wichita falls independent school district booker t ...booker t washington elementary is a title 1...

Wichita Falls Independent School District

Booker T Washington Elementary

2019-2020 BTW CIP 2019-2020Accountability Rating: D

Board Approval Date: November 12, 2019Public Presentation Date: October 10, 2019

Booker T Washington ElementaryGenerated by Plan4Learning.com 1 of 29

Campus #243905125November 11, 2019 1:54 pm

Mission StatementThe mission of Booker T. Washington Elementary is to provide all students the opportunity to perform to their full potential so that they may become life-

long learners who are productive, responsible, and participating members of society.

VisionWe, as Booker T. Washington staff, are committed to creating a school that gives every student the opportunity to succeed. Every student will

have the opportunity to be successful. Every student will have the opportunity to develop their character and their academic skills. Theelementary education we provide our students will serve as the foundation that our students will build their lives upon.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Academic Achievement 5School Processes & Programs 6Perceptions 7

Priority Problem Statements 8Comprehensive Needs Assessment Data Documentation 10Goals 12

Goal 1: Recruit, retain, and support teachers and principals from 2019-2020 to 2020-2021. 12Goal 2: Build a foundation of literacy and numeracy. 15Goal 3: Connect high school to career and college. 17Goal 4: Improve low performing schools. 20

State Compensatory 26Personnel for Booker T Washington Elementary: 26

Title I Personnel 272019-2020 Campus Site-Based Committee 28Addendums 29



Comprehensive Needs Assessment

Demographics

Demographics Summary

Booker T Washington Elementary is a Title 1 School with a diverse school community. Total Student enrollment: 285. The ethnic distribution is as follows:53% African American, 24.6% Hispanic, 6% two-or more races, and 15% White. The economically disadvantaged rate of students is 91.6%. The at-riskrate of students is __%. 11.2% of students are served with special education services. The ELL rate is 7%. The attendance rate is 96.5%.

Demographics Strengths

With our demographics, we have remained a community school. We are an extension of the community.

Our attendance rate is at a 96.5%.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Students do not have a strong educational foundation. Root Cause: The majority of our students live in low-income housing andrental property; therefore, they move frequently and Booker T. Washington has a high mobility rate. Additional training and classroom resources are neededto meet students' needs.



Student Academic Achievement

Student Academic Achievement Summary

In the 2018-19 School Accountability, Booker T. Washington scored 53 in Domain 1, student achievement, which is an F rating. In Domain 2 Part A,Academic Growth, Booker T scored a 69, which is a D rating. In Domain 2 part B – Relative Performance - Booker T scored 55, which is a F rating. InDomain 3, Closing the Gaps, Booker T scored a 62, which is a D rating. The overall rating of Booker T was a 64, which is a D rating and in the metstandard range.

Student Academic Achievement Strengths

In Domain 2 Part A, Academic Growth, Booker T scored a 69, which is an D rating. Although this is a D Rating, we were 1 point from a C rating. We had100 students who made progress and earned 1 point and 21 students who made progress earning the school 1/2 point out of 162 possible points.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Many students come to school at least one grade level behind, and academic Achievement domain 1 score is of 53% passingSTAAR. Root Cause: Students are not exposed to a wide range of experiences outside of school that contribute to being successful in the classroom. Tohelp students make progress and meet state standards, teachers need additional training, support, and materials.



School Processes & Programs

School Processes & Programs Summary

Booker T staff are fully trained in the Capturing Kid’s Hearts program. This year, all but the new teachers have been trained in High Reliability ASOTteaching strategies and 10 teachers were trained in High Reliability Leadership. Booker T has fully implemented all components in Balanced Literacy andGuided Math. District Curriculum specialists and administrators did instructional rounds to observe balanced literacy. Instructional coaches support teachersin improving instruction by observing classes and helping to plan and facilitating PLC meetings. This summer, all teachers received either the 3 dayintensive Google training or the 1 day refresher for teachers that have already been trained. All classrooms are equipped with Chromebooks.

School Processes & Programs Strengths

We have weekly PLC meetings that consist of the grade level teachers, instructional coaches, and admin.

Once a week admin meets with the instructional coaches.

All grade-level teams have common planning times.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Teachers are overwhelmed by the amount of district initiatives that have been implemented and struggle to implement all of themwith fidelity. Root Cause: There have been several new programs implemented over the past two years and this year that have required a lot of training andpulled many teachers out of the classroom. The new initiatives are as follows: HRS Leadership, HRS ASOT, Seidlitz, Balanced Literacy, Google Training,Capturing Kids Hearts. For 2019-2020 we are beginning the Seidlitz training. We will continue the HRS/ASOT, CKH, Balanced Literacy, Guided Math,and Google.



Perceptions

Perceptions Summary

Capturing Kids’ Hearts has improved the connection between staff and students. This is the third year of full implementation of CKH.

Perceptions Strengths

Booker T has a strong relationship with the community and surrounding businesses. We take pride in working with the communiity to help our students andfamilies succeed.

Booker T has a strong PTA who are primarily supported by community members who do not have children or grandchildren that attend the school but justwant to be involved in the younger generation's education.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: There is a percentage of students who struggle with appropriate social behaviors. There were 194 discipline referrals during the2018-19 school year up 16% from the previous year. Root Cause: Inappropriate behaviors are hindering academic achievement.



Priority Problem Statements

Problem Statement 1: Students do not have a strong educational foundation.Root Cause 1: The majority of our students live in low-income housing and rental property; therefore, they move frequently and Booker T. Washington hasa high mobility rate. Additional training and classroom resources are needed to meet students' needs.Problem Statement 1 Areas: Demographics

Problem Statement 2: Many students come to school at least one grade level behind, and academic Achievement domain 1 score is of 53% passingSTAAR.Root Cause 2: Students are not exposed to a wide range of experiences outside of school that contribute to being successful in the classroom. To helpstudents make progress and meet state standards, teachers need additional training, support, and materials.Problem Statement 2 Areas: Student Academic Achievement

Problem Statement 3: There is a percentage of students who struggle with appropriate social behaviors. There were 194 discipline referrals during the2018-19 school year up 16% from the previous year.Root Cause 3: Inappropriate behaviors are hindering academic achievement.Problem Statement 3 Areas: Perceptions

Problem Statement 4: Teachers are overwhelmed by the amount of district initiatives that have been implemented and struggle to implement all of themwith fidelity.Root Cause 4: There have been several new programs implemented over the past two years and this year that have required a lot of training and pulledmany teachers out of the classroom. The new initiatives are as follows: HRS Leadership, HRS ASOT, Seidlitz, Balanced Literacy, Google Training,Capturing Kids Hearts. For 2019-2020 we are beginning the Seidlitz training. We will continue the HRS/ASOT, CKH, Balanced Literacy, Guided Math,and Google.Booker T Washington ElementaryGenerated by Plan4Learning.com 8 of 29


Problem Statement 4 Areas: School Processes & Programs



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Accountability Distinction DesignationsPBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Running Records resultsObservation Survey resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention recordsTobacco, alcohol, and other drug-use dataStudent surveys and/or other feedback

Employee Data

Professional learning communities (PLC) dataBooker T Washington ElementaryGenerated by Plan4Learning.com 10 of 29


Staff surveys and/or other feedbackTeacher/Student RatioCampus leadership dataProfessional development needs assessment data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures data



Goals

Goal 1: Recruit, retain, and support teachers and principals from 2019-2020 to 2020-2021.

Performance Objective 1: Retain 90% of staff from 2019-2020

Evaluation Data Source(s) 1: HR Documents, Position control forms, and assignments.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactFormative Reviews

Nov Feb MayComprehensive Support Strategy

1) The campus will meet all guidelinesregarding the certified status requirements forteachers and paraprofessionals. If needed, thecampus will provide notifications to parents ifstaff does not meet certified status. Any non-qualified staff member will follow a districtdevelopment certification plan.

2.4 Principal,assistantprincipal

HR Certified teacher report

Problem Statements: School Processes & Programs 1

Additional Targeted Support StrategyTEA Priorities

Build a foundation of reading and math2) Professional development to include but notlimited to: HRS, CKH, Guided Math, BalancedLiteracy, Seidlitz, Inclusion/Special Education,TBSI, the Support of English Learners, studentbehavior, and TEKS Resource System will bedesigned to support improved studentachievement for all students.

2.4 Principal, AP,Instructionalcoaches, leadteachers

Meeting and staff development agendas toinclude PD.We are looking for improvement on stateassessments.

Problem Statements: School Processes & Programs 1Funding Sources: Focus/Priority Funds - 0.00




Nov Feb MayAdditional Targeted Support Strategy

TEA PrioritiesRecruit, support, retain teachers and principals

3) The campus will recruit, hire, and trainskilled professionals in all areas, includingadministration, teachers, support staff, certifiednon-teaching staff, etc., in an ongoing effort toincrease student achievement.

2.4 Principal, AP Student performance will improve as more highlyeffective staff are recruited and retained.

Problem Statements: School Processes & Programs 1Funding Sources: Not Funded - 0.00


Build a foundation of reading and mathImprove low-performing schools

4) Refresh and train new teachers on Responseto Interventiontraining on entering RtI data into Eduphoria.Data to be used byMTSS Team.

2.4, 2.5, 2.6 PrincipalsInstructionalCoachesCounselor

Training will occur in September after Eduphoriatraining.

Problem Statements: Demographics 1 - Student Academic Achievement 1Funding Sources: Focus/Priority Funds - 0.00


5) PLCs will meet once a week to collaborateand discuss effective teaching strategies toenhance rigor in academics.Ongoing training in the HRS model will occurthroughout the year.

2.4 Principals, APInstructionalCoachesTeachers

Implementation of the HRS model

Problem Statements: Student Academic Achievement 1 - School Processes & Programs 1Funding Sources: Focus/Priority Funds - 0.00


Improve low-performing schools6) Teachers will attend district-provided staffdevelopment fornew teachers (New Teacher Support Program).

2.4 DistrictCurriculumSpecialistsHumanResources

Sign-in Sheets

Problem Statements: School Processes & Programs 1 - Perceptions 1Funding Sources: Not Funded - 0.00

7) Teachers and administrators will attendProfessional Development training onaccountability system, instructionalstrategies and behavior strategies.

2.4, 2.6 PrincipalsTeachersDistrict BehaviorSpecialistsRegion 9

Sign-in sheetsImplementation of strategiesLower number of behavior referrals

Problem Statements: Student Academic Achievement 1 - School Processes & Programs 1 - Perceptions 1Funding Sources: Not Funded - 0.00




Nov Feb May8) 1) Academic Coaches will provide trainingfor teachers andallow for observation and modeling of otherteachers in thebuilding and district. 2)TechnologyTraining using education apps will be heldseveral times a yearin small groups to improve teachers use oftechnology in theclassroom. 3) Training will be providedthroughout the schoolyear as it becomes available through Region 9and other sources.

2.4, 2.5, 2.6 Principal, APInstructionalCoachesDistrictTechnology Dept

Increased use of strategies in the classroom.

Problem Statements: Demographics 1 - Student Academic Achievement 1 - School Processes & Programs 1Funding Sources: Title 1 Part A - 0.00

= Accomplished = No Progress = Discontinue

Performance Objective 1 Problem Statements:

DemographicsProblem Statement 1: Students do not have a strong educational foundation. Root Cause 1: The majority of our students live in low-income housing and rental property; therefore, theymove frequently and Booker T. Washington has a high mobility rate. Additional training and classroom resources are needed to meet students' needs.

Student Academic AchievementProblem Statement 1: Many students come to school at least one grade level behind, and academic Achievement domain 1 score is of 53% passing STAAR. Root Cause 1: Students arenot exposed to a wide range of experiences outside of school that contribute to being successful in the classroom. To help students make progress and meet state standards, teachers needadditional training, support, and materials.

School Processes & ProgramsProblem Statement 1: Teachers are overwhelmed by the amount of district initiatives that have been implemented and struggle to implement all of them with fidelity. Root Cause 1:There have been several new programs implemented over the past two years and this year that have required a lot of training and pulled many teachers out of the classroom. The newinitiatives are as follows: HRS Leadership, HRS ASOT, Seidlitz, Balanced Literacy, Google Training, Capturing Kids Hearts. For 2019-2020 we are beginning the Seidlitz training. Wewill continue the HRS/ASOT, CKH, Balanced Literacy, Guided Math, and Google.

PerceptionsProblem Statement 1: There is a percentage of students who struggle with appropriate social behaviors. There were 194 discipline referrals during the 2018-19 school year up 16% fromthe previous year. Root Cause 1: Inappropriate behaviors are hindering academic achievement.



Goal 2: Build a foundation of literacy and numeracy.

Performance Objective 1: By May 2020, 90% of Kindergarten will advance beyond KG phonological levels. 80% of first and second graders will be ongrade level.

Evaluation Data Source(s) 1: Math BOY/EOY tests/formal and summative assessmentsHRS, CKH, Balanced Literacy, Guided Math, and Seidlitz evidence during walk-throughs




1) SCE funds will be used to upgrade andenhance school wide instructional programs.Additional staff may be provided to support At-Risk learners. Additional technology will bepurchased to aide in the instruction in theclassroom.

2.4, 2.6 Principal inconjunction withFederal programsoffice

Low class sizes = increased intervention time instations.

Increased ratio of device to student.

Problem Statements: Student Academic Achievement 1Funding Sources: SCE - 0.00

2) Encourage parents and families to sendstudents to Pre-k and Kinder by sending homeinformation about Pre-K and Kinder roundupwhen it is available in the Spring.

2.4, 2.6, 3.1, 3.2 Principal, AP,counselor

More students in Pre-K and kinderIncrease community and family engagementHelp at-risk students meet state standards

Problem Statements: Demographics 1 - Student Academic Achievement 1







Goal 2: Build a foundation of literacy and numeracy.

Performance Objective 2: Increase the percentage of students making progress on their STAAR tests from 75% to 84% by May 2020.

Evaluation Data Source(s) 2: Math BOY/EOY tests/unit tests/formal and summative assessements/STAAR results




TEA PrioritiesBuild a foundation of reading and math

Connect high school to career and college1) SCE funds will be used to upgrade andenhance school wide instructional programs.Additional staff may be provided to support At-Risk learners. Additional technology will bepurchased to aide in the instruction in theclassroom. ipads, Chromebooks and smartboards.

2.4, 2.5, 2.6 Principal inconjunction withFederal programsoffice


Increased ratio of device to student.

Problem Statements: Demographics 1 - Student Academic Achievement 1Funding Sources: Not Funded - 0.00







Goal 3: Connect high school to career and college.

Performance Objective 1: 90% of 5th grade students will pass the STAAR test during the first two administrations (May 2020) which will decrease theamount of student who need to attend summer school for SSI.

Evaluation Data Source(s) 1: Statement of Concerns; SSI summer school lists and scores



Nov Feb MayTEA Priorities

Connect high school to career and collegeImprove low-performing schools

1) Students and staff will receive training onbullying prevention, sexual harassment/datingviolence, internet safety, conflict resolution andprevention, prevention of unwanted physical orverbal aggression, and anti-violence techniques,as applicable to grade level/student.

2.4, 2.5 All staff HR report of new staff completing trainingAgendas from meetings

Problem Statements: Perceptions 1Funding Sources: Not Funded - 0.00

TEA PrioritiesConnect high school to career and college

2) A college & career fair will be held topromote college and career readiness and lifeafter high school to students. 3rd, 4th, and 5th grade students will travel to acollege on a field trip.

2.4, 2.5 All staff Participation in fair and field trips

Problem Statements: Student Academic Achievement 1Funding Sources: SCE - 0.00


Connect high school to career and college3) Students who are assigned to DAEP/CountyJuvenile Detention Center placement will beprovided work from the campus and/or willparticipate in an online alternative curriculum.The DAEP, County Detention and campus staffwill communicate regularly to ensure thatstudents' needs are met. Student progress whileassigned to the DAEP and County Detentionwill be monitored. Students at County Detentionwill be administered a pre- and post-test beforetransitioning back to the home campus.

2.4, 2.6 Principal,Teachers ofDAEP students

Smooth transition from DAEP back to campus

Problem Statements: Perceptions 1Funding Sources: Not Funded - 0.00





Connect high school to career and college4) Counselor will explore career opportunitieswith students

2.5 Principals andcounselor

Counselor plans

Problem Statements: Student Academic Achievement 1Funding Sources: Not Funded - 0.00


Improve low-performing schools5) The campus will coordinate with theDAEP/Juvenile JusticeSystem to ensure academic success for studentswho wereassigned to these facilities. Students recidivismwill be reviewedas needed in order to ensure academic goals arebeing met.

2.4 AssistantprincipalAt-riskcoordinatorTeacher

Lesson plans from teachersWork returned from students

Problem Statements: Student Academic Achievement 1 - Perceptions 1Funding Sources: Not Funded - 0.00

TEA PrioritiesImprove low-performing schools

6) The campus will identify and monitorstudents with chronic attendance issues. Campusand district resources will be utilized to improveattendance. Students will be referred to truancycourt and make-up school in order to furthersupport attendance requirements. Earlyintervention strategies including communicationwith parents and students will be ongoing.

2.4, 2.5, 2.6 PrincipalAt-RiskCoordinatorAttendance Clerk

Problem Statements: Demographics 1Funding Sources: Not Funded - 0.00

TEA PrioritiesConnect high school to career and college

Improve low-performing schools7) Students will be evaluated and providedservices as needed in special programs toinclude Violence Prevention and Intervention,and Pregnancy Related Services.

2.4 Principal

Problem Statements: Student Academic Achievement 1 - Perceptions 1Funding Sources: Not Funded - 0.00





Build a foundation of reading and math8) School health strategies will include theFitness gram in physical education and athleticprograms in conjunction with academicperformance, attendance rates, and ECD status.The Fitness gram is required every year tomonitor flexibility and cardio health.Additionally, the school nurse will conductvision and eye exams as required throughout theschool year and follow health plans as needed.

2.5 PE teacher Fitnessgram results

Problem Statements: Student Academic Achievement 1








Goal 4: Improve low performing schools.

Performance Objective 1: Improve Domain IIA, School Progress, from 69 in 2019 to 80 in 2020.

Evaluation Data Source(s) 1: Data from unit tests, Benchmarks, and STAAR assessments





Improve low-performing schools1) Students will be identified for and enrolled ininstruction classes based on prior stateassessments and the district screener. Theclasses will provide intensive remediation inpreparation for upcoming exams. This willprimarily be done in the reading and mathblocks as well as during station work with theteacher group.

2.4, 2.5, 2.6 Principal, AP,instructionalcoaches,classroomteachers

Reading and math dataCBA scoresMath and reading benchmarks

Problem Statements: Demographics 1 - Student Academic Achievement 1Funding Sources: SCE - 0.00


Improve low-performing schools2) Title funds shall be utilized to establish orimprove programs for neglected, delinquentstudents and students at-risk of dropping out ofschool. The campus will review the number ofstudents who qualify for homeless status. Theseat-risk students are eligible for all services underthe McKinney-Vento Act. These services willbe extended to the families and students. SRQs(Student Residency Questionnaire) will besubmitted to the Office of State and FederalPrograms at least once a month.

2.4 Attendance clerk,at-riskcoordinator,Principal, AP

Monthly attendance reports and homeless reportsData meeting info

Problem Statements: Demographics 1 - Student Academic Achievement 1Funding Sources: Title 1 Part A - 0.00, SCE - 0.00






3) The campus, in consultation with parents andthe community, will develop, implement, andreview a parental involvement policy. Thepolicy will be published on the school website.Parent involvement activities include 1 programper year for each grade level, as well as, 2 Title1 parent involvement events. Also, a Title Imeeting will be held to share information withparents. A parent engagement event will includea literacy event to promote reading.

3.1, 3.2 Principal, SiteBased Team

Parent attendance at school functions

Problem Statements: Demographics 1 - Student Academic Achievement 1Funding Sources: Title 1 Part A - 0.00


4) Title funds shall be utilized to meet theidentified needs of migratory children that resultfrom their migratory lifestyle, and to permitthese students to participate effectively inschool.

2.4 Principal Seamless transition of migrant students with non-migrant studentsCBA scores

Problem Statements: Student Academic Achievement 1Funding Sources: Focus/Priority Funds - 0.00


5) The TELPAS will be utilized to assess LEPstudents achievement measured against the stateachievement standards. LEP students willreceive specialized instruction by qualifiedpersonnel in an effort to meet their specificneeds, and ultimately improve their overallacademic success.

2.4 Principal, ESLteacher, teachersof LEP students

TELPAS scores, CBA scores



Build a foundation of reading and math6) Students who did not meet the SSIrequirement for meetingthe standard on STAAR will have anAccelerated InstructionalPlan in place.

2.4, 2.5, 2.6 AdministrationInstructionalCoachesTeachers

Lesson plansAI Plans







7) Staff paid with supplemental state & federalfunds arenecessary to teach students. STAAR scoresindicate thatthey are in need of accelerated instruction inorder to increasetheir performance in reading, math, science andwriting. Provideaccelerated instruction.

2.4, 2.5, 2.6 PrincipalsTeachersDistrictAdministration

Increased performance of targeted students.

Problem Statements: Student Academic Achievement 1Funding Sources: Focus/Priority Funds - 0.00, Title 1 Part A - 0.00


Improve low-performing schools8) Title funds shall be utilized to provideopportunities for children served to acquire theknowledge and skills contained in the TEKSand to meet the state performance standards. Wewill use Education Galaxy and other onlineresources to improve this.

2.4, 2.6 PrincipalInstructionalCoaches

Assessment data



Improve low-performing schools9) The campus will monitor students who areidentified as at-risk. Support for these studentsmay be provided through counseling, tutoring,and accelerated instruction.

2.4, 2.6 Principal



Connect high school to career and collegeImprove low-performing schools

ESF LeversLever 4: High-Quality Curriculum

Lever 5: Effective Instruction10) The campus at-risk coordinator will identifyall students who meet the criteria and meet withthem on a regular basis discussing theiracademic goals and future.

2.4, 2.6 principalat-riskcoordinator

students identified at-risk will raise their STAARscores.

Problem Statements: Demographics 1 - Student Academic Achievement 1




Nov Feb May







Goal 4: Improve low performing schools.

Performance Objective 2: Improve Domain I, Student Achievement, from 53 in 2019 to 70 in 2020

Evaluation Data Source(s) 2: Unit tests, benchmark data, interim assessment data, and STAAR data





1) Students will be identified for and enrolled ininstruction classes based on prior stateassessments, district, and classroomassessments. The classes will provide intensiveremediation to help students meet statestandards.

2.4, 2.5, 2.6 Principal, AP,instructionalcoaches,classroomteachers


Problem Statements: Student Academic Achievement 1



2) The campus will monitor students who areidentified as at-risk. Support for these studentsmay be provided through counseling andaccelerated instruction

2.4, 2.5, 2.6 Admin team

Problem Statements: Student Academic Achievement 1 - Perceptions 1






State Compensatory

Personnel for Booker T Washington Elementary:

Name Position Program FTE

Collier, Vanessa Instructional Coach: Reading School Wide .40Horschler, Bethany Teacher School Wide .50Jordan, William At-Risk Coordinator School Wide .100Manzel, Cristina Interventionist School Wide .75Pipkin, Jimmy Aide School Wide .90Waldon, Janis Aide School Wide .50Wolf, Melanie Instructional Coach: Math School Wide .40



Title I Personnel

Name Position Program FTE

Collier, Vanessa Instructional Coach: Reading School Wide .40Manzel, Cristina Interventionist School Wide .25Wolf, Melanie Instructional Coach: Math School Wide .40



2019-2020 Campus Site-Based Committee

Committee Role Name PositionAdministrator Angie Rooney PrincipalAdministrator Synquis Lewis Assistant PrincipalNon-classroom Professional Kristin Schreck CounselorCoach Melanie Wolf Instructional CoachNon-classroom Professional Maurice Jordan Student Success CoordinatorClassroom Teacher Janet Hughes TeacherClassroom Teacher Kellie Evans TeacherClassroom Teacher Lacey Davis TeacherClassroom Teacher Destini Stahr TeacherCoach Vanessa Collier Instructional CoachClassroom Teacher Jaci Hanes teacherClassroom Teacher Veronica Molina teacherParaprofessional Chantel Brooks paraprofessional



Addendums



Campus: Booker T Washington Elementary Principal: Angela Rooney

$91,872 2019-2020 Title 1 Budget Allocation $95,265.00 2019-2020 REVISED Title 1 Budget Allocation$21,894 Discretionary Funds $23,763.00 Revised Discretionary Funds

Carry-Over

CATEGORY BOY RevisedFund FC Obj S/O Org FY Prog Proj Budget Budget Description

Personnel:

211 11 6112 00 125 0 30 000 Title I Substitutes

211 11 6117 00 125 0 30 000 $140 $140 Salary Stipends

211 11 6118 67 125 0 30 000 $17,000 $18,869 Tutors

211 13 6118 00 125 0 30 000 Teacher Extra Duty Stipend

211 11 6119 00 125 0 30 000 $58,979 $60,367 Teacher Salaries

211 11 6129 00 125 0 30 000 $0 $0 Aide Salaries

211 11 6142 00 125 0 30 000 $10,859 $10,995 Benefits

Contracted Services:

211 13 6239 00 125 0 30 000 Region 9 esc services

211 11 6248 00 125 0 30 000 $2,800 $2,800 On-line services/Maint agreements

211 34 6294 67 125 0 30 000 $1,400 $1,400 Student busing for tutorials

211 11 6297 00 125 0 30 000 Printing

211 13 6299 00 125 0 30 000 Contracted Services (including conference registration)

Supplies/Computers/Equipment:

211 11 6329 00 125 0 30 000 $300 $300 Instructional Reading materials/books

211 11 6339 00 125 0 30 000 STAAR Test Booklets/Testing & Study Materials

211 11 6395 00 125 0 30 000 Technology

211 11 6397 00 125 0 30 000 Software/Licenses

211 11 6399 00 125 0 30 000 $394 $394 Instructional classroom supplies/materials

Travel:

211 13 6411 00 125 0 30 000 Teacher Staff Development Travel

TOTALS $91,872.00 $95,265.00

Remaining Funds to Allocate: $0 $0

Parent & Family Engagement (PFE): $1,005 $1,005

211 61 6299 00 125 0 30 215 $155 $155 PFE Contracted Services211 61 6399 00 125 0 30 215 $700 $700 PFE Supplies211 61 6499 00 125 0 30 215 $150 $150 PFE Snacks

TOTALS $1,005 $1,005

Remaining Funds to Allocate: $0 $0

Non-transferrable: Encumbered Principal Signature: Angela Rooney

Non-transferrable: Must remain in PFE

Date: June 5, 2019

3frbud12.p 69-4 Wichita Falls, TX 09/26/19 Page:1

05.19.06.00.00 199 SCE by Campus BOY Budget Report Y0 (Date: 9/2019) 4:31 PM

Account Level 2019-20

FND T FC OBJ SO ORG F PI Description Budget

199 General Operating

E Expense

6100 Payroll Costs

199 E 11 6117 00 125 0 30 000 Stipends 140.00

199 E 11 6118 67 125 0 30 000 Extra Duty-prof-tutorials 4,000.00

199 E 11 6119 00 125 0 30 000 Sal/wages-teachers 87,394.08

199 E 11 6119 00 125 0 30 469 Salary Professional 49,278.40

199 E 11 6129 00 125 0 30 000 Sal/wages-support 51,586.50

199 E 11 6141 00 125 0 30 000 Fica 2,017.24

199 E 11 6141 00 125 0 30 469 Fica 714.54

199 E 11 6142 00 125 0 30 000 Group Health/life 18,853.71

199 E 11 6142 00 125 0 30 469 Group Health/life 4,411.80

199 E 11 6143 00 125 0 30 000 Worker's Compensation 775.30

199 E 11 6143 00 125 0 30 469 Worker's Compensation 123.74

199 E 11 6144 00 125 0 30 000 State On-behalf Trs 10,967.89

199 E 11 6144 00 125 0 30 469 State On-behalf Trs 615.98

199 E 11 6145 00 125 0 30 000 Unemployment Compensation 278.23

199 E 11 6145 00 125 0 30 469 Unemployment Compensation 98.56

199 E 11 6146 00 125 0 30 000 Teachr Retiremnt/trs Care 4,238.96

199 E 11 6146 00 125 0 30 469 Teachr Retiremnt/trs Care 4,804.65

199 E -- 61-- -- --- - -- --- 240,299.58

6300 Supplies

199 E 11 6399 00 125 0 30 000 Supplies 7,080.00

199 E -- 63-- -- --- - -- --- 7,080.00

_________________

199 E -- ---- -- --- - -- --- 247,379.58

199 - -- ---- -- --- - -- --- 247,379.58

____________________________________________________________________________________________________________________________________

Grand Expense Totals 247,379.58

Number of Accounts: 18

************************ End of report ************************