humble independent school district “focus on … · carla godoy, student body president of...
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HUMBLE INDEPENDENT SCHOOL DISTRICT “FOCUS ON LEARNING”
REGULAR MEETING OF THE BOARD OF TRUSTEES
Notice is hereby given that a regular meeting of the Board of Trustees will be held on Tuesday, November 8, 2016 at 6:00 p.m. The meeting will be held in the Board Room at 20200 Eastway Village, Humble, Texas. The subjects to be discussed or considered or upon which any formal action might be taken are as follows:
Call to order – 6:00 p.m.
Adjourn to Closed Session
Section 551.074 Personnel – Deliberate appointment, employment, evaluation, re-assignment, duties, discipline or dismissal of a public employee.
Section 551.071 Consultation with Attorney for legal advice, opinion and recommendations.
Section 551.082 Student Expulsions
Section 551.072 Real Estate
If, during the course of the meeting covered by this notice, the Board should determine that a closed session of the Board should be held or is required in relation to any item included in this notice, then such closed session as authorized by Section 551.001 et. seq. of the Texas Government Code (the Open Meetings Act) will be held by the Board at that date, hour and place given in this notice or as soon after the commencement of the meeting covered by this notice as the Board may conveniently meet in such closed session concerning any and all subjects and for any and all purposes permitted by Sections 551.071 – 551.084, inclusive, of the Open Meetings Act
Reconvene Regular Session – 7:00 p.m.
Welcome and introduction of Board and administration
Pledge of Allegiance
Salute to the Texas flag
Moment of Silence
Commendations and Recognitions
Questions and comments by patrons or employees of the district regarding agendaitems or any other matters
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Comments by individual Board Members (may include, but are not limited to, expressions of thanks, congratulations, or condolence; information regarding holiday schedules; an honorary or salutary recognition of a public official, public employee, or other citizen; reminders about an upcoming event organized or sponsored by the District; and/or information regarding a social, ceremonial, or community event that was attended or is scheduled to be attended by a Trustee or a member of the District)
Comments by the Administration
Superintendent regarding student issues, staff issues, facilities issues, funding issues, safe and secure campus issues and Board and district events
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BOARD ACTION AGENDA
Action: Closed Session
Consideration of and action on items addressed in Closed Session a) Approval of personnel recommendations b) Consideration of Student Expulsions
Action: Minutes
Consideration of minutes for the regular Board meeting held on October 11, 2016.
Update: Board Associations and Committees
Audit Committee Board and Superintendent Evaluation Process & Goals Committee Building and Planning Committee Education Foundation Finance Committee Kingwood Super Neighborhood Council Legislative Committee Program Committee Technology and Data Governance Committee
Action: Consent Agenda
Consideration of items placed on the consent agenda
1. GOVERNANCE REPORTS AND CONSIDERATIONS:
There are no items under this title this month. 2. SUPERINTENDENT’S DIVISION REPORTS, CONSIDERATIONS AND
PURCHASES:
A. Action: Western States, Simplex/Grinnell, Fire Life Safety of America, Others (Purchasing working on locating other vendor with TXMAS/Buy Board for services)
ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve the listed goods and services for the service of the sprinkler systems, fire alarm systems and extinguisher for all campuses, the replacement and service of kitchen vent hood systems and fire extinguishers. This is for repairing all safety system issues.
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B. Action: Interlocal Agreement Between Education Service Center Region 12
and Humble ISD
ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve the Interlocal Agreement between Education Service Center (ESC) Region 12 and Humble ISD for the purpose of purchasing Thoughexchange software by Fulcrum Management Solutions Inc. awarded through the ESC Region 12 Purchasing Cooperative.
3. LEARNING DIVISION REPORTS, CONSIDERATIONS AND PURCHASES:
A. Action: Targeted Improvement Plan
ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve the Target Improvement Plan for River Pines Elementary and Park Lakes Elementary Schools for the 2016-17 school year.
4. FINANCIAL SERVICES DIVISION REPORTS, CONSIDERATIONS AND
PURCHASES: A. Action: Comprehensive Annual Financial Report for the Year Ended June
30, 2016, Single Audit Report for the Year Ended June 30, 2016, and Awards for the Year Ended June 30, 2015, with Consideration of the Independent Auditors’ Report included in the Comprehensive Annual Financial Report.
ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve the Independent Auditors’ Report by Whitley Penn, LLC, included in the Comprehensive Annual Financial Report for the year ended June 30, 2016.
B. Action: Budgetary Transfers, Amendments and Resolution for Commitments of Fund Balance
ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve the budgetary amendments and the Resolution for Commitments of Fund Balance as described in the accompanying attachments.
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C. Information: Financial Services Reports Tax Collection Report Cash and Investment Reports Schedule of Revenues & Expenditures Report Construction in Progress Summary Report
5. HUMAN RESOURCES REPORTS, CONSIDERATIONS AND PURCHASES:
There are no items under this title this month.
6. SUPPORT SERVICES DIVISION REPORTS, CONSIDERATIONS AND
PURCHASES: There are no items under this title this month.
7. DISTRICT-WIDE REPORTS, CONSIDERATIONS AND PURCHASES:
A. Action: Goods, Professional Services, and Non-Construction Services
Exceeding $50,000 in the Aggregate or $25,000 Individually
ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve the listing of vendors and related estimated total annual costs for contract awards and renewals from which the District will purchase goods, professional services and/or non-construction services that are estimated to exceed $50,000 in the aggregate or $25,000 individually for the 2016-17 fiscal year.
8. FUTURE BOARD BUSINESS:
Consideration of and action on topics for future Board business: a) Posted agenda items requiring Board action b) Posted agenda items for information, with no action required c) Written reports, with no posting or discussion planned d) Appointment of Board committees or representatives
Adjournment
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This notice is given pursuant to Section 551.001 et.seq.of the Government Code. Dated: November 8, 2016 S/ _______________________________________
Heath Rushing, Board Secretary
Note: Copies of attachments and other documentation may be requested from Beverly Aden in the Superintendent’s Office at 281-641-8001. Full documentation of the items considered by the Board may be viewed on the Humble ISD web site on the day following the Board meeting at www.humble.k12.tx.us.
HUMBLE INDEPENDENT SCHOOL DISTRICT REGULAR MEETING OF THE BOARD OF TRUSTEES
The Humble Board of Trustees held the regular meeting on October 11, 2016 at 6:00 p.m. in the Board Room, 20200 Eastway Village Drive, Humble, Texas.
Board Members Present: Keith Lapeze Angela Conrad Heath Rushing Charles Cunningham Nancy Morrison Brent Engelage Robert Sitton
Staff Members Present: Elizabeth Fagen, Beverly Aden, Tommy Price, Mike Seale, Roger Brown, Rick Gardner, Carol Atwood, Trey Kraemer, Melissa Hayhurst, Cathy Airola, Deborah Yocham, Reggie Boone, Shelley Vineyard, Ida Schultze, Jamie Mount, Jerri Monbaron, Shawn Facaine, Kirsten Allman, Solomon Cook, Jonathan Frey, Deborah Connors, Yvonne Harris, Jeff Prowell, Andrew Anderson, Kakie Palmer, April Maldonado, Lumara Blanco, Jennifer Sitton, Kim Bayles, Diane Zelezinski, Melissa Christensen, Kristy Vanette, Laurie Taska, Debbie Beard, Yvonne Stroud, Karen Weeks, James Hall, Melody James, Ginger Ramer
The Board met at 6:05 p.m. and adjourned to hear items posted for closed session at 6:08 p.m.
The regular meeting was called back to order at 6:10 p.m. by Mr. Lapeze to hear the 2016 State Financial Management report – Schools FIRST for the Year Ending June 30, 2015 report given by Ida Schultz. Ms. Schultz reviewed the mandated disclosures and spoke on the new revisions of the 6/30/15 brief. The district scored 100%.
The Board adjourned to hear items posted for close session at 6:16 p.m.
The regular meeting was called back to order at 7:03 p.m. by Mr. Lapeze.
COMMENDATIONS AND RECOGNITIONS
Inspiring Moments - presented by: Public Information Department. The Inspiring Moments featured a look at education through the years in a video. Timbers Elementary School Principal Luci Schultz and Timbers teacher Kasandra Elvir were thanked for welcoming the Superintendent and Public Information Department into a highly student-centered and engaging first-grade classroom for filming.
The Fall Creek Principal Yvonne Stroud was recognized for her school’s participation.
Dr. Fagen spoke about the district wide initiative where the community can participate through an on-line engagement experience to determine a community wide vision. Humble ISD can begin aligning our district plans to the goals and targets generated by our community. Cathy Airola and Deborah Yocham introduced the Teachers of the Year from the district’s elementary schools and presented them with a plaque. Elementary Teachers of the Year for 2016-2017 Atascocita Springs – Jennifer King Maplebrook – Wendy Walker Bear Branch – Meghan Goodman North Belt – Lorena Curiel Deerwood – Donna Acosta Oak Forest – DeLynn Buchanan Eagle Springs – Samesia Hamlett Oaks – Helen Suan Elm Grove – Sarah Watson Park Lakes – Darrell Rogers Fall Creek – Aaron Austin Pine Forest – Jennifer Howard Foster – Kelly Tomasino Ridge Creek – Patrick Andrus Greentree – Julia Arcuri River Pines – Beatriz Anaya Hidden Hollow – Glenda Carlos Shadow Forest – Julie Chriswell Humble – Giselle Torres Summerwood – Courtney Breeding Jack Fields – Maria Teros Timbers – Laura Smith Lakeland – Sarah Szczepaniec Whispering Pines – Meredith Seiler Lakeshore – Courtney Turner Willow Creek – Joylyn Trigg Woodland Hills – Samantha Morgenroth The Education Foundation sponsored this month’s Super Staffer awards and awarded the finalists with a gift card. Three winners were recognized for their outstanding service to the position they hold and for going above and beyond in their day to day responsibilities. This month’s awards were presented to: Super Staffer Awards Elementary winner - Emily Warnack, Pine Forest Elementary Secondary winner – Ashley Gibson, Summer Creek High School Support Staff – Jose Vega, Transportation Department Other Jerri Monbaron recognized Jay Gonzales, Public Affairs Specialist of Kroger. Kroger’s Backpack Boosters program provides individual supply kits to students in districts and Humble ISD was fortunate to be selected as a district recipient of this endeavor. Over 6,100 individual supply kits were donated to Humble ISD valued at $43,973. Community partner Memorial Hermann Northeast’s program “Partners in Caring” was recognized for their consistent support in donating school supplies to Humble ISD students. An appreciation plaque was presented to Memorial Herman Northeast
colleagues Noel Cardenas, Vice President of Operations and Tricia Racine, Director of Business Development.. QUESTIONS AND COMMENTS BY PATRONS OR EMPLOYEES OF THE DISTRICT
Carla Godoy, Student Body President of Kingwood High School welcomed Dr. Fagen to the district and invited her to Kingwood High School’s Homecoming events on October 21-22, and Anna Larson, FFA with the Floral Design program, along with Kalen Boylston and Hayden Livaudias presented Dr. Fagen with a “Texas Size” mum. COMMENTS BY INDIVIDUAL BOARD MEMBERS
The Trustees extended congratulations to the elementary Teachers of The Year winners and to the winners of the Super Staffers awards. The Trustees recognized their hard work and thanked them for representing the District so well. In addition, the Trustees expressed their excitement for the new vision and future of the district. The Trustees noted that the Inspiring Moment video eloquently captured the direction we are heading. COMMENTS BY THE SUPERINTENDENT
Dr. Fagen stated that she has visited about half the schools in the District so far and getting to know the people and community has been great. She thanked the Board of Trustees for being very supportive and thanked the schools for being so welcoming and being able to see what learning looks like. She thanked the students of Kingwood High School for the mum presentation and invitation to Homecoming. She extended her congratulations to the Teacher of the Year award recipients last month and this month along with the Super Staffers recognized and winners of that award. ACTION ITEMS FROM CLOSED SESSION
PERSONNEL A motion was made by Mr. Cunningham that the Board of Trustees approve the Administration’s Personnel recommendation as presented. The motion was seconded by Ms. Conrad. The motion passed unanimously. A motion was made by Mr. Cunningham that the Board of Trustees approve the Administration’s Consideration of Student Expulsions as presented. The motion was seconded by Mr. Sitton. The motion passed unanimously.
MINUTES FROM THE PREVIOUS MEETING
A motion was made by Mr. Cunningham to approve the minutes for the regular Board meeting held on September 13, 2016. The motion was seconded by Mr. Sitton. The motion passed unanimously. Board Associations and Committees
Audit Committee – Report distributed to full Board. Board and Superintendent Evaluation Process & Goals Committee – No
update. Committee meetings Oct. 11, 2016 following Regular Board Meeting. Building and Planning Committee – No update. Education Foundation – Foundation kicks off Humble ISD employee
campaign. This month representatives from each campus will give presentations to employees about supporting the Foundation that supports them. Annual Education Foundation golf tournament will be held on November 11 at Oakhurst Golf Club.
Finance Committee – The committee meeting held on September 27, 2016 went well, ratios remain great.
Kingwood Super Neighborhood Council – No report. Legislative Committee – Next meeting in November 2016. Program Committee- Full report due to Board after October 25, 2016 meeting
which will include an update on Humble HS feeder pattern, RTI, 504, Spanish immersion programs.
Technology and Data Governance Committee – Next meeting scheduled November 1, 2016.
CONSENT AGENDA
After review, a motion was made by Mr. Cunningham to approve the following Board items by consent: Governance: A, B, C Superintendent’s Division: N/A Financial Services: A, C D Human Resources: N/A Support Services: A, B, C District-Wide: A. The motion was seconded by Mr. Engelage. The motion passed unanimously. 1. GOVERNANCE REPORTS AND CONSIDERATIONS
A. TASB Policy Update 105 There was no discussion regarding the TASB Policy Update 105
B. TASB Policy Update 106
There was no discussion regarding the TASB Policy Update 106
C. Proposed Revision to Policy DCE (LOCAL) ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve Policy DCE (LOCAL) as revised. Approved by consent.
2. SUPERINTENDENT’S DIVISION REPORTS, CONSIDERATIONS AND PURCHASES There are no items under this title this month.
3. LEARNING DIVISION REPORTS, CONSIDERATIONS AND PURCHASES
A. Resolution for Extracurricular Status of 4-H Organization. The Superintendent recommends that the Board of Trustees approve the Resolution for Extracurricular Status of 4-H Organization. Approved by consent.
4. FINANCIAL SERVICES DIVISION REPORTS, CONSIDERATIONS AND
PURCHASES
A. Tax Refunds The Superintendent recommends that the Board of Trustees approve the petitions for tax refunds. Approved by consent.
B. Tax Rate Adoption
A motion was made by Mr. Cunningham that we approve a $1.17 M & O tax rate and a $.35 I & S tax rate for a total tax rate of $1.52 per $100 of assessed value for the 2016 tax year. This rate has been in effect without change since 2009. Motion was seconded by Mr. Sitton and passed unanimously.
C. 2016 Tax Roll
The Superintendent recommends that the Board of Trustees approve 2016 Tax Roll. Approved by consent.
D. Budgetary Amendments The Superintendent recommends that the Board of Trustees approve budgetary amendments. Approved by consent.
E. Financial Services Reports
There was no discussion regarding the information provided in the following reports. Tax Collection Report Cash and Investment Reports Schedule of Revenues and Expenditure Report Construction in Progress Summary Report Special Revenue Report
5. HUMAN RESOURCES REPORTS, CONSIDERATIONS AND PURCHASES
There are no items for this title this month.
6. SUPPORT SERVICES DIVISION REPORTS, CONSIDERATIONS AND PURCHASES
A. Elementary 28 and Middle School No. 9 Road Widening / Turn Lane
Agreements
The Superintendent recommends that the Board of Trustees approve the Elementary 28 and Middle School No. 9 Road Widening / Turn Lane Agreements. Approved by consent. B. Miracle League Funding – Agreement Between Humble ISD, YMCA
and the Humble ISD Education Foundation
The Superintendent recommends that the Board of Trustees approve the Miracle League Funding Agreement between Humble ISD, YMCA and the Humble ISD Education Foundation. Approved by consent.
C. Woodcreek Stacking Lane – Agreement Between Humble ISD and Joy
Lutheran Church
The Superintendent recommends that the Board of Trustees approve the Woodcreek Stacking Lane – Agreement Between Humble ISD and Joy Lutheran Church. Approved by consent.
7. DISTRICT-WIDE REPORTS, CONSIDERATIONS AND PURCHASES
A. Goods, Professional Services and Non-Construction Services Exceeding $50,000 in the Aggregate or $25,000 individually
The Superintendent recommends that the Board of Trustees approve the listing of vendors and related estimated total annual costs for contract awards and renewals from which the District will purchase goods, professional services and/or non-construction services that are estimated to exceed $50,000 in the aggregate or $25,000 individually for the 2016-17 fiscal year. Approved by consent.
There being no further business, the meeting was adjourned at 8:02 p.m. ______________________________ _________________________________ Secretary President Note: Copies of attachments and other documentation may be requested from Beverly Aden in the Superintendent’s Office at 281-641-8001. Full documentation of the items considered by the Board may be viewed on the Humble ISD web site on the day following the Board meeting at www.humble.k12.tx.us.
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Meeting Date: November 8, 2016
Meeting Type Regular Meeting Special Meeting/
Workshop Agenda Item Type
Action Item
Agenda Placement Governance Human Resources Department Superintendent’s Division Support Services Division Learning Division District-Wide Financial Services Division
District Pillars (Check All That Apply): Student Achievement – Prepare Students to be College and Career Ready Service – Provide Quality Service to Internal and External Customers People – Provide a Quality Work Environment So Every Employee can Perform at the
Highest Levels Finance – Create Efficiencies at All Levels of the Organization
Title: Western States, Simplex/Grinnell, Fire Life Safety of America, Others (Purchasing working on locating other vendor with TXMAS/Buy Board for services) Recommended Action: The Superintendent recommends that the Board of Trustees approve the listed goods and services for the service of sprinkler systems, fire alarm systems and extinguisher for all campuses, the replacement and service of kitchen vent hood systems and fire extinguishers. This is for repairing all safety system issues. Board Policy/State Regulation/Law Reference (If Applicable): In accordance with Board Policy CH(LOCAL), purchases of good and/or services that are estimated to exceed $50,000 in the aggregate, specifically the sprinkler systems, fire alarm systems and fire extinguishers and the replacement of extinguishers also kitchen vent hoods. Fiscal Impact: $75,000.00 Attachments: Simplex Grinnell LP Department(s) Submitting Form: Police Department/Safety Division Approval: Date Submitted: 10-28-2016
Board of Trustees Agenda Item
Listing of Goods, Professional Services and Non-Construction Services Exceeding $50,000 in the Aggregate and/or $25,000 Individually*
Vendor Name Type of Purchase Commitment Period Purchasing Method Budgetary Code(s)Requesting
Campus/DepartmentEstimated Total Annual Cost
Contract Awards: 2016‐17
Simplex Grinnell LP Fire Extinguishers 2016‐2017 TXMAS PURCHASING COOPERATIVE 199‐51‐6319‐F1‐957‐99‐A031‐957 Police Department $75,000
Contract Renewals: 2015‐16
Revised Annual Estimates for 2016‐17:
Vendor NameRequesting
Campus/Department Type of Purchase Budgetary Code(s)Most Recent Board Approved Estimate
Estimated IncreaseRevised Total Annual
Cost
* To be completed by Budget Manager & Submitted to Division Head for approval; Division Head will submit to Superintendent's Office
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Meeting Date: November 8, 2016
Meeting Type Regular Meeting Special Meeting/
Workshop Agenda Item Type
Action Item
Agenda Placement Governance Human Resources Department Superintendent’s Division Support Services Division Learning Division District-Wide Financial Services Division
District Pillars (Check All That Apply): Student Achievement – Prepare Students to be College and Career Ready Service – Provide Quality Service to Internal and External Customers People – Provide a Quality Work Environment So Every Employee can Perform at the
Highest Levels Finance – Create Efficiencies at All Levels of the Organization
Title: Interlocal Agreement between Education Service Center Region 12 and Humble ISD Recommended Action: The Superintendent recommends that the Board of Trustees approve the Interlocal Agreement between Education Service Center (ESC) Region 12 and Humble ISD for the purpose of purchasing Thoughexchange software by Fulcrum Management Solutions Inc. awarded through the ESC Region 12 Purchasing Cooperative. Board Policy/State Regulation/Law Reference (If Applicable): NA Overview: The goal of the Education Service Center Region 12 Purchasing Cooperative is to assist local governmental and educational entities to secure quality work and products at the lowest practical prices in the best interest of the taxpayers by stimulating competitive bidding. Thoughtexchange, offered by Fulcrum Management Solutions Inc., participates in the Region 12 Purchasing Cooperative. Thoughtexchange provides a software-driven online process with facilitation services to allow communities to have meaningful and productive online conversations. This simple, open-ended process ensures everyone can contribute, everyone learns from one another, and important ideas emerge. Humble ISD plans to use Thoughtexchange in the spring semester to allow everyone – parents, staff, students, and the public – input into the future of student learning. Through this online engagement, everyone will be invited to answer open-ended questions. Thoughtexchange will then conduct a qualitative analysis of tens of thousands of responses. Following the analysis, the online engagement advances to Phase Two in which participants see submitted ideas and star the ideas they like best. In Phase Three, results are shared, providing deep insights for leaders and future planning. Through this online engagement, everyone can participate in the work of The Dream Team and the development of a Portrait of a Graduate. Additionally, Thoughtexchange creates an interactive custom website to visually communicate results to district leaders and the public.
Board of Trustees Agenda Item
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Thoughtexchange is being used by a number of other Texas school districts including Carroll ISD, Garland ISD, Georgetown ISD, Keller ISD, Little Elm ISD, and Lake Worth ISD. Thoughtexchange has also been utilized in Texas by the Region 6 and Region 12 Education Service Centers. Fiscal Impact: There is no cost associated with joining the ESC Region 12 Purchasing Cooperative. Please see the District-wide CH (Listing) for the contract amount that is being requested to be awarded to Fulcrum Management Solutions, Inc. for Thoughtexchange software. Attachments: Interlocal Agreement between ESC Region 12 and Humble ISD Department(s) Submitting Form: Public Communications Division Approval: Superintendent Date Submitted: Oct. 31, 2016
9-16/BOF
EDUCATION SERVICE CENTER REGION 12 PURCHASING CO‐OP
INTER‐LOCAL AGREEMENT
This Agreement is entered into by and between the agencies shown below as Contracting Parties for the period of ___September 1, 2016____through __June 30, 2017___. Authority for such services is granted by Chapter 791 of the Texas Government Code (which authorizes local governments to contract with each other to provide governmental functions and services) and Chapter 8 of the Texas Education Code (which provides local governments greater efficiency and economy in purchasing products and services from Education Service Centers).
The goal of the Education Service Center Region 12 Purchasing Co‐op is to assist local governmental and educational entities, to secure quality work and products at the lowest, practical prices in the best interest of the taxpayers by stimulating competitive bidding. Competitive bidding establishes a formal process that provides all prospective vendors an opportunity to offer competitive prices utilizing the Purchasing Cooperative Terms, conditions, and bid specifications relative to future contracts for goods and services. The services and products offered under this co‐op were competively bid by ESC Region 12.
The terms and conditions contained in the Agreement entered into between the parties shall be incorporated into this Inter‐Local Agreement. The district may place orders, make payments directly to a vendor, and is responsible for a vendor’s compliance with any provisions relating to the quality of items and terms of delivery. All payments, fees, and disbursements required as a result of participation in the purchasing cooperative shall be made from current revenues available to the paying party.
This contract will remain in effect until either party by sixty (60) days written notice chooses to withdraw from the contract.
_______Humble ISD_______________ ________________ _____________ Participating Entity Contact Person/Title BY: __________________________________ _______________________________ Supt./President/Executive Director Date
____________________________________ _______________________________ ESC Region 12 Chief Financial Officer Date
Return “original” signed page to Terry M. Marak, CFO, ESC Region 12, P.O. Box 23409, Waco, TX 76712
Listing of Goods, Professional Services and Non-Construction Services Exceeding $50,000 in the Aggregate and/or $25,000 Individually*
Vendor Name Type of Purchase Commitment Period Purchasing Method Budgetary Code(s)Requesting
Campus/DepartmentEstimated Total Annual Cost
Contract Awards: 2016‐17
Fulcrum Management Solutions Inc (Thoughtexchange)
Software Services 2016‐17 Fiscal Year ESC Region 12 Purchasing Cooperative 199‐41‐6639‐00‐701‐99‐0000‐701 Superintendent's Office $61,500
Contract Renewals: 2016‐17
Vendor Name Type of Purchase Commitment Period Purchasing Method Budgetary Code(s)Requesting
Campus/DepartmentEstimated Total Annual Cost
* Actual budgetary codes and any applicable budgetary amendments have been provided to the Budget Department
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Meeting Date: November 8, 2016
Meeting Type Regular Meeting Special Meeting/
Workshop Agenda Item Type
Action Item
Agenda Placement Governance Human Resources Department Superintendent’s Division Support Services Division
X Learning Division District-Wide Financial Services Division
District Pillars (Check All That Apply): X Student Achievement – Prepare Students to be College and Career Ready
Service – Provide Quality Service to Internal and External Customers People – Provide a Quality Work Environment So Every Employee can Perform at the
Highest Levels Finance – Create Efficiencies at All Levels of the Organization
Title: Targeted Improvement Plan
Recommended Action: The Superintendent recommends that the Board of Trustees approve the Target Improvement Plan for River Pines Elementary and Park Lakes Elementary Schools for the 2016-17 school year. Board Policy/State Regulation/Law Reference (If Applicable): Overview: When a campus is rated Improvement Required (IR) in the state accountability system, Title 19 Texas Administrative Code (TAC) §97.1063 and TEC §39.106 stipulate that a campus intervention team (CIT) composed of a Professional Service Provider (PSP), District Coordinator of School Programs (DCSI) and the campus leadership team (CLT) shall develop and submit to the Board of Trustees for approval a targeted improvement plan to address the areas of insufficient performance. Student Performance on the state assessment areas of reading, writing and math are addressed in Target Improvement Plan. An Improvement Required campus that meets the state standard such as Park Lakes Elementary, is now considered Formerly Improvement Required and must continue with the above requirements for one more year. Fiscal Impact: Funding for this expenditure is being provided by the Schools Division. Attachments: Targeted Improvement Plan RPE – Attachment 1 Targeted Improvement Plan PLE – Attachment 2 Department(s) Submitting Form: Learning Division Division Approval: Dr. Thomas Price Date Submitted: October 18, 2016
Board of Trustees Agenda Item
Definition /
Purpose:
PS 1: Root
Cause 1:
PS 2: Root
Cause 2:
PS 3: Root
Cause 3:
PS 4:Root
Cause 4:
PS 5: Root
Cause 5:
PS 6: Root
Cause 6:
PS 7: Root
Cause 7:
PS 8:Root
Cause 8:
PS 9:Root
Cause 9:
PS 10:Root
Cause 10:
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
After your data analysis yields a summary of findings that results in a set of problem statements, the next step is to engage in the needs assessment process to identify root causes. The 5 steps of the root causes assessment include:
Step 1: Clarify and prioritize problem statements
Step 2: Establish the purpose of assessing root causes and establish the team
Step 3: Gather data
Step 4: Review data analysis
Step 5: Root cause analysis
The needs assessment process is intended to safeguard against planning or implementing strategies before the root cause of a problem is understood.
Special education students in grades 3 & 4 did not meet the STAAR standards.0
Bilingual students scored lower than their monolingual peers in Reading.
In composition writing 4th grade students did not meet progress measure according to the state
standards.
is occurring because of Root
Cause #3
is occurring because of Root
Cause #2
is occurring because of Root
Cause #1
Problem Statements
(PS):
Problem statements
are carried over from
Section VI of the
Campus Data
Analysis tab
OR
Section VI of the
District Data Analysis
Summary tab.
Identified and Prioritized Root Causes:
It is important to prioritize your root causes so that your improvement plan is targeted and focused. Although a TEC §11 campus/district improvement plan is critical to overall success, the TEC §39 targeted improvement plan is intended to address the specific
reasons for low performance in the state accountability, PBM, or RF system.
If the district or campus would like to identify more than 10 root causes, contact the support specialist assigned to the review.
*** Important Notice! Improvement Required (IR) districts/campuses must complete the following attestation statement to fulfill TEC §39.106 requirements.***
Revised monitoring systems are needed to ensure growth and timely assistance aligned for Special Education students.
The writer's workshop model implementation must be with fidelity to improve 4th grade student writing.
Targeted Bilingual teachers would benefit from specialized professional development and coaching to design relevant
lessons in reading for bilingual learners.
<Enter text>
<Enter text>
<Enter text>is occurring because of Root
Cause #6
is occurring because of Root
Cause #5
is occurring because of Root
Cause #4
is occurring because of Root
Cause #8
is occurring because of Root
Cause #7
By checking the box, I attest that an on-site needs assessment has been conducted according to TEC §39.106 (b) and recommendations were made by the intervention team when considered appropriate. In addition, these
findings have been recorded and are available upon request. Attestation Statement:
<Enter text>
<Enter text>
<Enter text>
<Enter text>is occurring because of Root
Cause #10
is occurring because of Root
Cause #9
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
Special education personnel from the district will
provide PD for Special and General Education to
plan and collaborate more effectively together
on behalf of the students they serve-learning to
Monthly meeting data conducted by Diag and
reviewed with Principal
Kid talks will occur each 4/1-2 weeks to discuss
IEPs, grades, behaviors, and attendance of
each Special education student. (Other data
such as Checkpoints will be included if
Reading grades, progress reports,
observations, and checkpoints will be monitored
and assessed by the Case Manager and
Principal.
What data will be collected to monitor interventions in Q1?
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
Interventions by Quarter
Strategy:
Annual Goal:Problem Statement 1: Special education students in grades 3 & 4 did not meet the STAAR standards.0
Revised monitoring systems are needed to ensure growth and timely assistance aligned for Special Education
students.
Special Education and General Education teachers will meet each grading period and after each checkpoint to review
progress in Reading and Math for each student. The progress monitoring will be a systematic process to review
academic progress through a variety of data sources and facilitate appropriate interventions for student achievement.
Increase academic achievement for each identified Special Ed student in 4th and 5th grade Reading and Math by 15%
on the 2017 STAAR.
Index Number:
Root Cause 1:
When teachers align and integrate all data sources in lesson planning, students will receive more relevant
instruction aligned for diverse learners and their targeted needs. Lessons will be relevant and reinforce
best practices that align the state content standards.
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
How will addressing this root cause
impact the index/indicator/CSF?
Q3 InterventionsQ2 InterventionsQ1 Interventions
Q3 Goal:Students who do not achieve their goal
in Q3 will be identified for targeted,
strategic intervention.
Students who do not achieve their goal in Q2 on the
District Mock assessments will be identified and
new strategies will be implemented by the teachers.
Each 4/1-2 weeks, there will be a progress
measure meeting to discuss each Special
Education student using formal and informal
methods to manage and analyze student data to
Each Special Education student will be hand
scheduled to provide the maximum support that
the student needs.
Special Education district personnel will meet
with Sped teachers the first three weeks of
instruction to assist in developing procedures
that will support teachers and students. District
General education and Special education will
meet every two weeks to design, organize,
sequential lessons that reflect best practice and
student needs.
RTI meetings are systematically held. Students not
meeting the goal will receive additional minutes of
intervention in Reading and Math as defined by the RTI
(Sped) Committee and the goals set with the studentsAnalysis of student data connected to specific
instructional strategies will be used as the teacher
reflects on their teaching and behaviors with Sped staff.
All strategies will be discussed and successful ones The students will have a progress monitoring sheet for
Reading, located in the student's RELA portfolios,
monitored by Principal and teachers. Students will set
goals for themselves and monitor their progress over
3)
Teachers that have students who are not showing
progress will meet with the Principal to collaborate
regarding the strategies and closely monitor all data.
Teachers will reflect with the principal and collaborate on
4)
3)
4)
1)
2)
Teachers deemed successful with the
most at-risk learners in reading will
provide 1:1 tutoring for those not
making adequate progress.Teachers and Students will revise goals
for themselves and monitor their
progress over time
Flexible scheduling to provide targeted
instruction by specific readiness TEKS.
Identified students will be provided
small group instruction.
Q2 Goal:Revise student support and instructional strategies based
on current data and student need.Q4 Goal:
1)
3)
2)
1)
4)
3)
2)
1)
4)
2)
4)
3)
2)
1)
4)
3)
2)
1)
Reading Checkpoints
All data discussed in the meetings: Running Records,
Istation, Checkpoint grades/progress, RTI data, teacher
observations and reflections
Monthly PLT meetings by grade level and sped to
discuss student progress on Checkpoint data and all
other data sources
Teacher Observations, portfolios, meeting notes
and student goals
Flexible scheduling and grouping will be provided
for students based on a variety of selected
strategies and student needs-system meetingTeachers deemed successful with the most at-risk
learners in reading will provide 1:3 tutoring for those
making limited progress and continue to closely
monitorImplement Mentoring Minds as a strategy in
targeted intervention settings. Students will set
goals for themselves and monitor their progress
over time.
Identified students will be provided small group
instruction.
5th grade Reading STAAR results - first
administration/2nd administration-share
results and share with the staff
What data was collected to monitor interventions in Q4?What data will be collected to monitor interventions in Q3?
Mock Reading STAAR results,
checkpoints, teacher observations
Final DRAs/Running Records
Teacher Observations, portfolios,
meeting notes and student goals
Monthly meetings conducted by Diag and reviewed with
Principal revisions made as noted
Conversation recap notes sent to Principal documenting
instructional decisions to address student/teacher needs
and relfection
Mock STAAR in Reading
What data will be collected to monitor interventions in Q2?
DRA/Running Records
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q3 (Feb, Mar) Q4 (April, May, June)Q2 (Nov, Dec, Jan)
Special Education and General Education
teachers will collaborate to provide SPED
students the most effective support.
Q4 Interventions
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Problem Statement 2:
<Enter text>
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2017-2018 school year.
End of Year Reporting
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
In composition writing 4th grade students did not meet progress measure according to the state standards. Annual Goal:Increase academic achievement in Writing of ALL 4th grade students on the written composition from 49% to 62% by
Spring 2017 STAAR.
Root Cause 2: The writer's workshop model implementation must be with fidelity to improve 4th grade student writing. Strategy:The 4th grade teachers will attend Lucy Calkins PD to gain an understanding of the writing process and implement in
grade 4.
Index Number:
Provide the data that
supports your 4th
quarter status of this
annual goal.
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
<Enter text>
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
Select
<Enter text>
<Enter any additional information here>
Did you meet your
annual goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Did you meet this
quarter's goal?Select
End of Quarter Reporting
Q4 Report
Select Select
<Enter text>
Select
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q3 Report
More specific, targeted plan for each student
and supported by gen and sped
teachers/interventionists to be developed and
implemented once Checkpoint 1 data is
analyzed.
27% of 4th grade and 0% of 5th grade Sped
students passed Reading Checkpoint 1.
No, but Made Some Progress
Progress Made, but Behind Schedule
What, if any,
adjustments must be
made in order to meet
the annual goal?
Are you on track to
meet the annual goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Did you meet this
quarter's goal?
Q2 Report
<Enter any additional information here>
Select
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
Are you on track to
meet the annual goal?
Did you meet this
quarter's goal?
<Enter text>
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
Campus RELA ALT will lead the PD on "Words
Their Way" and teachers will provide lessons
Q1 Interventions
Students will be taught to use strategies and set
goals through Writer's Workshop, the proficient
skill of narrative writing utilizing voice and
developing small moments
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
No, but Made Some ProgressDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Eduphoria data records of continuous PD in
Writing and teacher observations4) Checkpoints, Lesson Plans reviewed 4) Mock STAAR Writing results, checkpoints 4)
STAAR Writing Results and revise
plans to share with the staff
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
Lesson Plans monitored by the
Principal/Professional Learning Time Minutes2)
Classroom Data walks by Principal in order to provide
feedback on effective instructional practices during
Writing Workshop.
2)Student Writing Portfolios, Teacher Conferencing
logs2)
Student portfolios to be shared with 5th
grade teachers for vertical alignment
and student goals shared
Teachers will learn how to understand and
interpret the writer's rubric so that they can
utilize it effectively when scoring student writing
3)Scored Writing samples utilizing the rubric, Professional
Learning Time Minutes3)
Class and student reflection sheets, Professional
Learning Time Minutes3)
Class and student relection sheets,
Professional Learning Time Minutes
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
Student Writing Composition samples in
individual portfolios to be ongoing through May,
2017.
1)Student Writing Compositions collections housed in
individual portfolios1)
Lesson Plans to be reviewed and reflection by the
teacher and administrators in conferences and
coaching
1)
Lesson Plans ro be reviewed and
relection by the teacher and
administrators in conferences and
coaching
Teachers will attend PD: Author's Craft,
Deepening Writer's Workshop, Writing ER,
Souped-Up Super 8.
4)
Teachers will teach students how to apply the rubric to
their own writing in order to self-monitor their growth.
Students will learn a student friendly writing rubric
4)
Students and teachers will continue to set/revise
goals for their writing improvement plan and
reviewing work from their portfolios
4)
Teachers will attend targeted writing
PD for writing that addresses their
needs and reflects the needs of their
students
Teachers will meet to collaborate and plan,
utilizing LC's "Crafting True Stories", the Writer's
Workshop with a focus on special person or
place in writing true narrative. Students will
1)
Teachers will meet to understand and plan, utilizing LC's
"The Art of Information Writing", the Writer's Workshop
with a focus on helping children think of information
writers as 'teachers', organizing information as they write
1)
Teachers will meet to understand and plan Writer's
Workshop utilizing LC's "The Art of Information
Writing". Students will revise their personal writing
goals
1)
Teachers will expose students to many
and varied authors by providing highly
engaging memoirs through read alouds
Teachers will attend PD on "Mentor Sentences"
so that students can revise and edit their own
work "on the fly".
2)
Teachers will lead students efforts in modeling,
comparing, and contrasting good leads with nonfiction,
expository Mentor Texts.
2)
Students will participate in peer conferencing, as
modeled by teacher, so that they have the
opportunity to reflect on their own writing while
giving feedback to cement their understanding of
2)Students will experiment with publishing
by completing the writing process cycle
Q4 (April, May, June)
Q2 Goal:
Students will be taught to use strategies and review
goals through Writer's Workshop to continue their
development as a writer, to develop good leads in order
to "hook" the reader and how to develop an expository
writing piece.
Q3 Goal:
Students will use strategies and review goals,
through Writer's Workshop, on how to create an
appropriate conclusion/essay closure and apply this
to their writing while refining their pieces through
revising and editing.
Q4 Goal:
Students will use all their learned
strategies and set new writing goals that
address their needs while expanding
their understanding of Non-fiction
writing through the use of Memoir
Q2 Interventions Q3 Interventions Q4 Interventions
Interventions by Quarter
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar)
3)
Teachers will rate student writing samples, noting
growth/progress when compared with Sept./Oct. writing
pieces from student portfolios.
3)
Teachers will conduct student conferences in order
to teach students how to refine t.heir writing through
the use of reflective inquiry and utilize the rubric
3)
Teachers and students will select a
favorite piece for publishing and
readying the piece for public view-
students will continue to set/revise
As teachers build capacity in their delivery of the instruction of writing, the implementation of writing
workshop will also provide necessary scaffolding so that students set goals and peer conference- students
will continually examine their own writing to establish high academic and social-emotionql expectations for
themselves.
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
How will addressing this root cause
impact the index/indicator/CSF?
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Interventions by Quarter
Root Cause 3:Targeted Bilingual teachers would benefit from specialized professional development and coaching to design
relevant lessons in reading for bilingual learners.Strategy:
Teachers will attend PD and implement Sheltered Instruction strategies that scaffold student learning to improve
language acquisition.
Index Number:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?Students that have improved in reading will be more successful as growing readers.
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
Problem Statement 3: Bilingual students scored lower than their monolingual peers in Reading. Annual Goal:
Increase academic achievement in Reading for targeted 3rd grade bilingual students by two reading levels as
documented on grade level reading monitoring sheets, 4th grade bilingual students from 39% to 60% on 2017 STAAR
reading scores, and from 53% to 60% in STAAR reading scores for 5th grade bilingual students.
Right on TargetAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
Teachers will continue their professional
development and implementation of Writer's
Workshop, study of Lucy Calkins best practices,
and improve their skills utilizing scoring rubrics
when assessing students writing.
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
22% of all students made a passing score on
the composition portion of District Checkpoint 1.
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
Increase bilingual interventionist(s) support time
for targeted bilingual students that are
performing below grade level in reading or math
at 3rd, 4th, and 5th grades.
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
DRAs/running records given and recorded,
lesson plans and meeting agendas monitored
and administered with fidelity, intervention plans
developed and put into place. 14% Of 3rd grade,
36% of 4th grade, and 27% of 5th grade
bilingual students passed reading Checkpoint 1.
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Progress Made, but Behind ScheduleAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
No, but Made Some ProgressDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Lesson Plans & meeting agendas will be
monitored by the Principal3)
Intervention notes/documentation shares with other
teachers, RTI meeting documentation3)
RTI and intervention documentation tracking
student progress3)
Review grades and checkpoints for the
entire year and complete tracking/data
to be sharedIntervention plans will be developed based on
BOY data from DRAs, Teacher observations,
and additional literacy assessments that are
specific for the needs of each bilingual student
4)ALT notes, schedules, reflection sheets, Principal's
calendar4)
ALT notes, schedules, reflection sheets, Principal's
calendar.4)
STAAR Reading Results shared with
staff and revised plans.
DRAs/Running Records will be given at the
beginning of the year for all students.1)
Lesson Plans, meeting agendas, minutes monitored by
the Principal1)
Monitoring forms, running records, unit
assessments data, lesson plans, meeting agendas,
minutes.
1)
Final DRAs will be administered and
progress monitor meetings will be held
to discuss plans for the upcoming year
with vertical teamsRunning records and assessments will be given
every 3-4 weeks, or more frequently based on
student need, and shared with the Principal.
2)Guided Reading plans, targeted literature group plans,
and middle of the year DRAs/Running Records.2)
Coaching notes, Data Walks to document teacher
effectiveness.2)
Review all student and teacher data,
STAAR 2017 data, and TELPAS.
Provide additional PD for Guided
Reading for bilingual teachers in need
Bilingual teachers will observe effective
teachers and receive coaching from the ALTs/
Principal throughout the year.
4)
Teachers will observe effective instruction of master
teachers while they are providing small and whole group
instruction. Teachers will take notes, reflect and debrief
with the ALT/Principal.
4)Teachers will observe master teachers utilizing
Sheltered Instruction strategies.4)
Bilingual teachers will indicate summer
PD plans to continue literacy acquisition
for students.
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
Launch Book Study: 7 Steps to a Language-
Rich Interactive Classroom.2)
Teachers will meet monthly to share outcomes of
learning and application of "7 Steps…" lessons.2)
Targeted teachers will receive Guided Reading
coaching by a master teacher, ALT, Principal to
build capacity in the teacher.
2)
Teacher notes and observations will be
shared with the administrator(s)
regarding the progress of each student
and decisions made for placement and Elementary Literacy Specialists will meet weekly
with Campus ALTs, Principal and bilingual
teachers to discuss data and planning.
3)
Students who need additional support as indicated
through RTI will have additional, small group instruction
with a bilingual literacy interventionist.
3)
Targeted students from grades 3-5 who are not
meeting their goals will receive additional time with
master teachers to work in small groups targeting
readiness TEKS and process standards.
3)
Students who did not meet their goals
will attend specific targeted instruction
focusing on their specific needs
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
In June-September 3-5 grade bilingual teachers
attended Taking a Deeper Look at Guided
Reading, Foundations of Reading, and
Interactive Reading.
1)
Teachers will plan with the ALTs to organize guided
groups, targeted lessons, and monitoring of bilingual
students. Administrators will attend planning and PLT.
1)
Bilingual teachers will plan targeted lessons for their
Guided Reading groups, lessons, and monitor
students. Administrators will attend planning and
PLT.
1)
Bilingual teachers will meet with the
ALT and administrator(s) to discuss the
growth of each child in reading in the
LPAC
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
DRAs will be given for the beginning of the year
and an increase of two reading levels should be
noted for students reading below grade level
each quarter. RTI meetings will be held during
the first six weeks and targeted instruction will
begin for identified, struggling learners.
Q2 Goal:
Bilingual teachers will plan and implement targeted
lessons from "7 Steps…" and monitor student growth
that indicates an increase by two reading levels each
quarter for students reading below level.
Q3 Goal:
Bilingual teachers will plan and implement targeted
lessons from "7 Steps…" and monitor student
growth that indicates an increase by two reading
levels each quarter for students reading below level.
Q4 Goal:Grade 4 bilingual students will show a
21 point improvement in their reading
STAAR scores.
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
Problem Statement 4: Annual Goal: <Enter text>
Root Cause 4: <Enter text> Strategy: <Enter text>
2) 2) 2)
3) 3) 3)
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
Interventions by Quarter
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
Index Number:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
End of Quarter Reporting
Q2 Report Q3 Report Q4 Report
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?SelectSelect
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
3) 3) 3)
4) 4) 4)
1) 1) 1)
2) 2) 2)
4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
End of Quarter Reporting
3) 3) 3)
4) 4) 4)
1) 1) 1)
2) 2) 2)
4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
2) 2) 2)
3) 3) 3)
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
Interventions by Quarter
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
Problem Statement 5: Annual Goal: <Enter text>
Root Cause 5: <Enter text> Strategy: <Enter text>
Index Number:
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary ReadinessIndex Number:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
Problem Statement 6: Annual Goal: <Enter text>
Root Cause 6: <Enter text> Strategy: <Enter text>
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
3) 3) 3)
4) 4) 4)
1) 1) 1)
2) 2) 2)
4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
2) 2) 2)
3) 3) 3)
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
Interventions by Quarter
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
Problem Statement 7: Annual Goal: <Enter text>
Root Cause 7: <Enter text> Strategy: <Enter text>
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
Interventions by Quarter
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
Index Number:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
<Enter text>
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
2)
3)
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
1) 1) 1)
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
End of Quarter Reporting
Q2 Report Q3 Report Q4 Report
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
3) 3) 3)
4) 4) 4)
Select
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
2) 2) 2)
4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
2) 2) 2)
3) 3) 3)
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
4)
1)
2)
1) 1) 1)
2) 2) 2)
4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
2) 2) 2)
3) 3) 3)
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
Interventions by Quarter
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
Problem Statement 8: Annual Goal: <Enter text>
Root Cause 8: <Enter text> Strategy: <Enter text>
Index Number:
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary ReadinessIndex Number:
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
Problem Statement 9: Annual Goal: <Enter text>
Root Cause 9: <Enter text> Strategy: <Enter text>
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
3) 3) 3)
4) 4) 4)
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
3) 3) 3)
4) 4) 4)
1) 1) 1)
2) 2) 2)
4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
2) 2) 2)
3) 3) 3)
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
Interventions by Quarter
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Interventions by Quarter
Index Number:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
Problem Statement 10: Annual Goal: <Enter text>
Root Cause 10: <Enter text> Strategy: <Enter text>
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
3) 3) 3)
4) 4) 4)
1) 1) 1)
2) 2) 2)
4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
2) 2) 2)
3) 3) 3)
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
Responses to these questions
have been from the Contact-
Intervention Information Tab
Needs Assessment Summary and Improvement Plan
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble 000000123 River Pines Elementary
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
If your campus is identified as formerly Improvement Required (FIR), please answer the following questions
regarding the sustainability of strategies that led to your success.
What plans are in place to sustain these strategies, processes, and/or
systems?
What strategies, processes, and/or systems has the campus identified as
making the greatest impact in moving the campus to a Met Standard rating?
<Enter text>
<Enter text>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
FIR Sustainability Questions
Definition /
Purpose:
PS 1: Root
Cause 1:
PS 2: Root
Cause 2:
PS 3: Root
Cause 3:
PS 4:Root
Cause 4:
PS 5: Root
Cause 5:
PS 6: Root
Cause 6:
PS 7: Root
Cause 7:
PS 8:Root
Cause 8:
PS 9:Root
Cause 9:
PS 10:Root
Cause 10:
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Attestation Statement:
<Enter text>
<Enter text>
<Enter text>
<Enter text>is occurring because of Root
Cause #10
is occurring because of Root
Cause #9
Needs Assessment Summary and Improvement PlanAfter your data analysis yields a summary of findings that results in a set of problem statements, the next step is to engage in the needs assessment process to identify root causes. The 5 steps of the root causes assessment include:
Step 1: Clarify and prioritize problem statements
Step 2: Establish the purpose of assessing root causes and establish the team
Step 3: Gather data
Step 4: Review data analysis
Step 5: Root cause analysis
The needs assessment process is intended to safeguard against planning or implementing strategies before the root cause of a problem is understood.
Teachers can better utilize formal and informal methods to more efficiently measure student
progress, and effectively manage and analyze student data to inform instruction.
On the 2016 4th grade STAAR Writing Test, 45% of All Students, 42% of African Americans, 50%
of Hispanics, 39% of Economically Disadvantaged, and 50% of English Language Learners met
standard.
African American students performed below all students and other sub-populations on 2016
STAAR. African American students scored 50% overall in Reading on 2016 STAAR. African
American students scored 47% overall in Math on 2016 STAAR. African American students scored
42% overall in Writing on 2016 STAAR. African American students scored 45% overall in Science
on 2016 STAAR.
is occurring because of Root
Cause #3
is occurring because of Root
Cause #2
is occurring because of Root
Cause #1
Problem Statements
(PS):
Problem statements
are carried over from
Section VI of the
Campus Data
Analysis tab
OR
Section VI of the
District Data Analysis
Summary tab.
On the 2016 5th Grade STAAR Test, 55% of All Students, 45% of African Americans, 56% of
Hispanics, 53% of Economically Disadvantaged, and 53% of English Language Learners met
standard.
Identified and Prioritized Root Causes:
It is important to prioritize your root causes so that your improvement plan is targeted and focused. Although a TEC §11 campus/district improvement plan is critical to overall success, the TEC §39 targeted improvement plan is intended to address the specific reasons for
low performance in the state accountability, PBM, or RF system.
If the district or campus would like to identify more than 10 root causes, contact the support specialist assigned to the review.
*** Important Notice! Improvement Required (IR) districts/campuses must complete the following attestation statement to fulfill TEC §39.106 requirements.***
Some staff members have not disaggragated data on a regular basis or used the data to design clear, well-organized,
sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners.
Additional focus needed on authentic student engagement,
High Yield Strategies needed in all classrooms to facilitate positive student interaction,
Guided Reading professional development and coaching needed in all grade levels
Students had a change in teachers and writing was inconsistently taught at STAAR rigor.
Science instruction should be taught with fidelity at all grade levels. Teachers need additional support to deepen their
understanding of science content knowledge so as to utilize available resources to plan and execute lessons that reflect best
practices, align with standards and are appropriate for diverse learners.
<Enter text>
<Enter text>is occurring because of Root
Cause #6
is occurring because of Root
Cause #5
is occurring because of Root
Cause #4
is occurring because of Root
Cause #8
is occurring because of Root
Cause #7
By checking the box, I attest that an on-site needs assessment has been conducted according to TEC §39.106 (b) and recommendations were made by the intervention team when considered appropriate. In addition, these
findings have been recorded and are available upon request.
Responses to these questions
have been from the Contact-
Intervention Information Tab
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q3 (Feb, Mar) Q4 (April, May, June)Q2 (Nov, Dec, Jan)
All teachers will systematically review 2016
STAAR data, attendance, discipline, TELPAS,
checkpoints, and any other relevant data sources
to determine school-wide goals for instructional
improvement and supporting all learners in their
pursuit of high levels of academic and social-
Q4 Interventions
Q2 Goal:
Teachers and administrators will use district and
campus data to create engaging, flexibele lessons that
encourage higher-order thinking, persistence and
achievement. ALTs, Teachers, and Administrators will
develop campus checkpoints to implement as we
progress monitor for student and teacher gains. The
Q4 Goal:
2)
1)
3)
2)
1)
Utilize PLCs to collaborate with ALTS and
Teachers regarding instructional practices to
ensure teachers are planning and implementing
lessons that are engaging, flexible, and
encourage higher order thinking, persistence,
and achievement as well as differentiating
instruction, aligning methods and techniques to
diverse student needs
Review ISTATION, DRA, Classworks, data monthly
for trends, movement within the tiers, and the
progress of targeted students.
Review RTI students and set appropriate support
and intervention schedules using Istation and
Classworks data
Continually refine, implement, and monitor sources,
(i.e. lesson plans, STAAR, TELPAS, Campus and
District Assessments, Istation, attendance, report
cards, running records, etc)
Q3 InterventionsQ2 InterventionsQ1 Interventions
Q3 Goal:
Improved academic achievement as evidenced
by meeting Index 1 target score of 60, Index 2
target score of 30, Index 3 target score of 28,
Index 4 target score of 12 and 80% of our
students successfully meeting district grade level
standards is a clear result of teachers thoroughly
All lesson plans will reflect use of data to
differentiate instruction, align methods and
techniques to address diverse student needs.
Teachers will utilize questioning strategies that
encourage all students to engage in complex,
higher-order thinking and problem solving. The
Provide PD for teachers reviewing their data and
updating initial instruction plans Teachers and
administrators met to discuss campus, individual,
and team goals. Goals were submitted to
administrators for review.
Teachers attended PD using the CIR rubrics in
order to plan strategic initial instruction with rigor,
student engagement, and relevance in mind.
Teachers utilize a new lesson plan template in
order to address .
Review ISTATION, DRA, Classworks, data
monthly
Review RTI students and set appropriate support
and intervention schedules using Istation and
Classworks data
Teachers regularly provides differentiated
instructional methods and content to ensure
students have the opportunity to master what is
being taught.
Identify and secure additional resources necessary to
eliminate achievement gaps among students. Use
research based materials to assist students in mastering
key instructional concepts.
Review ISTATION, DRA, Classworks, data monthly
Administrators will use performance and goal setting
data to encourage and challenge staff to reflect on and
define the knowledge, skills, and concepts that are
essential to the complete educational development of all
students.
Review RTI students and set appropriate support and
intervention schedules using Istation and Classworks
data
Continually refine, implement, and monitor sources, (i.e.
lesson plans, STAAR, TELPAS, Campus and District
Assessments, Istation, attendance, report cards, running
records, etc)
3)3)
1)
2)
Continue to systematically monitor, evaluate, and
refine goals, targets, and strategies through data
analysis. Involve all staff in Needs Assessment.
Review ISTATION, DRA, Classworks, data
monthly for trends, movement within the tiers,
and the progress of targeted students.
Review RTI students and set appropriate support
and intervention schedules using Istation and
Classworks data
Teachers can better utilize formal and informal methods to more efficiently measure student progress, and effectively
manage and analyze student data to inform instruction.
Some staff members have not disaggragated data on a regular basis or used the data to design clear, well-
organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners.
Staff (through PLCs, Extended Plannings, and Professional Development Opportunities) will utilize instructional performance
data to encourage self-reflection and engage teachers in performance improvement conversations about instructional planning
and delivery.
Utilizing PLCs, Extended Plannings, and other Professional Development Opportunities, staff will collaborate to disaggregate
data to plan engaging, flexible lessons that encourage higher-order thinking as evidenced by lesson planning.
Index Number:
Root Cause 1:
All teachers consistently monitoing the effectiveness of systems intended to support high levels of student and
staff performance on a consistent basis should lead to the teachers designing clear, well-organized, sequential
lessons that reflect best practice, align with standards and that appropriate for diverse learners, This directly
addresses school academic performance, use of quality data to drive instruction, increased learning time, teacher
quality, and leadership effectiveness if there is a framework provided for everyone and it is monitored.
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
How will addressing this root cause
impact the index/indicator/CSF?
Interventions by Quarter
Strategy:
Annual Goal:Problem Statement 1:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any,
adjustments must be
made in order to meet
the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
<Enter text>
Select
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q3 Report
Remain focused on analyzing data to create and
execute engaging, flexible lessons that encourage
higher-order thinking, persistence and
achievement and are differentiated to meet the
needs of diverse learners. Teachers should
continue to reflect and engage in goal setting
practices and teach students to goal set and track
We analyzed 2016 STAAR data in August when
all staff returned to school. We have continued to
look 2016 STAAR data and other relevant data
during PLCs, Extended Plannings, and weekly
grade level plannings. Teachers have highlighted
rosters and are keeping student data binders.
Teachers are working with students to track their
own achievement data throughout the year.
Yes
Right on Target
What, if any,
adjustments must be
made in order to meet
the annual goal?
Are you on track to
meet the annual goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Did you meet this
quarter's goal?
Q2 Report
<Enter any additional information here>
Select
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
Are you on track to
meet the annual goal?
Did you meet this
quarter's goal?
<Enter text>
site based and district checkpoints
What data was collected to monitor interventions in Q4?What data will be collected to monitor interventions in Q3?
Lesson Plans that are STAAR rigor
Classroom observations with feedback
Power PLC Agenda & Minutes
Conference with Principal
Select
End of Quarter Reporting
Q4 Report
Classroom observations with feedback
Power PLC Agenda & Minutes
Conference with Principal
site based and district checkpoints, current district
benchmarks
What data will be collected to monitor interventions in Q2?
Select Select
Classroom observations with feedback
Did you meet your
annual goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Did you meet this
quarter's goal?
1)
3)
4)
3)
2)
1)
4)
2)
4)
3)
2)
1)
4)
Lesson Plans that are STAAR rigor
site based and district checkpoints
Lesson Plans that are STAAR rigor
Power PLC Agenda & Minutes
Conference with Principal
Utilize learning walks and Curriculum Instructional
Rounds within the building and debrief about
observations
Each ALT will coach at least two teachers per
month utilizing the ICLE CIR.(pre-conference,
observation of lesson, and post-conference.)
Administrators will participate in at least two of
those per semester.
Use ICLE CIR rubrics during planning to increase
the rigor, student engagement, and relevance of
lessons
Utilize learning walks and Curriculum Instructional
Rounds within the building and debrief about
observations Each
ALT will coach at least two teachers per
month utilizing the ICLE CIR.(pre-conference,
observation of lesson, and post-conference.)
Administrators will participate in at least two of
those per semester.
4) 4)
Utilize learning walks and Curriculum
Instructional Rounds within the building and
debrief about observations
Each ALT will coach at least two teachers per
month utilizing the ICLE CIR.(pre-conference,
observation of lesson, and post-conference.)
Administrators will participate in at least two of
those per semester.
<Enter any additional information here>
End of Year Reporting
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Provide the data that
supports your 4th
quarter status of this
annual goal.
If you did meet your annual goal, to
what do you attribute your
success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
<Enter text>
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
Select
<Enter text>
Power PLC Agenda & Minutes
Conference with Principal
Lesson Plans that are STAAR rigor
Checkpoints
Classroom observations with feedback
Observations by administratrators, ALTS, PSP,
DCSI, and STAAR data evidenced by a process to
be implemented
site based and district checkpoints, current district
benchmarks
What data will be collected to monitor interventions in Q1?
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
Interventions by Quarter
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar)
3)
Science - Targeted Power PLCs, District specialist plans
weekly with teachers, provides guidance in selecting
activities and feedback on lesson plans.
Teachers consistently invite input from students in order
to monitor and adjust instruction and activities to
maintain student engagement.
3)
Science - Targeted Power PLCs, District specialist
plans weekly with teachers, provides guidance in
selecting activities and feedback on lesson plans.
Teachers consistently invite input from students in
order to monitor and adjust instruction and activities
to maintain student engagement
3)
Science - Analysis of student data connected to
specific instructional strategies and use of results
to reflect on his or her teaching and to monitor
teaching strategies and behaviors in relation to
academic success.
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2017-2018 school year.
African American students performed below all students and other sub-populations on 2016 STAAR. African
American students scored 50% overall in Reading on 2016 STAAR. African American students scored 47% overall in
Math on 2016 STAAR. African American students scored 42% overall in Writing on 2016 STAAR. African American
students scored 45% overall in Science on 2016 STAAR.
Annual Goal:
Increase the academic achievement of 3rd through 5th grade African American students in Reading from 50% to 56%, Increase
African American Achievement in 3rd through 5th grade Math from 47% to 55%, Increase African American Achievement in 5th
Science from 45% to 55% as, Increase African American Achievement in 4th grade Writing from 42% to 55% evidenced by
2016 STAAR scores.
Root Cause 2:Additional focus needed on authentic student engagement,
High Yield Strategies needed in all classrooms to facilitate positive student interaction,
Guided Reading professional development and coaching needed in all grade levels
Strategy:
The teacher will support all learners by regularly providing differentiated instructional methods and content to ensure students
have the opportunity to master what is being taught. The teacher will consistently adjust instruction and activities to maintain
student engagement.
Index Number:
Analyzing instructional implementation data and providing staff with on-going learning opportunities to master the
use of effective instructional strategies will yield clearer, more oraganized, sequential lessons that reflect best
practices and are appropriate for diverse learners thereby leading to decreased achievement gaps among student
groups.
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
How will addressing this root cause
impact the index/indicator/CSF?
Reading - RTI/support, Teacher Observations,
Conferencing, Portfolios, Rigorous Lesson Plans,
Guided Reading Consultant models/ coaches in
classrooms, RELA Lead Teachers model and
coach in classrooms, Monitor Istation data,
Frequent communication with parents/guardians
regarding student progress
1)
All subjects - Identify and secure additional resources
necessary to eliminate achievement gaps among
students. Use research based materials to assist
students in mastering key instructional concepts.
Teachers regularly provides differentiated instructional
methods and content to ensure students have the
opportunity to master what is being taught.
Reading - RTI/support, Teacher Observations,
Conferencing, Portfolios, Rigorous Lesson Plans,
Guided Reading Consultant models/ coaches in
classrooms, RELA Lead Teachers model and coach in
classrooms, Monitor Istation data, Frequent
1)
All subjects - Teachers regularly provides
differentiated instructional methods and content to
ensure students have the opportunity to master
what is being taught. Reading -
RTI/support, Teacher Observations, Conferencing,
Portfolios, Rigorous Lesson Plans, Guided Reading
Consultant models/coaches in classrooms, RELA
Lead Teachers model and coach in classrooms,
Monitor Istation data, Frequent communication with
parents/guardians regarding student progress
1)
All students - Teachers regularly provides
differentiated instructional methods and content
to ensure students have the opportunity to
master what is being taught. Reading -
RTI/support, Running Records & Grades &
Progress Reports, Teacher Observations,
Portfolios, Rigorous Lesson Plans, Monitor
Istation data, Frequent communication with
parents/guardians regarding student progress,
STAAR 4
Math - Tutoring, Math Resource Exploration,
Action Based Learning, Targeted Power PLC,
Greg Tang Math Workshop, Balanced Math,
Classworks
2)
Math - Tutoring, Math Resource Exploration, Action
Based Learning, Targeted Power PLC, Greg Tang Math
Workshop, Balanced Math, Classworks
2)
Math - Tutoring, ALTs continue to explore Math
resources with teachers during planning to ensure
understanding and effective implementation. Action
Based Learning, Targeted Power PLC, Greg Tang
Math Workshop, Balanced Math, Classworks
2)
Math - Tutoring, Math Resource Exploration,
Action Based Learning, Targeted Power PLC,
Greg Tang Math Workshop, Balanced Math,
Classworks
Q4 (April, May, June)
Q2 Goal:
Increase the academic achievement of 3rd through 5th
grade African American students in: Reading to 51%, in
Math to 48%, in 5th Science to 48%, and in 4th grade
Writing to 46%
Q3 Goal:
Increase the academic achievement of 3rd through
5th grade African American students in: Reading to
52%, in Math to 50%, in 5th Science to 51%,and in
4th grade Writing to 49%
Q4 Goal:
Increase the academic achievement of 3rd
through 5th grade African American students in:
Reading to 55%, in Math to 53%, in 5th Science
to 53%,and in 4th grade Writing to 53%
Q2 Interventions Q3 Interventions Q4 Interventions
Science - Action Based Learning PD, Targeted
Power PLCs
Teachers consistently invite input from students in
order to monitor and adjust instruction and
activities to maintain student engagement
Q1 Interventions
Increase the academic achievement of 3rd
through 5th grade African American students in:
Reading to 50%, in Math to 47%, in 5th Science to
46%,and in 4th grade Writing to 43%
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Problem Statement 2:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any,
adjustments must be
made in order to meet
the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
Checkpoints/Grades/Progress Reports 1)Checkpoints/Grades/Progress Reports, Benchmarks ,
DRA, Running Records & Grades & Progress Reports1) Checkpoints/Grades/Progress Reports 1) Checkpoints/Grades/Progress Reports
Writing - Teachers participate in professional
development with Dr. Pentecost on Writer's
Workshop, scoring compositons, and receive
feedback from classroom observations. 4th Grade
4)
Writing - RTI/Tutoring - Teachers make adjustments to
address strengths and gaps in background knowledge,
life experiences and skills of all students. Teachers
continue to work with Dr. Pentecost and RELA ALTs to
4)Writing - RTI/Tutoring, PD Pentecost writing &
Trails of Breadcrumbs4)
Writing - RTI/Tutoring, PD Pentecost writing &
Trails of Breadcrumbs
Istation Data, Classworks Data 4) Istation Data, Classworks Data 4) Istation Data, Classworks Data, STAAR 4) Istation Data, Classworks Data, STAAR
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
Teacher Observations/ Feedback 2) Teacher Observations/ Feedback 2) Teacher Observations/ Feedback 2) Teacher Observations/ Feedback
Lesson Plans 3) Lesson Plans 3) Lesson Plans 3) Lesson Plans
Ahead of ScheduleAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
Remain focused on analyzing data to create and
execute engaging, flexible lessons that encourage
higher-order thinking, persistence and
achievement and are differentiated to meet the
needs of diverse learners.
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
YesDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
African American 3rd
Grade Reading - 40.62% Met Std
4th Grade Reading - 75.00% Met Std
5th Grade Reading - 56.1% Met Std
3rd - 5th AFAM Overall Reading - 66%
3rd Grade Math - 80.69% Met Std
4th Grade Math - 42.86% Met Std
5th Grade Math - 78.05% Met Std
3rd - 4th AFAM Overal Math - 69%
4th Grade Writing - 44.83% Met Std
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your
success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
Root Cause 3:Students had a change in teachers and writing was inconsistently taught at STAAR rigor.
Strategy:
The teacher will support all learners by regularly providing differentiated instructional methods in writing to ensure students
have the opportunity to master what is being taught. The teacher will consistently adjust writing instruction and activities to
maintain student engagement. Teachers will be provided ongoing opportunities to participate in Writing Professional Learning,
(i.e., writers' workshop, scoring compositions, classroom observations and feedback by writing consultant.)
Index Number:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?
Analyzing instructional implementation data in the area of writing and providing staff with on-going learning
opportunities to master the use of effective writing instructional strategies will yield clearer, more oraganized,
sequential lessons that reflect best practices in writing and are appropriate for diverse learners thereby leading to
decreased achievement gaps among student groups.
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
Problem Statement 3:On the 2016 4th grade STAAR Writing Test, 45% of All Students, 42% of African Americans, 50% of Hispanics, 39%
of Economically Disadvantaged, and 50% of English Language Learners met standard. Annual Goal:
Increase the academic achievement in Writing for all 4th grade students from 45% to 55%, Hispanic students from 50% to 60%,
Economically Disadvantaged students from 39% to 49%, Special Education students from 25% to 35%, and English Language
Learners from 50% to 60% as evidenced by the percentage of students who met standard on May 2017 Writing STAAR.
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
Writing - Teachers participate in professional
development with Dr. Pentecost on Writer's
Workshop, scoring compositons, and receive
feedback from classroom observations. 4th Grade
RELA teachers attend Trails of Breadcrumbs
professional development with Gretchen Barnebi.
Writing Consultant working with grades K-4 on
writer’s workshop, Digging Deeper in Expository
Writing, Writing Workshop
1)
Identify and secure additional resources necessary to
eliminate achievement gaps among students. Use
research based materials to assist students in mastering
key instructional concepts. Writing -
Teachers participate in professional development with
Dr. Pentecost on Writer's Workshop, scoring
compositons, and receive feedback from classroom
observations Writing Camp after school utilizing
progress monitoring to measure effectiveness
Writing Workshop implemented with fidelity in
classrooms with adjustments made to instruction and
activities to maintain student engagement.
1)
Writing - Teachers participate in professional
development with Dr. Pentecost on Writer's
Workshop, scoring compositons, and receive
feedback from classroom observations
Writing Camp after school utilizing progress
monitoring to measure effectiveness
Writing Workshop implemented with fidelity in
classrooms with adjustments made to instruction
and activities to maintain student engagement.
1)
Writing - Engages all students with relevant,
meaningful learning, adjusting lessons based on
student interests and abillities. Peer
Conferencing - Students and teachers from 3rd
and 4th grade RELA, together with ALTS, work
together on presenting lessons and writing
compositions.
Interventions by Quarter
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Increase the academic achievement in Writing for
all 4th grade students to 45%, Hispanic students
to 50%, Economically Disadvantaged students to
39%, Special Education students to 25%, and
English Language Learners to 50%.
Q2 Goal:
Increase the academic achievement in Writing for all 4th
grade students to 47%, Hispanic students to 52%,
Economically Disadvantaged students to 41%, Special
Education students to 28%, and English Language
Learners to 53%.
Q3 Goal:
Increase the academic achievement in Writing for
all 4th grade students to 50%, Hispanic students to
55%, Economically Disadvantaged students to
44%, Special Education students to 30%, and
English Language Learners to 55%.
Q4 Goal:
Increase the academic achievement in Writing
for all 4th grade students to 53%, Hispanic
students to 58%, Economically Disadvantaged
students to 47%, Special Education students to
33%, and English Language Learners to 58%.
Action Based Learning Professional Development
to engage students in meaningful Targeted Power
PLC, Ensure the approved writing curriculum is
assessed every 4-5 weeks using formative and
summative assessments that are focused on
maximizing learning for all students across all
grade levels
2)
Provide ESL students with additional small group
instruction and in-class support time by increasing the
campus ESL position from a .5 position to a .6.
Targeted Power PLC
2)
Maintain procedures that guide teachers and
keep focus on planning engaging, flexible
lessons that encourage higher-order thinking,
persistence, and achievement and that are
aligned with state standards, related to content
and student needs.
2)
Targeted Power PLC - Maintain procedures that
guide teachers and keep focus on planning
engaging, flexible lessons that encourage higher-
order thinking, persistence, and achievement
and that are aligned with state standards, related
to content and student needs.
RTI/Tutoring, ALTs model high yield strategies 3)
RTI/Tutoring, ALTs model high yield strategies in
classrooms and coach to ensure that the strategies are
used with fidelity.
3)
RTI/Tutoring, ALTs model high yield strategies in
classrooms and coach to ensure that the strategies
are used with fidelity.
3) RTI/Tutoring, ALTs model high yield strategies
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any,
adjustments must be
made in order to meet
the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Frequent communication with parents/guardians
regarding student progress 4)
Staff will systematically contact parents/guardians
regarding students' academic and social/emotional
growth through various methods (i.e. Tuesday folders,
Student Planners, Conferences, Social Media, Texting,
Email)
Provide incentives to increase student engagement in
the classroom.
4)
Staff will systematically contact parents/guardians
regarding students' academic and social/emotional
growth through various methods (i.e. Tuesday
folders, Student Planners, Conferences, Social
Media, Texting, Email)
Provide incentives to increase student engagement
in the classroom.
4)
Staff will systematically contact
parents/guardians regarding students' academic
and social/emotional growth through various
methods (i.e. Tuesday folders, Student Planners,
Conferences, Social Media, Texting, Email)
Provide incentives to increase student
engagement in the classroom.
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
lesson plans 3) lesson plans 3) lesson plans 3) lesson plans
Observations from administrators and ALTs 4) Observations from administrators and ALTs 4) Observations from administrators and ALTs 4) Observations from administrators and ALTs
Student writing portfolios 1) Student writing portfolios 1) Student writing portfolios 1) Student writing portfolios
Checkpoint Analysis 2) Checkpoint Analysis 2) Checkpoint Analysis 2) Checkpoint Analysis
4th Grade Writing Checkpoint #1
All Students 32.97%
Economic Disadvantage 30.36%
Hispanic 32%
LEP 23.08%
Special Ed Indicator 12.50%
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Progress Made, but Behind ScheduleAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
No, but Made Some ProgressDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Continue with professional learning in Writers'
Workshop guided by outside consultant. Continue
to provide 4th grade teachers with other
opportunities to learn to develop writing lessons to
the rigor of STAAR and differentiate instruction to
meet diverse student needs. Provide timely,
researched interventions to aide students
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your
success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
4)
Index Number:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
Teach Science daily using high yield instructional
strategies
Continue to restock and utilize Science Lab
equipment and supplies for classroom labs
1)
Teach Science daily using high yield instructional
strategies
Continue to restock and utilize Science Lab equipment
and supplies for classroom labs
1)
Teach Science daily using high yield instructional
strategies
Continue to restock and utilize Science Lab
equipment and supplies for classroom labs
1)
Teach Science daily using high yield instructional
strategies
Continue to restock and utilize Science Lab
equipment and supplies for classroom labs
Interventions by Quarter
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Increase the academic achievement in 5th grade
Science for all students to 55%, Hispanic students
to 56%, Economically Disadvantaged Students to
53%, Special Education Students to 16%, and
English Language Learners to 53%.
Q2 Goal:
Increase the academic achievement in 5th grade
Science for all students to 57%, Hispanic students to
58%, Economically Disadvantaged Students to 55%,
Special Education Students to 25%, and English
Language Learners to 55%.
Q3 Goal:
Increase the academic achievement in 5th grade
Science for all students to 60%, Hispanic students
to 60%, Economically Disadvantaged Students to
58%, Special Education Students to 33%, and
English Language Learners to 58%.
Q4 Goal:
Increase the academic achievement in 5th grade
Science for all students to 63%, Hispanic
students to 63%, Economically Disadvantaged
Students to 61%, Special Education Students to
41%, and English Language Learners to 61%.
District specialist plans weekly with teachers,
provides guidance in selecting activities and
feedback on lesson plans.
4)
Science professional development
Observe a master teacher in their science lab to gather
ideas that can be implemented in order to provide
rigorous, engaging, and relevant lessons.
Mentor Targeted Students
4)
Family Math and Science Night and STAAR Nights
to provide opportunities for teachers and students
to share learning experiences and academic
expectations with their families.
Mentor Targeted Students
4)
Lead Teachers co-teach and support the use of
high yield instructional strategies and coach to
improve fidelity
Lead Teachers model high yield instructional
strategies and coach to improve fidelity, Create
a bilingual ALT position using Title funds to
support bilingual classrooms in all subjects.
2)
Lead Teachers model high yield instructional strategies
and coach to improve fidelity
District specialist plans weekly with teachers, provides
guidance in selecting activities and feedback on lesson
plans. Teachers consistently
invite input from students in order to monitor and adjust
instruction and activities to maintain student
2)
District specialist plans weekly with teachers,
provides guidance in selecting activities and
feedback on lesson plans.
Teachers consistently invite input from students in
order to monitor and adjust instruction and activities
to maintain student engagement.
2)
Lead Teachers co-teach and support the use of
high yield instructional strategies and coach to
improve fidelity District
specialist plans weekly with teachers, provides
guidance in selecting activities and feedback on
lesson plans. Teachers
consistently invite input from students in order to Interventionist plans and facilitates labs and
explorations in the Science Lab for K-5 students
Teachers plan engaging, flexible lessons that
encourage higher-order thinking, persistence and
questions that encourage all students to engage in
complex, higher-order thinking and problem
3)
Interventionist plans and facilitates labs and explorations
in the Science Lab for K-5 students Identify and secure
additional resources necessary to eliminate achievement
gaps among students. Use research based materials to
assist students in mastering key instructional concepts.
3)
Interventionist plans and facilitates labs and
explorations in the Science Lab for K-5 students,
and works with small groups of 5th grade students
to provide opportunities for students to utilize their
individual learning patterns, habits and needs.
Teachers plan engaging, flexible lessons that
3)
Interventionist plans and facilitates labs and
explorations in the Science Lab, anticipates
student mistakes and encourages students to
avoid common learning pitfalls.
Teachers and Administrators ensure that
instruction includes questions that encourage all
Problem Statement 4:On the 2016 5th Grade STAAR Test, 55% of All Students, 45% of African Americans, 56% of Hispanics, 53% of
Economically Disadvantaged, and 53% of English Language Learners met standard.Annual Goal:
Increase the academic achievement of 5th grade students in Science, including all students from 55 to 65%, Hispanic students
from 56% to 65%, Economically Disadvantaged Students from 53 to 63%, and English Language Learners from 53% to 63%,
and Special Education Students to 50% as evidenced by the percentage of students who meet standard on the May 2017 5th
grade Science STAAR.
Root Cause 4:
Science instruction should be taught with fidelity at all grade levels. Teachers need additional support to deepen their
understanding of science content knowledge so as to utilize available resources to plan and execute lessons that
reflect best practices, align with standards and are appropriate for diverse learners.
Strategy:
The teacher will support all learners by regularly providing differentiated instructional methods in science content to ensure
students have the opportunity to master what is being taught. The teacher will consistently adjust science instruction and
activities to maintain student engagement. Ensure consistent science instruction at all grade levels, as well as help teachers
have a better understanding of science content, and providing more lab and experiment type opportunities for students.
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any,
adjustments must be
made in order to meet
the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
Teacher Observations-Feedback3) Teacher Observations-Feedback 3) Teacher Observations-Feedback 3) Teacher Observations-Feedback
4) 4) STAAR 4) STAAR
Checkpoints/Grades/Progress Report 1) Checkpoints/Grades/Progress Report 1) Checkpoints/Grades/Progress Report 1) Checkpoints/Grades/Progress Report
RTI/support 2) RTI/support 2) RTI/support 2) RTI/support
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Ahead of ScheduleAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
End of Quarter Reporting
Q2 Report Q3 Report Q4 Report
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?SelectYes
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Problem Statement 5: Annual Goal: <Enter text>
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
Remain focused on analyzing data to create and
execute engaging, flexible lessons that encourage
higher-order thinking, persistence and
achievement and are differentiated to meet the
needs of diverse learners.
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your
success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
All Students - 75.59%
Economically Disadvantaged - 77.97%
Hispanic - 86%
English Language Learners - 90.32%
Special Education - 16.67%
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
Root Cause 5: <Enter text> Strategy: <Enter text>
Index Number:
Interventions by Quarter
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
2) 2) 2)
3) 3) 3)
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
1) 1) 1)
2) 2) 2)
4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
3) 3) 3)
4) 4) 4)
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any,
adjustments must be
made in order to meet
the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your
success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
Index Number:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
Problem Statement 6: Annual Goal: <Enter text>
Root Cause 6: <Enter text> Strategy: <Enter text>
Interventions by Quarter
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any,
adjustments must be
made in order to meet
the annual goal?
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
2) 2) 2)
3) 3) 3)
3) 3) 3)
4) 4) 4)
1) 1) 1)
2) 2) 2)
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
4)
<Enter text>
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your
success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
Interventions by Quarter
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
Index Number:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
2) 2) 2)
3) 3) 3)
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
4) 4) 4)
Problem Statement 7: Annual Goal: <Enter text>
Root Cause 7: <Enter text> Strategy: <Enter text>
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any,
adjustments must be
made in order to meet
the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
2) 2) 2)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
End of Quarter Reporting
Q2 Report Q3 Report Q4 Report
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
3) 3) 3)
4) 4) 4)
Select
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your
success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to
meet the annual goal?Select
Problem Statement 8: Annual Goal: <Enter text>
1) 1) 1)
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
Root Cause 8: <Enter text> Strategy: <Enter text>
Index Number:
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
Interventions by Quarter
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
2) 2) 2)
3) 3) 3)
3) 3) 3)
4) 4) 4)
1) 1) 1)
2) 2) 2)
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any,
adjustments must be
made in order to meet
the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
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evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
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meet the annual goal?Select
Are you on track to
meet the annual goal?Select
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annual goal?Select
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
Problem Statement 9: Annual Goal: <Enter text>
Root Cause 9: <Enter text> Strategy: <Enter text>
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your
success?
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lack of success?
Please provide
additional information
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Other or for any
selected elements.
<Enter text>
Interventions by Quarter
Index Number:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any,
adjustments must be
made in order to meet
the annual goal?
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
2) 2) 2)
3) 3) 3)
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
1) 1) 1)
2) 2) 2)
4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
3) 3) 3)
4) 4) 4)
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
4)
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your
success?
If you did not meet your annual
goal, to what do you attribute your
lack of success?
Please provide
additional information
for the selection of
Other or for any
selected elements.
<Enter text>
Index Number:
Critical Success Factors (CSFs)
ESEA Turnaround Principles (TPs)
Major Systems
CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction
How will addressing this root cause
impact the index/indicator/CSF?<Enter text>
CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction
CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership
CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar
CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement
CSF 6-School Climate/ESEA TP: Improve School Environment
CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your planning
for the 2016-2017 school year.
<Enter text>
Problem Statement 10: Annual Goal: <Enter text>
Root Cause 10: <Enter text> Strategy: <Enter text>
Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions
1) 1) 1)
Interventions by Quarter
Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)
Q2 Goal: Q3 Goal: Q4 Goal:
4) 4) 4)
2) 2) 2)
3) 3) 3)
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any,
adjustments must be
made in order to meet
the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
3) 3) 3)
4) 4) 4)
1) 1) 1)
2) 2) 2)
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to
meet the annual goal?Select
Are you on track to
meet the annual goal?Select
Did you meet your
annual goal?Select
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
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for the 2016-2017 school year.
<Enter text>
If your campus is identified as formerly Improvement Required (FIR), please answer the following questions
regarding the sustainability of strategies that led to your success.
<Enter any additional information here>
What, if any,
adjustments must be
made in order to meet
the annual goal?
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adjustments must be
made in order to meet
the annual goal?
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End of Year Reporting
Provide the data that
supports your 4th
quarter status of this
annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your
success?
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lack of success?
Please provide
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for the selection of
Other or for any
selected elements.
<Enter text>
FIR Sustainability Questions
Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:
Region 4 101913 Humble ISD 000000122 Park Lakes Elementary
Needs Assessment Summary and Improvement Plan
Responses to these questions
have been from the Contact-
Intervention Information Tab
What plans are in place to sustain these strategies, processes, and/or
systems?
What strategies, processes, and/or systems has the campus identified as
making the greatest impact in moving the campus to a Met Standard rating?
<Enter text>
<Enter text>
1
Meeting Date: November 8, 2016
Meeting Type Regular Meeting Special Meeting/
Workshop Agenda Item Type
Action Item
Agenda Placement Governance Human Resources Department Superintendent’s Division Support Services Division Learning Division District-Wide Financial Services Division
District Pillars (Check All That Apply): Student Achievement – Prepare Students to be College and Career Ready Service – Provide Quality Service to Internal and External Customers People – Provide a Quality Work Environment So Every Employee can Perform at the
Highest Levels Finance – Create Efficiencies at All Levels of the Organization
Title: Comprehensive Annual Financial Report for the Year Ended June 30, 2016, Single Audit Report for the Year Ended June 30, 2016, and Awards for the Year Ended June 30, 2015, with Consideration of the Independent Auditors’ Report included in the Comprehensive Annual Financial Report. Recommended Action: The Superintendent recommends that the Board of Trustees approve the Independent Auditors’ Report by Whitley Penn, LLC, included in the Comprehensive Annual Financial Report for the year ended June 30, 2016. Board Policy/State Regulation/Law Reference (If Applicable): Texas Education Code, Section 44.007(c) Overview: The Independent Auditors’ Report found in the financial section of the Comprehensive Annual Financial report is issued on the government-wide financial statements, the governmental fund financial statements, proprietary fund financial statements, and notes to the financial statements. Although required by the Governmental Accounting Standards Board, the Management’s Discussion and Analysis and other required supplemental information are not a part of the basic financial statements and, therefore, have not been audited. The Comprehensive Annual Financial Report, provided under a separate cover, is included for the Board’s information. The independent audit of the financial statements is a part of a broader, federally mandated “Single Audit” designed to meet the special needs of federal grantor agencies. The standards governing the Single Audit require the independent auditor to report not only on the fair presentation of the financial statements, but also on the audited government’s internal controls and compliance with legal requirements, with special emphasis on internal controls and legal requirements involving the administration of federal awards. The Single Audit Report has also been provided under a separate cover. The Comprehensive Annual Financial Report will be submitted to the Association of School Business Officials International (ASBO) and the Government Finance Officers’ Association
Board of Trustees Agenda Item
2
(GFOA) for evaluation in their award programs. The report will also be sent to Moody’s and Standard and Poor’s Corporations, institutional investors, and investment firms whose portfolios or whose client portfolios include the District’s bonds. The report will be posted on the District’s website for other interested parties. The Humble Independent School District received two awards for the fiscal year ended June 30, 2015: ASBO’s Certificate of Excellence in Financial Reporting and GFOA’s Certificate of Achievement for Excellence in Financial Reporting. These certificates of achievement are national awards and are the highest form of recognition in governmental accounting and financial reporting. Copies of these certificates are found on pages 14 and 15 of the 2016 Comprehensive Annual Financial Report. The District has received the ASBO award for thirty consecutive years (1986-2015) and the GFOA award for thirty years (1985-1995; 1997-2015). We believe our 2016 report continues to conform to the Certificate program requirements of ASBO and GFOA. Fiscal Impact: None Attachments: Comprehensive Annual Financial Report – June 30, 2016 (provided under a separate cover) Single Audit Report – June 30, 2016 (provided under a separate cover) ASBO International’s COE Award Recipients for 2015 – Attachment #1 GFOA’s Certificate of Achievement for Excellence Award Recipients for 2015 – to be provided when available Department(s) Submitting Form: Accounting and Financial Reporting Department Division Approval: Mike Seale Date Submitted: November 3, 2016
FYE 2015 COE Recipients Congratulations! The following 542 school systems received ASBO International’s prestigious Certificate of Excellence (COE) for the fiscal year ending 2015.
The Certificate of Excellence in Financial Reporting program recognizes school systems for excellence in the preparation and issuance of their Comprehensive Annual Financial Reports (CAFR).
* First-time recipient+ 25 years or more of participation
AlaskaAnchorage School District+ Bering Strait School District+Fairbanks Northstar Borough School District+ Kenai Peninsula Borough School District+Matanuska Susitna Borough School DistrictArizonaAgua Fria Union High School District No. 216 Alhambra Elementary School District No. 68Altar Valley Elementary School District No. 51 Amphitheater Unified School District No. 10Apache Junction Unified School District No. 43+ Avondale Elementary School District No. 44Balsz Elementary School District No. 31 Benson Unified School District No. 9Buckeye Elementary School District No. 33 Buckeye Union High School District No. 201Cartwright Elementary School District No. 83 Casa Grande Elementary School District No. 4Casa Grande Unified High School District No. 82 Catalina Foothills Unified School District No. 16+Cave Creek Unified School District No. 93 Chandler Unified School District No. 80Chinle Unified School District No. 24 Chino Valley Unified School District No. 51Coolidge Unified School District No. 21+ Crane Elementary School District No. 13Creighton Elementary School District No. 14 Deer Valley Unified School District No. 97+Douglas Unified School District No. 27+ Dysart Unified School District No. 89East Valley Institute of Technology School District No. 401
Flagstaff Unified School District No. 1
Flowing Wells Unified School District No. 8+ Fort Huachuca Accommodation School District #00Fowler Elementary School District No. 45 Gadsden Elementary School District No. 32Gilbert Unified School District No. 41 Glendale Elementary School District No. 40+Glendale Union High School District No. 205+ Globe Unified School District No. 1Heber Overgaard Unified School District No. 6 Higley Unified School District No. 60Humboldt Unified School District No. 22 J.O. Combs Unified School District No. 44Kayenta Unified School District No. 27 Kyrene Elementary School District No. 28Lake Havasu Unified School District No. 1+ Laveen Elementary School District No. 59Liberty Elementary School District No. 25 Littleton Elementary School District No. 65Madison Elementary School District No. 38+ Mammoth-San Manuel Unified School District No. 8+Maricopa Unified School District No. 20 Mesa Unified School District No. 4+Mingus Union High School District No. 4 Murphy Elementary School District No. 21+Nogales Unified School District No. 1 Oracle Elementary School District No. 2Page Unified School District No. 8 Palominas Elementary School District No. 49Paradise Valley Unified School District No. 69+ Payson Unified School District No. 10Pendergast Elementary School District No. 92 Peoria Unified School District No. 11+Phoenix Elementary School District No. 1 Phoenix Union High School District No. 210+
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Pima County Joint Technological Education District No. 11
Pima County School Reserve Fund
Pinon Unified School District No. 4 Prescott Unified School District No. 1Queen Creek Unified School District No. 95 Roosevelt Elementary School District No. 66Safford Unified School District No. 1 Sahuarita Unified School District No. 30+Sanders Unified School District No. 18 Santa Cruz Valley Unified School District No. 35Scottsdale Unified School District No. 48 Sedona-Oak Creek Joint Unified School District No. 9Sierra Vista Unified School District No. 68+ Snowflake Unified School District No. 5Somerton Elementary School District No. 11 Stanfield Elementary School District No. 24Sunnyside Unified School District No. 12+ Tanque Verde Unified School District No. 13Tempe Elementary School District No. 3+ Tempe Union High School District No. 213+Tolleson Elementary School District No. 17 Tolleson Union High School District No. 214Tucson Unified School District No. 1+ Union Elementary School District No. 62Vail Unified School District No. 20 Washington Elementary School District No. 6Western Maricopa Education Center District No. 402 Willcox Unified School District No 13Wilson Elementary School District No. 7 Yuma Elementary School District No. 1Yuma Union High School District No. 70+CaliforniaLos Altos School DistrictColoradoAcademy School District Twenty Adams 12 Five Star Schools+Adams County School District 14+ Boulder Valley School District Cherry Creek School District No. 5 Colorado Springs School District No. 11+Douglas County School District RE-1 Eagle County School District RE50JEl Paso County School District No. 2 - Harrison+ Lewis-Palmer School District 38Mapleton Public Schools+ Poudre School District+School District No. 1 in the City and County of Denver, Colorado
St. Vrain Valley School District RE-1J
Thompson R2-J School District Weld County School District 6Westminster Public SchoolsFlorida District School Board of Escambia County District School Board of Martin CountyDistrict School Board of Pasco County District School Board of Seminole CountyDistrict School Board of Volusia County Duval County Public SchoolsMonroe County School District Orange County Public SchoolsSchool Board of Brevard County School Board of Indian River CountySchool Board of Miami-Dade County+ School Board of Sarasota CountySchool District of Manatee County School Board of Broward County+School District of Lee County School District of Palm Beach CountyGeorgiaAtlanta Independent School System Clayton County Public SchoolsCobb County School District+ Fayette County Board of EducationFulton School District Griffin-Spalding County School SystemGwinnett County Board of Education+ Muscogee County School DistrictSavannah Chatham County Public School SystemIdaho Pocatello/Chubbuck School District No. 25+IllinoisApptakisic-Tripp Community Consolidated School District No. 102
Arlington Heights School District 25
Batavia Public School District No. 101 Berkeley School District 87+Cary Community Consolidated School District No. 26 Chicago Public SchoolsCommunity Consolidated School District 47+ Community Consolidated School District 59+Community Consolidated School District 89 Community Consolidated School District 93+Community Consolidated School District 146 Community Consolidated School District 181
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Community High School District 99 Community High School District 128Community High School District 155 Community Unit School District 201Community Unit School District 300 Community Unit School District 308DeKalb Community Unit School District No. 428 East Maine School District No. 63*Elmhurst Community Unit School District 205 Evanston Township High School District 202Geneva Community Unit School District 304+ Glen Ellyn School District 41Glencoe Elementary School District 35 Harlem Consolidated School District 122Hinsdale Township High School District No. 86 Indian Prairie Community Unit School District 204J. Sterling Morton High School District 201 Joliet Junior College, Community College District 525Joliet Public Schools District 86+ Joliet Township High Schools District 204+Kaneland Community Unit School District #302* Leyden Community High School District No. 212Lincoln Land Community College Marquardt School District No. 15+Moraine Valley Community College North Shore School District 112Northbrook School District 27 Northfield Township High School District 225Oak Park & River Forest High School Orland School District 135Palos Community Consolidated School District 118 Queen Bee School District No. 16River Forest Public Schools District No. 90 Rock Island-Milan School District No. 41Round Lake Area Schools Community Unit School District 116
Schaumburg Community School District No. 54+
Skokie School District 73.5 South Suburban College +Springfield School District No. 186+ Summit Hill School District No. 161+Sycamore Community Unit School District No. 427 Township High School District 211Township High School District 214 Township High School District No. 113Waukegan Community Unit School District 60 Woodridge School District 68Woodstock Community Unit School District No. 200IowaAnkeny Community School District Cedar Rapids Community School DistrictDavenport Community School District Des Moines Independent Community School DistrictDubuque Community School District Fort Dodge Community School DistrictIowa City Community School District Johnston Community School DistrictLinn-Mar Community School District Mt. Pleasant Community School DistrictNevada Community School District North Scott Community School District+Sioux City Community School District Southeast Polk Community School DistrictWaterloo Community School District Waukee Community School DistrictWest Des Moines Community School District+KansasOlathe Unified School District No. 233 USD No. 259 Wichita Public SchoolsLouisianaAscension Parish School Board* Bossier Parish School BoardCaddo Parish School Board+ Calcasieu Parish School Board+City of Bogalusa School Board Claiborne Parish School BoardDeSoto Parish School Board+ East Baton Rouge Parish School System+Jefferson Parish School Board+ Lafayette Parish School SystemLaSalle Parish School Board Lincoln Parish School BoardOuachita Parish School System+ Plaquemines Parish School BoardSt. Bernard Parish School Board St. Charles Parish School Board+St. James Parish School Board St. John the Baptist Parish School BoardSt. Tammany Parish School Board+ Tangipahoa Parish School System+Vernon Parish School Board Washington Parish School BoardWebster Parish School BoardMarylandAnne Arundel County Public Schools+ Baltimore City Public SchoolsBaltimore County Public Schools+ Board of Education of Wicomico CountyCecil County Public Schools Frederick County Public SchoolsHoward County Public School System Montgomery County Public Schools+
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MichiganBloomfield Hills Schools Detroit Public SchoolsFarmington Public School District Forest Hills Public SchoolsKalamazoo Public Schools L'Anse Creuse Public Schools+Oakland Schools Ottawa Area Intermediate School DistrictPort Huron Area School District+ Portage Public SchoolsReeths-Puffer Schools Rockford Public SchoolsSaginaw Intermediate School District School District of the City of Saginaw+South Lyon Community Schools Southfield Public Schools+Traverse City Area Public Schools Troy School District+Utica Community Schools Walled Lake Consolidated School DistrictWayne-Westland Community Schools West Ottawa Public Schools*MinnesotaAnoka-Hennepin Independent School District No. 11 Columbia Heights Public SchoolsEden Prairie Public School District 272 Farmington Area Public Schools
Hopkins Public Schools - Independent School District No. 270
Independent School District 191, Burnsville-Eagan-Savage+
Independent School District 882, Monticello Public Schools
Independent School District No. 833 - South Washington County Schools
Independent School District No. 112-Eastern Carver County Schools
Independent School District No. 199 - Inver Grove Heights
Independent School District No. 279, Osseo Area Schools+
Independent School District No. 284+
Independent School District No. 624 Independent School District No. 728Independent School District No. 196 Rosemount-Apple Valley-Eagan Public Schools
Marshall Public Schools Independent School District No. 413
Minnetonka Independent School District No. 276 Mounds View Public Schools Independent School District No. 621
Owatonna Public Schools Independent School District No. 761+
Prior Lake-Savage Area Schools
Robbinsdale Area Schools - ISD 281 Spring Lake Park Independent School District No. 16St. Anthony-New Brighton Schools Stillwater Area Public Schools ISD 834Waconia Public Schools - Independent School District No. 110
Willmar Public Schools - Independent School District 347
MissouriColumbia Public School District+ Parkway C-2 School DistrictRockwood R-VI School District Special Admin Board of Transitional School District of
the City of St. Louis+MontanaBillings Public SchoolsNevadaClark County School DistrictNew JerseyArea Vocational Technical Schools of Mercer County School District
Chester Board of Education
City of Bayonne School District City of Union City School DistrictEast Brunswick Public Schools Hopewell Valley Regional School DistrictJersey City Public Schools Manchester Township School DistrictMarlboro Township Board of Education Mercer County Special Services School DistrictMiddletown Township Board of Education Morris Hills Regional DistrictNeptune Township Board of Education Newark Public SchoolsNorthern Burlington Board of Education Perth Amboy Board of EducationPrinceton Public Schools Ramapo Indian Hills Regional High School DistrictThe Ewing Public Schools* Toms River Regional Schools
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1
Meeting Date: November 8, 2016
Meeting Type Regular Meeting Special Meeting/
Workshop Agenda Item Type
Action Item
Agenda Placement Governance Human Resources Department Superintendent’s Division Support Services Division Learning Division District-Wide Financial Services Division
District Pillars (Check All That Apply): Student Achievement – Prepare Students to be College and Career Ready Service – Provide Quality Service to Internal and External Customers People – Provide a Quality Work Environment So Every Employee can Perform at the
Highest Levels Finance – Create Efficiencies at All Levels of the Organization
Title: Budgetary Transfers, Amendments and Resolution for Commitments of Fund Balance Recommended Action: The Superintendent recommends that the Board of Trustees approve the budgetary amendments and the Resolution for Commitments of Fund Balance as described in the accompanying attachments. Board Policy/State Regulation/Law Reference (If Applicable): Texas Education Code Section 44.006; Texas Education Agency Financial Accountability System Resource Guide (FASRG) Sections 2.10.6 and 5.3.4 and Board Policy CE(LEGAL), CE(LOCAL), and CE(REGULATION). Overview: Approval of the budgetary amendments will allow the District to maintain compliance with the above referenced statutes. Fiscal Impact: The Assigned General Fund Balance will decrease by $246,044. The National School Breakfast & Lunch Program Restricted Fund Balance will decrease by $60,344. There is no change to the Unassigned General Fund Balance or the Debt Service Fund Restricted Fund Balance. Attachments: Budgetary Amendments Detail – Attachment 1 Budget Summary – Attachment 2 Resolution – Attachment 3 Policy CE Local –Attachment 4 Department(s) Submitting Form: Budget Department Division Approval: Mike Seale Date Submitted: November 2, 2016
Board of Trustees Agenda Item
Attachment 1
Net Effect Change in Media Staff Instruct School Guidance/ Social Health Pupil Cocurric/ Gen Maint & Security Data Commun Debt Facility Juvenile
General Fund on Fund Estimated Instruction Svcs Develop Leadershp Leadershp Counsel Svcs Svcs Transp Extracurr Admin Operation Svcs Process Svcs Svc Acquisit Justice TIRZ Other
Explanation of Amendment Balance Revenues 11 12 13 21 23 31 32 33 34 36 41 51 52 53 61 71 81 95 97 99
Items Affecting Fund Balance:
Establish budget for release of 6/30/2016 assignment of Repairs and Maintenance for carpet replacement at Pine Forest Elementary.
(246,044) 246,044
Items Affecting Revenues and Functional Categories:Increase revenue and expenditure budgets for Pre-Kindergarten program from TEA deposit.
45,441 45,441
Increase budget for funds received from Lone Star College for the Dual Credit program.
102,152 51,076 51,076
Transfers Between Functional Categories:Transfers between functional categories for proper coding of stipends, overtime, salaries/wages for subs, social security, workers' comp, trs district share, contracted maintenance, consulting services, misc contracted svcs, library & media, general supplies, employee travel, field trips, electronic equipment and controllable assets.
(21,458) (2,186) 0 2,930 9,400 8,495 0 (5,904) 4,230 0 (5,800) 2,043 2,450 0 5,800 0 0 0 0 0
Totals (246,044) 147,593 75,059 (2,186) 51,076 2,930 9,400 8,495 0 (5,904) 4,230 0 (5,800) 248,087 2,450 0 5,800 0 0 0 0 0
Net Effect Change in Food Maint & Security Data Facility
National School Breakfast & Lunch Program on Estimated Local State Federal Service Operation Svcs Process Acquisit
Explanation of Amendment Fund Bal Revenues 57XX 58XX 59XX 35 51 52 53 81
Items Affecting Fund Balance:
Release of fund balance for the purchase and installation of security cameras. (60,344)
60,344
Items Affecting Revenues and Functional Categories:
Transfers Between Functional Categories:
Totals (60,344) 0 0 0 0 60,344 0 0 0 0
Net Effect Change in Transfers Transfers
Debt Service on Estimated In Local State Out Debt TIRZ
Explanation of Amendment Fund Bal Revenues 79XX 57XX 58XX 00 71 97
Items Affecting Fund Balance:Items Affecting Revenues and Functional Categories:
Transfers Between Functional Categories:
Totals 0 0 0 0 0 0 0
Humble Independent School District
Revenue
Revenue Expenditures
Budgetary Amendments Detail November 8, 2016
Budget Amendments - Detail 2016-11-08.xls 11/2/20162:33 PM
Adopted BudgetAmended Budget October 11, 2016
Proposed November 2016 Amendments
Proposed Amended Budget
November 08, 2016
Unaudited Fund Balance at June 30, 2016Unassigned $84,561,780 $84,561,780
Encumbrances $16,714,101 $16,714,101
Non-Spendable $679,001 $679,001
Other Assigned* $60,124,131 $60,124,131
Total $162,079,013 $162,079,013
REVENUES: Local Taxes $159,236,940 $160,200,986 $160,200,986
Local TIRZ $4,161,500 $10,425,000 $10,425,000
Local Other $983,500 $1,168,993 $102,152 $1,271,145
State $173,708,922 $161,664,876 $45,441 $161,710,317
State Other $0 $0 $0
TRS On-Behalf $16,377,286 $16,377,286 $16,377,286
Federal $75,000 $4,875,000 $4,875,000
Transfers In $0 $0 $0
TOTAL REVENUES AND OTHER SOURCES $354,543,148 $354,712,141 $147,593 $354,859,734
EXPENDITURES:11 Instruction $210,624,615 $215,655,990 $75,059 $215,731,049
12 Instructional Resources & Media Svcs. $3,353,138 $3,354,894 ($2,186) $3,352,708
13 Curriculum Dev. & Instructional Staff Dev. $12,219,480 $13,113,157 $51,076 $13,164,233
21 Instructional Leadership $3,514,915 $3,621,722 $2,930 $3,624,652
23 School Leadership $21,481,182 $21,564,557 $9,400 $21,573,957
31 Guidance, Counseling & Evaluation Svcs. $16,437,428 $16,640,145 $8,495 $16,648,640
32 Social Work Services $167,602 $167,602 $167,602
33 Health Services $3,462,231 $3,463,621 ($5,904) $3,457,717
34 Student (Pupil) Transportation $10,861,441 $13,821,823 $4,230 $13,826,053
36 Cocurricular / Extracurricular Activities $7,529,947 $8,110,018 $8,110,018
41 General Administration $10,102,798 $10,332,604 ($5,800) $10,326,804
51 Plant Maintenance & Operations $32,909,425 $53,051,934 $248,087 $53,300,021
52 Security & Monitoring Svcs. $4,050,977 $5,853,793 $2,450 $5,856,243
53 Data Processing Svcs. $5,411,925 $9,149,777 $9,149,777
61 Community Svcs. $766,597 $1,033,072 $5,800 $1,038,872
71 Debt Service $0 $0 $0
81 Facilities Acquisition & Construction $0 $3,069,348 $3,069,348
95 Payments to Juvenile Justice Prg. $111,800 $139,800 $139,800
97 Payments to Tax Increment Fund $7,889,553 $7,889,553 $7,889,553
99 Other Intergovernmental Charges $1,645,000 $1,645,000 $1,645,000
Other Uses $0 $0
TOTAL EXPENDITURES $352,540,054 $391,678,410 $393,637 $392,072,047
Net Revenues and Other Sources over Expenditures $2,003,094 ($36,966,269) ($246,044) ($37,212,313)
and Other Uses
Projected Fund Balance at June 30, 2017Unassigned $86,564,874 $85,615,173 $0 $85,615,173
Encumbrances $16,714,101 $0 $0
Non-Spendable $679,001 $679,001 $679,001
Other Assigned* $60,124,131 $38,818,570 ($246,044) $38,572,526
Total $164,082,107 $125,112,744 ($246,044) $124,866,700
HUMBLE I.S.D 2016-17 BUDGET SUMMARYTuesday, November 08, 2016
General Fund
Adopted Budget*Amended Budget October 11, 2016
Proposed November 2016 Amendments
Proposed Amended Budget
November 08, 2016
FUND BALANCE ASSIGNMENTS:
Assigned-Student Achievement-College Ready (Goal #1) $21,760 $0 $0
Assigned-Safe/Nurturing School Environment (Goal #2) $1,279,845 $0 $0
Assigned-Retain Staff (Goal #3) $465 $465 $465
Assigned-Accountability; Effective/Efficient Op (Goal #5) $156,144 $91,840 $91,840
Assigned-Capital Expenditures-Campus Carryforwards $0 $0 $0
Assigned-E-Rate $346,989 $0 $0
Assigned-Facility Rental $0 $0 $0
Assigned-Capital Expenditures $648,423 $0 $0
Assigned-Technology $5,081,030 $4,789,022 $4,789,022
Assigned-Insurance Deductibles - CE(REG.) - Tier 2 $300,000 $300,000 $300,000
Assigned-Legal Services - CE(REG.) - Tier 2 $271,500 $250,000 $250,000
Assigned-Special Education - CE(REG.) - Tier 2 $5,262,500 $4,542,500 $4,542,500
Assigned-Contingency - CE(REG.) - Tier 2 $265,418 $250,000 $250,000
Assigned-Emergency Preparedness - CE(REG.) - Tier 2 $4,000,000 $4,000,000 $4,000,000
District-Wide One-Time Expenditures - CE(REG.) - Tier 3 $1,615,013 $1,587,461 $1,587,461
Division Controllable & Cap Assets - CE(REG.) - Tier 3 $9,916,682 $9,621,620 $9,621,620
Tech Controllable & Capital Assets - CE(REG.) - Tier 3 $4,428,813 $1,872,665 $1,872,665
Portable Buildings - CE(REG.) - Tier 3 $4,175,679 $3,968,648 $3,968,648
Buses - CE(REG.) - Tier 3 $2,262,424 $1,968,648 $1,968,648
Safe & Secure Schools Cap. Assets - CE(REG.) - Tier 3 $396,866 $396,866 $396,866
Repairs & Maintenance - CE(REG.) - Tier 3 $5,904,022 $5,178,835 ($246,044) $4,932,791
Assigned Miscellaneous One Time $13,790,558 $0 $0
TOTAL ASSIGNED FUND BALANCE $60,124,131 $38,818,570 ($246,044) $38,572,526
*Beginning Adopted Budget Fund Balance Assignments have been adjusted to reflect audited financial statements.The $375,377 adjustment impacted Tier 3 and Technology Assignments above.
HUMBLE I.S.D 2016-17 BUDGET SUMMARYTuesday, November 08, 2016
General Fund
Adopted BudgetAmended Budget October 11, 2016
Proposed November 2016
Amendments
Proposed Amended Budget
November 08, 2016
Fund Balance at June 30, 2016
Restricted $ 4,192,895 $ 4,192,895
Non-Spendable 252,643 252,643
Total $ 4,445,538 $ 4,445,538
REVENUES:Local Revenue $8,849,073 $8,854,073 $8,854,073
State $88,000 $88,000 $88,000
Federal $8,756,227 $8,756,227 $8,756,227
Transfers In $0 $0 $0
TOTAL REVENUES AND OTHER SOURCES 17,693,300$ 17,698,300$ -$ 17,698,300$
EXPENDITURES:35 Food Services $16,863,177 $16,932,265 $60,344 $16,992,609
51 Plant Maintenance & Operations $764,117 $1,086,662 $1,086,662
52 Security & Monitoring Services $65,106 $65,106 $65,106
53 Data Processing Svcs $900 $900 $900
81 Facilities Acquisition/Construction $0 $4,000 $4,000
TOTAL EXPENDITURES 17,693,300$ 18,088,933$ 60,344$ 18,149,277$
Net Revenues and Other Sources over Expenditures 0 (390,633) (60,344) (450,977)
and Other Uses
Projected Fund Balance at June 30, 2017
Restricted $ 4,192,895 $3,802,262 $ (60,344) $3,741,918
Non-Spendable 252,643 $252,643 $252,643
Total $4,445,538 $4,054,905 ($60,344) $3,994,561
HUMBLE I.S.D 2016-17 BUDGET SUMMARYTuesday, November 08, 2016
NATIONAL SCHOOL BREAKFAST AND LUNCH PGM
Adopted BudgetAmended Budget October 11, 2016
Proposed November 2016
Amendments
Proposed Amended Budget
November 08, 2016
Fund Balance at June 30, 2016
Restricted $ 51,276,343 $ 51,276,343
Total $ 51,276,343 $ 51,276,343
REVENUES:Local Taxes $50,977,726 $50,977,726 $50,977,726
Local - TIRZ $9,840,482 $9,840,482 $9,840,482
Local Other $30,000 $30,000 $30,000
State $2,756,043 $2,756,043 $2,756,043
TOTAL REVENUES AND OTHER SOURCES 63,604,251$ 63,604,251$ -$ 63,604,251$
EXPENDITURES:71 Debt Service $55,872,714 $55,873,964 $55,873,964
97 Payments to Tax Increment Fund $4,615,840 $4,615,840 $4,615,840
TOTAL EXPENDITURES 60,488,554$ 60,489,804$ -$ 60,489,804$
Net Revenues and Other Sources over Expenditures 3,115,697 3,114,447 0 3,114,447
and Other Uses
Other Financing Sources and UsesOther Resources (Transfer In) $0 $55,589 $55,589
Sale of Bonds $0 $228,295,000 $228,295,000
Premium/Discount-Bonds $0 $39,497,597 $39,497,597
Prepaid Interest $0 $497,019 $497,019
Other Resources $0 $627 $627
Other Uses (Transfer Out) $0 -$268,076,022 ($268,076,022)
Projected Fund Balance at June 30, 2017
Restricted $ 54,392,040 $54,660,600 $0 $54,660,600
Total $ 54,392,040 $54,660,600 $0 $54,660,600
HUMBLE I.S.D 2016-17 BUDGET SUMMARYTuesday, November 08, 2016
DEBT SERVICE
Attachment 3
STATE OF TEXAS COUNTY OF HARRIS
RESOLUTION
The Board of Trustees of Humble Independent School District being convened in Regular Session at the Administration Building within the boundaries of the Humble Independent School District, on the 8th day of November, 2016, with a quorum present in the persons of
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Trustees being absent: __________________________________________________________________
_____________________________________________________________________________________
WHEREAS Trustee _________________________________ introduced the following order, moved its adoption, and the motion having been seconded by Trustee ___________________ was duly put and carried, said Order reading as follows:
IT IS HEREBY RESOLVED, ordered, and directed that the Humble Independent School District commits the following portions of its June 30, 2016 Special Revenue Funds Unassigned Fund Balance. (Note: All special revenue funds must be restricted by grantor/donor or must be committed by Board of Trustees prior to year-end or the fund will be reclassified to the General Fund.)
BE IT RESOLVED, the District commits $3,722,673 for Campus Activity Funds.
BE IT RESOLVED, the District commits $61,275 for Livestock Activity Funds.
BE IT RESOLVED, the District commits $511,925 for Athletic Activity Funds.
BE IT RESOLVED, the District commits $125,876 for Departmental Activity Funds.
IT IS HEREBY RESOLVED, ordered, and directed that the Humble Independent School District commits the following portions of its June 30, 2016 Internal Service Funds Unassigned Fund Balance.
BE IT RESOLVED, the District commits $5,738,580 for Self-Funded Insurance.
BE IT RESOLVED, the District commits $6,931,214 for the Public Entity Risk Pool. BE IT RESOLVED, the District commits $200,231 for the Child Care Program.
_____________________________ Mr. Keith Lapeze, President Humble ISD Board of Trustees
Attest:
___________________________ Mr. Heath Rushing, Secretary Humble ISD Board of Trustees
Humble ISD 101913 ANNUAL OPERATING BUDGET CE (LOCAL)
DATE ISSUED: 8/22/2014 1 of 4 LDU 2014.09 CE(LOCAL)-X
The District shall operate on a fiscal year beginning July 1 and ending June 30.
Budget planning shall be an integral part of overall program plan-ning so that the budget effectively reflects the District’s programs and activities and provides the resources to implement them. The budget process shall be guided by the Board goals and budget planning parameters. In the budget planning process, general ed-ucational goals, specific program goals, and alternatives for achieving program goals shall be considered, as well as input from the District- and campus-level planning and decision-making com-mittees. Budget planning and evaluation are continuous processes and shall be a part of each month’s activities.
The annual public meeting to discuss the proposed budget and tax rate shall be conducted as follows:
1. The Board President shall request at the beginning of the meeting that all persons who desire to speak on the proposed budget and/or tax rate sign up on the sheet provided.
2. Prior to the beginning of the meeting, the Board may establish time limits for speakers.
3. Speakers shall confine their remarks to the appropriation of funds as contained in the proposed budget and/or the tax rate.
4. No officer or employee of the District shall be required to re-spond to questions from speakers at the meeting.
The adopted budget provides authority to expend funds for the purposes indicated and in accordance with state law, Board policy, and the District’s approved purchasing procedures. The expendi-ture of funds shall be under the direction of the Superintendent or designee who shall ensure that funds are expended in accordance with the adopted budget.
The Board shall amend the budget for the general fund, the na-tional school breakfast and lunch program fund, and the debt ser-vice fund when a change is requested to increase or decrease any functional spending category or revenue and other resources major object category. The Board shall adopt the initial budget by project for each bond sale and amend the budget for capital projects funds when a change is requested to increase or decrease the total amount of any designated project. Finally, other special revenue fund budgets for federal and grant programs shall be presented as needed as supplemental data (as opposed to prior approval) under guidelines adopted by the Board.
FISCAL YEAR
BUDGET PLANNING
BUDGET HEARING
AUTHORIZED EXPENDITURES
BUDGET AMENDMENTS
Humble ISD 101913 ANNUAL OPERATING BUDGET CE (LOCAL)
DATE ISSUED: 8/22/2014 2 of 4 LDU 2014.09 CE(LOCAL)-X
Primary responsibility for budgetary control rests with the Superin-tendent. Each budget manager shall be responsible for controlling and amending his or her budget as needed, ensuring that no ex-penditure is made unless funds have been properly authorized in accordance with CH(LEGAL) and (LOCAL) and that all expendi-tures demonstrate appropriate and efficient use of District funds. The job description of each budget manager shall include a de-scription of applicable budgetary responsibilities.
Fund balance shall mean the gross difference between govern-mental fund assets and liabilities reflected on the balance sheet. Governmental fund assets are those of the general fund, special revenue funds, debt service fund, and capital project funds.
The fund balance of the general fund, one of the governmental fund types, is of primary significance because the general fund is the primary fund, which finances most functions of the District. The fund balance of the general fund shall mean the gross difference between general fund assets and liabilities reflected on the balance sheet.
Fund balance classification shall be recorded in accordance with governmental accounting standards as promulgated by the Gov-ernmental Accounting Standards Board.
The five classifications of fund balance of the governmental fund types shall be as follows:
1. Nonspendable fund balance shall mean the portion of the gross fund balance that is not expendable or is legally ear-marked for a specific use.
Examples of nonspendable fund balance reserves for which fund balance shall not be available for financing general op-erating expenditures include:
Inventories;
Prepaid items;
Deferred expenditures; and
Long-term receivables.
2. Restricted fund balance shall include amounts constrained to a specific purpose by the provider, such as the grantor.
Examples of restricted fund balances include:
Child nutrition programs (including outstanding encum-brances);
Debt service funds;
BUDGET CONTROL
FUND BALANCE
FUND BALANCE OF THE GENERAL FUND
FUND BALANCE CLASSIFICATION
NONSPENDABLE
RESTRICTED
Humble ISD 101913 ANNUAL OPERATING BUDGET CE (LOCAL)
DATE ISSUED: 8/22/2014 3 of 4 LDU 2014.09 CE(LOCAL)-X
Construction programs; and
Resources from other granting agencies.
3. Committed fund balance shall mean that portion of the fund balance that is constrained to a specific purpose by the Board. The Board shall approve all commitments by formal action. The action to commit funds must occur prior to fiscal year end; however, the amount may be determined subse-quent to fiscal year end. A commitment can only be modified or removed by the same formal action.
Examples include:
Potential litigation, claims, and judgments;
Activity funds;
Internal service funds;
Scholarship funds; and
Permanent funds.
4. Assigned fund balance shall mean that portion of the fund balance that is spendable or available for appropriation but has been tentatively earmarked for some specific purpose by the Board finance committee, the Superintendent, or the chief financial officer.
The Board delegates the responsibility to assign funds not to exceed $2 million in the aggregate to the Superintendent and the chief financial officer. The Board finance committee shall have the authority to assign any amount of funds. Assign-ments may occur subsequent to fiscal year end.
In the current practice, such plans or intent to utilize fund bal-ance may change and may never be budgeted, or may result in expenditures in future periods of time.
Examples include:
Outstanding encumbrances;
Insurance deductibles;
E-rate reimbursements;
Building rental reimbursements;
Capital outlay items;
Potential special education expenditures; and
Other legal uses.
COMMITTED
ASSIGNED
Humble ISD 101913 ANNUAL OPERATING BUDGET CE (LOCAL)
DATE ISSUED: 8/22/2014 ADOPTED: 4 of 4 LDU 2014.09 CE(LOCAL)-X
5. Unassigned fund balance shall include amounts available for any legal purpose. This portion of the total fund balance in the general fund is available to finance operating expendi-tures.
The unassigned fund balance shall be the difference between the total fund balance and the total of the nonspendable fund balance, restricted fund balance, committed fund balance, and assigned fund balance.
The order of spending and availability of the fund balance shall be to reduce funds from the listed areas in the following order: re-stricted, committed, assigned, and unassigned. Negative amounts shall not be reported for restricted, committed, or assigned funds.
In order to preserve financial stability, the District must be prepared to respond to cash flow shortages, large or unexpected one-time expenditures, changes in the economy, and changes in state fund-ing. The District shall, therefore, target a yearly unassigned gen-eral fund balance between 17 percent (60 days) and 25 percent (90 days) of total operating expenditures. Additionally, the District shall target a yearly minimum restricted debt service fund balance of 25 percent of annual debt service requirements on all outstand-ing debt issuance and a committed internal service fund balance of 20 percent of total operating expenditures.
Following any year where the audited fund balance falls outside the above-listed targeted range or below the minimum requirement, adjustments in budgeted expenditures shall be incorporated into the budget development process for that year. If the Board deter-mines that the minimum targeted fund balance is not attainable in the proposed budget being considered, it shall be the goal of the Board to reach that level within a specified period of time, not to exceed two years.
Additionally, the Board may establish assignments or commitments of fund balance from time to time in order to meet specific District needs. Assignments and commitments of fund balance shall be vetted and approved by the Board finance committee. Further-more, commitments of fund balance shall be submitted to the Board for approval.
All revenue received by the District shall be deposited as a reve-nue transaction in the appropriate fund and shall become a part of the fund balance. Any allocation of such revenue from the fund balance shall be approved by the Board as a budget amendment prior to any encumbrance or expenditure.
UNASSIGNED
ORDER OF EXPENDITURE
MINIMUM FUND BALANCE
REVENUE
1
Meeting Date: November 8, 2016
Meeting Type Regular Meeting Special Meeting/
Workshop Agenda Item Type
Information/ Discussion Item
Agenda Placement Governance Human Resources Department Superintendent’s Division Support Services Division Learning Division District-Wide Financial Services Division
District Pillars (Check All That Apply): Student Achievement – Prepare Students to be College and Career Ready Service – Provide Quality Service to Internal and External Customers People – Provide a Quality Work Environment So Every Employee can Perform at the
Highest Levels Finance – Create Efficiencies at All Levels of the Organization
Information: Financial Services Reports
Board Policy/State Regulation/Law Reference (If Applicable): Texas Property Tax Code, Section 31.10 and the Texas Education Code, Section 44.007(d) Overview: Section 31.10 of the Texas Property Tax Code requires the Tax Collector for a taxing unit to prepare and submit to the governing body a written report accounting for all taxes collected for the unit during the preceding month. In accordance with the Tax Code, the attached Tax Collection Report as of October 31, 2016 has been provided for information. The Cash and Investment Reports, Schedule of Revenues and Expenditures and Construction in Progress Summary Report as of October 31, 2016 are included in the accompanying attachments in accordance with the Texas Education Code, Section 44.007(d). The listing of checks issued for the month of October is on file in the Accounts Payable Department. Attachments: Tax Collection Report – Attachment 1 Cash & Investment Reports – Attachment 2 Schedule of Revenues & Expenditures Report – Attachment 3 Construction in Progress Summary Report – Attachment 4 Department(s) Submitting Form: Treasury and Property Tax Administration Department; Accounting and Financial Reporting Department; and Budget Department Division Approval: Mike Seale Date Submitted: November 3, 2016
Board of Trustees Agenda Item
Humble I.S.D.
Tax Collection Report
10-31-16
Maintenance & Operations Interest & Sinking Total Collections
Current Month Year To Date Current Month Year To Date Current Month Year To Date
Current Year Taxes 181,062.59$ 181,062.59$ 54,164.01$ 54,164.01$ 235,226.60$ 235,226.60$
Prior Year Taxes 219,897.74 1,444,188.09 64,413.46 430,393.83 284,311.20 1,874,581.92
Penalties & Interest 62,364.17 268,614.24 16,249.73 76,092.43 78,613.90 344,706.67
Tax Certificates / Ret. Item Fees 134.67 496.71 - 134.67 496.71
Total Tax Collections 463,459.17 1,894,361.63 134,827.20 560,650.27 598,286.37 2,455,011.90
Attorney Fees 56,058.98 250,633.29 56,058.98 250,633.29
Rendition Penalties 863.84 7,235.62 863.84 7,235.62
Overpayments 48,852.43 81,675.85 48,852.43 81,675.85
Mobile Home Escrow - 401.32 - 401.32
Total Collections 569,234.42 2,234,307.71 134,827.20 560,650.27 704,061.62 2,794,957.98
Refunds Due to Roll Corrections (247,910.10) (826,449.22) (74,009.34) (247,025.15) (321,919.44) (1,073,474.37)
Refunds Due to Overpayments (1) (13,452.43) (81,681.11) (13,452.43) (81,681.11)
Returned Checks (2,027.62) (17,160.69) (472.44) (4,363.46) (2,500.06) (21,524.15)
Attorney Fees (56,058.98) (250,633.29) (56,058.98) (250,633.29)
Net Collections 249,785.29$ 1,058,383.40$ 60,345.42$ 309,261.66$ 310,130.71$ 1,367,645.06$
Current Taxes Final Prior Year Taxes
Tax Year 2016 Tax Year 2015 Tax Year 2015 As of 10-31-16 As of 10-31-15
Total Appraised Value as of Certification Date 15,936,760,140$ 14,541,651,920$ 14,541,651,920$ -$
Certified Taxable Value 13,714,325,934 12,357,909,235 12,357,909,235
Year To Date Supplementals 816,509,974 651,817,986 1,630,180,195
Year To Date Corrections (5,179,310) (2,945,493) (62,036,771)
Year To Date Adjustments (Timber) 9,858,374
Adjusted Taxable Value (3) 14,525,656,598 13,006,781,728 13,935,915,033
Tax Rate 1.52 1.52 1.52
Beginning Tax Levy 208,457,754 187,840,220 187,840,220 6,659,743 6,847,543
Adjust Delinquent Taxes Due to Statute of Limitations (198,578) (245,234)
Adjusted Delinquent Tax Roll 6,461,165 6,602,309
Year-To-Date Adjustments 12,332,226 9,862,862 23,985,688
Adjusted Tax Levy 220,789,981 197,703,082 211,825,909 6,461,165 6,602,309
Levy Lost Due to Frozen Accounts (8,056,038) (6,354,869) (6,662,181)
Current Levy 212,733,943 191,348,213 205,163,728
Net Collections (2) 235,226.60$ 98,056.82$ 202,290,419.14$ 1,857,636.65$ 1,606,722.21$
% Collected 0.11% 0.05% 98.60% 28.75% 24.34%
(1) Overpayments/double payments by taxpayers or mortgage companies.
(2) Net collections equal current collections minus refunds and returned checks.
(3) Amount does not include estimated uncertified value of $544,729,795.
Balance Balance
Operating Account - Chase FUND 9/30/2016 Receipts Disbursements 10/31/2016 Total Operating Account Various 5,889,060.07$ 71,710,101.62$ 71,568,885.95$ 6,030,275.74$ Comparative Total -10/30/2015 5,254,806.56$
National School Breakfast and Lunch Program 240 382,817.69$ 1,088,347.65$ 808,945.72$ 662,219.62$ Comparative Total -10/30/2015 120,538.05$
Tax Office Clearing Account - Chase 599 207,487.06$ 891,478.27$ 782,541.82$ 316,423.51$ Comparative Total -10/30/2015 46,576.61$
Centralized Activity Funds - Chase 461/865 537,846.23$ 930,854.01$ 846,229.02$ 622,471.22$ Comparative Total -10/30/2015 110,731.13$
Texnet Clearing - Chase 863 -$ 7,178,007.33$ 7,178,007.33$ -$ Comparative Total -10/30/2015 -$
RevTrak Clearing - Chase 199/461/490/491/865 43,977.85$ 132,617.80$ 139,657.06$ 36,938.59$ Comparative Total -10/30/2015 144,769.90$
Humble Independent School DistrictCash Report
October 31, 2016
Page 2
Balance Balance9/30/2016 Deposits Withdrawals 10/31/2016
LSIP Government Overnight Fund (Avg. Rates: 10/31/2015-0.0940%; 10/31/2016-0.4014%) General Fund 199 63,982,583.99$ 32,190,418.03$ 33,224,747.02$ 62,948,255.00$ Comparative Total -10/30/2015 85,393,473.33 National School Breakfast & Lunch Prog 240 3,532,778.98 1,119,410.44 1,437,534.15 3,214,655.27 Comparative Total -10/30/2015 6,615,363.23 Campus Activity (Central Activity) 461 4,088,448.33 803,187.90 263,875.46 4,627,760.77 Comparative Total -10/30/2015 4,498,656.27 Livestock Show Activity 482 59,935.42 64,391.99 - 124,327.41 Comparative Total -10/30/2015 71,066.32 Athletic Activity 483 466,949.12 317.03 8,669.49 458,596.66 Comparative Total -10/30/2015 357,276.31 Debt Service Fund 599 17,406,185.96 132,561.33 27,396.90 17,511,350.39 Comparative Total -10/30/2015 15,460,248.20 Capital Projects-2008 Phase 3 633 82,557,807.60 28,045.99 117,861.84 82,467,991.75 Comparative Total -10/30/2015 87,809,056.57 Capital Projects-2008 Phase 4 634 23,925,705.52 8,131.24 12,044.26 23,921,792.50 Comparative Total -10/30/2015 0.00 Self-Funded Insurance Program 753 6,449,384.42 2,226.98 497.38 6,451,114.02 Comparative Total -10/30/2015 6,868,459.68 Public Entity Risk Pool 755 6,812,528.99 128,196.01 510,540.00 6,430,185.00 Comparative Total -10/30/2015 6,671,830.59 Employee Child Care 770 177,232.94 59.77 4,309.02 172,983.69 Comparative Total -10/30/2015 174,753.07 Trust Fund - Expendable 810 255,301.05 173.32 6,316.40 249,157.97 Comparative Total -10/30/2015 285,210.03 Trust Funds - Restricted 816 771,142.36 517.87 - 771,660.23 Comparative Total -10/30/2015 1,026,416.40 Student Activity (Central Activity) 865 693,758.02 - 55,361.81 638,396.21 Comparative Total -10/30/2015 843,041.45
TexPool (Avg. Rates: 10/31/2015-0.0902%; 10/31/2016-0.3828%) General Fund 199 45,271,151.09 18,779.69 0.00 45,289,930.78 Comparative Total -10/30/2015 44,898,544.85 Debt Service Fund 599 19,639,805.99 7,434.49 0.00 19,647,240.48 Comparative Total -10/30/2015 19,512,807.18
90 Day U.S. Treasury Bill Rate 0.355%
Investment Report by Pooled Fund Group10/01/2016-10/31/2016
Humble Independent School District
Page 3
Humble Independent School DistrictSummary of Individual Investments By Fund
As of October 31, 2016
General Fund
Purchase/ Type Beginning Ending Change Days Yield Interest (Sorted By) Weighted
Sale Trade CUSIP # of Par Market Market in Book To To Accrued Maturity Average Avg.
Date Ticket # Investment Value Value Value MV Value Maturity Maturity For Period Date Maturity Yield
09/13/16 P7D43B 3134GAGF5 Federal Home Ln Mtg Corp $15,000,000.00 $15,001,050.00 $15,003,750.00 $2,700.00 $15,000,000.00 682 1.10% $7,791.67 09/13/18
07/11/16 P5PLUQ 3133EGKN4 Federal Farm Credit Bank $10,000,000.00 $9,997,600.00 $9,971,000.00 ($26,600.00) $9,991,733.32 475 0.69% $15,141.67 01/11/18
02/12/16 P9HE5C 3133E-ZR1 Federal Farm Credit Bank $10,000,000.00 $9,980,500.00 $9,988,000.00 $7,500.00 $10,000,000.00 499 0.80% $10,666.67 02/12/18
$35,000,000.00 $34,979,150.00 $34,962,750.00 ($16,400.00) $34,991,733.32 $33,600.01 570.6 0.90%
Capital Projects Fund
Purchase/ Type Beginning Ending Change Days Yield Interest (Sorted By) Weighted
Sale Trade CUSIP # of Par Market Market in Book To To Accrued Maturity Average Avg.
Date Ticket # Investment Value Value Value MV Value Maturity Maturity For Period Date Maturity Yield
09/13/16 P7CKO3 3134GAGF5 Federal Home Ln Mtg Corp $22,000,000.00 $22,001,540.00 $22,005,500.00 $3,960.00 $22,000,000.00 682 1.10% $11,427.78 09/13/18
$22,000,000.00 $22,001,540.00 $22,005,500.00 $3,960.00 $22,000,000.00 $11,427.78 682.0 1.10%
1-YR TREASURY NOTE .642
Page 4
Humble Independent School District
Investment Report - Glossary
October 31, 2016
BA Banker's Acceptances are short-term, noninterest-bearing notes sold at a discount and
redeemed by the accepting banks at maturity for face value. Banker's acceptances
generally are created based on a letter of credit issued in a foreign trade transaction.
Banker's acceptances are essentially checks. They represent a bank's promise and
ability to pay the face or principal amount on the banker's acceptance on the stipulated
maturity date. Maturities for banker's acceptances are generally less than three months.
Any banker's acceptance purchased by a public entity must have a stated maturity
of 270 days or less, must be accepted by a bank organized and existing under federal
law, and the short-term obligations of the bank must be rated not less than A1/P1.
Similar to a treasury bill, a banker's acceptance typically does not have a coupon, is
issued at a discount, and matures at par (face) value.
CP Commercial Paper, an unsecured promissory note issued by a corporation with a fixed
maturity of no more than 270 days. Most commercial paper is non-interest bearing and
sold at a discount from par.
FFCB Federal Farm Credit Bank System provides credit and related services to farmers,
ranchers, producers and harvesters of aquatic products, farm related businesses,
agricultural cooperatives and rural utilities. FFCB System institutions are federally
chartered under the Farm Credit Act of 1971 and are subject to regulation by a federal
agency, the Farm Credit Administration.
FHLB Federal Home Loan Bank System, established in 1932, includes twelve Federal Home Loan
Banks and their member institutions. The Federal Home Loan Banks are instrumentalities
of the United States and operate under the supervision on the Federal Housing Finance
Board.
FHLMC Federal Home Loan Mortgage Corporation (Freddie Mac) is a publicly held government
sponsored enterprise created pursuant to the Federal Home Loan Mortgage Corporation
Act of 1970. Freddie Mac's statutory mission is to provide stability in the secondary
market for home mortgages, to respond appropriately to the private capital market and
to provide on going assistance to the home mortgage secondary market.
FNMA Federal National Mortgage Association (Fannie Mae), a federally chartered and stockholder
owned corporation, is the largest investor in home mortgages in the United States.
FNMA provides funds to the mortgage market by purchasing mortgage loans from lenders.
FNMA was originally incorporated in 1938 as a wholly owned government corporation
but the Housing and Development Act of 1968 changed FNMA to a federally chartered
corporation.
Page 5
Humble Independent School District
Investment Report - Glossary
October 31, 2016
GIC A Guaranteed Investment Contract is a fixed-rate, fixed-maturity contract that is similar
to a bond. However, unlike a bond, a GIC is always valued at par (face) value. This
occurs because the company issuing the GIC usually is an insurance company that
guarantees the investment by agreeing to pay the difference between the market value
and the book value for the issue if the investor decides to sell it. A guaranteed investment
contract may be structured in a manner similar to a flexible repurchase agreement,
whereby the investor is able to draw down the balance upon written request throughout
the life of the contract.
MARKET Market Value is the current value of a security, which is determined by multiplying its
VALUE par (face) value by the current market price. The unrealized gain or loss on a security
can be calculated by subtracting the book value from the market value.
PURCHASE The date of the initial purchase / investment.
DATE
MATURITY The date when the principal amount of a security or debt becomes due and payable.
DATE
MMMF Money Market Mutual Funds are a specific type of mutual fund that invests only
in money market instruments (i.e., short-term debt instruments such as treasury
bills, commercial paper, banker's acceptances, repurchase agreements, and
federal funds) as defined and registered with the Securities and Exchange
Commission. Money market mutual funds are regulated by the Investment
Company Act of 1940 as 2a-7 funds. They strive to maintain a $1 net asset
value (NAV) for participants. There are three types of money market mutual
funds: treasury, governmental and prime. Money market mutual funds are
designed to provide both safety and liquidity.
REPO A Repurchase Agreement is an investment agreement involving the purchase
of a security with a simultaneous agreement to repurchase that security at a
specified price and date. Repurchase agreements may be used to earn income
on idle cash at or near the federal funds market rate. A holder of securities sells
them to an investor with a repurchase agreement. The buyer is in effect lending
the seller money for the period of the agreement. The terms of the repurchase
agreement are structured to compensate the buyer. Dealers often use repurchase
agreements to finance their positions. The exception occurs when the Fed is
said to be doing repurchase agreements, in this instance it is lending money, i.e.,
increasing bank reserves. Repurchase agreements should always be governed
by an executed PSA Master Repurchase Agreement between the investor and
the dealer to reduce collateral risk.
Page 6
Humble Independent School District
Investment Report - Glossary
October 31, 2016
SLMA Student Loan Marketing Association (Sallie Mae) is a stockholder-owned corporation
established by an Act of Congress in 1972. Sallie Mae is the largest source of financing
and servicing for education loans in the U.S.
SLGS State and Local Government Series securities are generally used in escrow accounts
for advanced refund of bond issues and for certain other funds. Yield is restricted by
the Internal Revenue Service's arbitrage regulations. SLGS are non-marketable
securities issued by the U.S. Treasury directly to the issuer as a tool to manage
yield-restricted bond proceeds. The interest rate on SLGS is selected by the
purchaser (e.g., school district) based upon a maximum rate scale published daily
by the U.S. Treasury. This allows the purchaser to structure an overall rate of return
on the escrow that is less than or equal to the yield on the bond issue so that there is
no violation of arbitrage restrictions. The most frequent use of SLGS is in advance
refunding transactions in which the yield on the escrow being created to defease old
bonds must not be greater than the yield on the refunding bonds sold to fund the
escrow. By using SLGS, the bond issuer can structure an optimal structure in an
escrow that yields less than the bond yield.
Page 7
Humble Independent School District
Investment Report - Compliance Statement
October 31, 2016
We, the approved Investment Officers of Humble ISD, hereby certify that the following Investment Report
represents the investment position of the District as of October 31, 2016 in compliance with
the Public Funds Investment Act (Texas Government Code 2256 ) and Generally Accepted Accounting
Principles (GAAP).
Janice Himpele, Director of Treasury and Property Tax Administration
Mike Seale, Chief Financial Officer
Page 8
Ratio of Actual ToOriginal Amended Actual Amounts Amended Budget
REVENUES:General Fund RevenueLocal Taxes 163,398,440$ 170,625,986$ 981,508$ Local Other 983,500 1,168,993 1,410,394 State 173,708,922 161,664,876 60,624,045 TRS-On-Behalf 16,377,286 16,377,286 3,778,088 Federal 75,000 4,875,000 434,518
Total Revenues 354,543,148 354,712,141 67,228,553 19%
EXPENDITURES:Current:Undistributed - - 56,804 Instruction 210,624,615 215,655,990 39,657,014 18%Instructional Resources & Media Services 3,353,138 3,354,894 576,562 17%Curriculum and Staff Development 12,219,480 13,113,157 3,071,783 23%Instructional Leadership 3,514,915 3,621,722 1,157,655 32%School Leadership 21,481,182 21,564,557 5,768,352 27%Guidance, Counseling & Evaluation Services 16,437,428 16,640,145 3,649,951 22%Social Work Services 167,602 167,602 20,810 12%Health Services 3,462,231 3,463,621 654,170 19%Student (Pupil) Transportation 10,861,441 13,821,823 2,734,180 20%Cocurricular/Extracurricular Activities 7,529,947 8,110,018 1,819,249 22%General Administration 10,102,798 10,332,604 3,075,067 30%Plant Maintenance and Operations 32,909,425 53,051,934 13,409,560 25%Security and Monitoring Services 4,050,977 5,853,793 1,584,102 27%Data Processing Services 5,411,925 9,149,777 2,778,536 30%Community Services 766,597 1,033,072 166,593 16%Debt Service - - - Facilities Acquisition/Construction - 3,069,348 1,118,901 36%Payments to Juvenile Justice Alt. Ed. Prg. 111,800 139,800 60,900 44%Payments to Tax Increment Fund 7,889,553 7,889,553 - Other Intergov Charges 1,645,000 1,645,000 370,996 23%
Total Expenditures 352,540,054 391,678,410 81,731,185 21%
Excess (Deficiency) of Revenues Over (Under) Expenditures 2,003,094 (36,966,269) (14,502,632)
Transfers In/ Other Resources - - 33,615 Transfers Out/Other Uses - - -
NET CHANGE in FUND BALANCE as of 10/31/2016 2,003,094$ (36,966,269)$ (14,469,017)$
6/30/2016 Unassigned Fund Balance 84,561,780
Year-to-Date Released Assignments* 21,305,561
Unassigned General Fund Balance as of 10/31/2016 68,901,072
General Fund Balance as a % of Total Budgeted Expenditures 18%
Current Fund Balance Assignments: Assigned - Encumbrances - Assigned - Capital Expenditures-Campus Carryforwards - Assigned - E-Rate - Assigned - Facility Rental - Assigned - Capital Expenditures - Assigned - Technology 4,789,022 Assigned - Insurance Deductibles 300,000 Assigned - Legal Services 250,000 Assigned - Special Education 4,542,500 Assigned - Contingency 250,000 Assigned - Emergency Preparedness (Hurricane, Fire, etc.) 4,000,000 Assigned - District-Wide One-Time Expenditures 1,587,461 Assigned - Division Controllable & Capital Assets 9,621,620 Assigned - Techology Controllable & Capital Assets 1,872,665 Assigned - Portable Buildings 3,968,648 Assigned - Buses 1,968,648 Assigned - Safe & Secure Schools Controllable & Capital Assets 396,866 Assigned - Repairs & Maintenance 5,178,835 Assigned - Student Achievement-College/Career Ready (Goal #1) - Assigned - Safe/Nurturing School Environment (Goal #2) - Assigned - Retain Staff (Goal #3) 465 Assigned - Accountability; Effective/Efficient Operations (Goal #5) 91,840 Total Fund Balance Assignments 38,818,570
Nonspendable Fund Balance (Inventories and Prepaids) 679,001
Total General Fund Balance as of 10/31/2016 108,398,643$
* Year-to-Date Released Assignments excludes Encumbrances assigned at 06/30/2016 of $16,714,101.
Humble Independent School DistrictSchedule of Revenues and Expenditures
Budget and Actual - General Fund
Budgeted Amounts
As of October 31, 2016
Page 1
Amended Budget to Actual Ratio of Actual toBudget Actual Variance Amended Budget
BUDGETED FUNDS: In Dollars
Nat'l School Breakfast and Lunch Program Revenue:Local 8,854,073$ 2,333,533$ (6,520,540)$ State 88,000 - (88,000) Federal 8,756,227 339,232 (8,416,995)
Total 17,698,300 2,672,765 (15,025,535) 15%
Nat'l School Breakfast and Lunch Program Expenditures 18,088,933 4,027,911 14,061,022 22%
Transfers In/Other Resources - - - Transfers Out/Other Uses - - -
Net CHANGE in Fund Balance (390,633)$ (1,355,146)$ (964,513)$
6/30/2016 Restricted Fund Balance 4,192,895 6/30/2016 Nonspendable Fund Balance 252,643
Debt Service Fund Revenue:Local Taxes 50,977,726$ 383,994$ (50,593,732)$ Local TIRZ 9,840,482 - (9,840,482) Local Other 30,000 57,687 27,687 State 2,756,043 - (2,756,043)
Total 63,604,251 441,681 (63,162,570) 1%
Debt Service Fund Expenditures 60,489,804 14,818,294 45,671,510 24%
Transfers In (Interest)/Other Resources (Bond Sale) 268,345,832 268,421,840 76,008 Transfers Out/Other Uses (Bond Sale) 268,076,022 268,076,022 0
Net CHANGE in Fund Balance 3,384,257$ (14,030,795)$ (17,415,052)$
6/30/2016 Restricted Fund Balance 51,276,343
Humble Independent School DistrictSchedule of Revenues and Expenditures
As of October 31, 2016
Total Nat'l School Breakfast and Lunch Program Fund Balance as of 10/31/2016
4,054,905$
Budget and Actual - Other
Total Debt Service Fund Balance as of 10/31/2016 54,660,600$
Page 2
Phase 3 - Fund 633Ratio of Actual To
Original Amended Actual Amounts Amended Budget
PROJECTS (Function 81):
New Campus Construction Elementary No. 28 29,163,389$ 29,163,389$ 2,209,561$ 8% Middle School No. 9 50,149,800 50,721,164 2,773,815 5% Land Acquistion Elementary No. 28 2,825,540 2,825,540 2,093,379 74% Elementary No. 29 3,050,000 3,050,000 10,130 0% Elementary No. 30 2,990,880 2,990,880 2,056,315 69% Middle School No. 9 5,451,080 4,879,716 4,151,296 85% Middle School No. 10 - 10,000 - 0% High School No. 7 11,815,650 11,395,150 10,280,699 90% Elementary No. 31 - 65,000 25,000 38% Major Renovations KHS Major Renovations -$ 320,500$ 12,469$ 4% Program Contingency 553,661 578,661 163 0%
Total Expenditures 106,000,000$ 106,000,000$ 23,612,826$ 22%
Phase 4 - Fund 634Ratio of Actual To
Original Amended Actual Amounts Amended Budget
PROJECTS (Function 81): New Campus Construction Elementary No. 30 35,649,204$ 35,649,204$ -$ 0%
- - - Land Acquistion Elementary No. 31 4,006,339 4,006,339 4,006,339 100%
- - - - - - - - - - -
Program Contingency 10,264,457 10,264,457 - 0%Total Expenditures 49,920,000$ 49,920,000$ 4,006,339$ 8%
Budgeted Amounts
Humble Independent School DistrictSchedule of Revenues and Expenditures
Budget and Actual - Capital Projects Fund 634As of October 31, 2016
Humble Independent School DistrictSchedule of Revenues and Expenditures
Budget and Actual - Capital Projects Fund 633As of October 31, 2016
Budgeted Amounts
Page 3
Total Remaining Authorization/ 2010 2011 2012 2013 2014 2015 2016 2017 Expenditures Budget
Fund Budget Expenditures Expenditures Expenditures Expenditures Expenditures Expenditures Expenditures Expenditures To Date Encumbrances Balance2008 - $244,920,000
Capital Projects:Phase 1 - 631 64,000,000.00$ 29,163,247$ 10,980,649$ 15,443,230$ 8,412,874$ -$ -$ -$ -$ 64,000,000$ -$ -$ Phase 2 - 632 25,000,000 - - 67,125 18,608,719 6,301,729 22,427 - - 25,000,000 - - Phase 3 - 633 106,000,000 8,256,204 13,375,027 1,981,595 23,612,826 65,695,143 16,692,031 Phase 4 - 634 49,920,000 4,006,339 4,006,339 - 45,913,661
Total 2008 244,920,000$ 29,163,247$ 10,980,649$ 15,510,355$ 27,021,593$ 6,301,729$ 8,278,631$ 13,375,027$ 5,987,934$ 116,619,165$ 65,695,143$ 62,605,692$
NOTES:1) The total authorization for the 2002 bond program was $229,984,624. These funds were 100% expended as of 6-30-2009.2) The total authorization for the 2005 bond program was $342,030,000. These funds were 100% expended as of 6-30-2013.
Humble Independent School DistrictConstruction in Progress Summary Report
as of October 31, 2016
1
Meeting Date: November 8, 2016
Meeting Type Regular Meeting Special Meeting/
Workshop Agenda Item Type
Action Item
Agenda Placement Governance Human Resources Department Superintendent’s Division Support Services Division Learning Division District-Wide Financial Services Division
District Pillars (Check All That Apply): Student Achievement – Prepare Students to be College and Career Ready Service – Provide Quality Service to Internal and External Customers People – Provide a Quality Work Environment So Every Employee can Perform at the
Highest Levels Finance – Create Efficiencies at All Levels of the Organization
Title: Goods, Professional Services, and Non-Construction Services Exceeding $50,000 in the Aggregate or $25,000 Individually
Recommended Action: The Superintendent recommends that the Board of Trustees approve the listing of vendors and related estimated total annual costs for contract awards and renewals from which the District will purchase goods, professional services and/or non-construction services that are estimated to exceed $50,000 in the aggregate or $25,000 individually for the 2016-17 fiscal year.
Board Policy/State Regulation/Law Reference (If Applicable): Board Policy CH(LOCAL) Overview: In accordance with Board Policy CH (LOCAL), the Board shall approve all District contracts for purchases of goods and/or services that aggregate to a value of $50,000 or higher in a fiscal year and any single item purchased at a value of $25,000 or greater before a transaction may take place. By approving the vendors included within this agenda item, the Board of Trustees will authorize the Superintendent and Administration to negotiate and execute those contracts and agreements necessary to provide the goods and/or services to the District without the need to return to the Board for any further authorization or approval.
Fiscal Impact Statement: Funding will be provided within the established budgets for the 2016-17 fiscal year. Attachments: Listing of Goods, Professional Services and Non-Construction Services Exceeding $50,000 in the Aggregate or $25,000 Individually Department Submitting Form: Purchasing Department
Division Approval: Elizabeth Fagen, Roger Brown
Date Submitted: November 1, 2016
Board of Trustees Agenda Item
Listing of Goods, Professional Services and Non-Construction Services Exceeding $50,000 in the Aggregate and/or $25,000 Individually*
Vendor Name Type of Purchase Commitment Period Purchasing MethodBudgetary Code(s)
Requesting
Campus/Department
Estimated Total
Annual Cost
Contract Awards: 2016-17
Fulcrum Management Solutions Inc.
(Thoughtexchange)
Software Services 2016-17 Fiscal Year ESC Region 12 Purchasing Cooperative 199-41-6499-00-701-99-0000-701 Superintendent's Office $61,500
Simplex Grinnell LP Fire Extinguishers 2016-2017 Fiscal Year TXMAS PURCHASING COOPERATIVE 199-51-6319-F1-957-99-A031-957 Police Department $75,000
Apple Specialties, Inc. Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $50,000
Armstrong Repair Center Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $50,000
Best Plumbing Specialties Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $100,000
C&B Wholesale Plumbing Supplies Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $150,000
City Supply Company, Inc. Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $50,000
Fastenal Company Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $100,000
Ferguson Enterprises Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $150,000
Gary's Lonestar Pump, LLC Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $50,000
Grainger Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $150,000
Lawson Products, Inc. Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $50,000
Marks Plumbing Parts Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $150,000
Moore Supply Company Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $150,000
Oslin Nation Company Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $50,000
Plumbmaster, Inc. Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $50,000
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Listing of Goods, Professional Services and Non-Construction Services Exceeding $50,000 in the Aggregate and/or $25,000 Individually*
Texas Plumbing Supply Co., Inc. Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $50,000
Total Maintenance Solutions Plumbing Parts & Supplies Year 1 of 5 - Initial Award
with the option of 4
renewals.
RFP #2017-005 199-51-63XX-XX-XXX-99-XXXX-XXX Maintenance $50,000
Contract Renewals: 2016-17
Revised Annual Estimates for 2016-17
Vendor NameRequesting
Campus/Department Type of Purchase Budgetary Code(s)Most Recent Board Approved Estimate
Estimated IncreaseRevised Total Annual
Cost
Fire And Life Safety America Support Services/Safety
and Security
Ratification for repairs
based upon Fire Life and
Safety Inspections
240-35-6319-00-990-99-0000-990
240-35-6299-00-990-99-0000-990$300,000
$100,000 $400,000
Houston A+ Challenge Executive Director of
Curriculum and Instruction
Eductional
Consultant/Contracted
Services
General Fund - 199-13-6299-00-840-99-
0000-840$150,000
$45,000 $195,000
Digital Air Control (DAC) Child Nutrition
Replacement security
cameras in kitchens at CLC,
KMS, JFE, RMS, SMS, WPE,
WMS; Choice Partners
Contract: 15/037JN-02
240-35-6249-00-990-99-0000-990 $700,000
$60,344 $760,344
* Actual budgetary codes and any applicable budgetary amendments have been provided to the Budget Department
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HUMBLE INDEPENDENT SCHOOL DISTRICT “FOCUS ON LEARNING”
REGULAR MEETING OF THE BOARD OF TRUSTEES
Notice is hereby given that a regular meeting of the Board of Trustees will be held on Tuesday, November 8, 2016 at 6:00 p.m. The meeting will be held in the Board Room at 20200 Eastway Village, Humble, Texas. The subjects to be discussed or considered or upon which any formal action might be taken are as follows: Call to order – 6:00 p.m. Adjourn to Closed Session
Section 551.074 Personnel – Deliberate appointment, employment, evaluation, re-assignment, duties, discipline or dismissal of a public employee.
Section 551.071 Consultation with Attorney for legal advice, opinion and recommendations. Section 551.082 Student Expulsions Section 551.072 Real Estate
If, during the course of the meeting covered by this notice, the Board should determine that a closed session of the Board should be held or is required in relation to any item included in this notice, then such closed session as authorized by Section 551.001 et. seq. of the Texas Government Code (the Open Meetings Act) will be held by the Board at that date, hour and place given in this notice or as soon after the commencement of the meeting covered by this notice as the Board may conveniently meet in such closed session concerning any and all subjects and for any and all purposes permitted by Sections 551.071 – 551.084, inclusive, of the Open Meetings Act Reconvene Regular Session – 7:00 p.m. Welcome and introduction of Board and administration Pledge of Allegiance Salute to the Texas flag Moment of Silence Commendations and Recognitions Questions and comments by patrons or employees of the district regarding agenda
items or any other matters
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Comments by individual Board Members (may include, but are not limited to, expressions of thanks, congratulations, or condolence; information regarding holiday schedules; an honorary or salutary recognition of a public official, public employee, or other citizen; reminders about an upcoming event organized or sponsored by the District; and/or information regarding a social, ceremonial, or community event that was attended or is scheduled to be attended by a Trustee or a member of the District)
Comments by the Administration
Superintendent regarding student issues, staff issues, facilities issues, funding issues, safe and secure campus issues and Board and district events
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BOARD ACTION AGENDA
Action: Closed Session
Consideration of and action on items addressed in Closed Session a) Approval of personnel recommendations b) Consideration of Student Expulsions
Action: Minutes
Consideration of minutes for the regular Board meeting held on October 11, 2016.
Update: Board Associations and Committees
Audit Committee Board and Superintendent Evaluation Process & Goals Committee Building and Planning Committee Education Foundation Finance Committee Kingwood Super Neighborhood Council Legislative Committee Program Committee Technology and Data Governance Committee
Action: Consent Agenda
Consideration of items placed on the consent agenda
1. GOVERNANCE REPORTS AND CONSIDERATIONS:
There are no items under this title this month. 2. SUPERINTENDENT’S DIVISION REPORTS, CONSIDERATIONS AND
PURCHASES:
A. Action: Western States, Simplex/Grinnell, Fire Life Safety of America, Others (Purchasing working on locating other vendor with TXMAS/Buy Board for services)
ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve the listed goods and services for the service of the sprinkler systems, fire alarm systems and extinguisher for all campuses, the replacement and service of kitchen vent hood systems and fire extinguishers. This is for repairing all safety system issues.
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B. Action: Interlocal Agreement Between Education Service Center Region 12
and Humble ISD
ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve the Interlocal Agreement between Education Service Center (ESC) Region 12 and Humble ISD for the purpose of purchasing Thoughexchange software by Fulcrum Management Solutions Inc. awarded through the ESC Region 12 Purchasing Cooperative.
3. LEARNING DIVISION REPORTS, CONSIDERATIONS AND PURCHASES:
A. Action: Targeted Improvement Plan
ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve the Target Improvement Plan for River Pines Elementary and Park Lakes Elementary Schools for the 2016-17 school year.
4. FINANCIAL SERVICES DIVISION REPORTS, CONSIDERATIONS AND
PURCHASES: A. Action: Comprehensive Annual Financial Report for the Year Ended June
30, 2016, Single Audit Report for the Year Ended June 30, 2016, and Awards for the Year Ended June 30, 2015, with Consideration of the Independent Auditors’ Report included in the Comprehensive Annual Financial Report.
ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve the Independent Auditors’ Report by Whitley Penn, LLC, included in the Comprehensive Annual Financial Report for the year ended June 30, 2016.
B. Action: Budgetary Transfers, Amendments and Resolution for Commitments of Fund Balance
ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve the budgetary amendments and the Resolution for Commitments of Fund Balance as described in the accompanying attachments.
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C. Information: Financial Services Reports Tax Collection Report Cash and Investment Reports Schedule of Revenues & Expenditures Report Construction in Progress Summary Report
5. HUMAN RESOURCES REPORTS, CONSIDERATIONS AND PURCHASES:
There are no items under this title this month.
6. SUPPORT SERVICES DIVISION REPORTS, CONSIDERATIONS AND
PURCHASES: There are no items under this title this month.
7. DISTRICT-WIDE REPORTS, CONSIDERATIONS AND PURCHASES:
A. Action: Goods, Professional Services, and Non-Construction Services
Exceeding $50,000 in the Aggregate or $25,000 Individually
ADMINISTRATION RECOMMENDATION
The Superintendent recommends that the Board of Trustees approve the listing of vendors and related estimated total annual costs for contract awards and renewals from which the District will purchase goods, professional services and/or non-construction services that are estimated to exceed $50,000 in the aggregate or $25,000 individually for the 2016-17 fiscal year.
8. FUTURE BOARD BUSINESS:
Consideration of and action on topics for future Board business: a) Posted agenda items requiring Board action b) Posted agenda items for information, with no action required c) Written reports, with no posting or discussion planned d) Appointment of Board committees or representatives
Adjournment
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This notice is given pursuant to Section 551.001 et.seq.of the Government Code. Dated: November 8, 2016 S/ _______________________________________
Heath Rushing, Board Secretary
Note: Copies of attachments and other documentation may be requested from Beverly Aden in the Superintendent’s Office at 281-641-8001. Full documentation of the items considered by the Board may be viewed on the Humble ISD web site on the day following the Board meeting at www.humble.k12.tx.us.