humble independent school district “focus on … · carla godoy, student body president of...

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


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


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.


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


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


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.

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Approved

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.


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

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Approved

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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Action Item




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.


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Approved

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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




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



* Actual budgetary codes and any applicable budgetary amendments have been provided to the Budget Department

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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


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


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Approved

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


Cause #2


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


Cause #5


Cause #4


Cause #8


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>


Cause #10


Cause #9

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


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







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


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


meeting or making


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>


Select

<Enter text>

<Enter any additional information here>

Did you meet your

annual goal?

Provide the data or


meeting or making


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


Provide the data or


meeting or making


quarterly goal.

Did you meet this

quarter's goal?

Q2 Report


Select


What, if any,

adjustments must be


the annual goal?

Are you on track to


Did you meet this

quarter's goal?

<Enter text>







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





Major Systems

No, but Made Some ProgressDid you meet this


Did you meet this


Did you meet this


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


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


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.















Provide the data or


meeting or making


quarterly goal.


the annual goal?












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:



Major Systems



impact the index/indicator/CSF?Students that have improved in reading will be more successful as growing readers.









supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>




<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


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


the annual goal?


What, if any,

adjustments must be


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


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>







Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


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


the annual goal?


What, if any,

adjustments must be


the annual goal?


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


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Progress Made, but Behind ScheduleAre you on track to


Are you on track to


Did you meet your

annual goal?Select


Q1 Report






Did you meet this


Did you meet this


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.


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



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.














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)


1) 1) 1)





Q2 Goal: Q3 Goal: Q4 Goal:

Index Number:



Major Systems



impact the index/indicator/CSF?<Enter text>










<Enter text>



supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>







4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?













<Enter text>


What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

SelectAre you on track to


Are you on track to


Did you meet your

annual goal?Select



Did you meet this


Did you meet this


Did you meet this

quarter's goal?SelectSelect

Q1 Report



3) 3) 3)

4) 4) 4)

1) 1) 1)

2) 2) 2)

4) 4) 4)









Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)


3) 3) 3)

4) 4) 4)

1) 1) 1)

2) 2) 2)

4) 4) 4)


2) 2) 2)

3) 3) 3)


1) 1) 1)








Major Systems












Index Number:







Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?










Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary ReadinessIndex Number:



Major Systems












<Enter text>




What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select

Q1 Report




SelectDid you meet this


Did you meet this


Did you meet this








Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?


Q1 Report






Did you meet this


Did you meet this


<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select

3) 3) 3)

4) 4) 4)

1) 1) 1)

2) 2) 2)

4) 4) 4)


2) 2) 2)

3) 3) 3)


1) 1) 1)























Q1 Goal:

1)







1) 1) 1)






Index Number:



Major Systems










<Enter text>


What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>







2)

3)

4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?










1) 1) 1)


What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select



Did you meet this


Did you meet this


Did you meet this


3) 3) 3)

4) 4) 4)

Select

Q1 Report



2) 2) 2)

4) 4) 4)


2) 2) 2)

3) 3) 3)








Q1 Goal:

1)

2)

3)

4)

1)

2)

1) 1) 1)

2) 2) 2)

4) 4) 4)


2) 2) 2)

3) 3) 3)


1) 1) 1)








Major Systems












Index Number:




<Enter text>







3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?










Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary ReadinessIndex Number:





<Enter text>




What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select


Q1 Report






Did you meet this


Did you meet this


3) 3) 3)

4) 4) 4)







Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

Did you meet this

quarter's goal?


Q1 Report






Did you meet this


Did you meet this


3) 3) 3)

4) 4) 4)

1) 1) 1)

2) 2) 2)

4) 4) 4)


2) 2) 2)

3) 3) 3)


1) 1) 1)








Major Systems















Provide the data or


meeting or making


quarterly goal.


the annual goal?












Index Number:



Major Systems













<Enter text>




What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select







Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?





What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?


<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select


Q1 Report






Did you meet this


Did you meet this


3) 3) 3)

4) 4) 4)

1) 1) 1)

2) 2) 2)

4) 4) 4)


2) 2) 2)

3) 3) 3)


1) 1) 1)




















<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>



supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



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:


Region 4 101913 Humble ISD 000000122 Park Lakes Elementary

Attestation Statement:

<Enter text>

<Enter text>

<Enter text>


Cause #10


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.


Cause #3


Cause #2


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>


Cause #6


Cause #5


Cause #4


Cause #8


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.











Q1 Goal:

1)

2)

3)



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



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.



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.











Strategy:

Annual Goal:Problem Statement 1:



Major Systems







4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?

What, if any,

adjustments must be


the annual goal?







<Enter text>

Select

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


the annual goal?

Are you on track to


Provide the data or


meeting or making


quarterly goal.

Did you meet this

quarter's goal?

Q2 Report


Select


What, if any,

adjustments must be


the annual goal?

Are you on track to


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


Q4 Report




site based and district checkpoints, current district

benchmarks


Select Select


Did you meet your

annual goal?

Provide the data or


meeting or making


quarterly goal.

Did you meet this

quarter's goal?

1)

3)

4)

3)

2)

1)

4)

2)

4)

3)

2)

1)

4)


site based and district checkpoints




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




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




those per semester.



Provide the data or


meeting or making


quarterly goal.


supports your 4th


annual goal.


what do you attribute your

success?



lack of success?

<Enter text>

Please provide



Other or for any

selected elements.

<Enter text>

Select

<Enter text>




Checkpoints


Observations by administratrators, ALTS, PSP,

DCSI, and STAAR data evidenced by a process to

be implemented

site based and district checkpoints, current district

benchmarks









Q1 Goal:

1)

2)

3)


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.




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.










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


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%



Problem Statement 2:



Major Systems







4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?

What, if any,

adjustments must be


the annual goal?








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


Q1 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


Are you on track to


Did you meet your

annual goal?Select





needs of diverse learners.

What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?


YesDid you meet this


Did you meet this


Did you meet this


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


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



supports your 4th


annual goal.

<Enter text>



success?



lack of success?

Please provide



Other or for any

selected elements.

<Enter text>




<Enter text>








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:



Major Systems




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.







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.





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)




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.





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


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







4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?

What, if any,

adjustments must be


the annual goal?







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.


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


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Progress Made, but Behind ScheduleAre you on track to


Are you on track to


Did you meet your

annual goal?Select


Q1 Report






Did you meet this


Did you meet this


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


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>



success?



lack of success?

Please provide



Other or for any

selected elements.

<Enter text>








Q1 Goal:

1)

2)

3)

4)

Index Number:



Major Systems













<Enter text>


Teach Science daily using high yield instructional

strategies

Continue to restock and utilize Science Lab

equipment and supplies for classroom labs

1)


strategies

Continue to restock and utilize Science Lab equipment

and supplies for classroom labs

1)


strategies



1)


strategies







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


Q2 Goal:


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:


Science for all students to 60%, Hispanic students

to 60%, Economically Disadvantaged Students to

58%, Special Education Students to 33%, and


Q4 Goal:


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.


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.







1)

2)

3)

4)

Did you meet this

quarter's goal?

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meeting or making


quarterly goal.


the annual goal?

What, if any,

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the annual goal?








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

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needs of diverse learners.

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All Students - 75.59%

Economically Disadvantaged - 77.97%

Hispanic - 86%

English Language Learners - 90.32%

Special Education - 16.67%








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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.


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1




Action Item




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


baden

Approved

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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Page 1 of 7ASBO | FYE 2015 COE Recipients

10/19/2016http://asbointl.org/learning-career-development/awards-scholarships/certificate-of-excelle...

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



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+



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



Trenton Public Schools Watchung Borough Board Of Education*West Windsor-Plainsboro Regional School DistrictNew MexicoAlbuquerque Public SchoolsNew YorkCity School District of White Plains+ East Meadow Union Free School DistrictHarrison Central School District Kings Park Central School District*Lynbrook Union Free School District* Rochester City School District+North CarolinaAlamance-Burlington School System Asheville City Schools+Brunswick County Schools Buncombe County Board of Education+Cabarrus County Board of Education Caldwell County SchoolsCarteret County Schools+ Catawba County Board of Education+Chapel Hill-Carrboro City Schools Charlotte Mecklenburg Board of Education+Chatham County Board of Education Cleveland County Board of Education NCCraven County Board of Education, NC+ Cumberland County Board of EducationDare County Board of Education Duplin County Board of EducationDurham Public Schools+ Gaston County Board of EducationGuilford County Board of Education Harnett County Board of Education+Hickory City Board of Education+ Lee County SchoolsMontgomery County Board of Education Moore County Boward of EducationNash-Rocky Mount Schools New Hanover County SchoolsNewton-Conover City Schools+ Northampton County Board of EducationOnslow County Board of Education Orange County Board of Education*Pitt County Board of Education Richmond County Board of EducationRockingham County Schools Rutherford County Schools+Scotland County Board of Education Union AcademyWake County Board of Education+ Weldon City Board of Education*North DakotaFargo Public School District #1-Board of Education-City of FargoOhioAvon Lake City School District+ Beavercreek City School DistrictBerea City School District Chagrin Falls Exempted Village SDCleveland Heights-University Heights City School District

Cleveland Metropolitan School District+

Columbus City School District+ Dayton School DistrictDublin City School District Electronic Classroom of TomorrowFairview Park City School District Findlay City School District+Great Oaks Institute of Technology and Career Development+

Greenville City School District

Hudson City School District Kettering City School DistrictLakota Local School District Little Miami Local School DistrictLogan-Hocking Local School District Mayfield City School DistrictMiami Valley Career Technology Center Middletown City School District+North Olmsted City School District+ Northwest Local School DistrictOak Hills Local School District Oakwood City School DistrictOrange City School District Pike County Joint Vocational School DistrictPiqua City Schools* Portsmouth City School DistrictPrinceton City School District Ravenna City School District*Sandusky City School District Shaker Heights City School DistrictSouthern Hills Joint Vocational School District Springfield City School DistrictStow-Munroe Falls City School District Sycamore Community School DistrictToledo City School District Trotwood-Madison City School DistrictWest Clermont Local School District Western Brown Local School District



Winton Woods City School DistrictOklahomaTulsa Public Schools, Independent School District L-1, Tulsa County

Union Public Schools, Independent District 1-009

OregonAdministrative School District No. 1, Deschutes County+

Beaverton School District No. 48J+

Gresham-Barlow School District No. 10Jt+ Jackson County School District 549C+McMinnville School District No. 40 Multnomah County School District No. 40 - David

Douglas School District+Multnomah Education Service District* Oregon City School District No. 62+Salem-Keizer School District 24J+ School District No. 1J, Multnomah County+PennsylvaniaBucks County Schools Intermediate Unit No. 22 Columbia Borough School DistrictGreat Valley School District+ Kennett Consolidated School DistrictMt. Lebanon School District+ Neshaminy School DistrictOwen J. Roberts School District+ Pocono Mountain School DistrictSchool District of Lancaster School District of Philadelphia+School District of Pittsburgh Solanco School DistrictSouth Western School District West Chester Area School DistrictSouth Carolina Anderson County School District Five Clover School District No. 2Consolidated School District of Aiken County Fort Mill School District No. 4Greenwood School District 50 Horry County School DistrictLexington County School District One Lexington County School District Two+Orangeburg Consolidated School District Five Richland County School District One+Richland School District Two+ School District Five of Lexington and Richland

CountiesSchool District of Georgetown County School District of Greenville CountySchool District of Newberry County Spartanburg County School District SixSpartanburg School District No. 7 York School District One

South DakotaYankton School District 63-3TennesseeShelby County Board of EducationTexasAldine Independent School District* Alief Independent School District +Alvin Independent School District Arlington Independent School District+Austin Independent School District Brownville Independent School DistrictCarrollton-Farmers Branch Independent School District+

Carthage Independent School District

Clear Creek Independent School District Conroe Independent School District+Cypress- Fairbanks Independent School District Dallas County SchoolsDallas Independent School District+ Denton Independent School District+Duncanville Independent School District Education Service Center Region 10Fort Bend Independent School District+ Fort Worth Independent School District+Frisco Independent School District Galena Park Independent School DistrictGarland Independent School District+ Goose Creek Consolidated Independent School

District+Grapevine-Colleyville Independent School District+ Harris County Department of EducationHighland Park Independent School District Houston Independent School District+Humble Independent School District+ Hurst-Euless-Bedford Independent School District Irving Independent School District+ Katy Independent School District+Keller Independent School District Killeen Independent School District+



Klein Independent School District La Joya Independent School District La Porte Independent School District Lake Dallas Independent School District+Lamar Consolidated Independent School District Leander Independent School DistrictLewisville Independent School District Mansfield Independent School DistrictMontgomery Independent School District Northwest Independent School DistrictPasadena Independent School District Pflugerville Independent School DistrictRegion 4 Education Service Center Richardson Independent School District+San Angelo Independent School District San Antonio Independent School District+Spring Independent School District+ Stafford Municipal School DistrictTomball Independent School District Tyler Independent School DistrictWylie Independent School DistrictUtahAlpine School District+ Beaver County School DistrictCanyons School District Emery County School DistrictGranite School District+ Provo City School DistrictSalt Lake City School District+ Washington County School DistrictVirginia Alexandria City Public Schools+ Fairfax County Public SchoolsLoudoun County Public Schools Newport News Public SchoolsPortsmouth City Public Schools Prince William County SchoolsRoanoke County Public Schools School Board for the City of NorfolkSchool Board of the City of Roanoke Virginia Beach City Public SchoolsWilliamsburg-James City County Public Schools York County School DivisionWashingtonClover Park School District No. 400 Everett Public Schools+Spokane Public SchoolsWisconsinSchool District of Kettle MoraineWyomingCampbell County School District No. 1+Palos Community Consolidated School District 118

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1




Action Item




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


baden

Approved

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


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.


General Fund


Proposed November 2016

Amendments


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


NATIONAL SCHOOL BREAKFAST AND LUNCH PGM


Proposed November 2016

Amendments


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


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



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



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


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




Information/ Discussion Item




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


baden

Information Only

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


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


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



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



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


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


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



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


Budget and Actual - Capital Projects Fund 634As of October 31, 2016


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




Action Item




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


baden

Approved


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


renewals.


Best Plumbing Specialties Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


C&B Wholesale Plumbing Supplies Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


City Supply Company, Inc. Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


Fastenal Company Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


Ferguson Enterprises Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


Gary's Lonestar Pump, LLC Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


Grainger Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


Lawson Products, Inc. Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


Marks Plumbing Parts Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


Moore Supply Company Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


Oslin Nation Company Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


Plumbmaster, Inc. Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


1


Texas Plumbing Supply Co., Inc. Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


Total Maintenance Solutions Plumbing Parts & Supplies Year 1 of 5 - Initial Award


renewals.


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

2

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

2

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

3

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)


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.

4

B. Action: Interlocal Agreement Between Education Service Center Region 12

and Humble ISD


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


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.


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.


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


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.

5

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


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

6

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 “focus on … · carla godoy, student body president of...

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