrification, and some of these new families are enrolling their children at SBE.
SBE is fortunate to have a variety of cultures from different countries represented. Our students and their families contribute to our school by bringing their experiences and traditions. SBE works to create a culture that celebrates the diversity in our world and the contributions of all people.
Our student enrollment continues to increase. We had 505 students enrolled at the time the count was taken last year. However, by the end of the year, our enrollment averaged 530 students. Also, the number of students qualifying for GT has grown and remains steady the past two school years. Our attendance rates are not where they were pre-pandemic, but those numbers are on the rise.
Problem Statements Identifying Demographics Needs
Problem Statement 1: Our students are continue to underperform in reading, writing, science, and math. Root Cause: The attendance and tardiness rates are impacting the amount of time our struggling students are missing instruction.
Problem Statement 2: Our second language acquisition performance rates need to continue to increase. Root Cause: We need to find the educational resources to support our students whose native language is Farsi, Persian, or Arabic.
Problem Statement 3: The impact of the pandemic can still be felt in our attendance rate. Root Cause: Parents go used to the lax approach to attendance during the pandemic.
Problem Statement 4: Parent engagement is limited. Root Cause: Parents that are new to the country may not understand the strong impact that their engagement has on their children's academic success. Many parents work long hours and have minimal time to engage with the school.
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. 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 - 63% Approaches; 41% Meets; 9% Masters
4th Grade Reading - 67% Approaches; 42% Meets; 19% Masters
5th Grade Reading - 77% Approaches; 53% Meets; 26% Masters
SPED All Grades Reading - 54% Approaches; 17% Meets; 0% Masters
EB/EL All Grades Reading - 67% Approaches; 41% Meets; 13% 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 - 81% Approaches; 42% Meets; 8% Masters
4th Grade Mathematics - 62% Approaches; 46% Meets; 16% Masters
5th Grade Mathematics - 89% Approaches; 65% Meets; 15% Masters
SPED All Grades Mathematics - 57% Approaches; 26% Meets; 0% Masters
EB/EL All Grades Mathematics - 78% Approaches; 51% Meets; 11% Masters
Source: 2022-2023 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
SBE students continue to make gains. The teachers and staff are dedicated to meeting the students' academic needs by focusing on specific students and specific needs. This is accomplished during our Response to Intervention block for each grade level during which students are flexibly grouped. K - 2nd grade students get 30 minutes for their RtI block and focus on reading skills. 3rd - 5th have an hour for their RtI block, so students get 30 minutes of reading and 30 minutes of math.
Our teachers also have the support of campus level instructional specialists in the areas of literacy, math, and science. This support provides opportunities to strengthen instruction and make needed adjustments of Tier I instruction to meet the academic needs of students. Retired teachers have been hired to provide tutorials and interventions. Their experience and strong instructional skills support student needs.
In our K, 1st, and 2nd grade levels, our students have been making great gains in the areas of literacy. This is primarily because of the work the Humanities department has done in the past three school years in developing a curriculum that supports phonics and grammar instruction. Their work also included training for our teachers. Our teachers love it and our students are the beneficiaries. We have noticed an increase in literacy skills in the primary grades, which will lead to increased performance in the intermediate grades especially when it comes to STAAR performance.
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: Reading levels and performance on STAAR for our students in the intermediate grades are still below the expected 80% passing. Root Cause: There are still gaps in the reading skills of our intermediate grade level students.
Problem Statement 2: Bilingual students' literacy skills are still lagging behind their mainstream counterparts. Root Cause: Our bilingual students need more English language instruction in the primary grades.
Problem Statement 3: Parent engagement is limited. Root Cause: Parents that are new to the country may not understand the strong impact that their engagement has on their children's academic success. Many parents work long hours and have minimal time to engage with the school.
Problem Statement 4: Our students are continue to underperform in reading, writing, science, and math. Root Cause: The attendance and tardiness rates are impacting the amount of time our struggling students are missing instruction.
Problem Statement 5: Our second language acquisition performance rates need to continue to increase. Root Cause: We need to find the educational resources to support our students whose native language is Farsi, Persian, or Arabic.
Problem Statement 6: The impact of the pandemic can still be felt in our attendance rate. Root Cause: Parents go used to the lax approach to attendance during the pandemic.
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:
2023-2024: Beginning – 0.0 FTE (0.0%)
2022-2023: Beginning – 0.0 FTE (0.0%)
2021-2022: Beginning – 1.9 FTE (5.0%)
2023-2024: 1-5 Years – 6.0 FTE (17.1%)
2022-2023: 1-5 Years – 6.0 FTE (17.2%)
2021-2022: 1-5 Years – 9.0 FTE (23.7%)
2023-2024: 6-10 Years – 9.0 FTE (25.7%)
2022-2023: 6-10 Years – 10.8 FTE (31.0%)
2021-2022: 6-10 Years – 11.0 FTE (29.0%)
2023-2024: 11-20 Years – 13.0 FTE (37.1%)
2022-2023: 11-20 Years – 12.0 FTE (34.5%)
2021-2022: 11-20 Years – 12.0 FTE (31.7%)
2023-2024: Over 20 Years – 7.0 FTE (20%)
2022-2023: Over 20 Years – 5.9 FTE (17.0%)
2021-2022: Over 20 Years – 4.0 FTE (10.6%)
2023-2024: Total – 35.0 FTE (100%)
2022-2023: Total – 34.8 FTE (100%)
2021-2022: Total – 37.9 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
SBE remains focused on recruiting teachers that are passionate about working with our Title I students and making a difference in their education. Throughout the school year, we work to support our teachers in ways that impact their work with our students. This includes providing opportunities for professional development that is relevant to their daily instruction, as well as opportunities to collaborate as a PLC. It is also important that our teachers and staff feel supported personally. To that end, administration makes sure that teachers have opportunities to take care of themselves and their families.
For our upcoming school year, we hired four teachers that are just beginning their careers as well as some experienced teachers from surrounding districts. Our goal is to assure their success by providing needed support as well as mentors to the new teachers and buddies to the experienced teachers.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: Maintaining and improving our students' performance levels depends on the steadiness of our staff. Root Cause: Teacher burnout impacts our teachers and staff because Title I campuses have high need students in regard to academics and behavior.
Problem Statement 2: Teachers are looking at other districts. Root Cause: The distance teachers drive is long, and the traffic delays their arrival time to their home.
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. 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
SBE, a Title I campus, continues to build on the strengths of the community. Our SBE families are becoming more involved in their child's education by attending academic events, being involved in the PTA, attending our Parent Coffees, and providing assistance to teachers. Through these efforts, our families learn to value education as a way of providing their children with a brighter future. The neighborhood that surrounds the school is experiencing gentrification, and some of these new families are enrolling their children at SBE.
SBE is very fortunate to have a variety of community organizations donate and support the mission and vision of the campus by building strong partnerships and giving of their time, talent and money to assist with making SBE a successful school. SBE will continue to have the support of Chapelwood with the implementation of the SBISD Read program and Reading Buddies for our 2nd grade students. Los Carnales y La Familia continues to support our students through their donation of school supplies and motivating prizes for perfect attendance. The Spring Branch Memorial Sports Association is our "Sister School" and supports our school by providing essential student supplies, funds for student activities, and celebratory meals for teachers. The Talasek Group was invaluable new partner for our school by providing our 4th and 5th grades with jackets at the start of winter as well as donating gifts for all students.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: Parent engagement is limited. Root Cause: Parents that are new to the country may not understand the strong impact that their engagement has on their children's academic success. Many parents work long hours and have minimal time to engage with the school.
Problem Statement 2: Our students are continue to underperform in reading, writing, science, and math. Root Cause: The attendance and tardiness rates are impacting the amount of time our struggling students are missing instruction.
Problem Statement 3: The impact of the pandemic can still be felt in our attendance rate. Root Cause: Parents go used to the lax approach to attendance during the pandemic.
Problem Statement 4: Our second language acquisition performance rates need to continue to increase. Root Cause: We need to find the educational resources to support our students whose native language is Farsi, Persian, or Arabic.
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. Spring Branch Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2025, Spring Branch 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, 4 percentage points in meets, and 5 percentage points in 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 and 2024 Texas Education Agency Data Tables
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 performance by our students on district assessments, PSTAAR, and STAAR.
Staff Responsible for Monitoring: Administration, instructional specialists, teachers, and admin assistant
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, 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: Subs for teachers attending PD Title I funds - 211 - Title I, Part A - 211.11.6112.000.114.30.0.000.FBG25 - $5,000, PD Region 4 Title I Funds - 211 - Title I, Part A - 211.13.6239.000.114.30.0.000.FGB24 - $500, Food/Snacks for on 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, Professional Reading Materials 211 Title I Funds - 211 - Title I, Part A - 211.23.6239.000.114.30.0.000.FGB25 - $300
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, ILT, Admin Assistant, Administration
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 5: Effective Instruction
Funding Sources: Transportation - Buses for Study 199 Gen Budget - 199 PIC 11 - Instructional Services - 199.11.6494.000.114.11.0.114 - $2,500, Student Travel Field Trip Entry Fees 199 General Budget - 199 PIC 11 - Instructional Services - 199.11.6412.000.114.11.0.114 - $2,500, Transportation - Buses for Field Trips 211 Title I Budget - 211 - Title I, Part A - 211.11.6494.000.114.30.0.000.FBG25 - $2,000, Student Travel Field Trip Entry Fees 211 Title I Budget - 211 - Title I, Part A - 211.6412.000.114.30.0.000.FBG25 - $3,000
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.
Staff Responsible for Monitoring: Administrators
CIS/Counselor
Teachers
Media Center Assistant
Admin Assistant
Title I:
4.1, 4.2
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 3: Positive School Culture, Lever 4: High-Quality Instructional Materials and Assessments
Funding Sources: Snacks for Parent Events 211 Title 1 - 211 - Title I, Part A - 211.61.6499.000.114.30.0.000.FBG25 - $600, Translation Service to Communicate with Parents 211 Title 1 - 211 - Title I, Part A - 211.61.6299.000.114.30.0.000.FBG25 - $800, Supplies and Materials for Parent Events 211 Title 1 - 211 - Title I, Part A - 211.61.6399.000.114.30.0.000.FBG25 - $1,817, Children's Museum Family Academic Nights 211 Title I - 211 - Title I, Part A - 211.61.6299.000.114.30.0.000.FBG25 -
$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 2025, Spring Branch Elementary School will increase the percentage of students demonstrating STAAR Redesign academic growth in reading and math by 6 percentage points or ≥ to 85%.
2023-24: School Progress-Annual Growth /Accelerated Learning: 64%/33% (Reading); 80%/54% (Math)
2022-23: School Progress-Annual Growth /Accelerated Learning: 68%/37% (Reading); 73%/40% (Math) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report and 2024 Texas Education Agency Data Tables
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. Online resources will also be purchased to support the practice of testing strategies/skills.
Strategy's Expected Result/Impact: Students' skills in all content areas will improve, as will their performance on the STAAR at all performance levels.
Staff Responsible for Monitoring: Administration, Admin Asst., ILT members, 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 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 - $5,470, Supplies and Materials 211 Title I Budget - 211 - Title I, Part A - 211.11.6399.000.114.30.0.000.FGB25 - $33,664, Sp Ed Supplies 199 Gen Budget - 199 PIC 23 - Special Education - 199.11.6399.000.114.23.0.114 - $890, Bilingual Supplies 199 Gen Budget - 199 PIC 25 - ESL/Bilingual - 199.11.6399.000.114.25.0.114 - $7,440, At Risk (Compensatory) Supplies 199 - 199 PIC 30 - At Risk School Wide SCE - 199.11.6399.000.114.30.0.114 - $9,720
Strategy 2: Grade level teams will meet weekly to collaborate as a Professional Learning Community (PLC), discuss student performance, 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:
2.4, 2.5, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, 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 5: Effective Instruction
Strategy 3: SBE Literacy Instructional Specialists and Math MCL will meet with grade level teams to collaborate on internalizing the lessons written by the district academic departments. Teams will gather in a Lab Site setting 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, Instructional Specialists, MCL, Administration
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, 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
Performance Objective 3 - 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 3: CLOSING THE GAPS: By June 2025, Spring Branch 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 8 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 and 2024 Texas Education Agency Data Tables
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, Media Center Assistant, and Media Center 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 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Software 199 Gen Funds - 199 PIC 11 - Instructional Services - 199.11.6397.000.114.30.0.114 - $7,500, Software Edusmart and STAAR online 211 Title I Funds - 211 - Title I, Part A - 14750.00211.11.6397.000.114.30.0.000.FGB25 - $14,750, Tech Hardware 211 Title I Funds - 211 - Title I, Part A - 211.11.6398.000.114.30.0.000.FGB25 - $4,000
Strategy 2: Students in 3rd, 4th, and 5th grade will participate in RtI small group instruction daily. Specific students will be chosen to work on specific skills by teachers who are most comfortable/adept at teaching those skills.
Strategy's Expected Result/Impact: By working on specific skills daily, students will improve academically and demonstrate progress on assessments.
Staff Responsible for Monitoring: Teachers, ILT, Administration
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 3: Positive School Culture, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 4 - 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 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 49%
2022-23: TELPAS Progress Rate 54% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools and 2024 Texas Education Agency Data Tables
Strategy 1: SBISD Multilingual Department and Dr. Mercuri's Consultants 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:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 5: Effective Instruction
Strategy 2: K - 2 bilingual teachers will use their English Language Development time (30 minutes) for explicit and direct instruction in English. Lessons are planned weekly.
Strategy's Expected Result/Impact: Students in K - 2 will strengthen their English language skills as measured by TELPAS.
Staff Responsible for Monitoring: K - 2 Teachers, ILT
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 3: Through daily implementation of 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:
2.4, 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 4: Professional development opportunities and resources, which could include software, for our ESL/Mainstream teachers so they can reach and teach our students who speak Arabic, Farsi, or Persian.
Strategy's Expected Result/Impact: Our Arabic, Farsi, and Persian speaking students will feel more comfortable and make great strides in their English language acquisition.
Staff Responsible for Monitoring: Administration, Teachers, ILT, Multilingual Department
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 3: Positive School Culture, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 5 - 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 5: EARLY LITERACY: By June 2025, Spring Branch 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 - 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. Decodable books will be purchased.
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:
2.4, 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: Purchase Decodable Books - 211 - Title I, Part A - 211.11.6329.000.114.30.0.000.FBG25 - $5,000
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 Vowel Valley, phonics, training and utilize all of the phonics curriculum resources to provide students with a strong literacy foundation.
Teachers will use a tracker to monitor student progress on their literacy skills.
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:
2.4, 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 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 3: Through TX-KEA and MAP Reading Fluency, K and 1st grade students will be screened for dyslexia and will receive interventions from teachers and interventionists.
Strategy's Expected Result/Impact: Improvement in the reading skills of students
Staff Responsible for Monitoring: Teachers, CAIS, 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
Performance Objective 6 - 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 6: EARLY NUMERACY: By June 2025, 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: K-2 Math Progress Monitoring (Baseline Year)
Strategy 1: Number Talks implemented daily in all K - 2 classrooms in order to build a strong sense of numbers.
Strategy's Expected Result/Impact: Students will be able to compose and decompose numbers based on their grade level TEKS and perform at expected levels or higher on the EOY math screeners.
Staff Responsible for Monitoring: Teachers
Administrators
ILT
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: K - 2 teachers will meet weekly to review their district provided math lessons with the Instructional Specialist in a Lab Site setting to demonstrate instructional strategies to each other.
Strategy's Expected Result/Impact: K - 2 students will have stronger foundational math skills.
Staff Responsible for Monitoring: Teachers, ILT, Administration
Performance Objective 7 - 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 7: ADVANCED COURSES: By June 2025, Spring Branch 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 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:
2.4, 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: 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: They will provide GT students with instruction that challenges and increases their academic skills and more.
Staff Responsible for Monitoring: Teachers 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
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 2025, 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 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:
2.4, 2.5, 2.6
-TEA Priorities:
Improve low-performing schools
-ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Strategy 2: Morning Announcements will include a daily Core Characteristic with an example that will 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: Counselor, Principal
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Improve low-performing schools
-ESF Levers:
Lever 3: Positive School Culture
Strategy 3: 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, Principal
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Improve low-performing schools
-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 - $500
Strategy 4: The Core Characteristic lessons will be conducted by the counselor in the classrooms or during lunchtime to help strengthen the six Core Characteristics that students will need to master by high school graduation.
Strategy's Expected Result/Impact: Our students will start to display the Core Characteristics in their everyday interactions and actions.
Staff Responsible for Monitoring: Counselor, Teachers, Administration, and Staff
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Improve low-performing schools
-ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
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: Performance Objective 2: INTERVENTIONS: By June 2025, 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 55% of the Bilingual Interventionist. The remaining 45% 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:
2.4, 2.5, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, 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: Salary and Fringe Benefits for Math MCL and Bilingual Interventionist - 211 - Title I, Part A - 211.11.6119.000.114.30.0.000.FBG25 - $199,049
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:
2.4, 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 and Saturday Camps Professional 211 Title I Funds - 211 - Title I, Part A - 211.11.6116.000.114.30.0.000.FGB25 - $20,000, Transportation for Tutorials 211 Title I Funds - 211 - Title I, Part A - 211.11.6494.000.114.30.0.000.FGB25 - $6,000, Paraprofessional Overtime for Tutorials 211 Title I Funds - 211 - Title I, Part A - 211.11.6121.000.114.30.0.000.FGB25 - $6,500, Front Office Working Tutorials 211 Title I Funds - 211 - Title I, Part A - 211.11.6125.000.114.30.0.000.FGB25 - $3,000
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: Performance Objective 3: STUDENT ATTENDANCE: By June 2025, 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: Teachers, counselor, AP
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Strategy 2: Perfect Attendance will be celebrated during the Recognition Ceremonies with a certificate presented by the students' teacher.
Strategy's Expected Result/Impact: Improved attendance rates and on time arrivals.
Staff Responsible for Monitoring: Teachers, ADA, Administration, Counselor
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Improve low-performing schools
-ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
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:
2.5, 2.6
-TEA Priorities:
Improve low-performing schools
-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:
2.4, 2.5, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Strategy 2: SBE students will earn PAWS points from teachers and staff throughout the day for demonstrating PAWS and Core Characteristics. All students will redeem their PAWS points and "shop" at the SBE Bear Market every four weeks.
Strategy's Expected Result/Impact: Improved student behavior in all areas of our building.
Staff Responsible for Monitoring: PBIS Committee, Counselor, Administration, Teachers, and Staff
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, Improve low-performing schools
-ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
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: CAMPUS SAFETY COMMITTEE: Establish Campus Safety Committees composed of a cross section of stakeholders to look at matters related to campus safety.
Strategy's Expected Result/Impact: Campus principal will recruit a safety team and provide a roster. Campus team will meet three times per year so that we will be able to refine safety practices.
Staff Responsible for Monitoring: Principal Campus Safety Officer
Strategy 2: Participate in campus safety audit.
Strategy's Expected Result/Impact: Campus will develop action plans to address any deficiencies as a result of safety audits.
Staff Responsible for Monitoring: Administrators Safety Committee
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: 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: Administrators
Strategy 2: EMERGENCY OPERATIONS PROCEDURES: 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: Administrators Safety Committee
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 money.
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 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
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
-ESF Levers:
Lever 5: Effective Instruction
Funding Sources: Subs for Paraprofessionals 199 - 199 PIC 11 - Instructional Services - 199.11.6122.000.114.11.0.114 - $1,785, Subs for Sp Ed Paraprofessionals 199 - 199 PIC 99 - Undistributed - 199.23.6122.000.114.99.0.114 - $420
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
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, Principal
Funding Sources: Clinic Supplies 199 Gen Funds - 199 PIC 99 - Undistributed - 199.33.6249.000.114.99.0.114 - $1,000
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 | Transportation - Buses for Study 199 Gen Budget | 199.11.6494.000.114.11.0.114 | $2,500.00 |
| 1 | 1 | 2 | Student Travel Field Trip Entry Fees 199 General Budget | 199.11.6412.000.114.11.0.114 | $2,500.00 |
| 1 | 2 | 1 | Supplies and Materials 199 Gen Budget | 199.11.6399.000.114.11.0.114 | $5,470.00 |
| 1 | 3 | 1 | Software 199 Gen Funds | 199.11.6397.000.114.30.0.114 | $7,500.00 |
| 4 | 1 | 2 | Subs for Paraprofessionals 199 | 199.11.6122.000.114.11.0.114 | $1,785.00 |
| 4 | 1 | 3 | Repair of Library Machines | 199.11.6249.000.114.30.0.114 | $1,500.00 |
| Sub-Total | $22,255.00 | ||||
| Budgeted Fund Source Amount | $22,255.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 23 - Special Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 2 | 1 | Sp Ed Supplies 199 Gen Budget | 199.11.6399.000.114.23.0.114 | $890.00 |
| Sub-Total | $890.00 | ||||
| Budgeted Fund Source Amount | $890.00 | ||||
| +/- 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 | $7,440.00 |
| Sub-Total | $7,440.00 | ||||
| Budgeted Fund Source Amount | $7,440.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 30 - At Risk School Wide SCE | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 2 | 1 | At Risk (Compensatory) Supplies 199 | 199.11.6399.000.114.30.0.114 | $9,720.00 |
| Sub-Total | $9,720.00 | ||||
| Budgeted Fund Source Amount | $9,720.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 99 - Undistributed | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Food/Snacks for on 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 | $500.00 |
| 4 | 1 | 2 | Subs for Sp Ed Paraprofessionals 199 | 199.23.6122.000.114.99.0.114 | $420.00 |
| 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 | 199.33.6249.000.114.99.0.114 | $1,000.00 |
| Sub-Total | $9,620.00 | ||||
| Budgeted Fund Source Amount | $9,620.00 | ||||
| +/- Difference | $0.00 | ||||
| 211 - Title I, Part A | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Professional Reading Materials 211 Title I Funds | 211.23.6239.000.114.30.0.000.FGB25 | $300.00 |
| 1 | 1 | 1 | PD Region 4 Title I Funds | 211.13.6239.000.114.30.0.000.FGB24 | $500.00 |
| 1 | 1 | 1 | Subs for teachers attending PD Title I funds | 211.11.6112.000.114.30.0.000.FBG25 | $5,000.00 |
| 1 | 1 | 2 | Transportation - Buses for Field Trips 211 Title I Budget | 211.11.6494.000.114.30.0.000.FBG25 | $2,000.00 |
| 1 | 1 | 2 | Student Travel Field Trip Entry Fees 211 Title I Budget | 211.6412.000.114.30.0.000.FBG25 | $3,000.00 |
| 1 | 1 | 3 | Translation Service to Communicate with Parents 211 Title 1 | 211.61.6299.000.114.30.0.000.FBG25 | $800.00 |
| 1 | 1 | 3 | Children's Museum Family Academic Nights 211 Title I | 211.61.6299.000.114.30.0.000.FBG25 | $5,700.00 |
| 1 | 1 | 3 | Supplies and Materials for Parent Events 211 Title 1 | 211.61.6399.000.114.30.0.000.FBG25 | $1,817.00 |
| 1 | 1 | 3 | Snacks for Parent Events 211 Title 1 | 211.61.6499.000.114.30.0.000.FBG25 | $600.00 |
| 1 | 2 | 1 | Supplies and Materials 211 Title I Budget | 211.11.6399.000.114.30.0.000.FGB25 | $33,664.00 |
| 1 | 3 | 1 | Software Edusmart and STAAR online 211 Title I Funds | 14750.00211.11.6397.000.114.30.0.000.FGB25 | $14,750.00 |
| 1 | 3 | 1 | Tech Hardware 211 Title I Funds | 211.11.6398.000.114.30.0.000.FGB25 | $4,000.00 |
| 1 | 5 | 1 | Purchase Decodable Books | 211.11.6329.000.114.30.0.000.FBG25 | $5,000.00 |
| 2 | 2 | 1 | Salary and Fringe Benefits for Math MCL and Bilingual Interventionist | 211.11.6119.000.114.30.0.000.FBG25 | $199,049.00 |
| 2 | 2 | 2 | Front Office Working Tutorials 211 Title I Funds | 211.11.6125.000.114.30.0.000.FGB25 | $3,000.00 |
| 2 | 2 | 2 | Tutorials and Saturday Camps Professional 211 Title I Funds | 211.11.6116.000.114.30.0.000.FGB25 | $20,000.00 |
| 2 | 2 | 2 | Transportation for Tutorials 211 Title I Funds | 211.11.6494.000.114.30.0.000.FGB25 | $6,000.00 |
| 2 | 2 | 2 | Paraprofessional Overtime for Tutorials 211 Title I Funds | 211.11.6121.000.114.30.0.000.FGB25 | $6,500.00 |
| Sub-Total | $311,680.00 | ||||
| Budgeted Fund Source Amount | $311,680.00 | ||||
| +/- Difference | $0.00 | ||||
| Grand Total Budgeted | $361,605.00 | ||||
| Grand Total Spent | $361,605.00 | ||||
| +/- Difference | $0.00 | ||||