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Thomas G. Harris Elementary School

2014-2015 Campus Improvement Plan

Austin Independent School District

Harris 118 11/6/2014

CIP CHECKLIST AND CONFIRMATION

CAC Membership and Orientation

Membership of the 2014-15 CAC is reported correctly.

Types of orientation provided to new CAC members (check all that apply):

self-orientation using materials on CAC website

orientation at CAC meeting (provided by campus)

orientation at CAC meeting (provided by central office)

district-wide orientation session

CIP Development

The CAC was given an opportunity to provide input on the following:

campus needs assessment

campus objectives and strategies to address identified areas for improvement

the approach to setting campus performance targets

campus budget

The CAC was given an opportunity to review the complete draft CIP prior to submittal.

The CIP action plan component pertaining to campus professional development was approved by the CAC.

Approximate hours spent on CIP development Hours

By CAC and/or CAC subcommittees 6

By campus administration and/or leadership team 24

We confirm the above information as correct … Position Name Date

Principal Monica Martinez 9/30/14

Co-Chair Ragnar Rowland 9/30/14

Co-Chair Marta Palomares 9/3014

Harris 118 11/6/2014

Austin Independent School District Strategic Plan 2010-2015

The Campus Improvement Plan directly supports the AISD Strategic Plan.

Mission In partnership with parents and our community, AISD exists to provide a comprehensive educational experience that is high quality, challenging, and inspires all students to make a positive contribution to society.

Vision AISD will be nationally recognized as an outstanding school district, instilling a passion for life-long learning in all students.

Values

Focus on Children Excellence Integrity Equity Respect Health and Safety

Goals

1. All students will perform at or above grade level. 2. Achievement gaps among all student groups will be eliminated. 3. All students will graduate ready for college, career, and life in a globally competitive economy. 4. All schools will meet or exceed state accountability standards, and the district will meet federal standards and exceed state standards.

Harris 118 11/6/2014

CAMPUS ADVISORY COUNCIL (CAC): SY 2014-15 Membership

Non-Voting Members Name Regularly Scheduled CAC meetings:

Principal Monica Martinez Day of the Month (e.g., 2nd

Tues): 2nd Tuesday of the Month

Time: 3:10

Voting Members Name CAC

Co-Chair ()

CAC Sec. ()

PTA Pres. ()

Classroom Teacher

()

SpEd Expertise

()

Other Prof. Staff Member

(Give Title)

Parent Marta Palomares

Parent Maria Ortega

Parent Ana Morales

Parent Ms. Martinez

Parent Candelaria Diaz

Parent Santana Juarez

Professional Staff Member Ragnar Rowland

Professional Staff Member David Carter

Professional Staff Member Vivian Mizelle

Professional Staff Member Marianela Carcione

Professional Staff Member Rachel Blunt

Professional Staff Member Stephanie Corin

Classified Staff Member Benita Rodriguez

Student (If Applicable)

Student (If Applicable)

Business Representative Rev. Cynthia Kepler-Karrer, Memorial UMC

Community Representative Carrie Griffith

Harris 118 11/6/2014

CAMPUS NEEDS ASSESSMENT FOR 2014-2015

CAMPUS NEEDS ASSESSMENT

Data reviewed for needs assessment: (Double-click next to box and select “checked”. Check all that apply and add additional in list below.)

Performance and Accountability Demographic Data

Performance on state assessments Attendance

TELPAS results Discipline

Primary Reading Assessment results Surveys

Accountability ratings (including safeguards missed) Teaching, Empowering, Leading and Learning (TELL) results

Review of TAPR data Student climate survey

Special Education indicator reports (C-IEP) Parent surveys

Other performance related items

Other data reviewed for needs assessment: (add bullets as necessary)

Walk-through Data

DRA Assessment

Teacher interviews on Climate

Teacher Questionnaire

Based on review of the above data, the following areas of needed improvement were identified:

Writing: 4th grade Science: 5th grade

Math: 3rd – 5th grade Reading: 3rd – 5th grade

Primary Literacy: Focus on ELLs and 2nd grade

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TITLE 1 COMPONENTS

All Title 1 schools must address the following components with their Campus Improvement Plans.

Components

Component # Component

1 Comprehensive needs assessment

2 School wide reform strategies that provide opportunities for all students to meet state standards and advanced levels of achievement and that use effective methods/strategies based on scientifically based research

3 Instruction by highly qualified staff

4 High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards

5 Strategies to attract highly qualified teachers to high-need schools

6 Strategies to increase parental involvement

7 Inclusion of teachers in decisions regarding use of academic assessments (activities such as benchmark or other testing, use of data, etc.)

8 Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards

9 Coordination and integration of federal, state, and local services and programs

10 Description of how campus will provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results

11 For Elementary: Transition to K assistance to Pre-K/EC students

CAMPUS ACTION PLAN FOR 2014-15

1 Needs assessment 5 Strategies to attract HQ teachers 8 Activi ties to help students reach proficient and advanced standards2 Schoolwide reform strategy 6 Increased parental involvement 9 Coordination & integration of federal , s tate and local programs3 Instruction by HQ staff 7 Measures to include teachers in decis ions 10 Communication with parents regarding student assessment results4 Ongoing PD about use of assessment to improve perf. 11 Elementary Schools only: EC/PK/EL trans ition programs

Title 1 ComponentsEach Title 1 component must be addressed in at least one strategy, but not all strategies must be tied to a Title 1 Component

Harris 118 11/6/2014

Table #CI-1 State: Below safeguard target

Performance Objective: K-2 students at or above grade level on end of year DRA/EDL assessment Applicable Strategic Plan Goal(s):

Specific Improvement Strategy Title 1 (list all that

apply)

Responsible Person(s)

Needed Resources (Include PD Support)

Evidence of Implementation/

Effectiveness

Timeframe for Completion

Status

Analyze data (Universal Screeners, Diagnostics, Benchmarks, STAAR etc.) to determine specific areas of need for each individual student.

1,2,4,7,8 Administration, Coaches, Teachers

Solutions Team Lesson plans, agenda items, Intervention lists

August 2014 – June 2015

In Progress

Utilize grade Level planning days to create common assessments, review grade level data, lesson planning.




In Progress

Participate in grade level data conferences to discuss the results and use of assessments.




In Progress

Implement, train and assess use of iStation.

1,2,3,7 Coaches, Teachers

iStation software Lesson plans, agenda items


In Progress

Provide professional development on the Response to Instruction and Intervention (RtI2) preventative framework.

1,2,7 RtI Specialist, Administration, Coaches Teachers

Behavior Support Specialist

Lesson plans, agenda items, intervention lists

October 2014

Review students in the eCST system for academic interventions to ensure that students are receiving

1,2,8 Administration, Coaches, Teachers

Solutions Team, eCST program

eCST program entries/reports agenda items, Intervention lists


In Progress




Harris 118 11/6/2014

appropriate goals and interventions.

Implement a phonics-based, literacy supplemental program for PreK – 1st grade.


Solutions Team Lesson plans, walkthrough form


In Progress


Performance Objective: Identified ELL students will meet and/or exceed STAAR passing standard in Reading. Applicable Strategic Plan Goal(s):


apply)




Effectiveness


Status





In Progress

Administer AIMSweb (R-CBM & MAZE) to 3rd – 5th grade students BOY, MOY & EOY to identify students at risk for reading comprehension and fluency difficulties.




In Progress

Provide professional development on ELPS to all Bilingual and ESL teachers.


ELL Department Lesson plans, Curriculum planning documents

October 2014 Completed

Continue to implement the dual 1,2,3,7,8,11 Administration, ELL Department Lesson plans, August 2014 – In Progress




Harris 118 11/6/2014

language (DL) Gómez and Gómez Enrichment Model with fidelity

Coaches, Teachers

curriculum planning documents

June 2015

Provide administrative staff and teachers an opportunity to attend all DL trainings.

1,2,3,7,8,11 Administration, Coaches, Teachers

ELL Department Lesson plans


In Progress

Provide professional development on STAAR control for processing text.


ELL Department Lesson plans


Utilize grade Level planning days to create common assessments, review grade level data, lesson planning.


ELL Department Lesson plans, agenda items, Curriculum planning


In Progress



Classroom resources, classroom data

Lesson plans, agenda items, Curriculum planning


In Progress

Implement, train and assess use of iStation.


iStation software Lesson plans,


In Progress


1,2,7 RtI Specialist, Administration, Coaches Teachers

Behavior Support Specialist

Lesson plans, agenda items, intervention lists


Review students in the eCST system for academic concerns and ensure that students are receiving appropriate goals and interventions.


Solutions Team, eCST program

eCST program entries/reports agenda items, Intervention lists


In Progress




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Performance Objective: 4th Grade students will meet or exceed the passing standard on STAAR Writing Applicable Strategic Plan Goal(s):


apply)




Effectiveness


Status

Implement use of appropriate resources, like Grammar Book and Write Source to help in the editing process.

1,2,3,7,8, Administration, Coaches, Teachers




In Progress

Provide professional development on “Organizing the Writing Block” and “Student Writing Conferences”.




Provide professional development in Spanish Grammar.





In Progress

Implementation of the “Writing Workshop” in all grade levels.




In Progress

Review students in the eCST system for academic interventions to ensure that students are receiving appropriate goals and interventions.


eCST program eCST program entries/reports agenda items, Intervention lists


In Progress




Harris 118 11/6/2014


Performance Objective: 3rd – 5th Grade students will meet or exceed the passing standard on STAAR Math Applicable Strategic Plan Goal(s):


apply)




Effectiveness


Status





In Progress

Utilize grade level planning days to create common assessments, review grade level data, lesson planning.


Solutions Team Lesson plans, agenda items, Created assessments


In Progress





In Progress

Utilize the 90 minute block including Problem of the day, Core instruction, numerical fluency, and guided math.




In Progress

Continued implementation of the PAWS- problem solving board.




In Progress

Utilize Formative Loop to sustain numerical fluency/automaticity.


Software Lesson plans, walkthrough form




Harris 118 11/6/2014

Provide professional development on the new TEKs.

Administration, Coaches, Teachers

Solutions Team Lesson plans, curriculum documents


In Progress

Provide professional development on the new textbook adoption.


Solutions Team Lesson plans, curriculum documents


In Progress





In Progress


Performance Objective: 5th Grade students will meet or exceed the passing standard on STAAR Science Applicable Strategic Plan Goal(s):


apply)




Effectiveness


Status


1,2,4, Administration, Coaches, Teachers



In Progress

Utilize grade Level planning days to create common assessments, review grade


Solutions Team Lesson plans, agenda items, Created assessments


In Progress




Harris 118 11/6/2014

level data, lesson planning.





In Progress

Utilize the CRM exemplar lessons.

1,2,3,7,8, Administration, Teachers

CRMs Lesson plans, Walkthrough forms


In Progress

Continued implementation of Science vocabulary notebooks.




In Progress

Utilize the science interactive notebooks for organization and reference.




In Progress

Encourage the participation in the Science Bowl for vocabulary enrichment.




In Progress

Provide professional development on the new TEKs.


Solutions Team Lesson plans, agenda items,


In Progress

Provide professional development on the new textbook adoption.


Solutions Team Lesson plans, agenda items,


In Progress





In Progress

DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015



Harris 118 11/6/2014

Table #DR-1

Performance Objective: Students and staff will achieve health and fitness through: 1. Implementation of Coordinated School Health (K-8: CATCH, HS: Other activities) 2. Student participation in physical activities

3. Improvement of Fitnessgram results for all students 4. Compliance with the nutrition guidelines and staff wellness (Wellness Policy)

Applicable Strategic Plan Goal(s): 1,2


apply)




Effectiveness


Status

Fitness Gram Testing for all students grades 3-5 who are not restricted under health conditions

2,3,8,9 Physical Education Teachers

District resource provided

Testing scores submitted to the district


In Progress

All elementary teachers will teach five health or CATCH lessons each nine weeks

2,3,8,9 Classroom teachers Health curriculum per grade level, k-5

Walkthroughs, lesson plans


In Progress

Identify Students in the 85th to 99th percentile to receive health and wellness information and case management for obesity.

2,3,8,9 Physical Education Teachers, campus nurse, and health provider.

Informational materials, collaborating time with campus nurse

The nurse and the Physical Ed Teacher


In Progress

The school will have two campus family fitness fun nights.

2,3,8,9 Administrators, Physical Education teachers, classroom teachers

Materials and information for parents. Communication flyers for the community

Agenda, sign in August 2014 – June 2015

In Progress

All the classroom teachers will provide students with

Classroom teachers Master calendar and schedule to

Lesson plans August 2014 – June 2015

In Progress




Harris 118 11/6/2014

Table #DR-1





apply)




Effectiveness


Status

135 minutes weekly WOW activities

determine a time for physical activity.

Create a Coordinated School Health team that meets 4 times a year to create a healthy school environment that promotes physical activity and nutrition.

2,3,8,9,10 PE and classroom teachers, cafeteria manager, nurse, administrator, parents

District materials Student awareness, teacher awareness


In Progress

Post nutrition and physical activity information in the school hallways, cafeteria, and classrooms throughout the school year.

2,3,8,9,10 Wellness committee District resources Student awareness, discussion, notes


In Progress

Send nutrition and physical activity information home to parents 2-4 times a year.

2,3,8,9,10 Wellness Committee District resources Parent awareness, discussion


In Progress

Participate in Red Ribbon activities to promote healthy

2,3,8,9,10 Counselor District resources Lesson plans, student attitude





Harris 118 11/6/2014

Table #DR-1





apply)




Effectiveness


Status

decisions and not ‘do drugs’

Table #DR-2

Performance Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2


apply)




Effectiveness


Status

Provide SEL lessons that address bullying prevention and healthy relationships.

2,3,8,9 Counselor, Teachers

SEL district coordinator

Decrease in discipline referrals


In Progress

Create section on campus web page designated for anti-bullying, cyber safety, etc.

2,6,8,10 Technology team website October 2014 Completed

Add link on campus web page to District Respect for All page: www.austinisd.org/respectforall.

2,6,8,10 Technology Team website October 2014 Completed

Create group to study the use of a uniform dress code for the 2015-16 school year

2,6,8,10 Counselor District materials October 2014 Completed

Seek partnerships with 2,3,6,8,9 Counselor/ Parent Telephone August 2014 – In Progress




Harris 118 11/6/2014

Table #DR-2

Performance Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2


apply)




Effectiveness


Status

organizations that provide counseling services for students and their families.

Support Specialist June 2015

Complete 3 activities for ‘No Place for Hate” designation

2,3,8,9 Counselor No Place for Hate website, resources

Decrease in discipline referrals


In Progress

Develop and offer small group counseling for student aggressors and victims.

2,3,8,9 Counselor District guidelines, resources

Decrease in mental health referrals


In Progress

Provide professional development to teachers on anti-bullying, cyber safety, and mental health concerns.

2,3,8,9 Counselor District guidelines, resources

Faculty awareness August 2014 – June 2015

In Progress

Table #DR-3

Performance Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3


apply)




Effectiveness


Status

Parent coffees will be scheduled to promote 2way communication between

2,6,10 Parent support Specialist

Calendar Agenda, sign in sheet, survey


In Progress




Harris 118 11/6/2014

Table #DR-3

Performance Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3


apply)




Effectiveness


Status

home and school.

Create group to study the use of a uniform dress code for the 2015-16 school year




Plan ESL classes for parents


Calendar, curriculum

Agenda, sign in sheet, survey


In Progress

Plan technology classes for parents

2,6,10 Parent support Specialist, Technology team

Calendar, compters



In Progress

Plan classes on how to participate in student homework/discipline strategies

2,6,10 Parent support Specialist, Administration



In Progress

Utilize School messenger and school website to promote school activities and events


Calendar, School Messenger system



In Progress

Encourage the attendance of PTA meetings, Meet the Teacher, and other afterschool student activities




In Progress

Send out invitations to parent conference days




In Progress




Harris 118 11/6/2014

Table #DR-4

Performance Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC.

Applicable Strategic Plan Goal(s): 1,2,3


apply)




Effectiveness


Status


1,2,7,8 RtI specialist District resources Lesson plans, intervention lists



1,2,7,8 Administration Coaches Teachers

ELL department Lesson plans August 2014 – June 2015

In Progress




In Progress

Provide professional development on STAAR control for processing text.


Solutions team Lesson plans October 2014 Completed

Provide professional development on “Organizing the Writing Block” and “Student Writing Conferences”.


Solutions Team Lesson plans October 2014 Completed

Provide professional development in Spanish Grammar.



In Progress

Provide professional 1,2,7,8 Administration CRMs Lesson plans, August 2014 – In Progress




Harris 118 11/6/2014

Table #DR-4

Performance Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC.



apply)




Effectiveness


Status

development on the new Math TEKs.

Coaches Teachers

curriculum planning documents

June 2015

Provide professional development on the new textbook adoption in Math and Science.


Textbooks, CRMs Lesson plans, curriculum planning documents


In Progress

Provide professional development on 9 Box instructional framework.


Area 2 Director Lesson plans, curriculum planning documents


Provide professional development for new teachers on campus initiatives


CRMs, resources Lesson plans, curriculum planning documents


In Progress

Provide professional develop on the eCST model to help in problem solving student needs


eCST program Lesson plans, discipline referrals





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REQUIRED FOR CAMPUSES THAT MEET CERTAIN CONDITIONS (Conditions in Yellow)

Special Education Service in LRE – All Levels

Table #DR-10

Performance Objective: Increase the rate of special education students served in the general education population setting 80% of the day or more. Condition: If rate < 68% Source: SPED C-IEP (H) 4

th 6 weeks

Campus rate: 66.7% Does campus performance require inclusion of this objective? (Yes or No): Yes



apply)




Effectiveness


Status

Provide professional learning for teachers on how to apply differentiation strategies during the planning process and classroom implementation with a focus on culturally responsive pedagogy.

1,2,7,8 Administration Coaches Teachers SpEd Specialist

SpEd department Lesson plans, curriculum planning documents


In Progress

Provide professional learning for teachers on how to integrate general and content specific accommodations for students with disabilities.

1,2,7,8 Administration Coaches Teachers SpEd Specialist



In Progress

Create schedules to help in the inclusion planning

1,2,3,7,8,9 Administration Coaches

SpEd department Lesson plans, curriculum planning





Harris 118 11/6/2014

Table #DR-10

Performance Objective: Increase the rate of special education students served in the general education population setting 80% of the day or more. Condition: If rate < 68% Source: SPED C-IEP (H) 4

th 6 weeks

Campus rate: 66.7% Does campus performance require inclusion of this objective? (Yes or No): Yes



apply)




Effectiveness


Status

process Teachers SpEd Specialist

documents

Provide professional development to teachers on the SpEd inclusion model

1,2,3,7,8,9 Administration Coaches Teachers SpEd Specialist



In Progress

Contact Behavior specialist for suggestions when creating BIPs

1,2,3,7,8,9 Administration Coaches Teachers SpEd Specialist

SpEd department Lesson plans, curriculum planning documents, discipline referrals


In Progress




Harris 118 11/6/2014

ELL Proficiency Levels – All Levels

Table #DR-12

Performance Objective: Decrease the rate of ELLs who remain at beginning proficiency level on TELPAS Reading over a two-year period (grades 2-12). Condition: If percentage of LEP students at beginning proficiency level over two-year period > 4.5% Source: AISD CDA Report/TELPAS

Campus rate: 17% Does campus performance require inclusion of this objective? (Yes or No): Yes

Applicable Strategic Plan Goal(s): 1,2,3,4


apply)




Effectiveness


Status

Continue to implement the dual language (DL) Gómez and Gómez Enrichment Model with fidelity.

1,2,3,7,8,9 Administration Coaches Teachers

ELL department, DL training, DL campus walkthroughs

Lesson plans, DL documents, Gomez & Gomez evaluation


In Progress



ELL department Lesson plans, DL walkthroughs


In Progress

Provide professional development on literacy instruction for ELLs that includes instruction on improving/addressing student writing in the native language (Spanish 4th grade).



In Progress

Provide teachers professional development on TELPAS Data analysis using the Linguistic Instructional Alignment


ELL department, PD on ELPS

Lesson plans, TELPAS results


In Progress




Harris 118 11/6/2014

Table #DR-12

Performance Objective: Decrease the rate of ELLs who remain at beginning proficiency level on TELPAS Reading over a two-year period (grades 2-12). Condition: If percentage of LEP students at beginning proficiency level over two-year period > 4.5% Source: AISD CDA Report/TELPAS

Campus rate: 17% Does campus performance require inclusion of this objective? (Yes or No): Yes

Applicable Strategic Plan Goal(s): 1,2,3,4


apply)




Effectiveness


Status

Guide.



ELL department Lesson plans, STAAR results


In Progress

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APPENDIX A-1 Use of State Compensatory Education Funds for Improved Student Achievement

Programs and services currently being implemented on this campus that are partially or fully supported through State Compensatory Education (SCE) or grant funding include the following:

Programs/Services Describe how the campus is meeting needs of at-risk students with SCE resources:

Extra duty pay for current teachers and/or part-time hourly tutors providing tutoring outside of school hours:

Using our intervention lists, teachers are providing extra support for those students who are 2 or more levels behind in Reading, Writing and or Math.

General Supplies for at-risk students: Providing school supplies and or extra supplies so that students are exposed to master teaching.

Transition Services (from middle school to high school or from elementary school to middle school):

Meetings are planned for parents in September and late April for those students planning to attend magnet, YMLA, YWLA academies.

Middle School reading and math initiatives: n/a

Extra duty pay for teachers and/or administrators or part-time/hourly pay for after-school detention:

n/a

Reading specialists (to include literacy coaches): Personnel is in place to support teachers with curriculum planning and alignment, disaggregation of data, utilization of resources , assessment and providing any needed

professional development.

Math specialist (FTE for math interventions): Personnel is In place to support students in small group instruction with push in support or pull out groups.

Elementary Counselors: Personnel is in place to help in the implementation of the SEL curriculum, support students in small group counseling sessions. Personnel also supports parents with parent meetings and

hosts the campus coffee talks.

Dropout prevention services: n/a

DELTA (or other credit recovery programs): n/a

Parent Support Specialist (or other parent involvement expenses):

Personnel is in place to help coordinate parent volunteers, host campus coffee talks, host the Title I meetings, coordinate parenting classes, coordinate Operation School Bell and support

the CAC and PTA.

9th Grade Initiatives (for example, a ninth grade academy,

mentoring program for freshman, algebra tutoring and/or intervention programs, etc.):

n/a

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APPENDIX A-2 Highly Qualified Teacher Recruitment and Retention Plan

Area 1: Increase percentage of highly qualified (HQ) teachers to meet and/or maintain 100%. Strategies (check all that apply, but check at least one):

Work with staffing coordinator, identify staff not meeting HQ standards Notify staff of deficit area(s) Agree with staff on appropriate ways to meet the standard Provide adequate time for staff to attend trainings and/or take needed exams

Other:

Area 2: Ensure low-income students and minority students are not taught at higher rates than other student groups by teachers who are not HQ. Strategies (check all that apply, but check at least one):

Offer early-bird signing bonuses to teachers at Title I campuses Provide bilingual and special education stipends Collaborate with HR to identify staffing needs so that qualified candidates are available

Other:

Area 3: Attract and retain HQ teachers. Strategies (check all that apply, but check at least one):

Participate in district-sponsored job fairs

Participate in recruiting trips Provide mentors to first and second year teachers Offer high-quality professional development Provide leadership opportunities for teachers Encourage participation in National Board program Meet on a regular basis with new teachers to review needs/issues

Other:

Area 4: Assist teachers not currently HQ to meet the HQ requirements in a timely manner. Strategies (check all that apply, but check at least one):

Assign teachers to areas in which already meet HQ Provide high-quality professional development in area(s) needed

Pay for study courses for required exams

Pay for passed exams Provide substitutes or stipends for professional development

Other:

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APPENDIX A-3

Pregnancy Related Services

Pregnancy Related Services (PRS) are a combination of Support Services and Compensatory Education Home Instruction (CEHI). These services are available to a pregnant student during pregnancy prenatal and postpartum periods to help her adjust academically, mentally and physically and to remain in school. Support Services are provided during the prenatal period of pregnancy and while the student is still attending school, as well as during the prenatal or postpartum period while the student is at home or hospital for a valid medical necessity or recovering from delivery and being served with PRS CEHI. Examples of Support Services the student may access are counseling, health services provided by school nurse, case management and service coordination. Compensatory Education Home Instruction (CEHI) is academic instruction offered to the student in the home or hospital. The number of hours per week of instruction by a certified teacher varies according to student needs, and attendance is reported according to TEA formula. This service is provided under different circumstances: 1) Prenatal Confinement. If the student cannot attend school on campus due to a valid medical necessity documented by a nurse practitioner or licensed

physician licensed to practice in the United States. A medical release must be obtained by the medical or nurse practitioner to return to campus for any reason, including to take standardized tests. There is no limit to the number of events or the length of each event.

1) Postpartum Confinement. A student who has delivered a live, aborted, or stillborn baby, suffered a miscarriage or death of a newborn, or placed a baby up for adoption can be served, beginning the day of or the day after delivery for up to six consecutive weeks at home or hospital.

2) Extended Postpartum Confinement. Four additional weeks of CEHI may be provided a student when a valid medical necessity of the mother or child exists as documented by a licensed physician licensed to practice in the United States.

3) Break-In-Service Confinement. This service is for a maximum of ten weeks in length, divided into two periods in instances when the infant remains hospitalized

after delivery. The student may return to school while the infant is hospitalized, then return to CEHI when the infant is home. When the student returns to school between the two CEHI periods, the student will not be coded PRS. A medical release will be required for the student to return to campus.

At the district level, compensatory education funds are used to fund teacher units for the Pregnancy Related Services program.

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APPENDIX T-1 Office of State and Federal Accountability Audit Checklist: Components for Title I Schools

(All Title I Schools)

For all Title I schools, indicate the campus and/or district action plan table #(s) on which the following components can be found:

Components Objective Table #(s)

Component # Component

1 Comprehensive needs assessment #CI-1, #CI-2, #CI-3, #CI-4,

#CI-5, #DR-4

2 School wide reform strategies that provide opportunities for all students to meet state standards and advanced levels of achievement and that use effective methods/strategies based on scientifically based research

#CI-1, #CI-2, #CI-3, #CI-4, #CI-5, #DR-1, #DR-2,

#DR-3, #DR-4

3 Instruction by highly qualified staff #CI-1, #CI-2, #CI-3, #CI-4, #CI-

5, #DR-1, #DR-2

4 High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards

#CI-1, #CI-2, #CI-3, #CI-4, #CI-5

5 Strategies to attract highly qualified teachers to high-need schools Appendix A-2

6 Strategies to increase parental involvement #DR-2, #DR-3

7 Inclusion of teachers in decisions regarding use of academic assessments (activities such as benchmark or other testing, use of data, etc.)

#CI-1, #CI-2, #CI-3, #CI-4, #CI-5, #DR-4

8 Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards

#CI-1, #CI-2, #CI-3, #CI-4, #CI-5, #DR-1, #DR-2,

#DR-4

9 Coordination and integration of federal, state, and local services and programs #DR-1, #DR-2

10 Description of how campus will provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results

#DR-1, #DR-2, #DR-3

11 For Elementary: Transition to K assistance to Pre-K/EC students #CI-1, #CI-2, #CI-3

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APPENDIX T-2 Explanation of Title I, Part A Expenditures for Improving Student Performance

(All Title I Schools)

For all Title I schools, this table provides an executive summary of Title I, Part A expenditures and ties them directly to improving student performance, as identified in the Needs Assessments and corresponding Improvement Strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (e.g., rather than simply listing “Field Trip,” list “Field Trip to Art Museum”). Please insert additional rows in the table as needed.

Type of Expenditure How Will Expenditure Improve Student

Performance? Amount of

Expenditure How Will Impact Be

Assessed?

Improvement Strategy Needs Assessment

Personnel Instructional Coach 100%, Instructional Coach 80% w/o Health Ins. Instructional Coach 50% with Health Ins.) - w/teachers,

To directly support teachers with the delivery of instruction providing training with best teaching practices

Teachers must promote learner engagement, increase academic rigor in content areas and use strategies that are based on scientifically based research

$131,247.00

All teachers will have needed skills to deliver quality instruction to students, increase in EOY and state assessments

*TA(s)Bilingual Provide instructional support services to identified students (small group and one-one)

Students must have timely attention and appropriate interventions related to problems or concerns that are academically related

$33,506.00

EOY Assessments and State Assessments will demonstrate improvement for students receiving this intervention

PT Hourly, 40% Math Interventionist

Provide instructional support services to identified students (small group and one-one)


$20,400.00


PT Hourly, 40% Science Coach, 49% Instructional Coach,



$51,000.00


*.5 PSS Provide parent support to Parents will become more $27,991.00 Increase in parents

Harris 118 11/6/2014

aid in the home-school connection

involved in school related activities to help in the education of the student

participation in students education, report cards, all assessments

Ext Duty - Teachers Tutoring



$15,000.00


Ext Duty - Teachers Planning

Provide training outside the contract day for curriculum writing & planning

Ongoing professional development and curriculum planning meetings

$10,000.00

Increase teacher capacity

Subs for curriculum panning Provide training during the day for training and planning


$7,000.00


Instructional Supplies, Materials, and Equipment

Copier Rental

Provide supplemental resources to differentiate instruction.

Teachers will have access to a copier to allow them to prepare classroom materials

$5,800.00

Increase in EOY Assessments State Assessments

Misc Contr Svcs:ACE program(6298), Austin Planetarium, Dan Lester Science Presentation

Provide instructional support services to identified students ( one-one)


$12,000.00


ReadingMaterials Classroom libraries, Hot Dots Comprehension Cards, chapter books, teacher resource books

Provide supplemental resources to differentiate instruction

Students must have access to resources to close achievement gap $3,000.00

Increase in EOY Assessments, State Assessments

Computer Related Equip <$5000

Provide supplemental resources to differentiate instruction.

Students must have access to resources to close achievement gap

$5,000.00


Software : English in a Provide supplemental Students must have $2,000.00 Increase in EOY

Harris 118 11/6/2014

Flash for ELLs resources to differentiate instruction.

access to resources to close achievement gap

Assessments, State Assessments

General Supplies: paper, binders, laminating film, writing supplies, chart tablets, instructional materials, bookmarks, pencils, , replacement lamps for ELMOs and projectors, ink, printers, computer speakers,suppliwa for poster making machine maps, chapter books, math manipulatives, reading materials and games, classroom stereos/CD players, student folders, science materials, , , magazine boxes, book baskets, lap boards, electric pencil sharpeners, electric hole punchers, Instructional DVDs, headphones, writing folders, Dry Erase Marker Boards, easels,mobile dry erase easels, ribbons, blank CDs, blank DVDs,flash drives Instructional materials for the ELL students

Provide supplemental resources to differentiate instruction

Students must have access to resources to close achievement gap

$28,129.00


Field Trip Admission Fees in town for science related experiences

Implement best practices to increase rigor in Science,increase student experiences and increase amount of Science instruction in English for ELL’s

Students must be provided experiences in science outside of the classroom $2,000.00

Achievement gaps will be reduced in EOY Assessments, State Assessments and results will increase by 5%-10%

Professional Development/Staff Training

Travel and Registration Allow administrators to Administrators must be $3,000.00 Increased

Harris 118 11/6/2014

for administrators learn and share cutting edge research and practices

trained in high quality professional development that a addresses academic achievement

administrators capacity

Professional development books on curriculum strategies

Support training on curriculum and planning


$3,000.00


Professional development on core content strategies

Support training on curriculum and planning


$2,000.00


Community Services (Function 61) General Supplies: for parent activities,(books, paper, instructional materials)

Provide information to parents via newsletters, brochures,

Increase parental involvement opportunities

$1,690.00

Increase in parents attendance and participation, parent surveys, sign in sheets

Travel(home visits, Operation School Bell, PSS meetings, transportation of parents to meetings )

Home visits, transportation for parents


$1,500.00


Food/Refreshments Provide refreshments at parent trainings and meetings


$500.00


Overtime Home visits, transportation for parents, parent evening trainings


$1500


Other Requests *Salary Adjustment = 5% of salaries

As per district guidelines $9,637.00

TOTAL (Must Match BTO Total) $376,900.00

Campus Scorecard 2014-15

118 - Harris Elementary

The following indicators are included in the campus scorecard:

Elementary Middle School High School

STAAR / STAAR EOC by Subject - Level II Final a,b

STAAR / STAAR EOC by Subject - Level III a,b

STAAR / STAAR EOC Student Progress in Reading, Mathematics and Algebra I a,c

Attendance

Discipline

TELPAS

Student Fitness

Primary Reading Assessment Recommended High School Program and Distinguished Achievement Program Participation

Graduation Rate (with exclusions)

Annual Dropout Rate 9-12 (with exclusions)

SAT/ACT Exam Participation and Performance

Advanced Placement/International Baccalaureate Exam Participation and Performance

Advanced Course/Dual Enrollment

College-Ready Graduates ELA and Math d

a STAAR and STAAR EOC calculations are based on the estimated accountability subset and include retesters. The accountability subset does not includestudents in their first year in U.S. schools or asylees/refugees in years 1-5 in U.S. schools.

b Level II - Final Improvement Goals for STAAR and STAAR EOC are pre-populated at the district growth rates of a 15% reduction in non-proficient students asapproved on December 16, 2013 by the Austin ISD Board of Trustees. Level III Improvement Goals for STAAR and STAAR EOC are pre-populated with growthrates of a 5% reduction in students not meeting Level III. Rates may be set higher by campuses.

c Student Progress in Reading, Mathematics and Algebra I measures student growth from one year to the next provided the student has tested in successivegrade levels in both years, with the same version of the test. Students who move from English to Spanish and Spanish to English will receive a progressmeasure in Mathematics only.

d For this indicator, a graduate must have met or exceeded the college-ready criteria on the TAKS exit-level test, or the SAT test, or the ACT test in ELA andMathematics.

All Improvement Goals set by campuses must be approved by the Associate Superintendent for the campus.

STAAR Reading - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 23% 26% 19% 31%

Afr Amer 18% 23% * 31%

Hispanic 23% 27% 20% 32%

White * * * 15%

Asian - * * 34%

Two+ * * * 15%

SpEd 31% 35% 25% 36%

ECD 21% 27% 19% 31%

ELL 17% 23% 14% 27%

Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0

STAAR Mathematics - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 27% 29% 21% 33%

Afr Amer 24% 28% * 23%

Hispanic 29% 29% 24% 35%

White * * * 15%

Asian - - * 24%

Two+ * * * 15%

SpEd 31% 58% 35% 45%

ECD 26% 28% 21% 33%

ELL 27% 29% 17% 30%


Office of Campus and District Accountability

Harris Page 3 Summer 2014

STAAR Writing - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 16% 19% 14% 27%

Afr Amer 18% * * 15%

Hispanic 17% 20% 15% 28%

White * - - 1%

Asian - - * 15%

Two+ * * * 100%

SpEd * * * 15%

ECD 16% 17% 13% 26%

ELL 16% 22% * 20%


STAAR Science - Level II-Final

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 23% 24% 29% 40%

Afr Amer 8% 17% * 26%

Hispanic 27% 24% 33% 43%

White * * - 1%

Asian - - * 15%

Two+ - * - 1%

SpEd 30% 20% * 64%

ECD 23% 21% 28% 39%

ELL 27% 15% 28% 39%




STAAR Reading - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 6% 10% 6% 10%

Afr Amer 3% 8% * 5%

Hispanic 7% 10% 7% 12%

White * * * 5%

Asian - * * 5%

Two+ * * * 5%

SpEd 4% 20% * 10%

ECD 5% 10% 6% 11%

ELL 3% 9% 4% 9%


STAAR Mathematics - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 6% 9% 8% 12%

Afr Amer <1% 12% * 5%

Hispanic 8% 8% 9% 14%

White * * * 5%

Asian - - * 5%

Two+ * * * 5%

SpEd <1% <1% * 10%

ECD 6% 8% 8% 12%

ELL 4% 7% 6% 11%




STAAR Writing - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 3% <1% * 9%

Afr Amer 18% * * 5%

Hispanic 1% <1% * 8%

White * - - 1%

Asian - - * 5%

Two+ * * * 100%

SpEd * * * 5%

ECD 4% <1% * 9%

ELL 2% <1% * 5%


STAAR Science - Level III

2011-12

Actual

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 6% 3% * 10%

Afr Amer <1% <1% * 5%

Hispanic 7% 2% * 11%

White * * - 1%

Asian - - * 5%

Two+ - * - 1%

SpEd 10% 10% * 32%

ECD 6% 4% * 8%

ELL 3% <1% * 10%




STAAR Reading - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal

All Students 67% 76% 80%

Afr Amer 64% 85% 87%

Hispanic 69% 75% 80%

White * - 0%

Amer Ind - * 100%

Asian - - 0%

Two+ * * 1%

SpEd * >99% 100%

ELL 77% >99% 100%


STAAR Mathematics - Met or Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer 64% * 70%


White * - 0%

Amer Ind - * 100%

Asian - - 0%

Two+ * * 10%

SpEd - 58% 70%

ELL - 67% 75%




STAAR Reading - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer 21% * 1%


White * - 0%

Amer Ind - * 100%

Asian - - 0%

Two+ * * 10%

SpEd * * 1%

ELL 23% 67% 75%


STAAR Mathematics - Exceeded Progress

2012-13

Actual

2013-14

Estimated

2014-15

Improvement Goal


Afr Amer 36% * 25%


White * - 0%

Amer Ind - * 100%

Asian - - 0%

Two+ * * 10%

SpEd - * 25%

ELL - 14% 25%




Primary Reading AssessmentEOY On or Above Grade Level

2011-12

Estimated

2012-13

Estimated

2013-14

Estimated

2014-15

Improvement Goal

Kinder DRA English 49% 61% 53% 70%

Kinder DRA Spanish 72% 84% 70% 80%

1st DRA English 42% 42% 55% 70%

1st DRA Spanish 80% 71% 56% 70%

2nd DRA English 44% 42% 31% 70%

2nd DRA Spanish 42% 53% 65% 80%

Data Source: AIMS, EOY AssessmentOn grade level for KG is at least 3, for grade 1 is at least 16, and for grade 2, at least 28.* Numerator is less than 5 and denominator is > 0- Denominator is 0

Attendance

2010-11

Actual

2011-12

Actual

2012-13

Estimated

2013-14

Estimated

2014-15

Improvement Goal

All Students 96.5% 96.8% 96.3% 96.5% 96.7%

Afr Amer 94.8% 95.1% 95.6% 95.6% 95.8%

Hispanic 96.9% 97.2% 96.5% 96.8% 96.9%

White 93.1% 94.2% 94.3% 93.5% 93.7%

Amer Ind * * * * 97.8%

Asian 95.9% 96.5% 96.5% 96.9% 97.0%

Two+ 95.7% 91.6% 94.4% 89.9% 91.0%

ECD 96.5% 96.8% 96.4% 96.5% 96.7%

Data Sources: Actual- TAPR, Estimated- AISD Student Information System* Denominator is less than 900(excluding 0)- Denominator is 0



Discipline Targets

Campus Discretionary Removals

Estimated Improvement Goal

2011-12 2012-13 2013-14 2014-15

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

% Ethnic

Group

Removed

All Students * * * * * * 0.10%

Afr Amer * * * * * * 0.10%

Hispanic * * * * * * 0.10%

White * * * * * * 0.10%

Amer Ind * * * * * * 0.10%

Asian * * * * * * 0.10%

The rate reflects the number of students in each ethnic group receiving the stated disciplinary action divided by the number of students in the ethnic group active and inactive when this report was run.Source: DEEDS Discipline Data for PEIMS. 2013-2014 data are draft. Final data reports will be disseminated in August 2014.* Numerator is less than 5 and denominator is > 0- Denominator is 0

Campus Suspensions to Home


2011-12 2012-13 2013-14 2014-15

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

% Ethnic

Group

Removed

All Students 15 1.68% 14 1.68% 9 1.09% 1.00%

Afr Amer 7 5.69% 7 6.31% * * 3.00%

Hispanic 7 1.00% 7 1.08% 5 <1% 0.50%

White * * * * * * 0.10%

Amer Ind * * * * * * 0.10%

Asian * * * * * * 0.10%




Campus ALC/EDAP or In School Suspensions


2011-12 2012-13 2013-14 2014-15

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

% Ethnic

Group

Removed

All Students 10 1.12% * * * * 0.10%

Afr Amer 6 4.88% * * * * 0.10%

Hispanic * * * * * * 0.10%

White * * * * * * 0.10%

Amer Ind * * * * * * 0.10%

Asian * * * * * * 0.10%


Fall Enrollment (PEIMS Snapshot Date)

2012-13

Actual

2013-14

Estimated

All Students 713 692

Afr Amer 86 78

Hispanic 574 549

White 18 17

Amer Ind 4 5

Asian 20 27

Two+ 9 14

Data Source: Actual-TAPR, Estimated-PEIMS Submission 1



TELPAS - Students at Beginning Level in Second Year of Testing

2012-13 2013-14 2014-15

# Tested 2 Yrs # Beginning 2013 % # Tested 2 Yrs # Beginning 2014 % Improvement Goal

All Students 215 36 17% 224 25 11% 9%

Afr Amer * * * * * * 0%

Hispanic 202 34 17% 208 20 10% 7%

White * * * 115 14 12% 0%

SpEd 12 7 58% 12 * * 6%

ECD 213 36 17% 219 25 11% 9%

Data Source: Contractor's Electronic Files* Numerator is less than 5 and denominator is > 0- Denominator is 0

Student Fitness

Sex Ethnicity

2011-12 2012-13 2013-14

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

TestedHealthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone%

F Afr Amer 23 9 39% 13 6 46% 12 6 50% 5 * * 13 6 46% 8 5 62%

F Hispanic 95 45 47% 44 28 64% 75 45 60% 47 27 57% 106 54 51% 50 28 56%

F White * * * * * * - - - - - - * * * - - -

F Asian - - - - - - - - - - - - - - - - - -

F 119 55 46% 58 35 60% 87 51 59% 52 29 56% 121 62 51% 58 33 57%

M Afr Amer 18 12 67% 9 7 78% 16 14 88% 12 10 83% 9 6 67% 8 6 75%

M Hispanic 118 58 49% 76 54 71% 69 34 49% 42 34 81% 107 50 47% 53 36 68%

M White * * * * * * * * * * * * * * * * * *

M Asian - - - - - - - - - - - - - - - - - -

M 140 74 53% 89 65 73% 86 49 57% 55 45 82% 118 56 47% 62 43 69%

Total 259 129 50% 147 100 68% 173 100 58% 107 74 69% 239 118 49% 120 76 63%

Data Source: AISD Fitnessgram* Numerator is less than 5 and denominator is > 0- Denominator is 0



Campus/Org Expense ListingAustin Independent School District

09/01/2014As ofFund 199 General Fund

Fnd-Fnc-Obj-Sub-Org-Yr-Prog Description Appropriation Encumbrance Expenditure Pct. Rem.Balance

Career Ladder - CP-Read Literacy-Harris %0.00199-11-6117-RR-118-5-24-0-00 250.00 0.00-250.000.00Extra Duty - CP-Support NI-AU-Harris %0.00199-11-6118-NI-118-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-SSIG-Harris %0.00199-11-6118-R5-118-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AYP-Harris %0.00199-11-6118-R8-118-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AFL-Harris %0.00199-11-6118-B1-118-5-30-0-00 105.00 98.959,928.0010,033.00Professional Salary - CP-Harris %0.00199-11-6119-00-118-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-PreK-Harris %0.00199-11-6119-90-118-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-SSIG-Harris %0.00199-11-6119-R5-118-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Read Literacy-Harris %0.00199-11-6119-RR-118-5-24-0-00 12,470.65 84.3567,217.3579,688.00Overtime - CP-SSIG-Harris %0.00199-11-6121-R5-118-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Harris %0.00199-11-6125-00-118-5-24-0-00 0.00 100.003,595.003,595.00Part-Time Hourly - CP-SSIG-Harris %0.00199-11-6125-R5-118-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-Risk Stud Sup-Harris %0.00199-11-6129-R4-118-5-24-0-00 2,212.14 90.7821,787.8624,000.00FICA - CP-Harris %0.00199-11-6141-00-118-5-24-0-00 0.00 0.000.000.00FICA - CP-PreK-Harris %0.00199-11-6141-90-118-5-24-0-00 0.00 0.000.000.00FICA - CP-Support NI-AU-Harris %0.00199-11-6141-NI-118-5-24-0-00 0.00 0.000.000.00FICA - CP-Risk Stud Sup-Harris %0.00199-11-6141-R4-118-5-24-0-00 132.00 92.811,704.001,836.00FICA - CP-SSIG-Harris %0.00199-11-6141-R5-118-5-24-0-00 0.00 0.000.000.00FICA - CP-AYP-Harris %0.00199-11-6141-R8-118-5-24-0-00 0.00 0.000.000.00FICA - CP-Read Literacy-Harris %0.00199-11-6141-RR-118-5-24-0-00 651.71 89.305,444.296,096.00FICA - CP-AFL-Harris %0.00199-11-6141-B1-118-5-30-0-00 4.65 99.39763.35768.00Health/Life Ins - CP-Harris %0.00199-11-6142-00-118-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-PreK-Harris %0.00199-11-6142-90-118-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Risk Stud Sup-Harris %0.00199-11-6142-R4-118-5-24-0-00 416.75 92.395,060.255,477.00Health/Life Ins - CP-SSIG-Harris %0.00199-11-6142-R5-118-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Read Literacy-Harris %0.00199-11-6142-RR-118-5-24-0-00 1,080.03 89.329,032.9710,113.00Wk's Comp - CP-Harris %0.00199-11-6143-00-118-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-PreK-Harris %0.00199-11-6143-90-118-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Support NI-AU-Harris %0.00199-11-6143-NI-118-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-SSIG-Harris %0.00199-11-6143-R5-118-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AYP-Harris %0.00199-11-6143-R8-118-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Read Literacy-Harris %0.00199-11-6143-RR-118-5-24-0-00 0.00 0.000.000.00

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Wk's Comp - CP-AFL-Harris %0.00199-11-6143-B1-118-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-Harris %0.00199-11-6146-00-118-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-PreK-Harris %0.00199-11-6146-90-118-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Support NI-AU-Harris %0.00199-11-6146-NI-118-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Risk Stud Sup-Harris %0.00199-11-6146-R4-118-5-24-0-00 9.63 92.70122.37132.00Teacher Retirement - CP-SSIG-Harris %0.00199-11-6146-R5-118-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AYP-Harris %0.00199-11-6146-R8-118-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Read Literacy-Harris %0.00199-11-6146-RR-118-5-24-0-00 127.05 93.901,955.952,083.00Teacher Retirement - CP-AFL-Harris %0.00199-11-6146-B1-118-5-30-0-00 2.36 88.2017.6420.00

Total 6100 Payroll Costs 126,379.0317,461.970.00143,841.00

General Supplies - CP-Campus Cost-Harris %0.00199-11-6399-CP-118-5-24-0-00 0.00 0.000.000.00General Supplies - CP-SSIG-Harris %0.00199-11-6399-R5-118-5-24-0-00 0.00 0.000.000.00General Supplies - CP-AFL-Harris %0.00199-11-6399-B1-118-5-30-0-00 0.00 0.000.000.00

Total 6300 Supplies & Materials 0.000.000.000.00

Food/Refreshment - CP-Campus Cost-Harris %0.00199-11-6497-CP-118-5-24-0-00 0.00 0.000.000.00

Total 6400 Other Operating Costs 0.000.000.000.00

11 Total 126,379.0317,461.970.00143,841.00

Career Ladder - CP-Harris %0.00199-13-6117-00-118-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AFL-Harris %0.00199-13-6118-B1-118-5-30-0-00 0.00 0.000.000.00Professional Salary - CP - Reading Lit - Harris %0.00199-13-6119-RR-118-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-AFL-Harris %0.00199-13-6125-B1-118-5-30-0-00 0.00 0.000.000.00FICA - CP-AFL-Harris %0.00199-13-6141-B1-118-5-30-0-00 0.00 0.000.000.00Wk's Comp - CP-AFL-Harris %0.00199-13-6143-B1-118-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-Harris %0.00199-13-6146-00-118-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AFL-Harris %0.00199-13-6146-B1-118-5-30-0-00 0.00 0.000.000.00

Total 6100 Payroll Costs 0.000.000.000.00

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Employee Travel - CP-AFL-Harris %0.00199-13-6411-B1-118-5-30-0-00 0.00 0.000.000.00


13 Total 0.000.000.000.00

Computer Rel.Eq<$5000 Per Unit - CP-1D Support %0.00199-23-6396-R6-118-5-24-0-00 0.00 0.000.000.00


23 Total 0.000.000.000.00

Subs for Other Professional - CP-Harris %0.00199-31-6116-00-118-5-24-0-00 0.00 100.001,000.001,000.00Career Ladder - CP-Harris %0.00199-31-6117-00-118-5-24-0-00 125.00 87.47873.00998.00Extra Duty - CP-Harris %0.00199-31-6118-00-118-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Harris %0.00199-31-6119-00-118-5-24-0-00 6,881.47 88.7754,396.5361,278.00FICA - CP-Harris %0.00199-31-6141-00-118-5-24-0-00 388.77 92.795,005.235,394.00Health/Life Ins - CP-Harris %0.00199-31-6142-00-118-5-24-0-00 454.90 91.705,029.105,484.00Wk's Comp - CP-Harris %0.00199-31-6143-00-118-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Harris %0.00199-31-6146-00-118-5-24-0-00 99.26 90.74972.741,072.00


Reading Materials - CP-Campus Cost-Harris %0.00199-31-6329-CP-118-5-24-0-00 0.00 100.00200.00200.00General Supplies - CP-Campus Cost-Harris %0.00199-31-6399-CP-118-5-24-0-00 0.00 100.00200.00200.00


Employee Travel - CP-Campus Cost-Harris %0.00199-31-6411-CP-118-5-24-0-00 0.00 0.000.000.00


31 Total 67,676.607,949.400.0075,626.00

Overtime - CP-AFL-Harris %0.00199-61-6121-B1-118-5-30-0-00 39.34 0.00-39.340.00Support Personnel Salary - CP-AFL-Harris %0.00199-61-6129-B1-118-5-30-0-00 2,308.15 85.5713,691.8516,000.00

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Support Personnel Salary - CP-Sick Leave-Harris %0.00199-61-6129-SK-118-5-30-0-00 0.00 0.000.000.00Employee Allowance - CP-AFL-Harris %0.00199-61-6139-B1-118-5-30-0-00 0.00 0.000.000.00FICA - CP-AFL-Harris %0.00199-61-6141-B1-118-5-30-0-00 205.13 83.241,018.871,224.00FICA - CP-Sick Leave-Harris %0.00199-61-6141-SK-118-5-30-0-00 0.00 0.000.000.00Health/Life Ins - CP-AFL-Harris %0.00199-61-6142-B1-118-5-30-0-00 227.46 91.682,506.542,734.00Health/Life Ins - CP-Sick Leave-Harris %0.00199-61-6142-SK-118-5-30-0-00 0.00 0.000.000.00Wk's Comp - CP-AFL-Harris %0.00199-61-6143-B1-118-5-30-0-00 0.00 0.000.000.00Wk's Comp - CP-Sick Leave-Harris %0.00199-61-6143-SK-118-5-30-0-00 0.00 0.000.000.00Teacher Retirement - CP-AFL-Harris %0.00199-61-6146-B1-118-5-30-0-00 15.19 87.54106.81122.00Teacher Retirement - CP-Sick Leave-Harris %0.00199-61-6146-SK-118-5-30-0-00 0.00 0.000.000.00


61 Total 17,284.732,795.270.0020,080.00

Total Fund 199 General Fund 239,547.00 0.00 28,206.64 211,340.36

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28,206.64 211,340.36Grand Total of Selected Fund(s) 239,547.00 0.00

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