Campus Improvement Plan 2024-2025
Housman Elementary School
- Mission Statement, Vision, Core Values
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
- Campus Funding Summary
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Housman Elementary School
2024-2025 Campus Improvement Plan
Mission Statement
Housman Elementary work is rooted in the SBISD strategic plan - The Learner's Journey - 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 Elementary Graduate Aims Vision Statement:
Housman Mustangs are critical readers and thinkers who are socially and emotionally intelligent. They have the confidence to stay 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 a decrease from the 2021–2022 school year to the 2022–2023 school year. Enrollment then increased by five students from the 2022-2023 school year to the 2023-2024 school year.
Enrollment Trends:
2023-2024: Enrollment – 359
2022-2023: Enrollment – 354
2021-2022: Enrollment – 382
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Housman Elementary School has remained relatively consistent during the past three years. The majority of the students are Hispanic, followed by African American. Many of the students are considered economically disadvantaged, which qualifies the campus as a Title 1 school.
During the 2023-2024 school year, 54.3% of the students were identified as Emergent Bilingual/English Learner (EB/EL); 68.8% At-Risk; 12.8% Immigrant; 23.7% of students were identified for special education services; and 2.5% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2023-2024: African American – 31 (8.6%)
2022-2023: African American – 34 (9.6%)
2021-2022: African American – 32 (8.4%)
2023-2024: American Indian-Alaskan Native – *
2022-2023: American Indian-Alaskan Native – *
2021-2022: American Indian-Alaskan Native – *
2023-2024: Asian – *
2022-2023: Asian – *
2021-2022: Asian – *
2023-2024: Hispanic – 301 (83.8%)
2022-2023: Hispanic – 296 (83.6%)
2021-2022: Hispanic – 323 (84.6%)
2023-2024: Native Hawaiian-Pacific Islander – 0 (0.0%)
2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)
2021-2022: Native Hawaiian-Pacific Islander – 0 (0.0%)
2023-2024: White – 19 (5.3%)
2022-2023: White – 18 (5.1%)
2021-2022: White – 18 (4.7%)
2023-2024: Two-or-more – *
2022-2023: Two-or-more – *
2021-2022: Two-or-more – 5 (1.3%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2023-2024: At-Risk – 247 (68.8%)
2022-2023: At-Risk – 251 (70.9%)
2021-2022: At-Risk – 298 (78.0%)
2023-2024: Economically Disadvantaged – 331 (92.2%)
2022-2023: Economically Disadvantaged – 316 (89.3%)
2021-2022: Economically Disadvantaged – 347 (90.8%)
2023-2024: Emergent Bilingual/English Learner – 195 (54.3%)
2022-2023: Emergent Bilingual/English Learner – 185 (52.3%)
2021-2022: Emergent Bilingual/English Learner – 206 (53.9%)
2023-2024: Gifted and Talented – 9 (2.5%)
2022-2023: Gifted and Talented – 11 (3.1%)
2021-2022: Gifted and Talented – 11 (2.9%)
2023-2024: Homeless – *
2022-2023: Homeless – *
2021-2022: Homeless – 0 (0.0%)
2023-2024: Immigrant – 46 (12.8%)
2022-2023: Immigrant – 30 (8.5%)
2021-2022: Immigrant – 34 (8.9%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2021-2022: Migrant – 0 (0.0%)
2023-2024: Special Education – 85 (23.7%)
2022-2023: Special Education – 69 (19.5%)
2021-2022: Special Education – 49 (12.8%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2021-2022: 93.2%
2020-2021: 94.5%
2019-2020: 97.9%
Source:Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2021-2022: 24.5%
2020-2021: 18.2%
2019-2020: 5.4%
Source: Texas Academic Performance Report (TAPR)
Demographics Strengths
- Students from various cultures learn and work together.
- Campus systems (Mustang weekly class award and individual incentives) are focused on student attendance, which have positively impacted student attendance.
- The AP and CIS work collaboratively to implement a system to connect with parents and invest them in the importance of attendance and on-time arrival for learning.
Problem Statements Identifying Demographics Needs
Problem Statement 1: Housman enrollment is increasing by 275 students due to the closure of a neighboring school, Treasure Forest Elementary. This growth from one year to the next will present a variety of challenges as we onboard students and staff with existing students and staff to create a welcoming environment while maintaining high expectations for student learning and campus systems. Root Cause: TFE closure and merger of TFE and HME
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. Students identified for special education (SPED) services or as Emergent Bilingual/English Learner (EB/EL) are also a district focus.
Below is a summary of the STAAR Redesign Reading passing rates for 2023 (Baseline Year):
3rd Grade Reading - 67% Approaches; 45% Meets; 20% Masters
4th Grade Reading - 78% Approaches; 40% Meets; 15% Masters
5th Grade Reading - 81% Approaches; 57% Meets; 20% Masters
SPED All Grades Reading - 34% Approaches; 18% Meets; 3% Masters
EB/EL All Grades Reading - 72% Approaches; 42% Meets; 16% Masters
Source: 2022-2023 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Redesign Mathematics passing rate for 2023 (Baseline Year):
3rd Grade Mathematics - 57% Approaches; 35% Meets; 12% Masters
4th Grade Mathematics - 64% Approaches; 42% Meets; 15% Masters
5th Grade Mathematics - 69% Approaches; 46% Meets; 4% Masters
SPED All Grades Mathematics - 21% Approaches; 16% Meets; 5% Masters
EB/EL All Grades Mathematics - 67% Approaches; 45% Meets; 13% Masters
Source: 2022-2023 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
- Student achievement progress [growth] is noted across grade levels and performance standards as measure by STAAR in reading and math.
- 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: Student achievement needs improvement to meet average district performance standards. Root Cause: Below grade level performance in reading and math impact students' ability to transfer and apply learning of state standards on district and state assessments.
Problem Statement 2: Instructional plans lack clarity for closing performance gaps in skills for both math and reading for Response to Intervention [RtI]. Root Cause: Our curriculum assumes that students have mastery of foundational skills and expect application of the skill before students have had time to master the skill, creating a need for robust resources for RtI in both math and reading.
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:
2023-2024: Beginning – 0.0 FTE (0.0%)
2022-2023: Beginning – 3.0 FTE (10.3%)
2021-2022: Beginning – 1.0 FTE (3.1%)
2023-2024: 1-5 Years – 10.0 FTE (34.5%)
2022-2023: 1-5 Years – 10.0 FTE (34.5%)
2021-2022: 1-5 Years – 13.0 FTE (40.8%)
2023-2024: 6-10 Years – 7.0 FTE (24.1%)
2022-2023: 6-10 Years – 6.0 FTE (20.7%)
2021-2022: 6-10 Years – 4.0 FTE (12.5%)
2023-2024: 11-20 Years – 8.0 FTE (27.6%)
2022-2023: 11-20 Years – 5.0 FTE (17.2%)
2021-2022: 11-20 Years – 7.9 FTE (24.8%)
2023-2024: Over 20 Years – 4.0 FTE (13.8%)
2022-2023: Over 20 Years – 5.0 FTE (17.2%)
2021-2022: Over 20 Years – 6.0 FTE (18.8%)
2023-2024: Total – 29.0 FTE (100%)
2022-2023: Total – 29.0 FTE (100%)
2021-2022: Total – 31.9 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
- Staff retention rate is at an acceptable standard with Housman staff. In grades K-5, one teacher resigned because she moved out of country. In SpEd, one teacher resigned because she moved out of country.
- Staff surveys indicate teachers feel supported as staff members at Housman.
- Through purposeful connections in the spring of 2024, we were able to retain a large percentage of TFE staff who were reassigned to Housman. The staff members who were reassigned and are joining our team have expressed appreciation for the strategic connections and inclusion during the planning process for the 24-25 school year. They were invited over to collaborate on grade level departmentalized assignments, SpEd schedules, and grade level systems.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: In the 24-25 school year, Housman will onboard 20 additional staff members due to the closure of a neighboring school. Onboarding a significant number of staff in one single year presents opportunities for realignment to the campus mission, vision, and our SBISD Core Values and Core Characteristics. Root Cause: Closure of a neighboring school due to budget cuts
Problem Statement 2: Providing adequate attention and high quality feedback to staff through a purposeful and ongoing cycle can be challenging. Root Cause: The increase in staff size without an increase in the campus admin team will require tightly aligned schedules to provide adequate attention and high quality feedback to staff to retain current and newly assigned/hired staff.
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. During the summer, the Community Engagement team conducts a needs assessment with our campus to determine community engagement strengths and areas of support. We welcome and value volunteers who serve on our campus as mentors and tutors to support student success.
Family and Community Engagement Strengths
- Parents are responsive to communication from the school.
- Weekly classroom newsletters are sent to share information about what students are learning and how parents can engage with their child at home.
- Campus communication is sent in English and Spanish to meet the needs of the community.
- Our highest attended parent events are 9 week awards ceremonies where we recognize students who meet or exceed standards in attendance, academics, and behavior/ citizenship.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: More family engagement opportunities are requested through parent and family surveys, but when events are offered, low attendance indicates families are looking for different activities vs what is provided [curriculum connections, health fair, art show, musical showcase]. A variety of time options are offered - morning, afternoon, and evening. Root Cause: Families are seeking more entertainment-type activities for their family and community involvement vs instructional type activities.
Problem Statement 2: When trainings are offered for 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.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - STUDENT GROWTH
- Performance Objective 3 - CLOSING THE GAPS
- Performance Objective 4 - ENGLISH LANGUAGE ACQUISITION PROGRESS
- Performance Objective 5 - EARLY LITERACY
- Performance Objective 6 - EARLY NUMERACY
- Performance Objective 7 - 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 2025, Housman Elementary School will increase student performance on STAAR Redesign Grades 3-5 exams in reading and math by at least 3 percentage points in approaches, 3 percentage points in meets, and 3 percentage points in masters.
*2023-24: Reading: 66% (approaches), 40% (meets), 15% (masters); Math: 58% (approaches), 30% (meets), 11% (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 and 2024 Texas Education Agency Data Tables
*Combined: Spring 2024 results of current 4th and 5th graders enrolled in Housman from both Housman and Treasure Forest.
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of essential standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. 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. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc).
Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from Lead4Ward, Harris County Department of Ed, Solution Tree, and other approved vendors.
Strategy's Expected Result/Impact: Improved academic outcomes
Staff Responsible for Monitoring: Admin, teachers
Title I:
2.4, 2.5, 2.6
-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: Substitutes - 199 PIC 11 - Instructional Services - 11-6112 - $1,000, Substitutes - 211 - Title I, Part A - 11-6112 - $1,000, Leadership Training - 199 PIC 11 - Instructional Services - 23-6329 - $8,000, Leadership Training - 199 PIC 99 - Undistributed - 23-6329 - $1,000, Substitutes or Supplies - Revisit Budget - 211 - Title I, Part A - 11-6112 OR 11-6399 - $9,000
Strategy 2: Response to Intervention: Identify student needs, 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 academic outcomes
Staff Responsible for Monitoring: Admin, staff
Title I:
2.4, 2.5, 2.6
-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: Misc. Contract Services - 211 - Title I, Part A - 11-6299, 13-6329, 13-6299, 23-6329, 23-6299, 31-6299, 61-6299 - $1,100, Other Payroll Payments - 199 PIC 11 - Instructional Services - 11-6116 - $0
Strategy 3: 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:
2.4, 2.5, 2.6
-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 - 199 PIC 25 - ESL/Bilingual - 11-6329 - $500, Supplies and Materials - Language Support - 199 PIC 25 - ESL/Bilingual - 11-6399 - $6,800, Supplies and Materials - 211 - Title I, Part A - 11-6399 - $5,000
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 2025, Housman Elementary School will increase the percentage of students demonstrating STAAR Redesign academic growth in reading and math by 3 percentage points or ≥ to 85%.
2023-24: School Progress-Annual Growth /Accelerated Learning: 70%/22% (Reading); 59%/31% (Math)
2022-23: School Progress-Annual Growth /Accelerated Learning: 61%/33% (Reading); 73%/31% (Math) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report and 2024 Texas Education Agency Data Tables
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of essential standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. 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. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc).
Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from Lead4Ward, Harris County Department of Ed, Solution Tree, and other approved vendors.
Strategy's Expected Result/Impact: Improved student outcomes
Staff Responsible for Monitoring: Admin, teachers
Title I:
2.4, 2.5, 2.6
-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 - 199 PIC 30 - At Risk School Wide SCE - 13-6329 - $500, Supplies - 199 PIC 30 - At Risk School Wide SCE - 11-6399 - $4,000
Strategy 2: Response to Intervention: Identify student needs, 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 academic outcomes
Staff Responsible for Monitoring: Admin, staff
Title I:
2.4, 2.5, 2.6
-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: Supplies and Materials - 199 PIC 11 - Instructional Services - 11-6399 - $15,000
Strategy 3: 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:
2.4, 2.5, 2.6
-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: Software & Technology - 211 - Title I, Part A - 11-6397, 11-6398 - $19,000, Supplies and Materials - 211 - Title I, Part A - 11-6399 - $3,000
Performance Objective 3 - 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 3: CLOSING THE GAPS: By June 2025, Housman Elementary School will increase the percentage of academic achievement indicators on track to meet or exceed interim targets in the redesigned closing the gaps domain by 2 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 and 2024 Texas Education Agency Data Tables
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of essential standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. 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. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc).
Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from Lead4Ward, Harris County Department of Ed, Solution Tree, and other approved vendors.
Strategy's Expected Result/Impact: Improved academic outcomes
Staff Responsible for Monitoring: Admin, teachers
Title I:
2.4, 2.5, 2.6
-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: Misc. Operating Expense - 199 PIC 11 - Instructional Services - 11-6499 - $1,000, Other Reading Materials - 199 PIC 30 - At Risk School Wide SCE - 11-6329 - $200
Strategy 2: Response to Intervention: Identify student needs, 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 academic outcomes
Staff Responsible for Monitoring: Admin, staff
Title I:
2.4, 2.5, 2.6
-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
Strategy 3: 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:
2.4, 2.5, 2.6
-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: Supplies and Materials - 199 PIC 11 - Instructional Services - 11-6399 - $2,568, Technology Equipment/Software - 199 PIC 11 - Instructional Services - 11-6397, 11-6398 - $600, Other Contract Maintenance/Repair/Misc. Contract Services - 199 PIC 11 - Instructional Services - 11-6249, 11-6299 - $550, Other Reading Materials - Magazines & Periodicals - 199 PIC 11 - Instructional Services - 11-6329, 11-6325 - $201, Supplies and Materials - 211 - Title I, Part A - 11-6399 - $3,000
Performance Objective 4 - 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 4: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2025, the rate of Emergent Bilingual/English Learners increasing at least one composite score level on TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.
2023-24: TELPAS Progress Rate 55%
2022-23: TELPAS Progress Rate 57% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools and 2024 Texas Education Agency Data Tables
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of essential standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. 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. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc).
Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from Lead4Ward , Harris County Department of Ed, Solution Tree, and other approved vendors.
Strategy's Expected Result/Impact: Improved academic outcomes
Staff Responsible for Monitoring: Admin, teachers
Title I:
2.4, 2.5, 2.6
-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
Strategy 2: Response to Intervention: Identify student needs, 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 academic outcomes
Staff Responsible for Monitoring: Admin, staff
Title I:
2.4, 2.5, 2.6
-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
Strategy 3: 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:
2.4, 2.5, 2.6
-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
Performance Objective 5 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Housman Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: EARLY LITERACY: By June 2025, Housman Elementary School will increase the percentage of K-2 students on track to read at grade level by 3 percentage points or ≥ 80%.
Evaluation Data Sources:
Kindergarten: TxKEA - Letter Names, Vocabulary, and Spelling (Baseline Year)
Grades 1 and 2: Spring Branch Literacy Checkpoints (Baseline Year)
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of essential standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. 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. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc).
Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from Lead4Ward, Harris County Department of Ed, Solution Tree, and other approved vendors.
Strategy's Expected Result/Impact: Improved academic outcomes
Staff Responsible for Monitoring: Admin, teachers
Title I:
2.4, 2.5, 2.6
-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
Strategy 2: Response to Intervention: Identify student needs, 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 academic outcomes
Staff Responsible for Monitoring: Admin, staff
Title I:
2.4, 2.5, 2.6
-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
Strategy 3: 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:
2.4, 2.5, 2.6
-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: Supplies and Materials - 211 - Title I, Part A - 11-6399 - $3,000
Performance Objective 6 - EARLY NUMERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Housman Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: EARLY NUMERACY: By June 2025, Housman Elementary School will increase the percentage of K-2 students on track to be on grade level in foundational math skills by 3 percentage points or ≥ 80%.
Evaluation Data Sources: K-2 Math Progress Monitoring (Baseline Year)
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of essential standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. 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. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc).
Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from Lead4Ward, Harris County Department of Ed, Solution Tree, and other approved vendors.
Strategy's Expected Result/Impact: Improved academic outcomes
Staff Responsible for Monitoring: Admin, teachers
Title I:
2.4, 2.5, 2.6
-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
Strategy 2: Response to Intervention: Identify student needs, 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 academic outcomes
Staff Responsible for Monitoring: Admin, staff
Title I:
2.4, 2.5, 2.6
-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
Strategy 3: 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:
2.4, 2.5, 2.6
-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: Supplies and Materials - 211 - Title I, Part A - 11-6399 - $6,291
Performance Objective 7 - ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Housman Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 7: ADVANCED COURSES: By June 2025, Housman Elementary School will increase the number of students prepared for sixth grade advanced coursework in reading and math.
Evaluation Data Sources: 2024 Texas Education Agency Data Tables
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of essential standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. 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. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc).
Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from Lead4Ward, Harris County Department of Ed, Solution Tree, and other approved vendors.
Strategy's Expected Result/Impact: Improved academic outcomes
Staff Responsible for Monitoring: Admin, teachers
Title I:
2.4, 2.5, 2.6
-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
Strategy 2: Response to Intervention: Identify student needs, 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 academic outcomes
Staff Responsible for Monitoring: Admin, staff
Title I:
2.4, 2.5, 2.6
-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
Strategy 3: 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:
2.4, 2.5, 2.6
-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
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 2025, 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: Increased school connectedness and student attendance
Staff Responsible for Monitoring: Admin, counselor, teachers
Title I:
2.4, 2.5, 2.6
-TEA Priorities:
Recruit, support, retain teachers and principals, Improve low-performing schools
-ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 5: Effective Instruction
Strategy 2: Guidance lessons will be planned and facilitated by the school counselor and teachers to support students' 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: Admin, counselor, teachers
Title I:
2.4, 2.5, 2.6
-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
Funding Sources: Counselor Supplies - 199 PIC 99 - Undistributed - 31-6399 - $200
Strategy 3: School events will be planned and facilitated by the school counselor and teachers to support students' 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.
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
Staff Responsible for Monitoring: Admin, counselor, teachers
Title I:
2.4, 2.5, 2.6, 4.1, 4.2
-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: Student Travel & Transportation - 199 PIC 11 - Instructional Services - 11-6142
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 2025, 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: Admin, Interventionists
Title I:
2.4, 2.5, 2.6
Funding Sources: Substitutes/Overtime/Other Payroll Payments - 199 PIC 99 - Undistributed - 13-6116, 23-6122, 23-6121 - $1,500, PD - Region 4 - 199 PIC 99 -
Undistributed - 23-6329 - $300, Salary Expenses - 211 - Title I, Part A - 13-6116, 13-6119, 31-6116, 31-6199, 31-6142, 61-6116, 61-6119, 61-6121, 61-6125, 61-6129,
61-6142, 61-6146, 11-6119, 11-6141, 11-6142, 11-6129, 11-6143, 11-6146 - $146,460
Strategy 2: Community Circles: Students and teachers will participate in daily Community Circles in to strengthen school connectedness. Community circles may require instructional materials, supplies, and/or technology.
Strategy's Expected Result/Impact: Improved school connectedness, student attendance, and academic outcomes
Staff Responsible for Monitoring: Admin, counselor, teachers
Title I:
2.4, 2.5, 2.6
Strategy 3: Resources: Provide resources to facilitate responsive teaching based on student needs in core subjects - ELA, Math, Science, and Social Studies, and social and emotional learning. 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 school connectedness, student attendance, and academic outcomes
Staff Responsible for Monitoring: Admin, teachers
Title I:
2.4, 2.5, 2.6
Funding Sources: Extra Duty Pay - 199 PIC 11 - Instructional Services - 11-6116 - $1,500, Substitutes - Support Staff - 199 PIC 11 - Instructional Services - 11-6122 -
$1,785, Supplies and Materials - 199 PIC 23 - Special Education - 11-6399 - $900, Tech Equipment/Misc Operating Expense - 199 PIC 30 - At Risk School Wide SCE - 11-6398, 13-6499 - $1,680, Tech Equipment, Other Reading Materials, Library Supplies - 199 PIC 99 - Undistributed - 12-6329, 12-6398, 12-6399 - $1,000
Strategy 4: Response to Intervention: Identify student needs, 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 academic outcomes
Staff Responsible for Monitoring: Admin, teachers
Title I:
2.4, 2.5
Funding Sources: Student Travel and Transportation - 211 - Title I, Part A - 11-6142, 11-6494 - $4,000
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 2025, 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:
2.4, 2.5, 2.6, 4.1, 4.2
-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 5: Effective Instruction
Funding Sources: Employee Travel - 199 PIC 99 - Undistributed - 23-6411, Supplies and Materials[Family Engagement] - 211 - Title I, Part A - 61-6399 - $1,429, Misc. Operating Expense - Family Engagement - 211 - Title I, Part A - 61-6499 - $600
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, all staff
Title I:
2.4, 2.5, 2.6
-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
Funding Sources: Misc. Contract Services/Misc. Operating Expense - 199 PIC 99 - Undistributed - 23-6499, 13-6299, 23-6299, 13-6399 - $1,800, Supplies and Materials - 199 PIC 99 - Undistributed - 52-6399, 23-6399 - $600
Strategy 2: Supplies, materials, and professional development for the clinic and office will be purchased to support the health and safety of Housman students and staff.
Strategy's Expected Result/Impact: Increased student attendance
Staff Responsible for Monitoring: Admin, counselor
Title I:
2.4, 2.5, 2.6
-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
Funding Sources: Supplies & Employee Travel - 199 PIC 99 - Undistributed - 33-6399, 33-6411 - $1,000
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 Committees composed of a cross section of stakeholders to look at matters related to campus safety.
Strategy's Expected Result/Impact: Improved school connectedness, attendance, discipline data, and academic outcomes
Staff Responsible for Monitoring: Admin, all staff
Title I:
2.4, 2.5, 2.6, 4.1
-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
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: Staff training and monthly drills
Strategy's Expected Result/Impact: Safe school environment
Staff Responsible for Monitoring: Admin
Title I:
2.4, 2.5, 2.6
-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
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: Daily meeting with admin assistant to manage budget
Strategy's Expected Result/Impact: Accurate record keeping, timeline compliance
Staff Responsible for Monitoring: Principal, Admin assistant
Title I:
2.4, 2.5, 2.6
-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 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Substitutes | 11-6112 | $1,000.00 |
| 1 | 1 | 1 | Leadership Training | 23-6329 | $8,000.00 |
| 1 | 1 | 2 | Other Payroll Payments | 11-6116 | $0.00 |
| 1 | 2 | 2 | Supplies and Materials | 11-6399 | $15,000.00 |
| 1 | 3 | 1 | Misc. Operating Expense | 11-6499 | $1,000.00 |
| 1 | 3 | 3 | Supplies and Materials | 11-6399 | $2,568.00 |
| 1 | 3 | 3 | Technology Equipment/Software | 11-6397, 11-6398 | $600.00 |
| 1 | 3 | 3 | Other Reading Materials - Magazines & Periodicals | 11-6329, 11-6325 | $201.00 |
| 1 | 3 | 3 | Other Contract Maintenance/Repair/Misc. Contract Services | 11-6249, 11-6299 | $550.00 |
| 1 | 5 | 4 | Substitutes | 11-6112 | $0.00 |
| 2 | 1 | 3 | Student Travel & Transportation | 11-6142 | $0.00 |
| 2 | 2 | 3 | Substitutes - Support Staff | 11-6122 | $1,785.00 |
| 2 | 2 | 3 | Extra Duty Pay | 11-6116 | $1,500.00 |
| Sub-Total | $32,204.00 | ||||
| Budgeted Fund Source Amount | $32,204.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 23 - Special Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 2 | 2 | 3 | Supplies and Materials | 11-6399 | $900.00 |
| Sub-Total | $900.00 | ||||
| Budgeted Fund Source Amount | $900.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 25 - ESL/Bilingual | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 3 | Supplies and Materials - Language Support | 11-6399 | $6,800.00 |
| 1 | 1 | 3 | Other Reading Materials | 11-6329 | $500.00 |
| Sub-Total | $7,300.00 | ||||
| Budgeted Fund Source Amount | $7,300.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 30 - At Risk School Wide SCE | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 2 | 1 | Supplies | 11-6399 | $4,000.00 |
| 1 | 2 | 1 | Other Reading Materials | 13-6329 | $500.00 |
| 1 | 3 | 1 | Other Reading Materials | 11-6329 | $200.00 |
| 2 | 2 | 3 | Tech Equipment/Misc Operating Expense | 11-6398, 13-6499 | $1,680.00 |
| Sub-Total | $6,380.00 | ||||
| Budgeted Fund Source Amount | $6,380.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 99 - Undistributed | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Leadership Training | 23-6329 | $1,000.00 |
| 2 | 1 | 2 | Counselor Supplies | 31-6399 | $200.00 |
| 2 | 2 | 1 | PD - Region 4 | 23-6329 | $300.00 |
| 2 | 2 | 1 | Substitutes/Overtime/Other Payroll Payments | 13-6116, 23-6122, 23-6121 | $1,500.00 |
| 2 | 2 | 3 | Tech Equipment, Other Reading Materials, Library Supplies | 12-6329, 12-6398, 12-6399 | $1,000.00 |
| 2 | 3 | 1 | Employee Travel | 23-6411 | $0.00 |
| 3 | 1 | 1 | Supplies and Materials | 52-6399, 23-6399 | $600.00 |
| 3 | 1 | 1 | Misc. Contract Services/Misc. Operating Expense | 23-6499, 13-6299, 23-6299, 13-6399 | $1,800.00 |
| 3 | 1 | 2 | Supplies & Employee Travel | 33-6399, 33-6411 | $1,000.00 |
| Sub-Total | $7,400.00 | ||||
| Budgeted Fund Source Amount | $7,400.00 | ||||
| +/- Difference | $0.00 | ||||
| 211 - Title I, Part A | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Substitutes | 11-6112 | $1,000.00 |
| 1 | 1 | 1 | Substitutes or Supplies - Revisit Budget | 11-6112 OR 11-6399 | $9,000.00 |
| 1 | 1 | 2 | Misc. Contract Services | 11-6299, 13-6329, 13-6299, 23-6329, 23-6299, 31-6299, 61-6299 |
$1,100.00 |
| 1 | 1 | 3 | Supplies and Materials | 11-6399 | $5,000.00 |
| 1 | 2 | 3 | Software & Technology | 11-6397, 11-6398 | $19,000.00 |
| 1 | 2 | 3 | Supplies and Materials | 11-6399 | $3,000.00 |
| 1 | 3 | 3 | Supplies and Materials | 11-6399 | $3,000.00 |
| 1 | 5 | 3 | Supplies and Materials | 11-6399 | $3,000.00 |
| 1 | 6 | 3 | Supplies and Materials | 11-6399 | $6,291.00 |
| 2 | 2 | 1 | Salary Expenses | 13-6116, 13-6119, 31-6116, 31-6199, 31-6142, 61-6116, 61-6119, 61-6121, 61-6125, 61-6129, 61-6142, 61-6146, 11-6119, 11-6141, 11-6142, 11-6129, 11-6143, 11-6146 |
$146,460.00 |
| 2 | 2 | 4 | Student Travel and Transportation | 11-6142, 11-6494 | $4,000.00 |
| 2 | 3 | 1 | Supplies and Materials[Family Engagement] | 61-6399 | $1,429.00 |
| 2 | 3 | 1 | Misc. Operating Expense - Family Engagement | 61-6499 | $600.00 |
| Sub-Total | $202,880.00 | ||||
| Budgeted Fund Source Amount | $202,880.00 | ||||
| +/- Difference | $0.00 | ||||
| Grand Total Budgeted | $257,064.00 | ||||
| Grand Total Spent | $257,064.00 | ||||
| +/- Difference | $0.00 | ||||