Barton Hills Elementary 2014-2015 Campus Improvement Plan Austin Independent School District
Barton Hills 103 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 6
We confirm the above information as correct … Position Name Date
Principal Kati Achtermann
Co-Chair Melissa Abel
Co-Chair Sarah Price
Barton Hills 103 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.
Barton Hills 103 11/6/2014 Page 4
CAMPUS ADVISORY COUNCIL (CAC): SY 2014-15 Membership
Non-Voting Members Name Regularly Scheduled CAC meetings:
Principal Kati Achtermann Day of the Month (e.g., 2nd
Tues): 2nd
Thursday
Time: 3:00 pm – 4:00 pm
Voting Members Name CAC
Co-Chair ()
CAC Sec. ()
PTA Pres. ()
Classroom Teacher
()
SpEd Expertise
()
Other Prof. Staff Member
(Give Title)
Parent Mel Abel x
Parent Christopher Elliott
Parent Terra Lynch
Parent Marit Weisenberg (designee) x
Parent Greg Canally
Parent Rhoda Brimberry
Professional Staff Member Sarah Price x x
Professional Staff Member Mary Onak x x x
Professional Staff Member Sarah Tso x
Professional Staff Member Collins VanNort x
Professional Staff Member Lindsay Starkjohann x
Professional Staff Member Tara Ewing
Classified Staff Member Tom Treanor
Student (If Applicable)
Student (If Applicable)
Business Representative Rhoda Brimberry
Community Representative Hank Zeybel
Barton Hills 103 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:
Student progress as measured by STAAR
CAMPUS ACTION PLAN FOR 2014-15
Barton Hills 103 11/6/2014 Page 6
Table #CI-1 State: Below safeguard target
Performance Objective: Decrease by 10% the number of students who do not meet the proficiency level a measured by STAAR Applicable Strategic Plan Goal(s): 2
Specific Improvement Strategy Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
- Identify individual student reading
needs
-Implement Guided Groups for reading in
all grades K-6
-Implement Daily 5, Café, as appropriate
K-5
-Promote reading fluency and
comprehension through guided reading,
providing strategy instruction on
connecting to prior knowledge,
questioning, inferring, determining main
idea and themes, and synthesizing
information
-Use modeling, guided practice, and
independent practice
-Include critical thinking skills across
curriculum in science and social studies
-Apply critical thinking skills to a variety
of texts and graphic representations
(charts, graphs, etc.).
-
Classroom Teachers
Principal
Assistant Principal
Reading Teacher
Intervention materials such as
iStation, Achieve 3000
Funding for supplemental pay
either before of after school
for teachers.
-
-100% of Classroom
observations will show
opportunities for sustained
silent reading, independent
reading, and guided reading
groups on a daily basis.
-Increase to >90% the
number of K-2 students at
satisfactory or College Ready
DRA levels
-All students will meet the
minimum passing standard
on STAAR
-Increase to 100% G/T
students scoring at the
Advanced Level on STAAR
Students identified for
needed interventions by
September 2014.
Interventions
implemented on a
consistent schedule
beginning October, 2014.
In Progress
Provide opportunities to support G/T
students in accelerating their area and
area of strength through the use of various
differentiated instructional techniques and
tools.
Classroom teachers, G/T
advocates, principal,
Assistant principal
-Cluster GT students in groups
of at least 3 when possible
-Provide differentiation in
area of giftedness
-Increase the frequency of
planned and observed
differentiated learning
experiences in core academic
areas.
-Lesson plans will identify
differentiated lessons
-Parent reports will provided
detailed information
regarding differentiation.
Ongoing In Progress
CAMPUS ACTION PLAN FOR 2014-15
Barton Hills 103 11/6/2014 Page 7
Table #CI-2 State: Below safeguard target
Performance Objective: Decrease by 10% the number of students not meeting the proficiency standard as measured by STAAR Applicable Strategic Plan Goal(s):
Specific Improvement Strategy Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
Provide interventions (math) for students
in need before, during, and after school.
Target individual student math needs
-Implement Guided Groups for math in
all grades K-6
-Utilize STAAR prep material all year
long
-utilize vocabulary lists provided in the
CRM’s, and identify the key, non-
negotiable terms to be taught.
-Utilize TEMI assessments and
systematic intervention in K-2
Classroom Teachers
Math Cadre
Principal
Assistant Principal
-Funding for TEMI
assessment
-Funding for supplemental
pay for teachers
-90% Classroom
observations will show
opportunities for guided
math groups and
implementation of best
practices on a daily basis
-100% Teachers will utilize
appropriate curriculum
regularly with moderate to
high need students to build
mathematical and numeric
fluency.
-Increase to 100% G/T
students scoring at the
Advanced Level on STAAR
-Achieve <95%Level II
Satisfactory performance
STAAR
Students identified for
needed interventions by
September 2014.
Interventions
implemented on a
consistent schedule
beginning October, 2014.
STAAR assessment data
in May, 2015
In Progress
Provide opportunities to support G/T
students in accelerating their area and
area of strength through the use of various
differentiated instructional techniques and
tools.
Cluster GT students in groups of at least 3
when possible
Provide daily differentiation in area of
giftedness (HB-5)
Classroom teachers, G/T
advocates, principal,
Assistant principal
-
-Increase the frequency of
planned and observed
differentiated learning
experiences in core academic
areas.
-Lesson plans will identify
differentiated lessons
Ongoing In progress
Provide students additional opportunities
and instruction for in-depth problem
solving and concept development
Kati Achtermann
K-2 Teachers
Funding for additional
resources (Motivation Math,
Countdown to STAAR)
Maintain >95 satisfactory
performance on STAAR Ongoing In progress
Utilize available technology resources to
support student learning
All K-6 teachers will use available
Kati Achtermann
Tom Treanor
PTA support for partial salary
for computer lab assistant.
Computer Lab schedule and
usage
At least 90% of 5th
grade
Weekly
In progress
CAMPUS ACTION PLAN FOR 2014-15
Barton Hills 103 11/6/2014 Page 8
technology to support and enhance
instruction (HB-5)
students considered
Proficient on the Student
Technology Literacy
Assessment
May, 2015
Provide opportunities for students to
engage in fine arts related performances
and exhibits. (HB-5)
Terri Dyer
Gavin Tabone
Funding for transportation
Students K-6 will have
opportunities to participate in
music performances and
school-related art exhibits on
and/or off campus.
May, 2015
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
Barton Hills 103 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 Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
All teachers will teach five health and/or
five CATCH lessons each nine-weeks.
Kati Achtermann
Team Leaders
Health/CATCH curriculum
per grade level, K-5.
Teachers will include in
weekly, monthly lesson plans
evidence of the
health/CATCH lessons
taught.
Each nine weeks In progress
100% of students in grades 3-12 of the
identified non-restricted students (under
the health classification for physical
education) will be assessed using
Fitnessgram.
Courtney Perry Time to complete; nurse
assistance for weight and
height if needed
All students’ data will be
entered in Fitnessgram
according to teacher and
campus.
This will occur once in
the Fall and once in the
Spring.
In progress
Identify students in the 85th
to 99th
plus
percentile to receive health and wellness
information and case management for
obesity.
Courtney Perry
Ginny Pahl
The PE teacher will assess
students BMI using
Fitnessgram. The PE teacher
will collaborate with the nurse
to identify students according
to their height/weight to
determine their BMI
percentile. The nurse will
provide information to the
student and parent in
accordance with AISD’s case
management plan for obesity.
Using Fitnessgram, the
campus will be able to
identify the groups of
students that fall within
identified categories. The
students in the 99th
plus
percentile (with parental
involvement and consent)
will be case managed using
AISD case management plan
for obesity.
By mid second semester In progress
Annually Principals will provide campus
staff, teachers, and parents the campuses
Fitnessgram report/results.
Kati Achtermann
Courtney Perry
Distribution of data at CAC
meeting
Results will be shared and
posted in the CAC minutes. October, 2014 complete
All elementary teachers will participate in
providing students with 135 minutes of
physical activity weekly.
All Classroom Teachers Teachers may follow the
master schedule of the A, B,
and C rotation to identify
areas where they can block the
Teachers and students being
physically active during the
school day.
Daily until June 4, 2014 In progress
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
Barton Hills 103 11/6/2014 Page 10
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
time to engage students in
physical activity breaks.
Access to ideas for physical
activity breaks.
Teachers may use the WOW
Integrated Academic activity
games
Identification of WOW
lessons used written into
teachers’ daily lesson plans.
Campuses will comply with nutrition
policy (CO, Legal) and wellness policy
(FAA, Local).
Kati Achtermann Principals will share the
nutrition memo (dated August
2009) with staff, teachers,
PTA, and parents.
Principals will communicate
contents of the policy across
stakeholders including
parent/teacher handbook
Principals will identify the
three exempted days and
email the information to AISD
Health Coordinator.
Teachers will use alternative
rewards instead of food.
No compliance issues
reported from Texas
Department of Agriculture,
campus staff, parents, or
from food services.
Distribution of policies
by September; inclusion
in parent handbook in
August.
Complete
Increase physical activity opportunities Courtney Perry
Classroom Teachers
Utilize Fuel Up for 60 stencils
on sidewalks, playground and
blacktop during WOW time,
transitions, and academic
times
Teachers and students being
physically active during the
school day.
Ongoing In progress
Host an annual Health and Wellness fair Courtney Perry
Sheila Wessels
-Set a date for Wellness Fair
-Secure participants
Wellness Fair will highlight
physical fitness
February, 2015 In progress
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
Barton Hills 103 11/6/2014 Page 11
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
Wellness Committee/
PTA
-Secure door prizes
-Advertise
opportunities, programs, and
nutrition information to at
least 100 participants.
Continue 100 Mile Club (HB-5) Running Club Sponsors Acceleration Grant Running Club workouts for
participating 4th
– 6th
graders
3 to 4 times a week
Ongoing beginning in
September, 2014 In progress
Provide Wellness and physical activity
training for teachers (HB-5)
Kati Achtermann
Courtney Perry
Whole Foods
Go Noodle
Staff will participate in a
Healthy Cooking class
sponsored by AISD and
Whole Foods
Staff will participate in a Go
Noodle modeling staff
development
November, 2014 In progress
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 Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
Continue utilizing Social and Emotional
Learning Curriculum
Principal
Assistant Principal
Leadership team (Laura
Embree, Sheila Wessels,
Courtney Perry, Becky
Pursley)
- All core teachers will teach
SEL lessons once a week
following the Second Step
scope and sequence
-All teacher will utilize Peace
Walk process and steps with
students as appropriate
-Increase student led conflict
management by 50%
-Increase in community
meetings in each classroom
by 50%.
-All staff will reinforce SEL
throughout the school day
Weekly SEL lessons In progress
Earn No Place for Hate Designation Sheila Wessels
6th
Grade Coalition
Funding for projects
Time
Resolution of Respect signed
by students, staff, and
parents
Opportunities for cultural
awareness through morning
No Place for Hate
Designation by May,
2015
Weekly morning
announcements
In progress
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
Barton Hills 103 11/6/2014 Page 12
Table #DR-2
Performance Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2
announcements
Monitor attendance and tardiness of
habitually absent/tardy students.
Attendance Clerk
Principal
Classroom teachers
-Maintain consistent policy
and system for notifying
parents and following up with
families who display habitual
absences/tardiness
-Increase student attendance
to >97%
End of each nine weeks In progress
Utilize Child Study Teams process to
monitor student intervention and planning
for additional support
Assistant Principal
Counselor
Principal
Classroom Teachers
-continual training and
updating of Child Study
Teams process
-Teachers will use Tier I and
Tier II interventions with
progress monitoring to
determine students referred
to Child Study Team
In progress
Provide resources for parents to
effectively monitor and recognize
cyberbullying and appropriate and
inappropriate use of social media. (HB-5)
- Parent meetings focused
on cybersafety
Parents will have increased
knowledge about cybersafety
and monitoring tools
January, 2015 In progress
Table #DR-3
Performance Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3
Specific Improvement Strategy Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
Conduct career awareness day Sheila Wessels
Classroom Teachers
-Solicit community and parent
volunteers for Career day
100% of students participate
in Career awareness day
November, 2014 In progress
Provide opportunities for parent
involvement
Classroom teachers Communication with parents
about volunteer opportunities
in the classroom, field trips,
school events, etc.
< 90% of parents report
opportunities for
involvement as indicated on
parent survey.
April, 2015
(data in June, 2015) In progress
Provide opportunities for increased parent
communication
Kati Achtermann
Tom Treanor
Classroom teachers
Consolidated PTA/School
websites
Support for teachers websites
(creating)
< 90% of parents agree that
communication is a strength
at BHE as indicated on
parent survey.
Website updated by
October 2014
Teacher websites created
by September, 2014
In progress
Provide information specific to GT
nomination, selection process and
services
Susanne Scoggins
Laura Embree
Timeline, presentation Interested parents will attend
session.
September 8, 2014 completed
DISTRICT-REQUIRED ACTION PLAN FOR 2014-2015
Barton Hills 103 11/6/2014 Page 13
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 Responsible Person(s)
Needed Resources (Include PD Support)
Evidence of Implementation/
Effectiveness
Timeframe for Completion
Status
Understand STAAR data and
performance of individual student groups;
and implications of students not meeting
progress measure
Kati Achtermann STAAR data (indexes) Teachers will understand
identified needs of student
performance
August, 2014 completed
Provide 6 hour GT Update Kati Achtermann
Time, GT update training
Access to online PD
More specific student
performance reports to
parents
By March, 2015 In progress
Participate in the pilot teacher evaluation
system
Kati Achtermann -PD on developing SLO’s All teachers and
administrators will
participate in the pilot
system and provide feedback
to the district
Teachers will develop and
assess with a pre-test and
post-test one student learning
objective
August 2014 – April 2015 In progress
Provide new staff the opportunities for
professional development aligned with
campus initiatives (Empowering Writers,
Phonics Dance, etc.)
Kati Achtermann Funding for workshop
Funding for substitutes
Teachers will implement
classroom strategies aligned
with campus initiatives
As workshops become
available In progress
Provide Wellness and physical activity
training for teachers
Kati Achtermann
Courtney Perry
Whole Foods
Go Noodle
Staff will participate in a
Healthy Cooking class
sponsored by AISD and
Whole Foods
Staff will participate in a Go
Noodle modeling staff
development
November, 2014 In progress
Barton Hills 103 11/6/2014 Page 14
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:
N/A
General Supplies for at-risk students: $100
used to purchase basic supplies for students on free and reduced lunch (at-risk students, economically disadvantaged)
Transition Services (from middle school to high school or from elementary school to middle school):
N/A
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): Serves students at risk of not reading at or above grade level. Identified by classroom teachers, TPRI, DRA levels
Math specialist (FTE for math interventions): N/A
Elementary Counselors: Provides ongoing support for students at risk through classroom guidance, individual student counseling sessions and small group counseling
Dropout prevention services: N/A
DELTA (or other credit recovery programs): N/A
Parent Support Specialist (or other parent involvement expenses):
N/A
9th Grade Initiatives (for example, a ninth grade
academy, mentoring program for freshman, algebra tutoring and/or intervention programs, etc.):
N/A
Barton Hills 103 11/6/2014 Page 15
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
Notify staff of deficit area(s)
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
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):
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
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):
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
x Provide substitutes or stipends for professional development
Other:
Barton Hills 103 11/6/2014 Page 16
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.
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 78% 80% 75% 79%
Afr Amer - * * 100%
Hispanic 62% 70% 62% 68%
White 84% 84% 81% 84%
Asian - - * 58%
Two+ 67% 70% 64% 69%
SpEd 60% 60% * 53%
ECD 56% 61% 39% 48%
ELL - - * 15%
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 62% 60% 55% 62%
Afr Amer - * * 100%
Hispanic 50% 50% 51% 58%
White 66% 65% 58% 64%
Asian - - * 58%
Two+ 56% 50% * 38%
SpEd 40% 30% 56% 62%
ECD 44% 52% * 29%
ELL - - * 15%
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
Barton Hills Page 3 Summer 2014
STAAR Writing - Level II-Final
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 81% 82% 69% 73%
Afr Amer - * - 0%
Hispanic 76% 60% 77% 81%
White 84% 90% 61% 67%
Asian - - * 100%
Two+ * * * 100%
SpEd * * * 15%
ECD 40% * * 66%
ELL - - - 0%
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 73% 52% 75% 79%
Afr Amer - - * 58%
Hispanic 67% 35% 46% 54%
White 74% 61% 87% 89%
Asian - - - 0%
Two+ * * * 79%
SpEd * * * 100%
ECD 83% * * 36%
ELL - - * 15%
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
Barton Hills Page 4 Summer 2014
STAAR Reading - Level III
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 48% 53% 49% 52%
Afr Amer - * * 52%
Hispanic 33% 39% 36% 39%
White 54% 59% 54% 56%
Asian - - * 52%
Two+ 56% 50% 55% 57%
SpEd 30% 30% * 26%
ECD 22% 35% * 26%
ELL - - * 5%
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 36% 31% 33% 36%
Afr Amer - * * 5%
Hispanic 35% 31% 30% 34%
White 37% 33% 37% 40%
Asian - - * 5%
Two+ 33% 10% * 14%
SpEd 20% 10% * 16%
ECD 11% 17% * 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
Barton Hills Page 5 Summer 2014
STAAR Writing - Level III
2011-12
Actual
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 36% 38% 33% 36%
Afr Amer - * - 0%
Hispanic 24% 10% 36% 40%
White 45% 45% 27% 31%
Asian - - * 100%
Two+ * * * 68%
SpEd * * * 5%
ECD <1% * * 5%
ELL - - - 0%
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 45% 25% 46% 48%
Afr Amer - - * 52%
Hispanic 22% 18% * 12%
White 50% 29% 61% 62%
Asian - - - 0%
Two+ * * * 29%
SpEd * * * 37%
ECD 33% * * 29%
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
Barton Hills Page 6 Summer 2014
STAAR Reading - Met or Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 82% 66% 70%
Afr Amer * * 70%
Hispanic 82% 60% 65%
White 83% 69% 75%
Amer Ind - - 0%
Asian - - 0%
Two+ 86% 78% 80%
SpEd * 83% 85%
ELL - * 50%
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 63% 62% 65%
Afr Amer * * 100%
Hispanic 67% 54% 60%
White 64% 67% 70%
Amer Ind - - 0%
Asian - - 0%
Two+ * * 50%
SpEd * * 53%
ELL - * 30%
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
Barton Hills Page 7 Summer 2014
STAAR Reading - Exceeded Progress
2012-13
Actual
2013-14
Estimated
2014-15
Improvement Goal
All Students 29% 20% 25%
Afr Amer * * 5%
Hispanic 15% 17% 20%
White 33% 22% 25%
Amer Ind - - 0%
Asian - - 0%
Two+ 43% * 15%
SpEd * * 20%
ELL - * 5%
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 35% 30% 35%
Afr Amer * * 5%
Hispanic 30% 25% 30%
White 38% 33% 38%
Amer Ind - - 5%
Asian - - 5%
Two+ * * 25%
SpEd * * 20%
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
Barton Hills 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 87% 95% 94% 95%
Kinder DRA Spanish - - - 0%
1st DRA English 84% 85% 93% 95%
1st DRA Spanish - - - 0%
2nd DRA English 96% 86% 81% 90%
2nd DRA Spanish * - * 100%
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% 97.4% 96.5% 96.7% 97.0%
Afr Amer * * * * 99.0%
Hispanic 96.9% 97.7% 96.5% 96.7% 97.0%
White 96.6% 97.3% 96.4% 96.7% 97.0%
Amer Ind <1% <1% <1% <1% 97.0%
Asian * * 96.5% 96.3% 97.0%
Two+ 96.0% 96.9% 96.3% 96.3% 97.0%
ECD 95.8% 96.5% 95.3% 94.7% 97.0%
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
Barton Hills 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 * * * * * * 0.25%
Afr Amer * * * * * * 0.25%
Hispanic * * * * * * 0.25%
White * * * * * * 0.25%
Amer Ind - - - - - - 0.25%
Asian * * * * * * 0.25%
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
Barton Hills 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 * * * * * * 0.20%
Afr Amer * * * * * * 0.25%
Hispanic * * * * * * 0.25%
White * * * * * * 0.25%
Amer Ind - - - - - - 0.25%
Asian * * * * * * 0.25%
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 383 414
Afr Amer 5 5
Hispanic 95 88
White 261 284
Amer Ind 1 -
Asian 6 6
Two+ 15 29
Data Source: Actual-TAPR, Estimated-PEIMS Submission 1
Office of Campus and District Accountability
Barton Hills 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 * * * * * * 0%
Afr Amer - - - * * * 0%
Hispanic * * * * * * 0%
White - - - * * * 0%
SpEd * * * - - - 0%
ECD * * * * * * 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 * * * - - - * * * - - - * * * * * *
F Hispanic 29 18 62% 19 13 68% 28 19 68% 14 9 64% 27 19 70% 18 13 72%
F White 76 58 76% 53 41 77% 74 60 81% 43 38 88% 73 53 73% 42 38 90%
F Asian - - - - - - - - - - - - - - - - - -
F 106 77 73% 72 54 75% 103 80 78% 57 47 82% 102 74 73% 62 53 85%
M Afr Amer - - - - - - - - - - - - - - - - - -
M Hispanic 24 17 71% 19 15 79% 27 18 67% 16 10 62% 27 17 63% 23 20 87%
M White 76 52 68% 47 45 96% 72 51 71% 40 39 98% 80 60 75% 53 53 >99%
M Asian - - - - - - - - - - - - - - - - - -
M 100 69 69% 66 60 91% 99 69 70% 56 49 88% 107 77 72% 76 73 96%
Total 206 146 71% 138 114 83% 202 149 74% 113 96 85% 209 151 72% 138 126 91%
Data Source: AISD Fitnessgram* Numerator is less than 5 and denominator is > 0- Denominator is 0
Office of Campus and District Accountability
Barton Hills 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
Extra Duty - CP-Strat Comp Init-Barton Hill %0.00199-11-6118-EB-103-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-SSIG-Barton Hills %0.00199-11-6118-R5-103-5-24-0-00 0.00 0.000.000.00Extra Duty - CP-AYP Elem-Barton Hills %0.00199-11-6118-R8-103-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Read Literacy-Barton Hills %0.00199-11-6119-RR-103-5-24-0-00 0.00 0.000.000.00Overtime - CP-AYP Elem-Barton Hills %0.00199-11-6121-R8-103-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-SSIG-Barton Hills %0.00199-11-6125-R5-103-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-AYP Elem-Barton Hills %0.00199-11-6125-R8-103-5-24-0-00 0.00 0.000.000.00Part-Time Hourly - CP-Read Literacy-Barton Hills %0.00199-11-6125-RR-103-5-24-0-00 3,039.16 87.8421,960.8425,000.00FICA - CP-Barton Hills %0.00199-11-6141-00-103-5-24-0-00 0.00 0.000.000.00FICA - CP-Strat Comp Init-Barton Hill %0.00199-11-6141-EB-103-5-24-0-00 0.00 0.000.000.00FICA - CP-SSIG-Barton Hills %0.00199-11-6141-R5-103-5-24-0-00 0.00 0.000.000.00FICA - CP-AYP Elem-Barton Hills %0.00199-11-6141-R8-103-5-24-0-00 0.00 0.000.000.00FICA - CP-Read Literacy-Barton Hills %0.00199-11-6141-RR-103-5-24-0-00 44.07 97.691,868.931,913.00Health/Life Ins - CP-Barton Hills %0.00199-11-6142-00-103-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-SSIG-Barton Hills %0.00199-11-6142-R5-103-5-24-0-00 0.00 0.000.000.00Health/Life Ins - CP-Read Literacy-Barton Hills %0.00199-11-6142-RR-103-5-24-0-00 0.00 100.0024.0024.00Wk's Comp - CP-Barton Hills %0.00199-11-6143-00-103-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Strat Comp Init-Barton Hill %0.00199-11-6143-EB-103-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-SSIG-Barton Hills %0.00199-11-6143-R5-103-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-AYP Elem-Barton Hills %0.00199-11-6143-R8-103-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Read Literacy-Barton Hills %0.00199-11-6143-RR-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Barton Hills %0.00199-11-6146-00-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Strat Comp Init-Barton Hill %0.00199-11-6146-EB-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-SSIG-Barton Hills %0.00199-11-6146-R5-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-AYP Elem-Barton Hills %0.00199-11-6146-R8-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Read Literacy-Barton Hills %0.00199-11-6146-RR-103-5-24-0-00 0.00 100.008.008.00
Total 6100 Payroll Costs 23,861.773,083.230.0026,945.00
General Supplies - CP-Campus Cost-Barton Hills %0.00199-11-6399-CP-103-5-24-0-00 0.00 0.000.000.00
Total 6300 Supplies & Materials 0.000.000.000.00
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Instance:
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CAMPUS_EXP
1Page:
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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
11 Total 23,861.773,083.230.0026,945.00
Extra Duty - CP-Strat Comp Init-Barton Hill %0.00199-23-6118-EB-103-5-24-0-00 0.00 0.000.000.00FICA - CP-Strat Comp Init-Barton Hill %0.00199-23-6141-EB-103-5-24-0-00 0.00 0.000.000.00Wk's Comp - CP-Strat Comp Init-Barton Hill %0.00199-23-6143-EB-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Strat Comp Init-Barton Hill %0.00199-23-6146-EB-103-5-24-0-00 0.00 0.000.000.00
Total 6100 Payroll Costs 0.000.000.000.00
Computer Rel.Eq<$5000 Per Unit - CP-1D %0.00199-23-6396-R6-103-5-24-0-00 0.00 0.000.000.00
Total 6300 Supplies & Materials 0.000.000.000.00
23 Total 0.000.000.000.00
Extra Duty - CP-Barton Hills %0.00199-31-6118-00-103-5-24-0-00 0.00 0.000.000.00Professional Salary - CP-Barton Hills %0.00199-31-6119-00-103-5-24-0-00 5,151.07 88.7740,717.9345,869.00FICA - CP-Barton Hills %0.00199-31-6141-00-103-5-24-0-00 282.22 92.203,336.783,619.00Health/Life Ins - CP-Barton Hills %0.00199-31-6142-00-103-5-24-0-00 416.75 92.214,938.255,355.00Wk's Comp - CP-Barton Hills %0.00199-31-6143-00-103-5-24-0-00 0.00 0.000.000.00Teacher Retirement - CP-Barton Hills %0.00199-31-6146-00-103-5-24-0-00 53.81 91.68593.19647.00
Total 6100 Payroll Costs 49,586.155,903.850.0055,490.00
Reading Materials - CP-Campus Cost-Barton Hills %0.00199-31-6329-CP-103-5-24-0-00 0.00 0.000.000.00General Supplies - CP-Campus Cost-Barton Hills %0.00199-31-6399-CP-103-5-24-0-00 0.00 100.00200.00200.00
Total 6300 Supplies & Materials 200.000.000.00200.00
31 Total 49,786.155,903.850.0055,690.00
Total Fund 199 General Fund 82,635.00 0.00 8,987.08 73,647.92
15:29:50
10/16/2014User:
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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
8,987.08 73,647.92Grand Total of Selected Fund(s) 82,635.00 0.00
15:29:50
10/16/2014User:
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3Page:
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