Campus Improvement Plan 2021-2022
Pine Shadows Elementary School
- Mission Statement, Vision, Core Values
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
- Campus Funding Summary
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Pine Shadows Elementary School
2021-2022 Campus Improvement Plan
Mission Statement
Pine Shadows Elementary School's mission
is to impact the life of every child every day
to develop critical thinkers who create their own future personalized
learning and to increase the number of students for T-2-4.
Vision
As a school and community, we are developing future leaders who demonstrate:
Curiosity
Perseverance
High expectations
Problem solving
Innovative, accelerated and creative learning
Respect for diversity
Independent learners
Core Values
Every Child
We put students at the heart of everything we do.
Collective Greatness
We, as a community, leverage our individual strengths to reach challenging goals.
Collaborative Spirit
We believe in each other and find joy in our work.
Limitless Curiosity
We never stop learning and growing.
Moral Compass
We are guided by strong character, ethics and integrity.
Core Characteristics of a T-2-4 Ready Graduate
Academically Prepared: Every Child finds joy in learning, has a learner's mindset and is motivated and equipped with the knowledge, skills and competencies to succeed in life.
Ethical & Service-Minded: Every Child acts with integrity, is personally responsible for their actions and is a civically-engaged community member.
Empathetic & Self-Aware: Every Child appreciates differences, forms secure relationships and cares for their own and others’ emotional, mental and physical health.
Persistent & Adaptable: Every Child is fueled by their own passions, interests and goals and perseveres with confidence and courage.
Resourceful Problem-Solver: Every Child thinks critically and creatively and applies knowledge to find and solve problems.
Communicator & Collaborator: Every Child skillfully conveys thoughts, ideas, knowledge and information and is a receptive and responsive listener.
Comprehensive Needs Assessment
- Demographics
- Student Learning
- School Processes & Programs
- Perceptions
- Priority Problem Statements
- Comprehensive Needs Assessment - Data Documentation
Demographics
Comprehensive Needs Assessment
Revised/Approved: May 19, 2020
Demographics
Demographics Summary
PSE enrollment is approximately 762 in K-5 grade. Our population continues to be a diverse combination of cultures from around the world predominately Hispanic.
In addition we have a Life Skills Unit and an APPLE Unit on campus this year. PSE qualifies for 100% free and reduced lunch.
Attendance rate is 96%.
The majority of our neighborhood consists of multi-unit apartment complexes, a few new cluster homes at the end of the playground area, and an older residential area. Our community partnerships include MHS as our sister school, an after school YMCA program for students, an after school fine arts program provided by our CIS connection, a PSE summer camp, Boy Scouts and Girl Scouts programs, and many local restaurants and businesses who are part of our Good Neighbor Program.
PSE staff consists of predominately Spanish speakers from around the world, a smaller number of non-Spanish speakers from across the US and other countries.
Demographics Strengths
The 20-21 Panorama Survey continued to show strong positive results even in the midst of a pandemic.
School Belonging 97%
School Engagement 96%
School Rigorous Expectations 99%
School Safety 96%
School Teacher-Student Relationships 99%
Social Emotional Learning 96%
>Social Awareness 95%
Self-Management 93%
Emotion Regulation 90%
Problem Statements Identifying Demographics Needs
Problem Statement 1: Closing the gap across all minority groups continues to be a challenge for our school. Root Cause: The majority of the students are reading 1-2 years below grade level when they enter K.
Problem Statement 2: Closing the gap across all minority groups continues to be a challenge for our school which is directly related to poverty and limited digital access. Root Cause: The majority of the students are reading 1-2 years below grade level when they enter K because of limited access in a digital environment.
Problem Statement 3: Achievement needs are for EL students to perform as well as other student groups is a constant issue of poverty which limits access to learning in a digital learning environment. Root Cause: EL students come to PSE into K with limited school experiences and limited or not access to digital devices.
Problem Statement 4: Equal access for virtual learning is not available. No access to internet, hotspots or devices. Root Cause: High poverty causes less electronic access for virtual learning for 77% (FRL rate) of PSE students.
Problem Statement 5: Bilingual teachers are very difficult to find. In addition, we no long have bilingual certified teachers on the English side of dual language programs. Root Cause: A shortage of Bilingual certified teachers in all grades.
Problem Statement 6: Second language learners struggle with the curriculum which does not always address their language challenges. Root Cause: Availability of Spanish materials for all content and all grade levels is not available.
Problem Statement 7 (Prioritized): Lack of accessibility to digital learning. Root Cause: High poverty causes limited resources such as internet, hotspots, and electronic devices for families to stay connected.
Problem Statement 8: Organizationally, the immediate switch from face to face learning to virtual learning presented unprecedented challenges for a highly underserved population. Root Cause: COVID -19 pandemic
Problem Statement 9: Lack of 1-1 device deployment to every child at PSE and hot spots. Root Cause: Limited funding for additional iPads/Chromebooks for all students to have 1-1 access. No internet access and limited hotspots for families continues to widen the gap.
Student Learning
Comprehensive Needs Assessment
Student Learning
Student Learning Summary
PSE students have made significant growth over the past 3 years meeting standards.
All students in grades 2-5 have received intervention 30 minutes per day in reading and math which has been effective in student performance.
The addition of teacher assistants in the classrooms will provide support with small group instruction to reach more struggling students.
MAP data showed growth in all grade levels, K-5.
Panorama results showed growth in all categories exceeding the district and elementary campus levels.
Student Learning Strengths
PSE students continue to make progress academically.
Interventions for all students is provided in grades K-5.
Almost 200 students attended district virtual summer school and campus virtual tutorials.
Problem Statements Identifying Student Learning Needs
Problem Statement 1: Spanish speaking students struggle with acquisition of the English language. Root Cause: Non-English parents/families at home.
School Processes & Programs
Comprehensive Needs Assessment
Revised/Approved: May 19, 2020
School Processes & Programs
School Processes & Programs Summary
PSE will continue STEM labs and community circles.
Through this process our goal is to deepen student relationships by sharing experiences in our community circle time.
In addition, the STEM labs will provide a personalized learning experience for students in grades 3-5.
Students will participate in SEL activities provided by the counselor and staff.
Through the OC-TX initiative we will provide 3 MCLs (multi-classroom leaders).
These additional staff members provide support to the teams, implement small groups for intervention in reading and math.
MCLs provide coaching and modeling for new staff members, assist with assessment and training.
Guiding coalition meetings are held weekly to analyze student data, to provide training for content areas, assessments and PD.
Mentors are assigned to mentees, student teachers are assigned to master level teachers and teachers are given opportunities to personalize their teaching and learning through conferences, consultants, and collaboration with other professionals from other SBISD campuses.
Family and community events such as meet the teacher, parent conferences, principal monthly coffees, cultural and local celebrations, carnival, movie nights, WATCH Dogs, are provided by the PTA, CIS staff, and PSE staff.
PTA and PSE will continue to purchase electronic devices for student use in the classroom and for assessment purposes.
School Processes & Programs Strengths
Processes and programs are established and implemented with fidelity and integrity to impact performance.
Problem Statements Identifying School Processes & Programs Needs
Problem Statement 1: Additional planning time is needed to implement and monitor processes and programs. Root Cause: The number of minutes provided for the school day does not allow additional time within the school day for planning.
Perceptions
Comprehensive Needs Assessment
Revised/Approved: May 19, 2020
Perceptions
Perceptions Summary
PSE has a positive culture, climate and value system of core beliefs. Family engagement is high for events like Meet the Teacher, Open House, Parent Conferences, PTA events and with daily volunteers. Families are also involved in after school activities provided by the school, by CIS, and by the PTA.
Panorama results showed a positive increase in all areas and all areas were above the district results.
Perceptions Strengths
Maintaining a positive and effective culture and climate is strong.
Panorama Survey showed significant positive increases in culture, climate, school connectedness and beliefs.
A strong support system for teachers and students to be successful is initiated by the PTA, sister schools, and individual family donations.
Problem Statements Identifying Perceptions Needs
Problem Statement 1: A more efficient and effective communication source is needed to connect with all families without access. Root Cause: Limited financial resources for families to provide internet services and electronic devices for their children.
Priority Problem Statements
Priority Problem Statements
Problem Statement 1: Accessibility to digital learning.
Root Cause 1: High poverty causes limited resources such as internet, hotspots, and electronic devices for families to stay connected.
Problem Statement 1 Areas: Demographics - Parent and Community Engagement - Technology - Demographics
Comprehensive Needs Assessment - Data Documentation
Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
- District goals
- Campus goals
- HB3 CCMR goals
- Performance Objectives with summative review (prior year)
- Campus/District improvement plans (current and prior years)
- Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.
- Covid-19 Factors and/or waivers
Accountability Data
- Texas Academic Performance Report (TAPR) data
- Student Achievement Domain
- Student Progress Domain
- Closing the Gaps Domain
- Effective Schools Framework data
- Accountability Distinction Designations
- Federal Report Card Data
Student Data: Assessments
- State and federally required assessment information
- (STAAR) current and longitudinal results, including all versions
- STAAR released test questions
- STAAR EL progress measure data
- Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
- Student Success Initiative (SSI) data for Grades 5 and 8
- Student failure and/or retention rates
- Local benchmark or common assessments data
- Running Records results
- Observation Survey results
Student Data: Student Groups
- Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and progress
- Special programs data, including number of students, academic achievement, discipline, attendance, and progress
- Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data
- Male / Female performance, progress, and participation data
- Special education/non-special education population including discipline, progress and participation data
- At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
- EL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.
- Section 504 data
- Homeless data
- Gifted and talented data
- Dyslexia Data
- Response to Intervention (RtI) student achievement data
- Dual-credit and/or college prep course completion data
Student Data: Behavior and Other Indicators
- Attendance data
- Mobility rate, including longitudinal data
- Discipline records
- Student surveys and/or other feedback
- Class size averages by grade and subject
- School safety data
Employee Data
- Professional learning communities (PLC) data
- Staff surveys and/or other feedback
- Teacher/Student Ratio
- State certified and high quality staff data
- Campus leadership data
- Campus department and/or faculty meeting discussions and data
- Professional development needs assessment data
- Evaluation(s) of professional development implementation and impact
- TTESS data
Parent/Community Data
- Parent surveys and/or other feedback
- Parent engagement rate
- Community surveys and/or other feedback
Support Systems and Other Data
- Organizational structure data
- Processes and procedures for teaching and learning, including program implementation
- Communications data
- Capacity and resources data
- Budgets/entitlements and expenditures data
- Study of best practices
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - EARLY LITERACY
- Performance Objective 3 - GAP-CLOSING
- Performance Objective 4 - STUDENT GROWTH
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Pine Shadows Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2022, Pine Shadows Elementary School will increase student performance on STAAR Grades 3-5 exams in reading and math by at least [5] points at each performance level (approaches, meets, masters).
2020-21: Reading: 64% (approaches), 34% (meets), 15% (masters); Math: 53%(approaches), 39% (meets), 15% (masters)
2019-20: Not Rated due to COVID
2018-19: Reading: [77]% (approaches), [45]% (meets), [21]% (masters); Math: [72]% (approaches), [39]% (meets), [20]% (masters)
2017-18: Reading: [72]% (approaches), [35]% (meets), [13]% (masters); Math: [69]% (approaches), [34]% (meets), [13]% (masters)
Targeted or ESF High Priority
Evaluation Data Sources: STAAR 3-8 Reports
Summative Evaluation: Some progress made toward meeting Objective
Strategy 1: Campus initiatives providing personalized learning through: Strategy 2: Reading EOY results for K-5 students will show growth of at least one level. |
Performance Objective 2 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Pine Shadows Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: EARLY LITERACY: By June 2022, Pine Shadows Elementary School will increase the combined % of students reading On Grade Level or Above Grade Level on the End-of-Year Running Records assessment in each primary grade, K, 1, and 2, by 10 percentage points or ≥ to 85%.
2020-21: Kindergarten 80% On Grade Level or Above Grade Level; 1st Grade: 80% On Grade Level or Above Grade Level; 2nd Grade: 80% On Grade Level or Above Grade Level
Targeted or ESF High Priority
Evaluation Data Sources: Running Records and EOY reports
Summative Evaluation: Some progress made toward meeting Objective
Strategy 1: Campus initiatives providing personalized learning through: All in Learning for student to tracking their performance. Community Circles daily implementation. Provide additional electronic resources for students. Purchase reading and math materials and supplies. Seidlitz Consultant Professional Development Dual Language Consultant/Mercuri Professional Development MCL's (multi-classroom leader's) for academic support Substitutes for teachers to attend PD Math Intervention specialist LEP assistants Family Engagement Coordinator CIS coordinator 3.5 Kinder paras District specialists/SIS//LIS/MISAdd Strategies |
Performance Objective 3 - GAP-CLOSING
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Pine Shadows Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: GAP-CLOSING: By June 2022, Pine Shadows Elementary School will increase overall performance on STAAR Grades 3-5 exams to narrow the gap or improve performance above the target by at least 10 percentage points for English Learners.
2020-21: English Learners 27% non-English Learners 43%
2019-20: Not Rated due to COVID
Targeted or ESF High Priority
Evaluation Data Sources: State Accountability Report Domain 1
Summative Evaluation: Some progress made toward meeting Objective
Strategy 1: PLC Instructional support and professional learning in the area of reading, writing and math. Strategy's Expected Result/Impact: Increase results in TELPAS, STAAR and MAP testing. Staff Responsible for Monitoring: PSE Administrators, PSE MCL's, PSE Counselor, PSE Instructional Leadership Team, PSE teachers, PSE Librarian Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support Strategy - Results Driven Accountability Problem Statements: Demographics 6 - Demographics 7 - Parent and Community Engagement 1 - Technology 7 Funding Sources: Instructional reading materials - 211 - Title I, Part A - 6329 - $3,000, Professional Development - 211 - Title I, Part A - 6299 - $27,000, Technology devices/Chromebooks/iPADS - 211 - Title I, Part A - 6398 - $0 |
Performance Objective 4 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Pine Shadows Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: STUDENT GROWTH: By June 2022, Pine Shadows Elementary School will increase the % of students who meet or exceed conditional growth index (CGI) targets on Measures of Academic Progress: Reading (K-5) increase by [5] points, Math (K-5) increase by [5] points.
2020-21: Reading - 43% met CGI; Math - 48% met CGI
2019-20: Not Rated due to COVID
2018-19: Reading - 50% met CGI; Math - 55 % met CGI
2017-18: Reading - 38% met CGI; Math - 46 % met CGI
Targeted or ESF High Priority
Evaluation Data Sources: Measures of Academic Progress (MAP) Reports, Campus Report Card, District Benchmarks
Summative Evaluation: Some progress made toward meeting Objective
Strategy 1: Students in grades 1-5 will participate in intervention groups for at least 30 minutes a day to close gaps in math and reading. Strategy's Expected Result/Impact: A year's plus growth in reading, writing and math on MAP, STAAR and district PSA's. Staff Responsible for Monitoring: PSE Administrators, PSE MCL's, PSE Counselor, PSE Instructional Leadership Team, PSE teachers, PSE Librarian Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support Strategy - Results Driven Accountability Problem Statements: Demographics 6 - Demographics 7 - Parent and Community Engagement 1 - Technology 7 Funding Sources: Supplies and materials - 211 - Title I, Part A - 6399 - $9,366 |
Strategy 2: Every teacher will receive training on the components of balanced literacy. Strategy's Expected Result/Impact: Increased reading levels and performance Staff Responsible for Monitoring: PSE Administrators, LIS/Teacher's College, PSE MCL's, PSE Counselor, PSE Instructional Leadership Team, PSE teachers, PSE Librarian Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Targeted Support Strategy - Additional Targeted Support Strategy - Results Driven Accountability Funding Sources: Supplies and materials - 211 - Title I, Part A - 6399 - $1,031 |
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Pine Shadows Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2022, the rate of English Learners increasing at least one Composite Score level will increase by 10 percentage points or ≥ 80%.
2020-21: TELPAS Progress Rate 69%
2019-20: Not Rated due to COVID
Targeted or ESF High Priority
Evaluation Data Sources: State Accountability Report Domain 3
Summative Evaluation: Some progress made toward meeting Objective
Strategy 1: Provide staff development, with Nancy Motley, 7 Steps to a Language Rich Interactive Classroom, for K-5 teachers on instructional strategies that will meet the needs of all learners, increase second language acquisition, and accelerate reading and writing levels for all students. |
Goal 2: Student Support
Student Support
Performance Objective 1 - SCHOOL CONNECTEDNESS
Goals
Goal 2: STUDENT SUPPORT. Every Pine Shadows Elementary School student will benefit from an aligned system that supports his/her academic and social-emotional needs.
Performance Objective 1: SCHOOL CONNECTEDNESS: By June 2021, the % of Pine Shadows Elementary School students who feel connected as both individuals and learners will increase by at least 5 points.
2020-21: 97% School Belonging ; 98% School Climate ; 99% School Rigorous Expectations ; 96% School Safety ; 99% School Teacher-Student Relationships
2019-20: Not Rated due to COVID
2018-19: 96% School Belonging ; 98% School Climate ; 98% School Rigorous Expectations ; 97% School Safety ; 99% School Teacher-Student Relationships
2017-18: 83% School Belonging; 84% School Climate; 90% School Rigorous Expectations ; 84% School Safety ; 92% School Teacher-Student Relationships
Targeted or ESF High Priority
Evaluation Data Sources: Panorama Student Survey
Summative Evaluation: Some progress made toward meeting Objective
Strategy 1:
Strategy's Expected Result/Impact: Panorama Survey will show an increased results on the Student Teacher Relationships measure. Students needing additional social skills strategies will be assisted through Project Class. Teachers trained with PC skills and strategies will impact relationship connectivity at PSE. Parents and families will be able to support their students in academic and social emotional development. Improved communication and academic support. Project Class will impact student performance and behavior. |
Performance Objective 2 - GUIDANCE AND COUNSELING
Goals
Goal 2: STUDENT SUPPORT. Every Pine Shadows Elementary School student will benefit from an aligned system that supports his/her academic and social-emotional needs.
Performance Objective 2: GUIDANCE AND COUNSELING: Each grade level will implement and support character education and social-emotional learning curriculum.
Targeted or ESF High Priority
Evaluation Data Sources: Training materials and attendance rosters.
Summative Evaluation: Significant progress made toward meeting Objective
Strategy 1: All students will begin the day with Explorer Circle Time. All students will greet their teacher with a choice selected from the Explorer Greeting. All staff will be trained in Project Class Social Skills. Project Class will be implemented in grades K-5. Strategy's Expected Result/Impact: A positive culture of safety and security among the students and staff to enhance teaching and learning. Staff Responsible for Monitoring: Counselor, Administrators, Staff Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support Strategy - Results Driven Accountability Problem Statements: Demographics 6 - Demographics 7 - Parent and Community Engagement 1 - Technology 7 Funding Sources: Supplies and materials - 211 - Title I, Part A - 6399 - $800 |
Goal 3: Safe Schools
Safe Schools
Performance Objective 1 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 1: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Targeted or ESF High Priority
Evaluation Data Sources: Campus Safety Committee roster
Summative Evaluation: Significant progress made toward meeting Objective
Strategy 1: CAMPUS SAFETY COMMITTEE: Establish Campus Safety Committees composed of a cross section of stakeholders to look at matters related to campus safety. Strategy's Expected Result/Impact: Each Campus principal will recruit a safety team and provide a roster. Each campus team will meet three times per year so that all campuses will be able to refine safety practices. Staff Responsible for Monitoring: Administrators Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support Strategy - Results Driven Accountability |
Strategy 2: HARRIS COUNTY DEPARTMENT OF EDUCATION: Participate in the Harris County Department of Education (HCDE) campus safety audit. Strategy's Expected Result/Impact: Campus will develop action plans to address any deficiencies as a result of safety audits. Staff Responsible for Monitoring: Administrators Safety Committee |
Performance Objective 2 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 2: EMERGENCY OPERATIONS: Develop Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus Emergency Operation Procedures Documents
Summative Evaluation: Significant progress made toward meeting Objective
Strategy 1: EMERGENCY OPERATIONS PROCEDURES: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures, such as the "I Love You Guys" Foundation. Strategy's Expected Result/Impact: Campus EOP is turned in and filed by September 1st. Staff Responsible for Monitoring: Administrators |
Strategy 2: EMERGENCY OPERATIONS PROCEDURES: Update campus EOP annually and train staff at the start of each school year. Strategy's Expected Result/Impact: Campus procedures maintained in campus EOPs. Staff training documents maintained. EOP submitted by September 1st. Staff Responsible for Monitoring: Administrators, Safety Committee Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 |
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Pine Shadows Elementary School will ensure efficient and effective fiscal management of resources and operations to maximize learning for all students.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices so that financial resources provide the maximum possible support for T-2-4.
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually) and monitoring reports
Summative Evaluation: Significant progress made toward meeting Objective
Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage money. Strategy's Expected Result/Impact: Error free records. Documentation of purchases and orders. Staff Responsible for Monitoring: Principal, Administrative Assistant |
Campus Funding Summary
Campus Funding Summary
199 PIC 11 - Instructional Services | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Instructional Services | $32,054.00 |
Sub-Total | $32,054.00 | |||
Budgeted Fund Source Amount | $32,054.00 | |||
+/- Difference | $0.00 |
199 PIC 23 - Special Education | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Special Education | $2,535.00 |
Sub-Total | $2,535.00 | |||
Budgeted Fund Source Amount | $2,535.00 | |||
+/- Difference | $0.00 |
199 PIC 25 - ESL/Bilingual | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | ESL/Bilingual | $8,961.00 |
Sub-Total | $8,961.00 | |||
Budgeted Fund Source Amount | $8,961.00 | |||
+/- Difference | $0.00 |
199 PIC 30 - At Risk School Wide SCE | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | At Risk School | $11,205.00 |
Sub-Total | $11,205.00 | |||
Budgeted Fund Source Amount | $11,205.00 | |||
+/- Difference | $0.00 |
199 PIC 99 - Undistributed | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Undistributed | $0.00 |
Sub-Total | $0.00 | |||
Budgeted Fund Source Amount | $20,025.00 | |||
+/- Difference | + $20,025.00 |
211 - Title I, Part A | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Professional Salaries | $111,765.00 |
1 | 1 | 1 | Family Engagement Coordinator | $16,489.00 |
1 | 1 | 1 | Instructional Support Personnel | $38,249.00 |
1 | 1 | 1 | Substitutes | $5,000.00 |
1 | 2 | 1 | $1,700.00 | |
1 | 3 | 1 | Instructional reading materials | $3,000.00 |
1 | 3 | 1 | Professional Development | $27,000.00 |
1 | 3 | 1 | Technology devices/Chromebooks/iPADS | $0.00 |
1 | 4 | 1 | Supplies and materials | $9,366.00 |
1 | 4 | 2 | Supplies and materials | $1,031.00 |
2 | 1 | 1 | Training on social, emotional learning | $6,000.00 |
2 | 1 | 1 | Supplies and materials | $1,700.00 |
2 | 2 | 1 | Supplies and materials | $800.00 |
Sub-Total | $222,100.00 | |||
Budgeted Fund Source Amount | $283,050.00 | |||
+/- Difference | $60,950.00 |
282 ARP21 (ESSER III Campus Allocations) | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 2 | Supplies and materials | $10,000.00 |
1 | 1 | 2 | Other reading materials (teacher) | $15,000.00 |
1 | 1 | 2 | Other reading materials (parent) | $2,500.00 |
1 | 1 | 2 | Supplies and materials | $855.00 |
1 | 1 | 2 | Other reading materials (principal) | $1,500.00 |
1 | 1 | 2 | Other reading materials | $10,000.00 |
1 | 1 | 2 | Software | $10,000.00 |
1 | 1 | 2 | Staff for tutorials | $28,345.00 |
Sub-Total | $78,200.00 | |||
Budgeted Fund Source Amount | $78,200.00 | |||
+/- Difference | $0.00 | |||
Grand Total | $355,055.00 |