Campus Improvement Plan
Housman Elementary School 2025-2026
- 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
- Addendum
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Housman Elementary School
2025-2026 Campus Improvement Plan

Mission Statement
Housman Elementary's work is rooted in the SBISD's strategic plan and SBISD core values - Every Child, Collective Greatness, Collaborative Spirit, Limitless Curiosity, Moral Compass.
Our students live by The Mustang Way: Be Respectful, Be Responsible, Be Ready
Vision
Housman Mustangs are critical readers and thinkers who are socially and emotionally intelligent. They have the confidence to start and try hard things and the ability to persevere through challenges.
School Behavior Expectations
Housman Mustangs will: Be respectful - Be responsible - Be ready to learn
Core Values
Every Child: We put students at the heart of everything we do.
Collective Greatness: We, as a community, leverage our individual strengths to reach challenging goals.
Collaborative Spirit: We believe in each other and find joy in our work.
Limitless Curiosity: We never stop learning and growing.
Moral Compass: We are guided by strong character, ethics and integrity.
Core Characteristics of a T-2-4 Ready Graduate
Academically Prepared: Every Child finds joy in learning, has a learner's mindset and is motivated and equipped with the knowledge, skills and competencies to succeed in life.
Ethical & Service-Minded: Every Child acts with integrity, is personally responsible for their actions and is a civically-engaged community member.
Empathetic & Self-Aware: Every Child appreciates differences, forms secure relationships and cares for their own and others’ emotional, mental and physical health.
Persistent & Adaptable: Every Child is fueled by their own passions, interests and goals and perseveres with confidence and courage.
Resourceful Problem-Solver: Every Child thinks critically and creatively and applies knowledge to find and solve problems.
Communicator & Collaborator: Every Child skillfully conveys thoughts, ideas, knowledge and information and is a receptive and responsive listener.
Comprehensive Needs Assessment
Demographics
Comprehensive Needs Assessment
Demographics
Demographics Summary
Housman Elementary School serves students in grades K-5 within the Spring Branch Independent School District (SBISD).
Enrollment trends showed an increase of 275 students from the 2023–2024 school year to the 2024–2025 school year as a result of school closures.
Enrollment Trends:
2024-2025: Enrollment – 634
2023-2024: Enrollment – 359
2022-2023: Enrollment – 354
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Housman Elementary School has remained relatively consistent during the past three years with some changes in the percent of students identified as Emergent Bilingual (EB) and Immigrant. The majority of the students are Hispanic, followed by White. Many of the students are considered economically disadvantaged, which qualifies the campus as a Title 1 school. During the 2024-2025 school year, 59.6% of the students were identified as EB; 72.4% At-Risk; 16.7% Immigrant; 1.3% Homeless; 22.7% of students were identified for special education services; and 2.8% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2024-2025: African American – 45 (7.1%)
2023-2024: African American – 31 (8.6%)
2022-2023: African American – 34 (9.6%)
2024-2025: American Indian-Alaskan Native – 5 (0.8%)
2023-2024: American Indian-Alaskan Native – *
2022-2023: American Indian-Alaskan Native – *
2024-2025: Asian – *
2023-2024: Asian – *
2022-2023: Asian – *
2024-2025: Hispanic – 528 (83.3%)
2023-2024: Hispanic – 301 (83.8%)
2022-2023: Hispanic – 296 (83.6%)
2024-2025: Native Hawaiian-Pacific Islander – 0 (0.0%)
2023-2024: Native Hawaiian-Pacific Islander – 0 (0.0%)
2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)
2024-2025: White – 46 (7.3%)
2023-2024: White – 19 (5.3%)
2022-2023: White – 18 (5.1%)
2024-2025: Two-or-more – 7 (1.1%)
2023-2024: Two-or-more – *
2022-2023: Two-or-more – *
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2024-2025: At-Risk – 459 (72.4%)
2023-2024: At-Risk – 247 (68.8%)
2022-2023: At-Risk – 251 (70.9%)
2024-2025: Economically Disadvantaged – 578 (91.2%)
2023-2024: Economically Disadvantaged – 331 (92.2%)
2022-2023: Economically Disadvantaged – 316 (89.3%)
2024-2025: Emergent Bilingual – 378 (59.6%)
2023-2024: Emergent Bilingual – 195 (54.3%)
2022-2023: Emergent Bilingual – 185 (52.3%)
2024-2025: Gifted and Talented – 18 (2.8%)
2023-2024: Gifted and Talented – 9 (2.5%)
2022-2023: Gifted and Talented – 11 (3.1%)
2024-2025: Homeless – 8 (1.3%)
2023-2024: Homeless – *
2022-2023: Homeless – *
2024-2025: Immigrant – 106 (16.7%)
2023-2024: Immigrant – 46 (12.8%)
2022-2023: Immigrant – 30 (8.5%)
2024-2025: Migrant – 0 (0.0%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2024-2025: Special Education – 144 (22.7%)
2023-2024: Special Education – 85 (23.7%)
2022-2023: Special Education – 69 (19.5%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2022-2023: 94.5%
2021-2022: 93.2%
2020-2021: 94.5%
Source:Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2022-2023: 17.1%
2021-2022: 24.5%
2020-2021: 18.2%
Source: Texas Academic Performance Report (TAPR)
Demographics Strengths
- Upon reviewing the demographics of our school community, it is evident that we are blessed with a rich tapestry of cultural diversity. This diversity not only enriches the learning environment, but also fosters a sense of global awareness and inclusivity among our students. The varied backgrounds of our students provide a unique opportunity for cross-cultural exchanges and learning experiences that prepare them for a globalized world.
- Another strength of our demographics is the strong sense of community and family involvement. Many of our families are actively engaged in school activities and events, which enhances the support system for our students and contributes to a collaborative school culture. This involvement is crucial in creating a nurturing environment where students feel valued and supported in their educational journey.
- Additionally, our demographic data indicates a wide range of socioeconomic backgrounds, which brings a wealth of perspectives and experiences into the classroom. This diversity in socioeconomic status encourages empathy and understanding among students, as they learn to appreciate and respect different life experiences and viewpoints. It also challenges us as educators to tailor our teaching strategies to meet the varied needs of our student body, ensuring that every child has the opportunity to succeed.
Problem Statements Identifying Demographics Needs
Problem Statement 1: English reading proficiency and STAAR scores are impacted as students transition from their first language to English, presenting challenges in language acquisition and academic performance.
Root Cause: Students have limited foundational knowledge of English phonics due to English instruction primarily occurring at school, while their family and community environments are predominantly Spanish-speaking.
Problem Statement 2: Housman's mobility rate is 28.2%. TFE's mobility rate was 23.3%. The high mobility rate for both HME and TFE present challenges as we work to provide continuity in instruction and student supports through an effective Response to Intervention [RtI] system.
Root Cause: The rising cost of housing and reduced affordable housing options is the root cause for the high mobility rate.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Housman Elementary School implements a rigorous curriculum that is aligned to state standards and continuously revised to produce and prepare all students towards T-2-4 district goals. Students will master rigorous academic standards to ensure college and career readiness. We believe campus administrators and teachers are members of the campus’ Professional Learning Committees (PLC). PLC in SBISD is an ongoing collaborative team process used to establish a school-wide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts.
A top priority in SBISD is literacy. Students receive the opportunity and skill set to experience meaningful literacy experiences that are rigorous and engaging. With their peers, students in SBISD listen, speak, read and write through the content areas with a commitment that they will become lifelong readers and writers. SBISD is driven by standards, focused on strategies, differentiated, and guided by student data. Numeracy is also a top priority in SBISD. Our goal is to provide academic experiences that build confident and creative mathematical thinkers. Finally, our district core value of “Every Child” is exemplified through campus student support priorities. This includes ensuring that all students have the academic and mental health supports needed to be successful no matter the learning environment (SPED, GT, EB, CTE, etc.).
Below is a summary of the STAAR Redesign Reading passing rates:
2024: 3rd Grade Reading - 82% Approaches; 53% Meets; 24% Masters
2023: 3rd Grade Reading - 67% Approaches; 45% Meets; 20% Masters
2024: 4th Grade Reading - 69% Approaches; 50% Meets; 21% Masters
2023: 4th Grade Reading - 78% Approaches; 40% Meets; 15% Masters
2024: 5th Grade Reading - 71% Approaches; 44% Meets; 24% Masters
2023: 5th Grade Reading - 81% Approaches; 57% Meets; 20% Masters
2024: SPED All Grades Reading - 38% Approaches; 24% Meets; 2% Masters
2023: SPED All Grades Reading - 34% Approaches; 18% Meets; 3% Masters
2024: EB All Grades Reading - 67% Approaches; 45% Meets; 21% Masters
2023: EB All Grades Reading - 72% Approaches; 42% Meets; 16% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Redesign Mathematics passing rates:
2024: 3rd Grade Mathematics - 76% Approaches; 42% Meets; 8% Masters
2023: 3rd Grade Mathematics - 57% Approaches; 35% Meets; 12% Masters
2024: 4th Grade Mathematics - 54% Approaches; 35% Meets; 19% Masters
2023: 4th Grade Mathematics - 64% Approaches; 42% Meets; 15% Masters
2024: 5th Grade Mathematics - 73% Approaches; 34% Meets; 9% Masters
2023: 5th Grade Mathematics - 69% Approaches; 46% Meets; 4% Masters
2024: SPED All Grades Mathematics - 33% Approaches; 19% Meets; 2% Masters
2023: SPED All Grades Mathematics - 21% Approaches; 16% Meets; 5% Masters
2024: EB All Grades Mathematics - 68% Approaches; 34% Meets; 11% Masters
2023: EB All Grades Mathematics - 67% Approaches; 45% Meets; 13% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
- The campus-created literacy Response to Intervention system, which focused on mastery of decoding and encoding skills, positively impacted student progress in reading and writing.
- The daily language target implemented as a part of morning routines in every classroom positively impacted EB growth on TELPAS and STAAR.
- The success of the skill-based literacy curriculum and analysis of math data supported the creation of a skill-based math RtI process to be implemented as a part of the math block during small group instruction.
- Both literacy and math RtI campus systems are aligned to data and student needs, and monitored on a continuous cycle to progress students through grade level skills to support successful application of skills on campus, district, and state assessments.
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: Students Mathematics and reading scores fell from last year's STAAR data
Root Cause: Campus did not have an in house math support specialist to guide the lessons pr coach the staff in Mathematics.
Problem Statement 2: Students' English reading proficiency and STAAR performance are impacted by the challenges associated with transitioning from their first language to English.
Root Cause: Students have limited foundational knowledge of English phonics due to English instruction occurring primarily at school, while their home and community environments are predominantly Spanish-speaking.
Problem Statement 3: Learning gaps occur when students are not enrolled at Housman Elementary for a full academic year, impacting their academic progress and continuity of instruction.
Root Cause: A high student mobility rate of 28% results in frequent enrollments and withdrawals throughout the school year, disrupting continuous learning and contributing to academic gaps.
Problem Statement 4: Housman merged with Treasure Forest elementary in 24-25, acquiring students with varying academic needs.
Root Cause: The merger brought low performing students who needed extra time to fully show growth and catch up.
Staff Recruitment and Retention
Comprehensive Needs Assessment
Staff Recruitment and Retention
Staff Recruitment and Retention Summary
The Talent strategy is to recruit and retain the best employees at Housman Elementary School to support students. For employees and support personnel, this includes recruitment processes and hiring practices to develop and retain staff to meet the unique needs of each department and/or campus. Increased creativity and flexibility in our staffing, compensation, and benefit plans will help SBISD attract and retain qualified individuals. In order to meet our strategic goals, attract and retain the best talent, we focus our efforts on the following key areas:
- Recruitment and Retention of instructional, non-instructional, paraprofessional, and auxiliary staff
- Onboarding processes
- Staffing and Performance Management
- Competitive Compensation and Benefits
- Benefits Training opportunities
Teacher by years of experience:
2024-2025: Beginning – 2.0 FTE (4.9%)
2023-2024: Beginning – 0.0 FTE (0.0%)
2022-2023: Beginning – 3.0 FTE (10.3%)
2024-2025: 1-5 Years – 10.6 FTE (26.1%)
2023-2024: 1-5 Years – 10.0 FTE (34.5%)
2022-2023: 1-5 Years – 10.0 FTE (34.5%)
2024-2025: 6-10 Years – 10.1 FTE (24.9%)
2023-2024: 6-10 Years – 7.0 FTE (24.1%)
2022-2023: 6-10 Years – 6.0 FTE (20.7%)
2024-2025: 11-20 Years – 11.1 FTE (27.3%)
2023-2024: 11-20 Years – 8.0 FTE (27.6%)
2022-2023: 11-20 Years – 5.0 FTE (17.2%)
2024-2025: Over 20 Years – 6.8 FTE (16.7%)
2023-2024: Over 20 Years – 4.0 FTE (13.8%)
2022-2023: Over 20 Years – 5.0 FTE (17.2%)
2024-2025: Total – 40.6 FTE (100%)
2023-2024: Total – 29.0 FTE (100%)
2022-2023: Total – 29.0 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
- Housman Elementary actively participates in multiple job fairs each year, providing consistent opportunities to recruit certified and qualified teachers.
- Staff members build strong, meaningful connections with students and their families within our community, fostering a sense of belonging and commitment that encourages them to remain with us, even when facing challenges like long commutes.
- Collaborative grade-level teams work closely together, offering mutual support to achieve both academic and behavioral goals, which contributes to a positive and unified school culture.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: There is a critical shortage of special education teachers throughout the district that impedes the process of hiring and retention.
Root Cause: A shortage of fully certified special education teachers exists due to high demand, lengthy certification processes, and limited local training programs.
Problem Statement 2: There is a shortage of bilingual teachers available for recruitment.
Root Cause: The certification requirements have increased over the years, and many school graduates have not finished their certification process.
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Housman Elementary School provides a sustained and strategic focus on educating, engaging and empowering families that are aligned with the SBISD Family E3 framework, focusing on building the capacity of families and staff to work together for student academic success. The Share a Smile Customer Service commitments are embedded into the Family E3 expectations, emphasizing the importance of customer service at our campus. The campus Translation and Interpretation Procedure asserts our commitment to provide families with information they can understand. Families are invited to attend campus and district events. The Family E3 team conducts an annual needs assessment with our campus to determine family engagement strengths and areas of support.
COMMUNITY ENGAGEMENT
Housman Elementary School works closely with the SBISD Community Engagement Division to support meaningful, strategic two-way engagement of families, community members, partners, and volunteers. The district traditionally has a large and very committed network of partners and 12,000+ volunteers. Housman Elementary School works with the Community Engagement team to recognize our campus needs, celebrate community engagement strengths, and identify partnership opportunities. We welcome and value partners and volunteers who serve on our campus to support the successes of our students, staff and families.
Family and Community Engagement Strengths
- Our school has demonstrated a strong commitment to community engagement, which is evident through our active partnerships with local organizations and businesses. These collaborations provide our students with valuable real-world experiences and opportunities to apply their learning in meaningful ways. By fostering these relationships, we not only enhance the educational experience for our students but also contribute positively to the community's development.
- Additionally, our school hosts a variety of events and programs that invite community members to participate and engage with our students and staff. These events serve as a platform for building relationships and understanding between the school and the wider community, creating a supportive network that benefits everyone involved. Through these initiatives, we aim to create a welcoming environment where community members feel valued and involved in the educational process.
- Furthermore, we prioritize open communication with parents and guardians, ensuring they are informed and involved in their children's education. By maintaining transparent and consistent communication channels, we build trust and collaboration with families, which is essential for student success. Our efforts in community engagement reflect our dedication to creating a holistic educational environment that extends beyond the classroom and into the community.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: When trainings are offered on interactive experiences for learning or volunteer experiences, attendance is low.
Root Cause: Some families lack the flexibility in their schedules to be actively involved during the school day or outside of the school day.
Problem Statement 2: High mobility rate has affected sustained community engagement.
Root Cause: Frequent enrollments and withdrawals throughout the school year, disrupting continuous learning and contributing to academic gaps
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - STUDENT GROWTH
- Performance Objective 3 - RELATIVE PERFORMANCE
- Performance Objective 4 - CLOSING THE GAPS
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
- Performance Objective 6 - EARLY LITERACY
- Performance Objective 7 - EARLY NUMERACY
- Performance Objective 8 - ADVANCED COURSES
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Housman Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2026, Housman Elementary School will increase student performance on STAAR Grades 3-5 exams in reading and math by at least 5 percentage points in approaches, 3 percentage points in meets, and 2 percentage points in masters.
2024-25: Reading: 65% (approaches), 43% (meets), 14% (masters); Math: 64% (approaches), 35% (meets), 13% (masters)
2023-24: Reading: 74% (approaches), 49% (meets), 23% (masters); Math: 68% (approaches), 37% (meets), 12% (masters)
2022-23: Reading: 76% (approaches), 48% (meets), 18% (masters); Math: 63% (approaches), 41% (meets), 10% (masters) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 1
Strategy 1: Targeted professional development initiatives will be strategically planned and implemented based on the specific needs of staff in key areas such as curriculum design, instructional methodologies, gifted and talented education, and technology integration. These sessions will be intentionally differentiated to support both novice and experienced educators across all grade levels.
Teacher leaders and campus administrators will collaborate in the design and facilitation of the trainings to ensure alignment with instructional objectives and campus-wide priorities. Staff will be provided with opportunities to apply newly acquired strategies in their classrooms and engage in reflective practices to support continuous improvement. Additionally, teachers will be encouraged to participate in Region 4 and other professional development opportunities that align with their respective grade levels and content areas, further enhancing instructional effectiveness and professional growth.
Strategy's Expected Result/Impact: Enhanced teacher efficacy will directly contribute to improved instructional practices, leading to measurable increases in student achievement in reading, mathematics, and science. As educators gain confidence and proficiency in implementing targeted instructional strategies, students are expected to show significant academic growth and improved performance on campus-based, district-wide, and state assessments.
Staff Responsible for Monitoring: Administrators, Instruction Specialist and Teachers
Title I:
2.51, 2.52, 2.53, 2.534
- TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: payroll - 211 - Title I, Part A - 6100 - $224,192, Region IV Teacher - 211 - Title I, Part A - 13. 6239 - $300, Miscellaneous Contracted Services - 211 - Title I, Part A - 13. 6299 - $300, Region IV Principal - 211 - Title I, Part A - 23. 6239 - $500, Miscellaneous Contracted Services - 211 - Title I, Part A - 23.6299 - $300, Other Reading Materials - 211 - Title I, Part A - 13.6329 - $300, Other Reading Materials Principal - 211 - Title I, Part A - 23.6329 - $300, Misc. Contracted services and substitutes - 211 - Title I, Part A - 11.6299 - $3,000, Supplies and Materials - 211 - Title I, Part A - 11.6399 - $8,147, Supplies and Materials - 199 PIC 11 - Instructional Services - 199.11.6399 - $17,281, Instructional materials Bilingual - 199 PIC 25 - ESL/Bilingual - 199.11.6399 - $7,340, At Risk- Supplies Materials - 199 PIC 30 - At Risk School Wide SCE - 199.11.6399 - $6,976, Substitutes for PD - 199 PIC 11 - Instructional Services - 199.11.6112 - $4,000, Travel Expense Staff - 199 PIC 99 - Undistributed - $100, Admin Travel for PD - 199 PIC 99 - Undistributed - $1,000, Misc Operating Expenses - 199 PIC 99 - Undistributed - $1,000, Region 4 Services - 199 PIC 99 - Undistributed - $500, Contract Repairs- posters - 199 PIC 99 - Undistributed - $100
Strategy 2: Campus-wide data trackers will be utilized to monitor student progress across key academic indicators. After each benchmark assessment, campus leaders and core content teachers will collaboratively review student data to identify trends and develop targeted instructional plans aimed at addressing learning gaps and promoting academic growth.
Strategy's Expected Result/Impact: Students in need of Tier 2 or Tier 3 interventions will be identified early and provided with targeted support. Ongoing progress monitoring will ensure timely adjustments to instruction and interventions based on student needs.
Data analysis will inform professional development and coaching, increasing teacher efficacy in both whole group and small group instruction.
Staff Responsible for Monitoring: Teachers
Interventionists
CAIS
Administrators
Title I:
2.51, 2.52, 2.53, 2.533
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments
Funding Sources: Technology - 199 PIC 99 - Undistributed - $100, office supplies - 199 PIC 99 - Undistributed - $500
Strategy 3: Regular Student Support Committee (SSC) meetings will be conducted to identify students in need of specialized interventions. These meetings will focus on addressing academic and behavioral concerns, developing targeted intervention plans to close learning gaps, and determining the need for further evaluations or referrals. This structured, data- driven approach ensures timely support and the implementation of individualized, effective strategies to meet each student's needs.
Strategy's Expected Result/Impact: Students will receive timely and effective academic and behavioral support based on identified needs. Increased accuracy in identifying specific student needs, resulting in appropriate interventions and accommodations
Development and implementation of individualized support plans that promote measurable academic and behavioral growth
Staff Responsible for Monitoring: Teachers
Administrators
Interventionists
Counselor
CAIS
CIS
Nurse
Title I:
2.51, 2.52, 2.53, 2.531, 2.533
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Other Reading Material - 211 - Title I, Part A - 11.6329 - $7,000, Software - 211 - Title I, Part A - 11.6397 - $3,000, Technology - 211 - Title I, Part A - 11.6398 - $1,000, supplies and Materials - 211 - Title I, Part A - 11.6399 - $8,147, Special Education Substitute support staff - 199 PIC 11 - Instructional Services - 199.11.6122 - $1,785
Strategy 4: Student learning will be extended beyond the classroom through educational field trips, on-campus guest speakers, and visits to institutions of higher education. These experiences will enhance academic content, expose students to future educational and career opportunities, and strengthen real-world connections to classroom learning.
Strategy's Expected Result/Impact: Targeted support schedules will create meaningful opportunities to close achievement gaps and promote academic growth for all student sub-populations.
Staff Responsible for Monitoring: Principal
Assistant Principals
Interventionists
Counselor
Title I:
2.51, 2.52, 2.53, 2.533, 2.534
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Student Travel - 211 - Title I, Part A - 11.6412 - $2,000, Student Transportation - 211 - Title I, Part A - 11.6494 - $2,000, Student Travel - 199 PIC 11 - Instructional Services - $500, Student transport - 199 PIC 11 - Instructional Services - $600, Misc Operating Expenses - 199 PIC 11 - Instructional Services - $1,000
Performance Objective 2 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Housman Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: STUDENT GROWTH: By June 2026, Housman Elementary School will increase the percentage of annual growth points earned by students demonstrating STAAR academic growth in reading language arts and math by 5 percentage points or ≥ 85%.
2024-25: 61 School Progress-Annual Growth RLA and Math Score
2023-24: 67 School Progress-Annual Growth RLA and Math Score
2022-23: 70 School Progress-Annual Growth RLA and Math Score (Baseline Year)
Evaluation Data Sources: State Accountability Report Domain 2 A (Annual Growth RLA and Math)
Strategy 1: Teachers, administrators, and staff will enhance their understanding of the Professional Learning Community (PLC) framework through ongoing professional development focused on effective instruction, student learning, and results-driven leadership. The PLC model will prioritize high-impact instructional design using backward planning and targeted, tiered interventions.
During collaborative planning sessions, teachers will develop lessons aligned with TEKS, unit objectives, and benchmark assessments to ensure instruction is intentional, data- informed, and responsive to diverse student needs. This collaborative process will promote shared accountability and support continuous improvement in student achievement.
Strategy's Expected Result/Impact: Enhanced teacher collaboration and instructional alignment will lead to more rigorous and targeted lessons, resulting in improved student engagement and academic achievement across all grade levels. Additionally, teachers will demonstrate increased efficacy in delivering tiered instruction, which will contribute to closing learning gaps and meeting the diverse needs of all students.
Staff Responsible for Monitoring: Administrators
Teachers
Interventionist
CAIS
Title I:
2.51, 2.52, 2.53, 2.534
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Develop differentiated lesson plans for small group instruction that target the specific needs of each group, with the goal of accelerating student growth in reading, math, and science.
Strategy's Expected Result/Impact: Students in small group instruction will demonstrate accelerated growth, with at least 80% meeting or exceeding grade-level benchmarks in reading, math, and science by the end of the academic year.
Staff Responsible for Monitoring: Teacher
Administrators
Interventionists
Title I:
2.51, 2.52, 2.53, 2.533, 2.534
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Special Education Supplies for small groups - 199 PIC 23 - Special Education - $1,040
Strategy 3: After-school tutorials in Reading, Math, and Science will be offered to students in grades 1 through 5. Targeted lesson plans will be created based on ongoing student data and individual learning needs to accelerate academic growth and close achievement gaps. Sessions will be regularly monitored and adjusted to maximize student engagement and progress.
Strategy's Expected Result/Impact: Student participation in after-school tutorials will increase by 20%, and at least 75% of participating students will show measurable improvement on benchmark assessments in reading, math, and science by the end of the year.
Staff Responsible for Monitoring: Teachers
Administrators
Interventionists
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments
Funding Sources: Supplies and Materials - 211 - Title I, Part A - 11.6399 - $8,147, Tutorials - 199 PIC 11 - Instructional Services - 199.11.6116 - $5,000
Performance Objective 3 - RELATIVE PERFORMANCE
Goals
Goal 1: STUDENT ACHIEVEMENT. Housman Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: RELATIVE PERFORMANCE: By June 2026, Housman Elementary School will increase its relative performance scale score.
2024-25: 69 Scale Score
2023-24: 79 Scale Score
2022-23: 80 Scale Score
Evaluation Data Sources: Accountability Report Domain 2 B
Strategy 1: Interventionists will deliver targeted small-group instruction in reading, math, and science during the school day. Student groups will be determined through continuous data analysis, including classroom assessments, benchmark results, and progress monitoring. Intervention lessons will be intentionally designed to address specific academic gaps and aligned with grade-level TEKS. Ongoing collaboration with classroom teachers will ensure instructional consistency and reinforce student support across learning environments.
Strategy's Expected Result/Impact: Students receiving targeted interventions will demonstrate measurable academic growth, as evidenced by increased performance on classroom assessments, benchmarks, and progress monitoring tools. The percentage of students performing on or above grade level in reading, math, and science will increase. Additionally, the achievement gap among identified student groups will begin to narrow.
Staff Responsible for Monitoring: Interventionists
Administrators
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Supplies and Materials - 211 - Title I, Part A - 11.6399 - $8,147
Strategy 2: Strengthen campus-wide capacity to support inclusive programming for students with disabilities and emergent bilingual students through targeted professional development, instructional coaching, and collaborative planning for both general and special education staff. Emphasize the implementation of differentiated instruction, along with appropriate accommodations and modifications, to ensure equitable access to the general education curriculum for all learners.
Strategy's Expected Result/Impact: General and special education teachers will demonstrate increased confidence and competence in implementing inclusive practices. Students with disabilities and emergent bilingual students will show improved access to grade-level content, increased engagement, and measurable academic progress. Collaborative planning and consistent use of accommodations and modifications will lead to a more equitable learning environment for all learners.
Staff Responsible for Monitoring: Campus SPED and general education teachers
Interventionists
Administrators
SPED leads
Title I:
2.51, 2.52, 2.53, 2.534
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Supplies and Materials - 211 - Title I, Part A - 11.6399 - $8,147, Contract Maintenance repairs/ Misc. contract services - 199 PIC 11 - Instructional Services - 199.11.6249, 6299 - $650, Misc. Operating expenses - 199 PIC 99 - Undistributed - $1,500
Performance Objective 4 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Housman Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: CLOSING THE GAPS: By June 2026, Housman Elementary School will increase the percentage of academic achievement indicators on track to meet or exceed interim targets in the closing the gaps domain by 5 component points.
2024-25: 9 of 32 Academic Achievement Points Met; 28.1% Component Points
2023-24: 9 of 24 Academic Achievement Points Met; 37.5% Component Points
2022-23: 22 of 32 Academic Achievement Points Met; 68.8% Component Points (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 3
Strategy 1: Provide extended learning opportunities through structured before- and after-school tutorials, as well as designated intervention blocks during the school day, for students requiring academic support in reading, math, and science. Instruction across all settings will be data-driven, aligned with TEKS, and focused on targeted skill development. Certified teachers will facilitate small-group sessions using evidence-based intervention materials and progress monitoring tools to address learning gaps and accelerate student progress.
Strategy's Expected Result/Impact: Students participating in extended tutorials will demonstrate measurable academic growth, as evidenced by improved benchmark scores, progress monitoring data, and classroom performance. The achievement gap between struggling students and their peers will decrease, leading to increased overall campus performance in reading, math, and science.
Staff Responsible for Monitoring: Administration
Interventionists
Teachers
CAIS
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Tutorials - 211 - Title I, Part A - 11.6116 - $6,000, Tutorial Snacks - 211 - Title I, Part A - 11.6499 - $400, Supplies and Materials - 211 - Title I, Part A - 11.6399 - $8,148
Strategy 2: Provide structured, research-based English language development (ELD) support through integrated and designated instruction. Teachers will receive professional development on strategies such as academic vocabulary development, and scaffolding techniques. Classroom instruction will intentionally incorporate listening, speaking, reading, and writing opportunities in English across content areas.
Strategy's Expected Result/Impact: Emergent Bilingual (EB) students will demonstrate measurable growth in English language proficiency as evidenced by progress on TELPAS, increased participation in classroom discussions, improved performance on reading and writing assessments, and greater confidence using academic vocabulary across content areas.
Staff Responsible for Monitoring: Interventionists
Teachers
Administrators
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 3: Instructional coaches and administrators will collaboratively lead ongoing cycles of planning, modeling, observation, and feedback with targeted teachers. These cycles will involve co-planning lessons aligned with curriculum standards and instructional best practices, followed by in-class modeling of effective strategies by coaches. Administrators and coaches will then observe teacher implementation and provide timely, constructive feedback. This continuous, collaborative process is designed to build teacher capacity, refine instructional practices, and enhance student outcomes.
Strategy's Expected Result/Impact: Teacher instructional practices will improve through targeted support and feedback, leading to increased teacher confidence and efficacy. This will result in higher student engagement and achievement across core subject areas.
Staff Responsible for Monitoring: Instructional Coaches
Interventionist
Administration
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Housman Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2026, the rate of Emergent Bilingual students increasing at least one composite score level on TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.
2024-25: TELPAS Progress Rate 46%
2023-24: TELPAS Progress Rate 55%
2022-23: TELPAS Progress Rate 57% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 3
Strategy 1: Develop and implement dedicated English instruction blocks within PreK-2nd grade schedules, focusing on targeted language acquisition strategies tailored to emergent bilingual students. These lessons will be designed to enhance vocabulary, listening, speaking, reading, and writing skills, with the goal of improving TELPAS performance and overall English proficiency.
Strategy's Expected Result/Impact: Students in PreK-2nd grade will demonstrate improved English language proficiency, reflected in higher TELPAS scores, due to targeted and consistent English instruction using effective language acquisition strategies.
Staff Responsible for Monitoring: Teachers
Administrators
Interventionists
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Implement comprehensive data trackers to regularly monitor student progress across multiple literacy measures, including Letter Sounds, Vocabulary, and Spelling for Kindergarten, as well as Phonics Decoding, Encoding, and Oral Reading Analysis for first and second grades. This ongoing monitoring will inform targeted instruction and timely interventions to support student growth.
Strategy's Expected Result/Impact: Timely identification of students' strengths and areas of need in early literacy skills, leading to targeted instruction and interventions that improve reading proficiency and accelerate language development in Kindergarten through second grade
Staff Responsible for Monitoring: Teachers
Administrators
Interventionists
CAIS
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 6 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Housman Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: EARLY LITERACY: By June 2026, Housman Elementary School will increase the percentage of K-2 students on track to read at grade level from BOY to EOY.
Evaluation Data Sources:
Kindergarten: Circle Kindergarten Progress Monitoring (KPM) BOY to EOY (Baseline Year)
Grades 1 and 2: Amira Reading Mastery (ARM) BOY to EOY (Baseline Year)
Strategy 1: Kindergarten and first-grade students will be screened and identified for Tier 2 Dyslexia support. Those students will participate in an intensive, targeted intervention program lasting six weeks, designed to address specific literacy challenges and accelerate their reading skills. Progress will be regularly monitored to ensure effectiveness and adjust instruction as needed.
Strategy's Expected Result/Impact: Early identification and targeted intervention will lead to improved literacy skills for students at risk of dyslexia, increasing the number of students reading on grade level by the end of the intervention period. This will also reduce long-term reading difficulties and support overall academic success.
Staff Responsible for Monitoring: Interventionists
Administrators
CAIS
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Resources: Provide resources to facilitate responsive teaching based on student needs in core subjects - ELA, Math, Science, and Social Studies. Resources needed may include books [Spanish and English], teacher professional books, supplies and materials, digital and technology equipment, subscriptions, and resources.
Strategy's Expected Result/Impact: Improved academic outcomes
Staff Responsible for Monitoring: Admin, teachers
Title I:
2.52, 2.53
- TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 7 - EARLY NUMERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Housman Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 7: EARLY NUMERACY: By June 2026, Housman Elementary School will increase the percentage of K-2 students on track to be on grade level in foundational math skills by 7 percentage points or ≥ 80%.
Evaluation Data Sources: End of Year (EOY) K-2 Math Progress Monitoring
Strategy 1: Teachers will use formative assessments such as exit tickets, quick checks, and observation checklists to monitor student understanding of number sense, counting, and operations. Regular classroom discussions will encourage students to explain their thinking, justify their answers, and engage in peer-to-peer learning. Data from formative assessments will guide small-group instruction and targeted interventions.
Strategy's Expected Result/Impact: Students will demonstrate increased confidence and accuracy in early numeracy skills, as evidenced by growth on formative assessments and classroom performance. Teachers will be able to identify misconceptions in real time and adjust instruction accordingly. By the middle of the year, 70% or more of students will show progress in key numeracy benchmarks such as number recognition, counting fluency, and understanding of basic operations.
Staff Responsible for Monitoring: Administrators
Teachers
Paraprofessionals
Interventionist
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Implement small group, differentiated math instruction during a dedicated numeracy block in PreK-2nd grade. Teachers will use formative assessment data to group students by skill level and tailor activities that target specific numeracy skills such as counting, number sense, place value, and basic operations. Lessons will include hands-on manipulatives, visual aids, math games, and real-world problem-solving scenarios to ensure high engagement and conceptual understanding.
Strategy's Expected Result/Impact: Students will develop foundational numeracy skills at their instructional level, leading to improved performance on math benchmarks and greater engagement in math tasks. Teachers will be able to provide targeted support, and over 80% of students will meet or exceed early numeracy benchmarks by the end of the year.
Staff Responsible for Monitoring: Teachers
Administrators
Paraprofessionals
Interventionist
Title I:
2.51, 2.52, 2.53, 2.534
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 8 - ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Housman Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 8: ADVANCED COURSES: By June 2026, Housman Elementary School will increase the number of students prepared for sixth grade advanced coursework in reading and math.
Evaluation Data Sources: Texas Education Agency Data Tables
Strategy 1: Students in grade 3-5 who show they are ready for advanced math and reading work will be offered opportunities to be part of the Advanced Math and Reading Programs on campus.
Strategy's Expected Result/Impact: Increased Masters Level in STAAR
Staff Responsible for Monitoring: Administrators
Teachers
Interventionists
CAIS
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: Provide ongoing Gifted and Talented (GT) professional development that equips teachers with the knowledge and tools to design, implement, and evaluate differentiated instruction tailored to the unique needs of GT students. Trainings will focus on advanced content, depth and complexity, student choice, and formative assessment strategies to support higher-level thinking and creativity across content areas.
Strategy's Expected Result/Impact: Teachers will implement differentiated lessons that challenge and engage GT students, leading to increased student achievement, motivation, and critical thinking. Classroom observations and student work will reflect higher levels of complexity and creativity.
Staff Responsible for Monitoring: Interventionists
Administrators
CAIS
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Goal 2: Student Support
Student Support
- Performance Objective 1 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
- Performance Objective 2 - INTERVENTIONS
- Performance Objective 3 - STUDENT ATTENDANCE
Performance Objective 1 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
Goals
Goal 2: STUDENT SUPPORT. Housman Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 1: CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE: By June 2026, Housman Elementary School will implement at least three strategies that advance the focus on Core Characteristics for every child.
Evaluation Data Sources: Campus calendar and newsletters
Strategy 1: Community circles will be planned and facilitated by school counselor and teachers to support students' understanding of the concept and actions of each SBISD Core Characteristic: Academically Prepared, Ethical & Service-minded, Empathetic & Self-aware, Persistent & adaptable, Resourceful Problem-solver, Communicator & Collaborator. Activities aligned with Core Characteristics may require instructional materials, supplies, technology, substitutes, and extra duty pay for staff for student and family events outside the normal school day.
Strategy's Expected Result/Impact: Students will be recognized with the Hall of Fame by exhibiting positive behaviors. Increased school connectedness and student attendance
Staff Responsible for Monitoring: Counselor
Administrators
Teachers
Title I:
2.51, 2.52, 2.53, 2.531
- ESF Levers:
Lever 3: Positive School Culture
Funding Sources: Other Reading Materials - 199 PIC 11 - Instructional Services - 199.11.6329 - $500, Bilingual Reading Materials - 199 PIC 25 - ESL/Bilingual - 199.11.6329 - $200, Other Reading Material At risk - 199 PIC 30 - At Risk School Wide SCE - 199.11.6329 - $200
Strategy 2: Guidance lessons will be planned and facilitated by the school counselor and teachers to support students in understanding the concept and actions of each SBISD Core Characteristic: Academically Prepared, Ethical & Service-minded, Empathetic & Self-aware, Persistent & adaptable, Resourceful Problem-solver, Communicator & Collaborator. Activities aligned with Core Characteristics may require instructional materials, supplies, technology, substitutes, and extra duty pay for staff for student and family events outside the normal school day.
Strategy's Expected Result/Impact: Increased school connectedness and student attendance
Staff Responsible for Monitoring: Counselor
Admin
Teachers Interventionists
Title I:
2.531
- TEA Priorities:
Recruit, support, retain teachers and principals
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 3: Positive School Culture
Strategy 3: Housman students and staff will participate in scheduled activities to increase school connectedness and the home-school connection. Activities include: Awards Ceremonies, No Place For Hate, Red Ribbon Week, Gen-TX Week, Parent Engagement activities, Curriculum Events, and other related activities as recommended based on data. Resources needed may include books [Spanish and English], teacher professional books, supplies and materials, digital and technology resources, and translation services through extra duty to staff or district approved contracted services. Events may be held in person or through Zoom to increase parent engagement.
Strategy's Expected Result/Impact: Increased school connectedness and student attendance This strategy will build a positive school culture and climate.
Staff Responsible for Monitoring: Admin, counselor, teachers, Interventionists
Title I:
2.51, 2.531
- TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 5: Effective Instruction
Funding Sources: Digital Lessons- - 199 PIC 11 - Instructional Services - $101, Tech Equip - 199 PIC 11 - Instructional Services - $200, Technology Equip - 199 PIC 30 - At Risk School Wide SCE - $300
Performance Objective 2 - INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Housman Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 2: INTERVENTIONS: By June 2026, Housman Elementary School will implement TIER interventions with students identified as needing academic or behavioral supports.
Evaluation Data Sources: Multiple measures
Strategy 1: Staff: Provide personalized support for students and teachers through instructional staff. Support may include but will not be limited to: coaching, professional development, planning, and intervention groups. Professional learning will result in improvements in instructional practice that may require additional materials, supplies, and/or technology. Professional learning may also result in additional intervention and/or extension outside normal school day for students.
Strategy's Expected Result/Impact: Improved academic outcomes
Staff Responsible for Monitoring: Interventionists
Admin
Teachers
Title I:
2.51, 2.52, 2.53
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Library Supplies - 199 PIC 99 - Undistributed - $500, Teacher pay roll - 199 PIC 99 - Undistributed - $1,000, Misc Contract Services - 199 PIC 99 - Undistributed - $100, Reading Materials for teachers - 199 PIC 99 - Undistributed - $500, Supplies and Materials - 199 PIC 99 - Undistributed - $500, At Risk Supplies and Materials - 199 PIC 30 - At Risk School Wide SCE - $2,000
Strategy 2: The counselor will develop lessons and pull small groups targeting self management and control strategies.
Strategy's Expected Result/Impact: School wide discipline will be reduced.
Staff Responsible for Monitoring: Counselor
CIS
Administrators
Teachers
CAIS
Title I:
2.53, 2.533
- ESF Levers:
Lever 3: Positive School Culture
Performance Objective 3 - STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Housman Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 3: STUDENT ATTENDANCE: By June 2026, student attendance at Housman Elementary School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data and Texas Academic Performance Report
Strategy 1: Increase student attendance through staff and parent education, incentives, assemblies, and experiences
Strategy's Expected Result/Impact: Improved student attendance and academic outcomes
Staff Responsible for Monitoring: Admin, counselor, teachers
Title I:
2.51, 2.52, 2.53, 2.533
- TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 3: Positive School Culture, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Other reading materials - 211 - Title I, Part A - 61.6329 - $500, Supplies and Materials - 211 - Title I, Part A - 61.6399 - $1,725, Misc. Operating expense - 211 - Title I, Part A - 61.6499 - $800
Strategy 2: Parent meetings will address the importance of daily attendance.
Strategy's Expected Result/Impact: Increase parent awareness and support in student attendance
Staff Responsible for Monitoring: ADA
Teachers
Administrators
Counselor
CIS
Title I:
2.52
- TEA Priorities:
Connect high school to career and college, Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture
Goal 3: Safe Schools
Safe Schools
- Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
- Performance Objective 2 - SAFETY COMMITTEE
- Performance Objective 3 - EMERGENCY OPERATIONS
Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
Goals
Goal 3: SAFE SCHOOLS. Housman Elementary School will ensure a safe and secure learning environment.
Performance Objective 1: SAFE SCHOOL ENVIRONMENT: Align academic, behavior, and discipline systems to support a safe campus culture and maximize student learning.
Evaluation Data Sources: Discipline Data Dashboard, Review effectiveness of Behavior Intervention Plans
Strategy 1: Safe School Environment: Clearly define campus behavior expectations and management system, identify student needs, set targets for growth, and provide in school and out-of-school intervention to increase campus performance, close performance gaps, and positively impact school connectedness. Student needs will highlight the need for instructional materials, supplies, and/or technology. Professional learning may require additional materials, supplies, substitutes, and/or technology. Professional learning may also result in student interventions outside normal school day for students.
Strategy's Expected Result/Impact: Improved school connectedness, student attendance, discipline data, and academic outcomes
Staff Responsible for Monitoring: Admin
Counselor
Teachers
Interventionists
Title I:
2.531, 2.533
- TEA Priorities:
Recruit, support, retain teachers and principals, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 3: Positive School Culture, Lever 5: Effective Instruction
Strategy 2: Mustang Camp safety lessons in August and January will set expectations that will allow staff and students to maintain strong safety procedures and expectations.
Strategy's Expected Result/Impact: A reduced number of discipline referrals and students pulled out of class Nurse provides health safety lessons
Staff Responsible for Monitoring: Counselor
Administrators
Teachers
Nurse
Title I:
2.51, 2.52, 2.53, 2.533
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 3: Positive School Culture
Funding Sources: Clinic Supplies - 199 PIC 99 - Undistributed - $800, Nurse Travel - 199 PIC 99 - Undistributed - $200
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Housman Elementary School will ensure a safe and secure learning environment.
Performance Objective 2: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee roster and calendar
Strategy 1: Establish Campus Safety Committee composed of a cross section of stakeholders to look at matters related to campus safety.
Strategy's Expected Result/Impact: Refined safety practices
Staff Responsible for Monitoring: Campus Safety Officer
Strategy 2: Participate in campus safety audit
Strategy's Expected Result/Impact: Refined safety practices
Staff Responsible for Monitoring: Campus Safety Officer
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Housman Elementary School will ensure a safe and secure learning environment.
Performance Objective 3: EMERGENCY OPERATIONS: Maintain Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus Emergency Operation Procedures Documents
Strategy 1: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures.
Strategy's Expected Result/Impact: Submitted campus EOP in September
Staff Responsible for Monitoring: Campus Safety Officer
Strategy 2: Update campus EOPs annually and train staff at the start of each school year
Strategy's Expected Result/Impact: Campus procedures maintained in campus EOP Staff training documents maintained
Staff Responsible for Monitoring: Campus Safety Officer
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Housman Elementary School will ensure efficient and effective fiscal management of resources and operations.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices.
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually)
Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage budgets
Strategy's Expected Result/Impact: Error free records Documentation of purchases and orders
Staff Responsible for Monitoring: Principal
Administrative Assistant
Strategy 2: Increase parent participation and attendance at Title I annual meeting (Open House) and at Coffee with the Principal meetings to share:
* Administrators Meet & Greet
* Standards and goals
* Parents' rights
* Curriculum
* School report card
* Title I participation
Offer a flexible number of meetings
Strategy's Expected Result/Impact: To provide effective information and develop positive relationships between school and community
Staff Responsible for Monitoring: Principal
Counselor
CIS Workers
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Substitutes for PD | 199.11.6112 | $4,000.00 |
| 1 | 1 | 1 | Supplies and Materials | 199.11.6399 | $17,281.00 |
| 1 | 1 | 3 | Special Education Substitute support staff | 199.11.6122 | $1,785.00 |
| 1 | 1 | 4 | Misc Operating Expenses | $1,000.00 | |
| 1 | 1 | 4 | Student Travel | $500.00 | |
| 1 | 1 | 4 | Student transport | $600.00 | |
| 1 | 2 | 3 | Tutorials | 199.11.6116 | $5,000.00 |
| 1 | 3 | 2 | Contract Maintenance repairs/ Misc. contract services | 199.11.6249, 6299 | $650.00 |
| 2 | 1 | 1 | Other Reading Materials | 199.11.6329 | $500.00 |
| 2 | 1 | 3 | Digital Lessons- | $101.00 | |
| 2 | 1 | 3 | Tech Equip | $200.00 | |
| Sub-Total | $31,617.00 | ||||
| Budgeted Fund Source Amount | $31,617.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 23 - Special Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 2 | 2 | Special Education Supplies for small groups | $1,040.00 | |
| Sub-Total | $1,040.00 | ||||
| Budgeted Fund Source Amount | $1,040.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 25 - ESL/Bilingual | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Instructional materials Bilingual | 199.11.6399 | $7,340.00 |
| 2 | 1 | 1 | Bilingual Reading Materials | 199.11.6329 | $200.00 |
| Sub-Total | $7,540.00 | ||||
| Budgeted Fund Source Amount | $7,540.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 30 - At Risk School Wide SCE | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | At Risk- Supplies Materials | 199.11.6399 | $6,976.00 |
| 2 | 1 | 1 | Other Reading Material At risk | 199.11.6329 | $200.00 |
| 2 | 1 | 3 | Technology Equip | $300.00 | |
| 2 | 2 | 1 | At Risk Supplies and Materials | $2,000.00 | |
| Sub-Total | $9,476.00 | ||||
| Budgeted Fund Source Amount | $9,476.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 99 - Undistributed | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Region 4 Services | $500.00 | |
| 1 | 1 | 1 | Contract Repairs- posters | $100.00 | |
| 1 | 1 | 1 | Travel Expense Staff | $100.00 | |
| 1 | 1 | 1 | Admin Travel for PD | $1,000.00 | |
| 1 | 1 | 1 | Misc Operating Expenses | $1,000.00 | |
| 1 | 1 | 2 | Technology | $100.00 | |
| 1 | 1 | 2 | office supplies | $500.00 | |
| 1 | 3 | 2 | Misc. Operating expenses | $1,500.00 | |
| 2 | 2 | 1 | Teacher pay roll | $1,000.00 | |
| 2 | 2 | 1 | Library Supplies | $500.00 | |
| 2 | 2 | 1 | Supplies and Materials | $500.00 | |
| 2 | 2 | 1 | Misc Contract Services | $100.00 | |
| 2 | 2 | 1 | Reading Materials for teachers | $500.00 | |
| 3 | 1 | 2 | Nurse Travel | $200.00 | |
| 3 | 1 | 2 | Clinic Supplies | $800.00 | |
| Sub-Total | $8,400.00 | ||||
| Budgeted Fund Source Amount | $8,400.00 | ||||
| +/- Difference | $0.00 | ||||
| 211 - Title I, Part A | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Supplies and Materials | 11.6399 | $8,147.00 |
| 1 | 1 | 1 | Region IV Principal | 23. 6239 | $500.00 |
| 1 | 1 | 1 | payroll | 6100 | $224,192.00 |
| 1 | 1 | 1 | Region IV Teacher | 13. 6239 | $300.00 |
| 1 | 1 | 1 | Miscellaneous Contracted Services | 23.6299 | $300.00 |
| 1 | 1 | 1 | Misc. Contracted services and substitutes | 11.6299 | $3,000.00 |
| 1 | 1 | 1 | Miscellaneous Contracted Services | 13. 6299 | $300.00 |
| 1 | 1 | 1 | Other Reading Materials | 13.6329 | $300.00 |
| 1 | 1 | 1 | Other Reading Materials Principal | 23.6329 | $300.00 |
| 1 | 1 | 3 | Software | 11.6397 | $3,000.00 |
| 1 | 1 | 3 | supplies and Materials | 11.6399 | $8,147.00 |
| 1 | 1 | 3 | Technology | 11.6398 | $1,000.00 |
| 1 | 1 | 3 | Other Reading Material | 11.6329 | $7,000.00 |
| 1 | 1 | 4 | Student Transportation | 11.6494 | $2,000.00 |
| 1 | 1 | 4 | Student Travel | 11.6412 | $2,000.00 |
| 1 | 2 | 3 | Supplies and Materials | 11.6399 | $8,147.00 |
| 1 | 3 | 1 | Supplies and Materials | 11.6399 | $8,147.00 |
| 1 | 3 | 2 | Supplies and Materials | 11.6399 | $8,147.00 |
| 1 | 4 | 1 | Tutorial Snacks | 11.6499 | $400.00 |
| 1 | 4 | 1 | Tutorials | 11.6116 | $6,000.00 |
| 1 | 4 | 1 | Supplies and Materials | 11.6399 | $8,148.00 |
| 2 | 3 | 1 | Other reading materials | 61.6329 | $500.00 |
| 2 | 3 | 1 | Misc. Operating expense | 61.6499 | $800.00 |
| 2 | 3 | 1 | Supplies and Materials | 61.6399 | $1,725.00 |
| Sub-Total | $302,500.00 | ||||
| Budgeted Fund Source Amount | $302,500.00 | ||||
| +/- Difference | $0.00 | ||||
| Grand Total Budgeted | $360,573.00 | ||||
| Grand Total Spent | $360,573.00 | ||||
| +/- Difference | $0.00 | ||||
Addendum
Campus Report Card 2023-2024 (Delayed)