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José Antonio Menchaca Elementary School
2014-2015 Campus Improvement Plan
Austin Independent School District
Menchaca 147 11/6/2014 Page 2
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 3
By campus administration and/or leadership team 3
We confirm the above information as correct … Position Name Date
Principal Eliza Loyola 9/8/14
Co-Chair Michelle Good 9/8/14
Co-Chair Florinda Lewis 9/8/14
Menchaca 147 11/6/2014 Page 3
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.
Menchaca 147 11/6/2014 Page 4
CAMPUS ADVISORY COUNCIL (CAC): SY 2014-15 Membership
Non-Voting Members Name Regularly Scheduled CAC meetings:
Principal Eliza Loyola Day of the Month (e.g., 2nd
Tues): 1st Mondays of the month
Time: 3:00-4:00
Voting Members Name CAC
Co-Chair ()
CAC Sec. ()
PTA Pres. ()
Classroom Teacher
()
SpEd Expertise
()
Other Prof. Staff Member
(Give Title)
Parent Clara Dey
Parent Jessica Cruz
Parent Shannon Puzey
Parent Laura Dill X
Parent Kelley Dworcyki
Parent Florinda Lewis x
Professional Staff Member Michelle Good x X
Professional Staff Member Haley Piotroski X X
Professional Staff Member Tai Hairston X
Professional Staff Member Meredith McDonald X
Professional Staff Member Trish Adams X
Professional Staff Member Fara Copley x
Classified Staff Member Leticia Ruiz X
Student (If Applicable)
Student (If Applicable)
Business Representative Owner of Macho Taco
Community Representative Tracey Beadle
Menchaca 147 11/6/2014 Page 5
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)
Based on review of the above data, the following areas of needed improvement were identified: Math instruction Dual Language Implementation Differentiated Professional development
Menchaca 147 11/6/2014 Page 6
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
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
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
Menchaca 147 11/6/2014 Page 7
Table #CI-1 State: Below safeguard target
Performance Objective: Campus Math performance on STAAR will increase to at least 85% achieving the Level II passing standard for Hispanic, African American, and Economically disadvantaged students, and at least 50% of All Students achieving the level III passing standard. 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
Daily use of Guided Math strategies will be evident in all classrooms 1
st –
5th with an emphasis on grade level
mastery of appropriate TEKS
3,9 All grade level teams, Principal, AP
PD Time, grade level planning, manipulatives, etc.
Assessment results, lesson plans, Admin observations/evidence of Guided Math in practice
Ongoing through May 2014
In progress
Title I math coach will plan rigorous instruction with grade level teams that address new TEKS and curriculum.
1, 8 Math coach Planning meetings and staff development
Increased vertical alignment.
Quarterly In progress
Title I math coach will observe and work with teachers to increase efficacy of instruction through model lessons and feedback
1, 7, 8 Math coach Observation protocols, planning time with teachers to debrief
Instructional practices will reflect best practices and cooperative learning.
On going In progress
Math intervention for primary grades will be addressed through grade level intervention time and tutoring.
1, 8 Math coach Assessment data and intervention times established.
Increase in assessment performance
On going In progress
Math instruction will incorporate mathematical problem solving in all units of instruction.
3, 4 Math coach, all teachers
CRM and supplemental curriculum, CGI
Increase in assessment performance
On going In progress
Students will increase their mathematical fluency and flexibility of numerical thinking
1, 8 Vertical math team and math coach
Increase in assessment performance
On going In progress
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
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
Menchaca 147 11/6/2014 Page 8
Table #CI-2 State: Below safeguard target
Performance Objective: Objective: Campus Science performance on STAAR will increase to at least 85% achieving the Level II passing standard for Hispanic, African American, and Economically disadvantaged students. 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
Targeted Hispanic, AA, and Eco Dis students will receive pre-teaching (concepts and vocab) before and during daily assembly in computer lab
1, 8 5th grade science
teachers, TA s, SpEd teachers, Principal, AP
Computer lab, science related programming, web videos, Science Stem scopes, etc.
Increased performance on assessments, regular attendance
Ongoing through April 2014
Science PD, re: effective hands on instructional strategies, will be planned/presented by members of Science Vertical Team and teachers in UT Science Collaborative
4, 1, 2, 3 Science Vertical Team, UT Science Collaborative leaders, Principal, AP
Science materials, 5E model resources, etc., Faculty meetingg time
Faculty meeting agenda, evidence of science hands on implementation
Ongoing through May 2014
Increased use of Science SCAs and regular formative assessments at all grade levels to monitor and increase student mastery of concepts
4, 8 All teachers, Principal, AP
SCAs, various assessment tools including Science BOY and MOY
Increased achievement in assessment results, evidence of assessments & re-teaching plans
Ongoing through May 2014
Teachers will attend training for new Science curriculum and utilize online resources.
4, 8 All teachers District PD schedule Use of new curriculum and technology.
Ongoing
GT students will be invited to a Science Camp after school, 3-5 in the Fall, K-2 in the Spring
6, 1, 3 GT coordinator PTA funding Camp occurs, higher performance on Science STAAR
Fall ,Spring
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
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
Menchaca 147 11/6/2014 Page 9
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
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
Teachers will do cool down activities for flexibility with students.
8, 2, 1 Teachers Faculty meeting to share activities, activities on cloud
Students do a cool down 1-2x a week after recess.
On going
Staff will be introduced to Brain Breaks on the AISD cloud
4, 8 Michelle Good Time at faculty meeting, 5 minutes during the day.
Staff has one brain break planned during the day
August and Jan
Send nutrition and physical activity information home to parents 2-4 times a year.
10, 6, 9 Loyola, Carroll, and Shaw
Small articles for webpage, twitter, and newsletter.
Evidence in social media or online publications
4x a year
Seek partnerships with health and fitness related businesses within your community.
8 Loyola, Carroll, PTA Time to meet and talk with local businesses.
New partnerships with dojos, yoga, or dance studios.
On going
Parent Coffee to focus on Health and Fitness
1, 6 Loyola and PE teachers
PE teachers plan 20 minute presentation with parents
Parent Coffee where parents learn about nutrition and fitness
November
Family Fitness Night 1,2,6 Catch Team Games for Family Fitness Night, advertisement for event.
Turn of over 75 students. Teacher and family participation
October
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
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
Menchaca 147 11/6/2014 Page 10
Table #DR-2
Performance Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2
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
Campus wide implementation of Social Emotional Learning program Phase II
3,4 SEL team and Loyola SEL materials for all new teachers
Every classroom has peace area and peace path.
Ongoing
All classes will participate in weekly SEL lessons
3 Classroom teachers Scheduled time on Tuesday
Students use language of lessons and peace paths.
Weekly
Student coalition will plan with counselor two activities a year for No Place for Hate designation.
9 Counselor –Ward ADL materials and resources.
Mix it Up Lunch, students can name and talk about activities.
Fall and Spring
Responsive Classroom strategies and techniques will be shared by RC team that attended summer training.
4 SEL vertical team, Piotroski
Additional RC books, energizers, and morning meetings
Increase in morning meetings, greeting students, and academic choice in classrooms
On going
SEL lessons will align to Health lessons twice a nine weeks as performance assessment.
8 Grade level teams Online resources for health and SEL
Grades taken for lesson. Fall/Spring
All classrooms will implement peace paths to help teach students conflict resolution strategies.
3 SEL vertical team and Piotroski
Peace Paths printed in color
Students can talk through the use of peace paths by October
October
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
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
Menchaca 147 11/6/2014 Page 11
Table #DR-3
Performance Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3
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
“PTA Performance Nights” will be scheduled monthly along with PTA Gen. Membership meetings.
6,10 Grade level team leaders and music teachers
Programs for music department
Monthly meetings and PTA shares voting activities.
Monthly
Principal Coffee will be implemented once a month. There will be a half hour parent information session on various topics.
6,10 Loyola Coffee, donuts, and monthly topic to be discussed
Monthly coffees held for parents.
On going
DOGS program will increase involvement at campus activities such as Family Cook Out
6 Loyola, Carroll, DOGS Time for Mr. Carroll to coordinate parents
Dads on campus will take a more active role at events such as Muffins with Moms and the Family Cook Out
On going
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
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
Responsive Classroom Team will share strategies for establishing classroom community and routines
4, 3 Responsive Classroom team and SEL vertical team
Time at monthly meetings to share new strategies
Increased use of strategies at grade levels and increased academic risk taking.
Vertical teams will plan to align instruction in math, science, writing, dual language, and the
2, 3 Principal, ap, math coach, and team leads
Agendas for monthly planning
Teachers being to use stregegies that are implemented at vertical
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
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
Menchaca 147 11/6/2014 Page 12
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
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
implementation of SEL teams.
Team Leaders will take Strength Finder to increase leadership capacity and have targeted PD for professional growth.
4, 5 Loyola Strength Finder book and access code, coordination with Strenghts Coach
Team Leaders approach problems of practice with their teams through a strengths lens
ongoing
Dual language vertical team will plan in Spanish to increase academic language and fluency
4, 5, 8 Stahl and Drummond Teachers will use CRM, bilteracy cohort materials and recent PD
Increased alignment with DL classrooms to Gomez and Gomez model.
On going
Vertical teams will focus on rigor or TEKS and understanding the depth and complexity of student thinking.
4, 7 Loyola, Drummond, Sweet
Books fro professional development, time once a month to examine the TEKS
Increase understanding of TEKS and curriculum by vertical teams.
On going
Coordinate with PreK dept. to increase developmentally appropriate practices
4, 8 Loyola and Prek dept Time for teachers to meet with district reps
Increased practices of developmentally appropriate- hand on learning in PreK and Kinder
Ongoing
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
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
Menchaca 147 11/6/2014 Page 13
REQUIRED FOR CAMPUSES THAT MEET CERTAIN CONDITIONS (Conditions in Yellow)
Special Education Identification – All Levels
Table #DR-5
Performance Objective: Reduce special education identification rate. Condition: If rate > 8.5% Source: SPED C-IEP (A) 4
th 6 weeks
Campus Rate: 9.4% Does campus performance require inclusion of this objective? (Yes or No): Yes
Applicable Strategic Plan Goal(s): 1,2,4
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
Implement district adopted curriculum to work with students with dyslexia, SRA (K-2) and Rewards (3-5)
3, 8 Reading specialists, May, Saenz
Attend required PD for training
Reading specialists use district adopted programs with identified student groups.
Ongoing
Train all new teachers on eCST system to identify and provide interventions and monitoring for struggling students
7, 4, 8 Drummond Drummond attends all team meetings to meet with teachers
Al lteachers demonstrate proficiency using eCST
October
Promote classroom-level interventions and progress monitoring utilizing the eCST system for struggling students
4, 7, 8 Classroom teachers training for all teachers with ap and child study facilitator
Increased documentation of progress monitoring
On going
Table #DR-7
Performance Objective: Reduce the rate of Hispanic students identified for special education. Condition: If Hispanic SPED enrollment rate is > 1 percentage point above Hispanic enrollment rate Source: SPED C-IEP (C) 4
th 6 weeks
Campus Figure: 6.6 Does campus performance require inclusion of this objective? (Yes or No): Yes
Applicable Strategic Plan Goal(s): 1,2,4
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
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
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
Menchaca 147 11/6/2014 Page 14
Table #DR-7
Performance Objective: Reduce the rate of Hispanic students identified for special education. Condition: If Hispanic SPED enrollment rate is > 1 percentage point above Hispanic enrollment rate Source: SPED C-IEP (C) 4
th 6 weeks
Campus Figure: 6.6 Does campus performance require inclusion of this objective? (Yes or No): Yes
Applicable Strategic Plan Goal(s): 1,2,4
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
Tilte I interventions will focus on vocabulary development and target low SES population.
3, 8, 9 Sweet, King, May Intervention materials depending on grade level.
Increased DRA and performance on formative assessments.
On going
Menchaca 147 11/6/2014 Page 15
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:
Funds target students for before, afterschool, and Saturday tutoring – ELL, and low SES students target groups.
General Supplies for at-risk students: Additional math intervention materials being purchased.
Transition Services (from middle school to high school or from elementary school to middle school):
NA
Middle School reading and math initiatives: NA
Extra duty pay for teachers and/or administrators or part-time/hourly pay for after-school detention:
NA
Reading specialists (to include literacy coaches): NA
Math specialist (FTE for math interventions): Math Coach to work with teacher and student groups and identified students at risk.
Elementary Counselors: Counselor works with students who are in need of assistance through programs such as Operation School Bell.
Dropout prevention services: N/A
DELTA (or other credit recovery programs): NA
Parent Support Specialist (or other parent involvement expenses):
NA
9th Grade Initiatives (for example, a ninth grade academy, mentoring program for freshman, algebra tutoring and/or intervention programs, etc.):
NA
Menchaca 147 11/6/2014 Page 16
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):
X Work with staffing coordinator, identify staff not meeting HQ standards
X Notify staff of deficit area(s)
X Agree with staff on appropriate ways to meet the standard
X 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
X Provide bilingual and special education stipends
X 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):
X Participate in district-sponsored job fairs
Participate in recruiting trips
X Provide mentors to first and second year teachers
X Offer high-quality professional development
X Provide leadership opportunities for teachers
X Encourage participation in National Board program
X Meet on a regular basis with new teachers to review needs/issues
X Other: BTEN
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):
X Assign teachers to areas in which already meet HQ
X 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:
Menchaca 147 11/6/2014 Page 17
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.
Menchaca 147 11/6/2014 Page 18
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, #DR-1, #DR-2
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-2, #DR-1, #DR-4
3 Instruction by highly qualified staff #CI-1, #CI-2, #DR-
2, DR-4
4 High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards
#CI-1, #CI-2, #DR-2, DR-4
5 Strategies to attract highly qualified teachers to high-need schools #DR-4
6 Strategies to increase parental involvement #CI-2, #DR-1, 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, #DR-4
8 Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards
#CI-1
9 Coordination and integration of federal, state, and local services and programs #CI-1, #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-4
11 For Elementary: Transition to K assistance to Pre-K/EC students
Menchaca 147 11/6/2014 Page 19
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
Math Coach Math coach will work with student groups in 2nd-5th grade and plan with classroom teachers
TEMI, benchmarks, STAAR, CAC and PTA discussions
58,000$ Student achievement on TEMI , benchmarks, STAAR and teacher instructional strategies
$
$
Instructional Supplies, Materials, and Equipment
Math materials, supplemental manipulatives
Use hands on math materials and STAAR review materials for at risk students
Classroom observations 2000$ Student able to talk about their thinking, demonstrate their understanding of concepts, and improved data
$
$
Professional Development/Staff Training
$
$
$
Community Services (Function 61)
Family Math/Science Night – healthy snacks
Encourage hands on math activities with families
130.00$ Families attend training
$
Menchaca 147 11/6/2014 Page 20
$
Other Requests
$
$
$
TOTAL (Must Match BTO Total) 62,000$
Campus Scorecard 2014-15
147 - Menchaca 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 52% 49% 53% 60%
Afr Amer 50% 22% * 58%
Hispanic 41% 38% 44% 52%
White 68% 70% 66% 71%
Asian 55% 36% 67% 72%
Two+ 56% 54% 55% 61%
SpEd 36% 38% 48% 56%
ECD 37% 40% 40% 49%
ELL 22% 21% 42% 50%
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 36% 35% 42% 50%
Afr Amer 40% 22% * 43%
Hispanic 28% 27% 32% 42%
White 44% 47% 56% 63%
Asian 64% 57% 67% 72%
Two+ 44% 31% * 46%
SpEd 19% 28% 48% 56%
ECD 23% 25% 25% 36%
ELL 13% 37% 19% 32%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Menchaca Page 3 Summer 2014
STAAR Writing - Level II-Final
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 29% 46% 43% 51%
Afr Amer * * * 100%
Hispanic 21% 39% 37% 46%
White 39% 61% 55% 62%
Asian 40% * * 58%
Two+ * * * 15%
SpEd 33% 29% * 43%
ECD 17% 35% 37% 46%
ELL <1% 33% 36% 45%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Science - Level II-Final
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 31% 33% 43% 51%
Afr Amer * * * 43%
Hispanic 24% 16% 34% 44%
White 37% 69% 54% 60%
Asian * 38% * 79%
Two+ * 40% * 72%
SpEd * 11% * 35%
ECD 18% 19% 22% 33%
ELL * * * 47%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Menchaca Page 4 Summer 2014
STAAR Reading - Level III
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 22% 27% 22% 26%
Afr Amer 20% 11% * 37%
Hispanic 18% 19% 11% 16%
White 30% 42% 38% 41%
Asian 18% 21% * 29%
Two+ 22% 23% * 31%
SpEd 3% 13% * 10%
ECD 11% 16% 8% 12%
ELL 9% 11% * 13%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Mathematics - Level III
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 11% 14% 17% 21%
Afr Amer 10% <1% * 5%
Hispanic 9% 9% 13% 17%
White 14% 21% 25% 29%
Asian 9% 29% * 37%
Two+ 22% 15% * 14%
SpEd <1% 5% * 10%
ECD 5% 7% 8% 12%
ELL <1% 11% * 10%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Menchaca Page 5 Summer 2014
STAAR Writing - Level III
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 4% 3% 6% 10%
Afr Amer * * * 5%
Hispanic <1% 2% * 9%
White 11% 6% * 15%
Asian <1% * * 5%
Two+ * * * 5%
SpEd <1% 14% * 5%
ECD <1% 5% * 7%
ELL <1% 11% * 5%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Science - Level III
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 6% 12% 12% 16%
Afr Amer * * * 5%
Hispanic 4% 3% 11% 16%
White 7% 31% * 15%
Asian * 13% * 5%
Two+ * 20% * 68%
SpEd * 6% * 5%
ECD 3% 6% * 5%
ELL * * * 5%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Menchaca Page 6 Summer 2014
STAAR Reading - Met or Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 56% 56% 65%
Afr Amer * * 100%
Hispanic 52% 50% 60%
White 65% 60% 70%
Amer Ind - - 0%
Asian * 83% 90%
Two+ * * 65%
SpEd 50% 56% 60%
ELL - >99% 100%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Mathematics - Met or Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 56% 55% 60%
Afr Amer * * 70%
Hispanic 50% 53% 60%
White 68% 59% 65%
Amer Ind - - 0%
Asian 63% * 75%
Two+ * * 50%
SpEd 62% 53% 60%
ELL - 67% 70%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Menchaca Page 7 Summer 2014
STAAR Reading - Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 11% 15% 20%
Afr Amer * * 15%
Hispanic 10% 16% 20%
White 16% 12% 20%
Amer Ind - - 0%
Asian * * 20%
Two+ * * 30%
SpEd 7% * 15%
ELL - * 40%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
STAAR Mathematics - Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 25% 24% 30%
Afr Amer * * 10%
Hispanic 21% 26% 30%
White 32% 24% 30%
Amer Ind - - 0%
Asian 13% * 20%
Two+ * * 20%
SpEd 23% * 20%
ELL - * 35%
Data Source: Actual- TAPR, Estimated- Contractor's electronic files* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Menchaca Page 8 Summer 2014
Primary Reading AssessmentEOY On or Above Grade Level
2011-12
Estimated
2012-13
Estimated
2013-14
Estimated
2014-15
Improvement Goal
Kinder DRA English 90% 92% 89% 92%
Kinder DRA Spanish 40% 86% 91% 92%
1st DRA English 93% 85% 88% 90%
1st DRA Spanish 88% 79% 64% 80%
2nd DRA English 83% 89% 71% 80%
2nd DRA Spanish 71% 62% * 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 96.7% 96.9% 96.0% 96.1% 96.5%
Afr Amer 97.3% 97.0% 96.9% 96.9% 97.0%
Hispanic 96.3% 96.9% 95.8% 96.1% 96.5%
White 97.0% 97.1% 96.2% 96.2% 97.0%
Amer Ind * <1% <1% <1% 96.0%
Asian 98.1% 97.6% 96.6% 97.0% 97.5%
Two+ 97.0% 94.4% 95.4% 93.9% 94.5%
ECD 96.5% 96.7% 95.6% 95.9% 96.5%
Data Sources: Actual- TAPR, Estimated- AISD Student Information System* Denominator is less than 900(excluding 0)- Denominator is 0
Office of Campus and District Accountability
Menchaca Page 9 Summer 2014
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 * * * * * * 0.00%
Afr Amer * * * * * * 0.00%
Hispanic * * * * * * 0.00%
White * * * * * * 0.00%
Amer Ind - - - - - - 0.00%
Asian * * * * * * 0.00%
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
Estimated Improvement Goal
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 * * * * * * 0.10%
Afr Amer * * * * * * 0.00%
Hispanic * * * * * * 0.10%
White * * * * * * 0.10%
Amer Ind - - - - - - 0.00%
Asian * * * * * * 0.00%
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
Office of Campus and District Accountability
Menchaca Page 10 Summer 2014
Campus ALC/EDAP or In School Suspensions
Estimated Improvement Goal
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 * * * * * * 1.00%
Afr Amer * * * * * * 2.00%
Hispanic * * * * * * 0.20%
White * * * * * * 0.30%
Amer Ind - - - - - - 0.00%
Asian * * * * * * 0.00%
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
Fall Enrollment (PEIMS Snapshot Date)
2012-13
Actual
2013-14
Estimated
All Students 706 727
Afr Amer 25 22
Hispanic 401 390
White 220 231
Amer Ind 0 -
Asian 31 35
Two+ 26 48
Data Source: Actual-TAPR, Estimated-PEIMS Submission 1
Office of Campus and District Accountability
Menchaca Page 11 Summer 2014
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 46 * * 51 * * 0%
Afr Amer - - - * * * 0%
Hispanic 38 * * 43 * * 0%
White * * * 28 * * 0%
SpEd * * * * * * 0%
ECD 35 * * 35 * * 0%
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 * * * * * * 6 * * * * * 5 * * * * *
F Hispanic 77 45 58% 41 24 59% 84 51 61% 50 36 72% 82 54 66% 51 46 90%
F White 45 32 71% 21 14 67% 46 36 78% 26 23 88% 46 34 74% 27 25 93%
F Asian - - - - - - - - - - - - - - - - - -
F 125 80 64% 63 39 62% 136 91 67% 79 60 76% 133 92 69% 81 74 91%
M Afr Amer 7 6 86% * * * 5 * * * * * 5 5 >99% * * *
M Hispanic 84 43 51% 54 39 72% 91 52 57% 53 43 81% 83 45 54% 53 48 91%
M White 49 35 71% 22 21 95% 54 31 57% 30 27 90% 46 26 57% 26 22 85%
M Asian - - - - - - - - - - - - - - - - - -
M 140 84 60% 80 64 80% 150 87 58% 86 73 85% 134 76 57% 83 74 89%
Total 265 164 62% 143 103 72% 286 178 62% 165 133 81% 267 168 63% 164 148 90%
Data Source: AISD Fitnessgram* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Menchaca Page 12 Summer 2014
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-Menchaca %0.00199-11-6117-RR-147-5-24-0-00 125.00 91.661,375.001,500.00Extra Duty - CP-Strat Comp Init-Menchaca %0.00199-11-6118-EB-147-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-SSIG-Menchaca %0.00199-11-6118-R5-147-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AYP Elem-Menchaca %0.00199-11-6118-R8-147-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Read Literacy-Menchaca %0.00199-11-6118-RR-147-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Menchaca %0.00199-11-6119-00-147-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-PreK-Menchaca %0.00199-11-6119-90-147-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Read Literacy-Menchaca %0.00199-11-6119-RR-147-5-24-0-00 3,397.46 88.7726,856.5430,254.00Overtime - CP-AYP Elem-Menchaca %0.00199-11-6121-R8-147-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-SSIG-Menchaca %0.00199-11-6125-R5-147-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-AYP Elem-Menchaca %0.00199-11-6125-R8-147-5-24-0-00 0.00 0.000.000.00Support Personnel Salary - CP-Menchaca %0.00199-11-6129-00-147-5-24-0-00 2,212.14 0.00-2,212.140.00Support Personnel Salary - CP-At Risk Stdnt %0.00199-11-6129-R4-147-5-24-0-00 0.00 100.0024,000.0024,000.00FICA - CP-Menchaca %0.00199-11-6141-00-147-5-24-0-00 133.97 0.00-133.970.00FICA - CP-PreK-Menchaca %0.00199-11-6141-90-147-5-24-0-00 0.00 0.000.000.00FICA - CP-Strat Comp Init-Menchaca %0.00199-11-6141-EB-147-5-24-0-00 0.00 0.000.000.00FICA - CP-At Risk Stdnt Suppt-Mencha %0.00199-11-6141-R4-147-5-24-0-00 0.00 100.001,836.001,836.00FICA - CP-SSIG-Menchaca %0.00199-11-6141-R5-147-5-24-0-00 0.00 0.000.000.00FICA - CP-AYP Elem-Menchaca %0.00199-11-6141-R8-147-5-24-0-00 0.00 0.000.000.00FICA - CP-Read Literacy-Menchaca %0.00199-11-6141-RR-147-5-24-0-00 190.43 91.772,123.572,314.00Health/Life Ins - CP-Menchaca %0.00199-11-6142-00-147-5-24-0-00 409.10 0.00-409.100.00Health/Life Ins - CP-PreK-Menchaca %0.00199-11-6142-90-147-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-At Risk Stdnt Suppt-Mencha %0.00199-11-6142-R4-147-5-24-0-00 0.00 100.005,477.005,477.00Health/Life Ins - CP-SSIG-Menchaca %0.00199-11-6142-R5-147-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Read Literacy-Menchaca %0.00199-11-6142-RR-147-5-24-0-00 454.90 91.705,030.105,485.00Wk's Comp - CP-Menchaca %0.00199-11-6143-00-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-PreK-Menchaca %0.00199-11-6143-90-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Strat Comp Init-Menchaca %0.00199-11-6143-EB-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-At Risk Stdnt Suppt-Mencha %0.00199-11-6143-R4-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-SSIG-Menchaca %0.00199-11-6143-R5-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AYP Elem-Menchaca %0.00199-11-6143-R8-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Read Literacy-Menchaca %0.00199-11-6143-RR-147-5-24-0-00 0.00 0.000.000.00
09:33:16
10/17/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
1Page:
Time:
Current Date:
Austin ISD-Production
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
Teacher Retirement - CP-Menchaca %0.00199-11-6146-00-147-5-24-0-00 9.63 0.00-9.630.00Teacher Retirement - CP-PreK-Menchaca %0.00199-11-6146-90-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Strat Comp Init-Menchaca %0.00199-11-6146-EB-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-At Risk Stdnt Suppt-Mencha %0.00199-11-6146-R4-147-5-24-0-00 0.00 100.00132.00132.00Teacher Retirement - CP-SSIG-Menchaca %0.00199-11-6146-R5-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AYP Elem-Menchaca %0.00199-11-6146-R8-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Read Literacy-Menchaca %0.00199-11-6146-RR-147-5-24-0-00 1.33 92.1715.6717.00
Total 6100 Payroll Costs 64,081.046,933.960.0071,015.00
General Supplies - CP-Campus Cost-Menchaca %0.00199-11-6399-CP-147-5-24-0-00 0.00 0.000.000.00
Total 6300 Supplies & Materials 0.000.000.000.00
11 Total 64,081.046,933.960.0071,015.00
Professional Salary - RG-Campus Cost-Menchaca %0.00199-13-6119-CP-147-5-24-0-00 1,769.93 0.00-1,769.930.00Part-Time Hourly - CP-SSI-Menchaca %0.00199-13-6125-R5-147-5-24-0-00 0.00 0.000.000.00FICA - RG-Campus Cost-Menchaca %0.00199-13-6141-CP-147-5-24-0-00 120.43 0.00-120.430.00FICA - CP-SSI-Menchaca %0.00199-13-6141-R5-147-5-24-0-00 0.00 0.000.000.00Health/Life Ins - RG-Campus Cost-Menchaca %0.00199-13-6142-CP-147-5-24-0-00 227.46 0.00-227.460.00Health/Life Ins - CP-SSI-Menchaca %0.00199-13-6142-R5-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - RG-Campus Cost-Menchaca %0.00199-13-6143-CP-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - RG-Campus Cost-Menchaca %0.00199-13-6146-CP-147-5-24-0-00 10.12 0.00-10.120.00
Total 6100 Payroll Costs -2,127.942,127.940.000.00
13 Total -2,127.942,127.940.000.00
Extra Duty - CP-Strat Comp Init-Menchaca %0.00199-23-6118-EB-147-5-24-0-00 0.00 0.000.000.00FICA - CP-Strat Comp Init-Menchaca %0.00199-23-6141-EB-147-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Strat Comp Init-Menchaca %0.00199-23-6143-EB-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Strat Comp Init-Menchaca %0.00199-23-6146-EB-147-5-24-0-00 0.00 0.000.000.00
Total 6100 Payroll Costs 0.000.000.000.00
09:33:16
10/17/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
2Page:
Time:
Current Date:
Austin ISD-Production
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
Computer Rel.Eq<$5000 Per Unit - CP-1D %0.00199-23-6396-R6-147-5-24-0-00 0.00 0.000.000.00
Total 6300 Supplies & Materials 0.000.000.000.00
23 Total 0.000.000.000.00
Subs for Other Professional - CP-Menchaca %0.00199-31-6116-00-147-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-Menchaca %0.00199-31-6118-00-147-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Menchaca %0.00199-31-6119-00-147-5-24-0-00 6,105.33 88.7748,261.6754,367.00FICA - CP-Menchaca %0.00199-31-6141-00-147-5-24-0-00 345.00 92.334,155.004,500.00Health/Life Ins - CP-Menchaca %0.00199-31-6142-00-147-5-24-0-00 416.75 92.214,938.255,355.00Wk's Comp - CP-Menchaca %0.00199-31-6143-00-147-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Menchaca %0.00199-31-6146-00-147-5-24-0-00 54.42 91.16561.58616.00
Total 6100 Payroll Costs 57,916.506,921.500.0064,838.00
Reproduction Costs - CP-Campus Cost-Menchaca %0.00199-31-6299-CP-147-5-24-0-00 0.00 0.000.000.00
Total 6200 Purchase & Contracted Services 0.000.000.000.00
Reading Materials - CP-Campus Cost-Menchaca %0.00199-31-6329-CP-147-5-24-0-00 0.00 100.00200.00200.00General Supplies - CP-Campus Cost-Menchaca %0.00199-31-6399-CP-147-5-24-0-00 0.00 100.00400.00400.00
Total 6300 Supplies & Materials 600.000.000.00600.00
Employee Travel - CP-Campus Cost-Menchaca %0.00199-31-6411-CP-147-5-24-0-00 0.00 100.00400.00400.00
Total 6400 Other Operating Costs 400.000.000.00400.00
31 Total 58,916.506,921.500.0065,838.00
Total Fund 199 General Fund 136,853.00 0.00 15,983.40 120,869.60
09:33:16
10/17/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
3Page:
Time:
Current Date:
Austin ISD-Production
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
15,983.40 120,869.60Grand Total of Selected Fund(s) 136,853.00 0.00
09:33:16
10/17/2014User:
Report:
Instance:
SPATTERS
CAMPUS_EXP
4Page:
Time:
Current Date:
Austin ISD-Production