Campus Improvement Plan
Terrace 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
Terrace Elementary School
2025-2026 Campus Improvement Plan
Mission Statement
Everyone at TCE is committed to ensuring high levels of learning for all in a community of respect and through personalized learning experiences. Our team will provide rigorous instruction with immediate response to student data in order to meet the needs of all learners.
Vision
Everyone at TCE will be inspired to love learning and will be empowered to contribute to their community through empathy, knowledge, and creative problem solving.
We cultivate a growth mindset where mistakes are seen as an opportunity to learn. We honor the growth, development and voice of every individual. We provide a safe environment that encourages inquiry, risk-taking and problem solving. We foster open communication and collaboration. We act on opportunities to serve.
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
Terrace Elementary School serves students in grades K-5 in the Spring Branch Independent School District (SBISD).
Enrollment trends showed an increase of 70 students from the 2023–2024 school year to the 2024–2025 school year.
Enrollment Trends:
2024-2025: Enrollment – 457
2023-2024: Enrollment – 387
2022-2023: Enrollment – 383
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Terrace Elementary School have changed slightly compared with previous years with increases in the percentage of African American and Special Education students, and a decrease in the percentage of Hispanic students in the 2024-2025 school year. 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, 29.5% of the students were identified as Emergent Bilingual (EB); 52.7% At-Risk; 3.5% Immigrant; 30.2% of students were identified for special education services; and 8.1% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2024-2025: African American – 43 (9.4%)
2023-2024: African American – 20 (5.2%)
2022-2023: African American – 20 (5.2%)
2024-2025: American Indian-Alaskan Native – *
2023-2024: American Indian-Alaskan Native – *
2022-2023: American Indian-Alaskan Native – 0 (0.0%)
2024-2025: Asian – 20 (4.4%)
2023-2024: Asian – 17 (4.4%)
2022-2023: Asian – 17 (4.4%)
2024-2025: Hispanic – 291 (63.7%)
2023-2024: Hispanic – 269 (69.5%)
2022-2023: Hispanic – 278 (72.6%)
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 – 77 (16.9%)
2023-2024: White – 67 (17.3%)
2022-2023: White – 60 (15.7%)
2024-2025: Two-or-more – 25 (5.5%)
2023-2024: Two-or-more – 13 (3.4%)
2022-2023: Two-or-more – 8 (2.1%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2024-2025: At-Risk – 241 (52.7%)
2023-2024: At-Risk – 222 (57.4%)
2022-2023: At-Risk – 230 (60.0%)
2024-2025: Economically Disadvantaged – 347 (75.9%)
2023-2024: Economically Disadvantaged – 291 (75.2%)
2022-2023: Economically Disadvantaged – 298 (77.8%)
2024-2025: Emergent Bilingual – 135 (29.5%)
2023-2024: Emergent Bilingual – 130 (33.6%)
2022-2023: Emergent Bilingual – 138 (36.0%)
2024-2025: Gifted and Talented – 37 (8.1%)
2023-2024: Gifted and Talented – 30 (7.8%)
2022-2023: Gifted and Talented – 28 (7.3%)
2024-2025: Homeless – 10 (2.2%)
2023-2024: Homeless – *
2022-2023: Homeless – 10 (2.6%)
2024-2025: Immigrant – 16 (3.5%)
2023-2024: Immigrant – 11 (2.8%)
2022-2023: Immigrant – 11 (2.9%)
2024-2025: Migrant – 0 (0.0%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2024-2025: Special Education – 138 (30.2%)
2023-2024: Special Education – 96 (24.8%)
2022-2023: Special Education – 83 (21.7%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2022-2023: 94.6%
2021-2022: 94.6%
2020-2021: 95.5%
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2022-2023: 14.9%
2021-2022: 16.1%
2020-2021: 15.8%
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Demographics Strengths
- Students from various cultures learn and work together.
- Campus systems (Campus-wide PBIS Initiative: class and individual incentives) assist in aligning our PACK Expectations/Behavior Norms.
- 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: The special education population at TCE continues to increase (30% in 2025 vs. 25% in 2024), yet we struggle to find knowledgeable applicants and struggle filling/retaining staff for SPED positions.
Root Cause: We have a large SPED Resource team, 3 self-contained SPED programs, and have increased the number of students in AIM to a level that requires a 2nd AIM teacher. The majority of our SPED team is new to their role and are learning on the job. SPED teachers require more specific training regarding behavior, academic, support for students and data tracking, and is a harder position to fill.
Problem Statement 2: The overall campus attendance for the 2024-2025 school year was 94.52%.
Root Cause: Attendance and tardiness rates are impacting the amount of time our most at risk students are missing instruction. Families don't fully understand the importance of student attendance and ensuring students are arriving on time.
Problem Statement 3: 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. Terrace received students in the 24-25 school year from Spring Shadows Elementary, which impacted reaching our previous goals.
Problem Statement 4: 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.
Problem Statement 5: 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.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Terrace 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 - 77% Approaches; 60% Meets; 29% Masters
2023: 3rd Grade Reading - 80% Approaches; 70% Meets; 39% Masters
2024: 4th Grade Reading - 83% Approaches; 53% Meets; 26% Masters
2023: 4th Grade Reading - 75% Approaches; 54% Meets; 25% Masters
2024: 5th Grade Reading - 77% Approaches; 52% Meets; 33% Masters
2023: 5th Grade Reading - 81% Approaches; 53% Meets; 25% Masters
2024: SPED All Grades Reading - 44% Approaches; 13% Meets; 6% Masters
2023: SPED All Grades Reading - 47% Approaches; 24% Meets; 9% Masters
2024: EB All Grades Reading - 81% Approaches; 60% Meets; 32% Masters
2023: EB All Grades Reading - 80% Approaches; 59% Meets; 27% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Redesign Mathematics passing rates:
2024: 3rd Grade Mathematics - 74% Approaches; 39% Meets; 14% Masters
2023: 3rd Grade Mathematics - 76% Approaches; 35% Meets; 9% Masters
2024: 4th Grade Mathematics - 50% Approaches; 26% Meets; 7% Masters
2023: 4th Grade Mathematics - 54% Approaches; 31% Meets; 18% Masters
2024: 5th Grade Mathematics - 70% Approaches; 43% Meets; 15% Masters
2023: 5th Grade Mathematics - 77% Approaches; 33% Meets; 11% Masters
2024: SPED All Grades Mathematics - 32% Approaches; 6% Meets; 0% Masters
2023: SPED All Grades Mathematics - 33% Approaches; 20% Meets; 9% Masters
2024: EB All Grades Mathematics - 69% Approaches; 42% Meets; 8% Masters
2023: EB All Grades Mathematics - 74% Approaches; 34% Meets; 11% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
- Maintained Student Achievement scores on 3rd grade Math STAAR, with an increase in percentage of students who scored in Masters.
- Primary Grade Reading TX-KEA data showed that 89% of Kindergarten Students ended the year on track
- The daily language target implemented as a part of morning routines in every classroom positively impacted EB growth on TELPAS and STAAR.
- 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. Terrace received students in the 24-25 school year from Spring Shadows Elementary, which impacted reaching our previous goals.
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.
Problem Statement 3: The special education population at TCE continues to increase (30% in 2025 vs. 25% in 2024), yet we struggle to find knowledgeable applicants and struggle filling/retaining staff for SPED positions.
Root Cause: We have a large SPED Resource team, 3 self-contained SPED programs, and have increased the number of students in AIM to a level that requires a 2nd AIM teacher. The majority of our SPED team is new to their role and are learning on the job. SPED teachers require more specific training regarding behavior, academic, support for students and data tracking, and is a harder position to fill.
Problem Statement 4: The overall campus attendance for the 2024-2025 school year was 94.52%.
Root Cause: Attendance and tardiness rates are impacting the amount of time our most at risk students are missing instruction. Families don't fully understand the importance of student attendance and ensuring students are arriving on time.
Problem Statement 5: In the 24-25 school year, Terrace onboarded a significant number of staff. 68% of the Terrace staff had less the 5 years of teaching experience.
Root Cause: The closure of a neighboring school due to budget cuts. The Terrace campus lost a significant number of returning teachers in the 24-25 school year due to programming changes (went from being a bilingual school to non-bilingual).
Problem Statement 6: 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.
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 Terrace 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 – 8.8 FTE (24.8%)
2023-2024: Beginning – 0.0 FTE (0.0%)
2022-2023: Beginning – 3.0 FTE (10.4%)
2024-2025: 1-5 Years – 15.3 FTE (43.1%)
2023-2024: 1-5 Years – 9.0 FTE (34.1%)
2022-2023: 1-5 Years – 7.0 FTE (24.3%)
2024-2025: 6-10 Years – 4.2 FTE (11.8%)
2023-2024: 6-10 Years – 4.0 FTE (15.2%)
2022-2023: 6-10 Years – 3.0 FTE (10.4%)
2024-2025: 11-20 Years – 7.2 FTE (20.3%)
2023-2024: 11-20 Years – 7.4 FTE (28%)
2022-2023: 11-20 Years – 12.8 FTE (44.4%)
2024-2025: Over 20 Years – 0.0 FTE (0.0%)
2023-2024: Over 20 Years – 3.0 FTE (11.4%)
2022-2023: Over 20 Years – 3.0 FTE (10.4%)
2024-2025: Total – 35.5 FTE (100%)
2023-2024: Total – 26.4 FTE (100%)
2022-2023: Total – 28.8 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
- Terrace's number of new teachers in the 25-26 school year is significantly lower than 24-25. The school offers a robust system of training, coaching, and support to all teachers and staff.
- Beginning teachers and staff are assigned a mentor and experienced teachers are assigned an instructional coach for support Leadership development opportunities for staff that would like to advance their career
- Some staff live in the community
- Ongoing team-building activities and staff celebrations are offered through out the school year
- School leaders partner and collaborate with the PTA and other community stakeholders to provide ongoing teacher support and incentives
- Staff surveys indicate teachers feel supported as staff members at Terrace.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: In the 24-25 school year, Terrace onboarded a significant number of staff. 68% of the Terrace staff had less the 5 years of teaching experience.
Root Cause: The closure of a neighboring school due to budget cuts. The Terrace campus lost a significant number of returning teachers in the 24-25 school year due to programming changes (went from being a bilingual school to non-bilingual).
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.
Problem Statement 3: The special education population at TCE continues to increase (30% in 2025 vs. 25% in 2024), yet we struggle to find knowledgeable applicants and struggle filling/retaining staff for SPED positions.
Root Cause: We have a large SPED Resource team, 3 self-contained SPED programs, and have increased the number of students in AIM to a level that requires a 2nd AIM teacher. The majority of our SPED team is new to their role and are learning on the job. SPED teachers require more specific training regarding behavior, academic, support for students and data tracking, and is a harder position to fill.
Problem Statement 4: 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. Terrace received students in the 24-25 school year from Spring Shadows Elementary, which impacted reaching our previous goals.
Problem Statement 5: 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.
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Terrace 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
Terrace 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. Terrace 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
- Parents are responsive to communication from the school.
- Weekly classroom and school-wide 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.
- Partner with PTA to host events that support all Terrace students.
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.
Problem Statement 3: The overall campus attendance for the 2024-2025 school year was 94.52%.
Root Cause: Attendance and tardiness rates are impacting the amount of time our most at risk students are missing instruction. Families don't fully understand the importance of student attendance and ensuring students are arriving on time.
Problem Statement 4: 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. Terrace received students in the 24-25 school year from Spring Shadows Elementary, which impacted reaching our previous goals.
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. Terrace Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2026, Terrace 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 3 percentage points in masters.
2024-25: Reading: 69% (approaches), 49% (meets), 22% (masters); Math: 55% (approaches), 27% (meets), 11% (masters)
2023-24: Reading: 79% (approaches), 55% (meets), 29% (masters); Math: 66% (approaches), 36% (meets), 12% (masters)
2022-23: Reading: 78% (approaches), 59% (meets), 29% (masters); Math: 68% (approaches), 33% (meets), 13% (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: Terrace has made tight and aligned intervention a priority this year at Terrace. Terrace now employs 2 full time Interventionists who (alongside teachers and other specialists) will pull students for targeted Tier 2 and Tier 3 during the intervention block every day with a focus on flexible grouping. Additionally, Terrace was able to finally fill the vacant position of Math Instructional Specialist this year. Finally, Terrace has realigned our master schedule so that it now includes a daily 45 minute intervention, where first instruction stops and all students are working in small groups with targeted goals. Frequent progress monitoring checks are pre-calendared and all data is kept in a tracker.
Strategy's Expected Result/Impact: Increase student performance as measured on STAAR results
Staff Responsible for Monitoring: Instructional coaches, Interventionists, CAIS, Teachers, Assistant Principal and Principal
Title I:
2.51, 2.52, 2.53, 2.533
- TEA Priorities:
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 5: Effective Instruction
Funding Sources: Substitutes- Support Staff - 199 PIC 11 - Instructional Services - 199.11.6122.000.122.11.0.122 - $1,890, Supplies and Materials - 199 PIC 11 - Instructional Services - 199.11.6399.000.122.11.0.122 - $13,588, Student Transportation - 199 PIC 11 - Instructional Services - 199.11.6494.000.122.11.0.122 - $300, Sub/ Hr Sup Person - 199 PIC 11 - Instructional Services - 199.11.6125.000.122.11.0.122 - $0, Medicare - 199 PIC 11 - Instructional Services - 199.11.6141.000.122.11.0.122 - $0, Workers Comp - 199 PIC 11 - Instructional Services - 199.11.6143.000.122.11.0.122 - $0, Teacher Retirement - 199 PIC 11 - Instructional Services - 199.11.6146.000.122.11.0.122 - $0, Misc Contract Services - 199 PIC 11 - Instructional Services - 199.11.6299.505.122.11.0.122 - $0, Substitutes- Professional Staff - 199 PIC 36 - Early Education - 199.11.6112.000.122.36.0.122 - $3,000, Misc Contract Services - 199 PIC 36 - Early Education - 199.11.6299.505.122.36.0.122 - $0, Teacher & Prof Salary - 211 - Title I, Part A - 211.11.6119.000.122.30.0.000.FBG26 - $32,638, Medicare - 211 - Title I, Part A - 211.11.6141.000.122.30.0.000.FBG26 - $473, Employer Contribution - 211 - Title I, Part A - 211.11.6142.000.122.30.0.000.FBG26 - $2,436, Workers Comp - 211 - Title I, Part A - 211.11.6143.000.122.30.0.000.FBG26 - $110, Teacher Retirement - 211 - Title I, Part A - 211.11.6146.000.122.30.0.000.FBG26 - $3,851
Strategy 2: Consistent implementation of Math Curriculum, including structured independent practice and the use of
numeracy-based educational technology resources. Teachers will differentiate instruction and provide targeted interventions through data-driven and pre-planned small groups. Provide opportunities for teachers to improve their practice and ensure targeted instruction by working collaboratively as a Professional Learning Community. Utilize our full-time math/science specialist and interventionists to increase academic achievement. Funds may be used to purchase all materials, books, and resources for instruction as well as professional development, consultant fees, substitutes, and any other math resources needed.
Strategy's Expected Result/Impact: Increase student performance as measured on formative assessments, summative assessments, and STAAR.
Staff Responsible for Monitoring: Instructional coaches, Interventionists, CAIS, Teachers, Assistant Principal and Principal
Title I:
2.51, 2.52, 2.53, 2.533, 2.534
- TEA Priorities:
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 5: Effective Instruction
Performance Objective 2 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Terrace Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: STUDENT GROWTH: By June 2026, Terrace Elementary School will increase the percentage of annual growth points earned by students demonstrating STAAR academic growth in reading language arts and math by 2 percentage points or ≥ to 85%.
2024-25: 50 School Progress-Annual Growth RLA and Math Score
2023-24: 61 School Progress-Annual Growth RLA and Math Score
2022-23: 58 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: Utilize the 2 full time Interventionists who (alongside teachers and other specialists) will pull students for targeted Tier 2 and Tier 3 during the intervention block every day with a focus on flexible grouping. Lean on experience/expertise of Math Instructional Specialist this year. Terrace has realigned our master schedule so that it now includes a daily 45 minute intervention, where first instruction stops and all students are working in small groups with targeted goals. Frequent progress monitoring checks are pre-calendared and all data is kept in a tracker.
Strategy's Expected Result/Impact: Increase student performance as measured on STAAR results.
Staff Responsible for Monitoring: Instructional coaches, Interventionists, CAIS, Teachers, Assistant Principal and Principal
Title I:
2.51, 2.52, 2.53, 2.533, 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
Performance Objective 3 - RELATIVE PERFORMANCE
Goals
Goal 1: STUDENT ACHIEVEMENT. Terrace Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: RELATIVE PERFORMANCE: By June 2026, Terrace Elementary School will increase its relative performance scale score.
2024-25: 63 Scale Score
2023-24: 78 Scale Score
2022-23: 80 Scale Score
Evaluation Data Sources: Accountability Report Domain 2 B
Strategy 1: Utilize the 2 full time Interventionists who (alongside teachers and other specialists) will pull students for targeted Tier 2 and Tier 3 during the intervention block every day with a focus on flexible grouping. Lean on experience/expertise of Math Instructional Specialist this year. Terrace has realigned our master schedule so that it now includes a daily 45 minute intervention, where first instruction stops and all students are working in small groups with targeted goals. Frequent progress monitoring checks are pre-calendared and all data is kept in a tracker.
Strategy's Expected Result/Impact: Increase student performance as measured on STAAR results.
Staff Responsible for Monitoring: Instructional coaches, Interventionists, CAIS, Teachers, Assistant Principal and Principal
Title I:
2.51, 2.52, 2.533
- TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
- 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: Travel- Employees - 199 PIC 99 - Undistributed - 199.12.6411.000.122.99.0.122 - $300, Miscellaneous Operating Expenses - 199 PIC 99 - Undistributed - 199.13.6499.000.122.99.0.122 - $2,000, Substitutes- Support Staff - 199 PIC 99 - Undistributed - 199.23.6122.000.122.99.0.122 - $300, Technology Equipment - 199 PIC 99 - Undistributed - 199.23.6398.000.122.99.0.122 - $1,000, Misc. Contracted Services - 199 PIC 99 - Undistributed - 199.13.6299.000.122.99.0.122 - $0, Supply- Office - 199 PIC 99 - Undistributed - 199.23.6399.000.122.99.0.122 - $1,000, Other Supply- Lib - 199 PIC 99 - Undistributed - 199.12.6399.000.122.99.0.122 - $0, Misc Contract Services - 199 PIC 99 - Undistributed - 199.23.6299.000.122.99.0.122 - $500, Travel- Employee - 199 PIC 99 - Undistributed - 199.23.6411.000.122.99.0.122 - $500, Misc Operating Expense - 199 PIC 99 - Undistributed - 199.23.6499.000.122.99.0.122 - $500, Supply- Counselor - 199 PIC 99 - Undistributed - 199.31.6399.000.122.99.0.122 - $300, Supply- Clinic - 199 PIC 99 - Undistributed - 199.33.6399.000.122.99.0.122 - $1,000, Sub/HR Support Personnel - 199 PIC 99 - Undistributed - 199.36.6125.000.122.99.0.122 - $500
Performance Objective 4 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Terrace Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: CLOSING THE GAPS: By June 2026, Terrace 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 25 component points.
2024-25: 15 of 32 Academic Achievement Points Met; 46.9% Component Points
2023-24: 16 of 32 Academic Achievement Points Met; 50.0% Component Points
2022-23: 12 of 32 Academic Achievement Points Met; 37.5% 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: Involve parents and families in Terrace's "Big Rocks: Math Problem Solving, Writing Across the Curriculum and Tier 1 Behavior Support" in Parent and Family Engagement events throughout the year. Data disaggregation and analysis will be conducted after assessments for all students including special programs. Data check points will be established and interventions will be conducted. Students will keep track of their own progress through their PAWS (intervention) binders.
Strategy's Expected Result/Impact: Increase student performance as measured on STAAR results.
Staff Responsible for Monitoring: Instructional coaches, Interventionists, CAIS, Teachers, Assistant Principal and Principal
Title I:
2.51, 2.52, 2.53, 2.531, 2.533
- ESF Levers:
Lever 3: Positive School Culture
Strategy 2: Data disaggregation and analysis will be conducted after assessments for all students including special programs. Data check points will be established and interventions will be conducted. Students will keep track of their own progress.
Strategy's Expected Result/Impact: Increased student academic growth as indicated in local and state assessments.
Staff Responsible for Monitoring: CAIS, Instructional Coaches, Assistant Principal and Principal.
Title I:
2.51, 2.52, 2.53, 2.532
- TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Funding Sources: Supplies and Materials - 199 PIC 30 - At Risk School Wide SCE - 199.11.6399.000.122.30.0.122 - $6,466, Miscellaneous Operating Expenses - 199 PIC 30 - At Risk School Wide SCE - 199.11.6499.000.122.30.0.122 - $0, Teacher & Salary - 211 - Title I, Part A - 211.31.6119.000.122.30.0.000.FBG26 - $80,933, Medicare - 211 - Title I, Part A - 211.31.6146.000.122.30.0.000.FBG26 - $1,174, Employer Contribution - 211 - Title I, Part A - 211.31.6142.000.122.30.0.000.FBG26 - $4,428, Workers Comp - 211 - Title I, Part A - 211.31.6143.000.122.30.0.000.FBG26 - $388, Teacher Retirement - 211 - Title I, Part A - 211.31.6146.000.122.30.0.000.FBG26 - $9,550
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Terrace 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 59%
2023-24: TELPAS Progress Rate 57%
2022-23: TELPAS Progress Rate 68% (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: Teachers will use the Proficiency Language Descriptors (PLDs) to track student progress on all language domains (Listening, Speaking, Reading, & Writing). Teachers will target language development to increase students' English language acquisition.
Strategy's Expected Result/Impact: The rate of students increasing at least one composite score level on the TELPAS assessment will meet or exceed the expected growth
Staff Responsible for Monitoring: Instructional Coaches, Interventionists, Teachers, Instructional Paras, Media Center Assistant, Assistant Principal, and Principal.
Title I:
2.51, 2.532
Funding Sources: Supply- Bil - 199 PIC 25 - ESL/Bilingual - 199.11.6399.000.122.25.0.122 - $2,680
Performance Objective 6 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Terrace Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: EARLY LITERACY: By June 2026, Terrace 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: Teachers will implement the district curriculum. Ongoing assessment and checkpoints will be conducted. Teachers and support personnel will provide interventions to students. Intervention time will be integrated in the master schedule and during small group instruction. Additional support may be implement after school.
Strategy's Expected Result/Impact: The percentage of students reading on grade level will increase as measured by formative and summative assessments.
Staff Responsible for Monitoring: Instructional Coaches, Interventionists, Teachers, Instructional Paras, Media Center Assistant, Assistant Principal, and Principal.
Title I:
2.51, 2.52
- TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing
Funding Sources: Other Payroll Payments - 211 - Title I, Part A - 211.11.6116.000.122.30.0.000.FBG26 - $10,000
Performance Objective 7 - EARLY NUMERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Terrace Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 7: EARLY NUMERACY: By June 2026, Terrace Elementary School will increase the percentage of K-2 students on track to be on grade level in foundational math skills by 5 percentage points or ≥ 80%.
Evaluation Data Sources: End of Year (EOY) K-2 Math Progress Monitoring
Strategy 1: Increase the percentage of students on track to be on grade level in foundational math skills as measured in district assessments. Measured by in class formal and informal assessments. Campus will utilize collective efficacy of staff during PAWS time (Intervention Block), goal setting and data tracking.
Strategy's Expected Result/Impact: Increase the percentage of students on track to be on grade level in foundational math skills as measured in district assessments.
Staff Responsible for Monitoring: Instructional Coaches, Interventionists, Teachers, Instructional Paras, Assistant Principal, and Principal.
Title I:
2.51, 2.52
- 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 5: Effective Instruction
Performance Objective 8 - ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Terrace Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 8: ADVANCED COURSES: By June 2026, Terrace 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: Increase the number of students taking advanced Math courses. Parent training will be provided to increase the number of students participating in credit by exam. Enrichment and differentiation will be provided during small group instruction based on data.
Strategy's Expected Result/Impact: Increased Math scores and the number of students participating in credit by exam courses.
Staff Responsible for Monitoring: School Counselor, CAIS, Instructional Coaches, Interventionists, Teachers, Assistant Principal and Principal.\
Title I:
2.51, 2.52, 2.532
- TEA Priorities:
Connect high school to career and college
- ESF Levers:
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. Terrace 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, Terrace 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: Promote Collective Greatness & increase parental involvement by conducting Title I activities to build stakeholder capacity in accessing resources to support their children. Evidence: Campus calendar and Newsletters.
Strategy's Expected Result/Impact: Build parent capacity and increase student academic achievement.
Staff Responsible for Monitoring: Principals and ILT Team
Title I:
2.53, 2.531
- ESF Levers:
Lever 3: Positive School Culture
Funding Sources: Misc Operating Expense - 199 PIC 99 - Undistributed - 199.61.6499.000.122.99.0.122 - $700, Other Reading Materials - 211 - Title I, Part A - 211.61.6329.000.122.30.0.000.FBG26 - $700, Supply/ Material - 211 - Title I, Part A - 211.61.6399.000.122.30.0.000.FBG26 - $500, Misc Operating Expense - 211 - Title I, Part A - 211.61.6499.000.122.30.0.000.FBG26 - $769
Performance Objective 2 - INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Terrace Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 2: INTERVENTIONS: By June 2026, Terrace Elementary School will implement TIER interventions with students identified as needing academic or behavioral supports.
Evaluation Data Sources: Multiple measures
Strategy 1: Purchase materials and supplies that will enhance student achievement in all content areas. Including but not limited to manipulatives, science materials, books, student consumable workbooks, small group instructional materials, professional books/resources, teacher materials, resources, and PBIS resources.
Strategy's Expected Result/Impact: Increase student achievement results on district and state assessments.
Staff Responsible for Monitoring: Principals, ILT and PBIS Committee
Title I:
2.51, 2.52, 2.53
Funding Sources: Supplies and Materials - 211 - Title I, Part A - 211.11.6399.000.122.30.0.000.FBG26 - $47,100, Substitute- Support Staff - 199 PIC 23 - Special Education - 199.11.6122.000.122.23.0.122 - $300, Supplies and Materials - 199 PIC 23 - Special Education - 199.11.6399.000.122.23.0.122 - $930, Software - 211 - Title I, Part A - 211.11.6397.000.122.30.0.000.FBG26 - $1,850, Misc Contract Services - 199 PIC 23 - Special Education - 199.11.6299.505.122.23.0.122 - $0
Strategy 2: Implement PBIS (Positive Behavior Intervention Systems) to develop ethical and service-minded students. Implement student leadership opportunities for intermediate students.
Strategy's Expected Result/Impact: Increased number of opportunities for student and staff leadership.
Staff Responsible for Monitoring: PBIS Guiding Coalition, Principal and Assistant Principal
Title I:
2.53, 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 3: Positive School Culture, Lever 5: Effective Instruction
Performance Objective 3 - STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Terrace Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 3: STUDENT ATTENDANCE: By June 2026, student attendance at Terrace Elementary School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data and Texas Academic Performance Report
Strategy 1: We will partner closer with CIS so that we can be more proactive and positive with our families to get them to attend school.
Strategy's Expected Result/Impact: Improved attendance percentage
Staff Responsible for Monitoring: ADA, Assistant Principal, Principal, Counselor and CIS
Title I:
2.53
- 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. Terrace 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: Continue to implement PBIS and PACK Expectations in all areas of the school (i.e., classroom,
hallways, playground, specials, assemblies, etc.). Formation of the TCE PBIS Guiding Coalition including frequent meetings and reviewing of behavior expectations.
Strategy's Expected Result/Impact: Smaller amount of discipline referrals and students new to the campus will feel a part of the community and will understand the common language we use around campus behavior expectations.
Staff Responsible for Monitoring: PBIS Guiding Coalition, Team Leaders, members of ILT, Teachers
Title I:
2.531, 2.533, 2.534
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Terrace 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. Terrace 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. Terrace 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
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Misc Contract Services | 199.11.6299.505.122.11.0.122 | $0.00 |
| 1 | 1 | 1 | Student Transportation | 199.11.6494.000.122.11.0.122 | $300.00 |
| 1 | 1 | 1 | Supplies and Materials | 199.11.6399.000.122.11.0.122 | $13,588.00 |
| 1 | 1 | 1 | Teacher Retirement | 199.11.6146.000.122.11.0.122 | $0.00 |
| 1 | 1 | 1 | Substitutes- Support Staff | 199.11.6122.000.122.11.0.122 | $1,890.00 |
| 1 | 1 | 1 | Sub/ Hr Sup Person | 199.11.6125.000.122.11.0.122 | $0.00 |
| 1 | 1 | 1 | Workers Comp | 199.11.6143.000.122.11.0.122 | $0.00 |
| 1 | 1 | 1 | Medicare | 199.11.6141.000.122.11.0.122 | $0.00 |
| Sub-Total | $15,778.00 | ||||
| Budgeted Fund Source Amount | $15,778.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 23 - Special Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 2 | 2 | 1 | Substitute- Support Staff | 199.11.6122.000.122.23.0.122 | $300.00 |
| 2 | 2 | 1 | Supplies and Materials | 199.11.6399.000.122.23.0.122 | $930.00 |
| 2 | 2 | 1 | Misc Contract Services | 199.11.6299.505.122.23.0.122 | $0.00 |
| Sub-Total | $1,230.00 | ||||
| Budgeted Fund Source Amount | $1,230.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 25 - ESL/Bilingual | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 5 | 1 | Supply- Bil | 199.11.6399.000.122.25.0.122 | $2,680.00 |
| Sub-Total | $2,680.00 | ||||
| Budgeted Fund Source Amount | $2,680.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 30 - At Risk School Wide SCE | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 4 | 2 | Supplies and Materials | 199.11.6399.000.122.30.0.122 | $6,466.00 |
| 1 | 4 | 2 | Miscellaneous Operating Expenses | 199.11.6499.000.122.30.0.122 | $0.00 |
| Sub-Total | $6,466.00 | ||||
| Budgeted Fund Source Amount | $6,466.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 36 - Early Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Substitutes- Professional Staff | 199.11.6112.000.122.36.0.122 | $3,000.00 |
| 1 | 1 | 1 | Misc Contract Services | 199.11.6299.505.122.36.0.122 | $0.00 |
| Sub-Total | $3,000.00 | ||||
| Budgeted Fund Source Amount | $3,000.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 99 - Undistributed | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 3 | 1 | Miscellaneous Operating Expenses | 199.13.6499.000.122.99.0.122 | $2,000.00 |
| 1 | 3 | 1 | Travel- Employee | 199.23.6411.000.122.99.0.122 | $500.00 |
| 1 | 3 | 1 | Travel- Employees | 199.12.6411.000.122.99.0.122 | $300.00 |
| 1 | 3 | 1 | Supply- Clinic | 199.33.6399.000.122.99.0.122 | $1,000.00 |
| 1 | 3 | 1 | Misc. Contracted Services | 199.13.6299.000.122.99.0.122 | $0.00 |
| 1 | 3 | 1 | Misc Operating Expense | 199.23.6499.000.122.99.0.122 | $500.00 |
| 1 | 3 | 1 | Supply- Office | 199.23.6399.000.122.99.0.122 | $1,000.00 |
| 1 | 3 | 1 | Technology Equipment | 199.23.6398.000.122.99.0.122 | $1,000.00 |
| 1 | 3 | 1 | Substitutes- Support Staff | 199.23.6122.000.122.99.0.122 | $300.00 |
| 1 | 3 | 1 | Sub/HR Support Personnel | 199.36.6125.000.122.99.0.122 | $500.00 |
| 1 | 3 | 1 | Misc Contract Services | 199.23.6299.000.122.99.0.122 | $500.00 |
| 1 | 3 | 1 | Supply- Counselor | 199.31.6399.000.122.99.0.122 | $300.00 |
| 1 | 3 | 1 | Other Supply- Lib | 199.12.6399.000.122.99.0.122 | $0.00 |
| 2 | 1 | 1 | Misc Operating Expense | 199.61.6499.000.122.99.0.122 | $700.00 |
| Sub-Total | $8,600.00 | ||||
| Budgeted Fund Source Amount | $8,600.00 | ||||
| +/- Difference | $0.00 | ||||
| 211 - Title I, Part A | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Employer Contribution | 211.11.6142.000.122.30.0.000.FBG26 | $2,436.00 |
| 1 | 1 | 1 | Workers Comp | 211.11.6143.000.122.30.0.000.FBG26 | $110.00 |
| 1 | 1 | 1 | Teacher & Prof Salary | 211.11.6119.000.122.30.0.000.FBG26 | $32,638.00 |
| 1 | 1 | 1 | Medicare | 211.11.6141.000.122.30.0.000.FBG26 | $473.00 |
| 1 | 1 | 1 | Teacher Retirement | 211.11.6146.000.122.30.0.000.FBG26 | $3,851.00 |
| 1 | 4 | 2 | Teacher & Salary | 211.31.6119.000.122.30.0.000.FBG26 | $80,933.00 |
| 1 | 4 | 2 | Employer Contribution | 211.31.6142.000.122.30.0.000.FBG26 | $4,428.00 |
| 1 | 4 | 2 | Teacher Retirement | 211.31.6146.000.122.30.0.000.FBG26 | $9,550.00 |
| 1 | 4 | 2 | Workers Comp | 211.31.6143.000.122.30.0.000.FBG26 | $388.00 |
| 1 | 4 | 2 | Medicare | 211.31.6146.000.122.30.0.000.FBG26 | $1,174.00 |
| 1 | 6 | 1 | Other Payroll Payments | 211.11.6116.000.122.30.0.000.FBG26 | $10,000.00 |
| 2 | 1 | 1 | Supply/ Material | 211.61.6399.000.122.30.0.000.FBG26 | $500.00 |
| 2 | 1 | 1 | Misc Operating Expense | 211.61.6499.000.122.30.0.000.FBG26 | $769.00 |
| 2 | 1 | 1 | Other Reading Materials | 211.61.6329.000.122.30.0.000.FBG26 | $700.00 |
| 2 | 2 | 1 | Supplies and Materials | 211.11.6399.000.122.30.0.000.FBG26 | $47,100.00 |
| 2 | 2 | 1 | Software | 211.11.6397.000.122.30.0.000.FBG26 | $1,850.00 |
| Sub-Total | $196,900.00 | ||||
| Budgeted Fund Source Amount | $196,900.00 | ||||
| +/- Difference | $0.00 | ||||
| Grand Total Budgeted | $234,654.00 | ||||
| Grand Total Spent | $234,654.00 | ||||
| +/- Difference | $0.00 | ||||
Addendum
Campus Report Card 2023-2024 (Delayed)