Campus Improvement Plan
Edgewood Elementary School 2024-2025
- Mission Statement, Vision, Core Values
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
- Campus Funding Summary
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Edgewood Elementary School
2024-2025 Campus Improvement Plan
Mission Statement
Edgewood Elementary is a professional learning community with the mission of ensuring high levels of student achievement for every child.
La escuela primaria de Edgewood es una comunidad de aprendizaje, profesional, con la misión de asegurar altos niveles de logro estudiantil para cada uno de los estudiantes.
Vision
We aspire to develop globally-conscious citizens of strong character who are critical thinkers and can contribute to the world.
Aspiramos desarrollar ciudadanos conscientes globalmente, de carácter fuerte quienes son pensadores críticos y que puedan contribuir al mundo.
Core Values
Every Child: We put students at the heart of everything we do.
Collective Greatness: We, as a community, leverage our individual strengths to reach challenging goals.
Collaborative Spirit: We believe in each other and find joy in our work.
Limitless Curiosity: We never stop learning and growing.
Moral Compass: We are guided by strong character, ethics and integrity.
Core Characteristics of a T-2-4 Ready Graduate
Academically Prepared: Every Child finds joy in learning, has a learner's mindset and is motivated and equipped with the knowledge, skills and competencies to succeed in life.
Ethical & Service-Minded: Every Child acts with integrity, is personally responsible for their actions and is a civically-engaged community member.
Empathetic & Self-Aware: Every Child appreciates differences, forms secure relationships and cares for their own and others’ emotional, mental and physical health.
Persistent & Adaptable: Every Child is fueled by their own passions, interests and goals and perseveres with confidence and courage.
Resourceful Problem-Solver: Every Child thinks critically and creatively and applies knowledge to find and solve problems.
Communicator & Collaborator: Every Child skillfully conveys thoughts, ideas, knowledge and information and is a receptive and responsive listener.
Comprehensive Needs Assessment
Demographics
Comprehensive Needs Assessment
Demographics
Demographics Summary
Edgewood Elementary School serves students in grades PK-5 within the Spring Branch Independent School District (SBISD).
Enrollment trends showed an increase from the 2021-2022 school year to the 2022–2023 school year. Enrollment trends then showed a decrease of 50 students from the 2022–2023 school year to the 2023–2024 school year.
Enrollment Trends:
2023-2024: Enrollment – 489
2022-2023: Enrollment – 539
2021-2022: Enrollment – 518
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Edgewood Elementary School has remained relatively consistent during the past three years. The majority of the students are Hispanic, followed by African American. Many of the students are considered economically disadvantaged, which qualifies the campus as a Title 1 school. During the 2023-2024 school year, 66.3% of the students were identified as Emergent Bilingual/English Learner (EB/EL); 80.6% At-Risk; 8.0% Immigrant; 22.9% of students were identified for special education services; and 5.3% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2023-2024: African American – 16 (3.3%)
2022-2023: African American – 20 (3.7%)
2021-2022: African American – 12 (2.3%)
2023-2024: American Indian-Alaskan Native – *
2022-2023: American Indian-Alaskan Native – *
2021-2022: American Indian-Alaskan Native – 6 (1.2%)
2023-2024: Asian – 11 (2.3%)
2022-2023: Asian – 10 (1.9%)
2021-2022: Asian – 9 (1.7%)
2023-2024: Hispanic – 448 (91.6%)
2022-2023: Hispanic – 486 (90.2%)
2021-2022: Hispanic – 475 (91.7%)
2023-2024: Native Hawaiian-Pacific Islander – 0 (0.0%)
2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)
2021-2022: Native Hawaiian-Pacific Islander – 0 (0.0%)
2023-2024: White – 12 (2.5%)
2022-2023: White – 14 (2.6%)
2021-2022: White – 14 (2.7%)
2023-2024: Two-or-more – *
2022-2023: Two-or-more – 5 (0.9%)
2021-2022: Two-or-more – *
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2023-2024: At-Risk – 394 (80.6%)
2022-2023: At-Risk – 419 (77.7%)
2021-2022: At-Risk – 410 (79.2%)
2023-2024: Economically Disadvantaged – 448 (91.6%)
2022-2023: Economically Disadvantaged – 474 (87.9%)
2021-2022: Economically Disadvantaged – 469 (90.5%)
2023-2024: Emergent Bilingual/English Learner – 324 (66.3%)
2022-2023: Emergent Bilingual/English Learner – 348 (64.6%)
2021-2022: Emergent Bilingual/English Learner – 341 (65.8%)
2023-2024: Gifted and Talented – 26 (5.3%)
2022-2023: Gifted and Talented – 24 (4.5%)
2021-2022: Gifted and Talented – 25 (4.8%)
2023-2024: Homeless – *
2022-2023: Homeless – 24 (4.5%)
2021-2022: Homeless – 16 (3.1%)
2023-2024: Immigrant – 39 (8.0%)
2022-2023: Immigrant – 30 (5.6%)
2021-2022: Immigrant – 36 (7%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2021-2022: Migrant – 0 (0.0%)
2023-2024: Special Education – 112 (22.9%)
2022-2023: Special Education – 105 (19.5%)
2021-2022: Special Education – 70 (13.5%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2021-2022: 92.7%
2020-2021: 93.1%
2019-2020: 97.8%
Source: Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2021-2022: 25.2%
2020-2021: 23.3%
2019-2020: 6.1%
Source: Texas Academic Performance Report (TAPR)
Demographics Strengths
- Our community stays within the community for generations. Many of our students' parents attended Edgewood. We have a tight community that has a lot of EWE pride. Our school staff is invested in our school and community.
- We have a business partner now, Murphy Oil, that is collaborating with reading to students, donating items to staff and STAAR snacks, and providing a field trip for 5th graders to have the real world connection with math/science and future professions.
- Some reduction in chronic student absences have been achieved due to an attendance committee consistently monitoring the data.
Problem Statements Identifying Demographics Needs
Problem Statement 1: Our daily attendance rate is still below our goal. Root Cause: Our parents and students have not adjusted to post-pandemic schooling and attendance requirements.
Problem Statement 2: Student discipline referrals interfere with student academic success. Root Cause: Students impacted by the pandemic have shown the most discipline referrals, and we are working with CIS, systems of care, and our counselor to support their readjustment of school systems and procedures.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Edgewood Elementary School implements a rigorous curriculum that is aligned to state standards and continuously revised to produce and prepare all students towards T-2-4 district goals. Students will master rigorous academic standards to ensure college and career readiness. We believe campus administrators and teachers are members of the campus’ Professional Learning Committees (PLC). PLC in SBISD is an ongoing collaborative team process used to establish a school-wide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts.
A top priority in SBISD is literacy. Students receive the opportunity and skill set to experience meaningful literacy experiences that are rigorous and engaging. With their peers, students in SBISD listen, speak, read and write through the content areas with a commitment that they will become lifelong readers and writers. SBISD is driven by standards, focused on strategies, differentiated, and guided by student data. Numeracy is also a top priority in SBISD. Our goal is to provide academic experiences that build confident and creative mathematical thinkers. Students identified for special education (SPED) services or as Emergent Bilingual/English Learner (EB/EL) are also a district focus.
Below is a summary of the STAAR Redesign Reading passing rates for 2023 (Baseline Year):
3rd Grade Reading - 45% Approaches; 28% Meets; 5% Masters
4th Grade Reading - 69% Approaches; 33% Meets; 11% Masters
5th Grade Reading - 81% Approaches; 46% Meets; 24% Masters
SPED All Grades Reading - 39% Approaches; 14% Meets; 5% Masters
EB/EL All Grades Reading - 61% Approaches; 32% Meets; 11% Masters
Source: 2022-2023 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Redesign Mathematics passing rate for 2023 (Baseline Year):
3rd Grade Mathematics - 51% Approaches; 26% Meets; 4% Masters
4th Grade Mathematics - 69% Approaches; 42% Meets; 17% Masters
5th Grade Mathematics - 89% Approaches; 56% Meets; 14% Masters
SPED All Grades Mathematics - 45% Approaches; 18% Meets; 2% Masters
EB/EL All Grades Mathematics - 67% Approaches; 44% Meets; 12% Masters
Source: 2022-2023 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
- We are increasing in the area of math achievement based on K-2 Progress Monitoring and STAAR 4th and 5th grade performance. Our teachers are working collaboratively with the weekly extended planning sessions provided to each teacher. We value our teachers and show it in the time given to plan together with campus and district specialists.
- In the area of reading, our students are showing an increase in their ability. We still have to work to show consistent high achievement in standardized testing. We are working on supporting their stamina while reading and answering lengthy tests.
- Student ownership of the learning is increasing based on goal-setting and celebration options chosen by students.
Problem Statement 1: Our end of year academic achievement is still not yet meeting our goals in reading, math and science. Root Cause: The low daily attendance is impacting student academic achievement because they are missing instruction.
Problem Statement 2: Primary grade level students are not meeting the goal of reading at or above grade level. Root Cause: The lack of consistent phonics instruction has affected overall literacy performance.
Staff Recruitment and Retention
Comprehensive Needs Assessment
Staff Recruitment and Retention
Staff Recruitment and Retention Summary
The Talent strategy is to recruit and retain the best employees at Edgewood Elementary School to support students. For employees and support personnel, this includes recruitment processes and hiring practices to develop and retain staff to meet the unique needs of each department and/or campus. Increased creativity and flexibility in our staffing, compensation, and benefit plans will help SBISD attract and retain qualified individuals. In order to meet our strategic goals, attract and retain the best talent, we focus our efforts on the following key areas:
- Recruitment and Retention of instructional, non-instructional, paraprofessional, and auxiliary staff
- Onboarding processes
- Staffing and Performance Management
- Competitive Compensation and Benefits
- Benefits Training opportunities
Teacher by years of experience:
2023-2024: Beginning – 4 FTE (11.2%)
2022-2023: Beginning – 6 FTE (17.1%)
2021-2022: Beginning – 7 FTE (17.7%)
2023-2024: 1-5 Years – 11.8 FTE (33.0%)
2022-2023: 1-5 Years – 8 FTE (22.9%)
2021-2022: 1-5 Years – 14 FTE (35.4%)
2023-2024: 6-10 Years – 8 FTE (22.3%)
2022-2023: 6-10 Years – 7 FTE (20.0%)
2021-2022: 6-10 Years – 6.5 FTE (16.5%)
2023-2024: 11-20 Years – 6 FTE (16.8%)
2022-2023: 11-20 Years – 9 FTE (25.7%)
2021-2022: 11-20 Years – 6 FTE (15.2%)
2023-2024: Over 20 Years – 6 FTE (16.8%)
2022-2023: Over 20 Years – 5 FTE (14.3%)
2021-2022: Over 20 Years – 6 FTE (15.2%)
2023-2024: Total – 35.8 FTE (100%)
2022-2023: Total – 35 FTE (100%)
2021-2022: Total – 39.5 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
- In 2023, our staff is beginning to maintain grade level team consistency over a few years. We are anticipating high teacher retention. We do lose teachers due to purchasing homes outside of the Spring Branch area and the desire to reduce commute time.
- We create opportunities for staff to participate and engage in school-wide events and provide space and time for each one to give input on upcoming events and areas to purchase supplies and instructional resources to support student learning.
- We have an active Guiding Coalition made up of team leaders and instructional leadership team members. We have campus committees in which teachers and staff are active.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: We are losing teachers to surrounding districts. Root Cause: Our teachers are looking to other areas to purchase homes, and traffic impacts their commute. They are looking at other districts to reduce their commute time.
Problem Statement 2: Student discipline and attendance interferes with daily instructional goals. Root Cause: Teachers are in need of refined tools to support teaching and learning post-pandemic.
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Edgewood Elementary School provides a sustained and strategic focus on educating, engaging and empowering families that are aligned with the SBISD Family E3 framework, focusing on building the capacity of families and staff to work together for student academic success. The Share a Smile Customer Service commitments are embedded into the Family E3 expectations, emphasizing the importance of customer service at our campus. The campus Translation and Interpretation Procedure asserts our commitment to provide families with information they can understand. Families are invited to attend campus and district events. The Family E3 team conducts an annual needs assessment with our campus to determine family engagement strengths and areas of support.
COMMUNITY ENGAGEMENT
Edgewood Elementary School works closely with the SBISD Community Engagement Division to support meaningful, strategic two-way engagement of families, community members, partners, and volunteers. The district traditionally has a large and very committed network of partners and 12,000+ volunteers. During the summer, the Community Engagement team conducts a needs assessment with our campus to determine community engagement strengths and areas of support. We welcome and value volunteers who serve on our campus as mentors and tutors to support student success.
Family and Community Engagement Strengths
- Our parents collaborate with us and want the best for their child. We have almost all parents connected on Class Dojo and will transition to Remind later this year. Our parents receive grade level and school wide newsletters about what students are learning, upcoming events and dates to know.
- We offer parent/child field trips to the Children's Museum of Houston, University field trips to UT and TAMU. Parent sessions are offered with the support of our CIS, counselor and grade level teachers.
- We have had success with parent engagement in our Kindergarten Meet the Teacher in August. This session allowed parents to hear what to expect from the Kindergarten year.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: Daily attendance is still not at our goals. Root Cause: We are still working through new habits after the pandemic with daily attendance.
Problem Statement 2: Students are not making long-term connections with their academics and post-high school options. Root Cause: Increase family engagement that supports academic achievement by creating more opportunities for families to attend University visits.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - STUDENT GROWTH
- Performance Objective 3 - CLOSING THE GAPS
- Performance Objective 4: ENGLISH LANGUAGE ACQUISITION PROGRESS
- Performance Objective 5 - EARLY LITERACY
- Performance Objective 6: EARLY NUMERACY
- Performance Objective 7: ADVANCED COURSES
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Edgewood Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2025, Edgewood Elementary School will increase student performance on STAAR Redesign Grades 3-5 exams in reading and math by at least 5 percentage points in approaches, 5 percentage points in meets, and 5 percentage points in masters.
2023-24: Reading: 64% (approaches), 37% (meets), 16% (masters); Math: 69% (approaches), 39% (meets), 12% (masters)
2022-23: Reading: 64% (approaches), 35% (meets), 13% (masters); Math: 69% (approaches), 41% (meets), 12% (masters) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report and 2024 Texas Education Agency Data Tables
Strategy 1: Students will receive additional support in intervention groups, flexible groupings, after school tutorials, Saturday school and enrichment opportunities to support their year-end academic goals. Student data will be tracked and student work will be reviewed to help identify the reteach and reassess standards. Instructional staff and paraprofessionals will support student achievement.
Strategy's Expected Result/Impact: Student mastery of the essential standards will increase.
Staff Responsible for Monitoring: Instructional staff, paraprofessionals, administrators and counselor
Title I:
2.4, 2.6
Funding Sources: Payroll Payments - 211 - Title I, Part A - 11.6116; 11.6119, 11:6121, 11;6129, - $230,000, Transportation - 211 - Title I, Part A - 11.6494 - $5,000, Operating Expenses - 211 - Title I, Part A - 11.6499; 61.6499 - $3,000, Tutorials, general supplies, instructional resources - 199 PIC 11 - Instructional Services - 11.6399, 11.6116 - $15,264, Extra duty pay; tutorials, snacks, resources - 199 PIC 30 - At Risk School Wide SCE - 11.6116, 11.6121; 11.6494; 11.6399 - $6,080
Strategy 2: Teachers will utilize a tracking system to use to reteach standards up to mastery for each student. Teachers will share with parents about student academic standing with beginning, middle and end of year checkpoints. We will utilize Open House and December events to share with parents activities that they can use to support student achievement here and at home. Parents will receive surveys on the event and other ways we can help them as we also contribute to the parental engagement policy as we discuss student growth.
Strategy's Expected Result/Impact: Increase student achievement and parental involvement.
Staff Responsible for Monitoring: CIS, Counselor, administrators, instructional specialists and teachers
Title I:
2.6, 4.1, 4.2
Funding Sources: Supplies - 199 PIC 23 - Special Education - $1,000, Webinars, supplies, substitutes - 199 PIC 11 - Instructional Services - 11.6399, 11.6116, Supplies, webinars, trainings - 199 PIC 23 - Special Education - 11.6399; 11.6239; 11.6299 - $2,940, Supplies - 199 PIC 30 - At Risk School Wide SCE - 11.6399, Supplies, extra duty, support staff - 199 PIC 99 - Undistributed - 11.6399; 11.6121, 23.6121; 23.6499; 13.6399, Operating Expenses - 211 - Title I, Part A - 61.6499 - $3,000
Strategy 3: Specialists (MCLs, Interventionists, campus and district) will work with teachers to plan, model & coach, around data driven instruction and reteach lessons. Coaching cycles will be used based on current student data and needs. Our paraprofessional and MCLs/interventionists will work with small groups of students. Administration will support teachers and interventionists through book studies and other professional resources.
Strategy's Expected Result/Impact: Increase teacher leaders and student achievement.
Staff Responsible for Monitoring: Instructional specialist and administrators
Title I:
2.4, 2.6
Funding Sources: Supplies, reading materials, webinars - 199 PIC 30 - At Risk School Wide SCE - 11.6399; 11;6299; 11.6329; - $3,000, Payroll payments, substitutes, reading materials, trainings - 211 - Title I, Part A - 13.6239; 13.6299; 23.6239; 23.6299; 13.6329; 23.6239
Performance Objective 2 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Edgewood Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: STUDENT GROWTH: By June 2025, Edgewood Elementary School will increase the percentage of students demonstrating STAAR Redesign academic growth in reading and math by 5 percentage points or ≥ to 85%.
2023-24: School Progress-Annual Growth /Accelerated Learning: 68%/38% (Reading); 65%/37% (Math)
2022-23: School Progress-Annual Growth /Accelerated Learning: 54%/29% (Reading); 75%/44% (Math) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report and 2024 Texas Education Agency Data Tables
Strategy 1: We will unpack grade level TEKS and use data tracking systems to set goals. Resources will be provided to support differentiated learning such as online programs, typing programs, and other technology resources.
Strategy's Expected Result/Impact: Build capacity in deeply understanding the TEKS and student mastery of the essential standards.
Staff Responsible for Monitoring: Instructional specialists, administrators
Title I:
2.5
Funding Sources: Software - 211 - Title I, Part A - 11.6397 - $10,000, Supplies - 211 - Title I, Part A - 11.6399 - $20,700
Strategy 2: Teachers will meet in extended planning sessions to engage in professional development and lesson planning using district resources and other resources such as Lead4Ward, Master Data Trackers, data talks, and oral reading analysis. They will discuss upcoming standards and instructional strategies and create a plan to help students show progress on their assessments by backwards planning.
Strategy's Expected Result/Impact: Increase teacher toolkit of instructional strategies to increase percent of students showing growth on academic tasks.
Staff Responsible for Monitoring: Specialists, teachers and administrators
Funding Sources: Supplies, extra duty pay, support staff, reading materials, - 199 PIC 99 - Undistributed - 11.6399; 11.6121, 23.6121; 23.6499; 13.6399 - $15,200, Trainings, supplies - 211 - Title I, Part A - 13.6239; 13.6299; 23.6239; 23.6299; 13.6329; 23.623
Strategy 3: We will invest in professional development opportunities for staff via webinars, book studies, face to face trainings, and job-embedded professional development.
Strategy's Expected Result/Impact: Increase teacher's strategies to support the whole child and raise academic achievement.
Staff Responsible for Monitoring: Specialists, counselor, administrators
Funding Sources: Region ESC Services; Misc. Contract services, Other reading material - 211 - Title I, Part A - 13.6239; 13.6299; 23;6239; 23.6299; 13.6329; 23.6329 -
$10,100
Strategy 4: We will purchase professional instructional resources for teachers and administrators to continue to learn best instructional practices and resources to use with students. We will also provide opportunities for webinars and online trainings.
Strategy's Expected Result/Impact: Increase teacher capacity around resources and instructional strategies. Provide students with additional standard-based instructional resources.
Staff Responsible for Monitoring: MCLs/Interventionists
Specialists
Administrators
Funding Sources: Reading Material, Substitutes, supplies, webinars and trainings - 211 - Title I, Part A - 13.6329; 23.6329; 11.6112; 13.6239; 23.6329; 11.6399; 13.6299;
23.6299 - $7,480
Performance Objective 3 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Edgewood Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: CLOSING THE GAPS: By June 2025, Edgewood Elementary School will increase the percentage of academic achievement indicators on track to meet or exceed interim targets in the redesigned closing the gaps domain by 3 component points.
2023-24: 3 of 24 Academic Achievement Points Met; 12.5% Component Points
2022-23: 6 of 24 Academic Achievement Points Met; 25.0% Component Points (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools and 2024 Texas Education Agency Data Tables
Strategy 1: Teachers and specialists will support students during intervention time every day for 30 minutes to fill academic gaps based on current test data, oral reading analysis, and progress monitoring to increase student performance.
Strategy's Expected Result/Impact: Increase student performance
Staff Responsible for Monitoring: Teachers Specialists
Funding Sources: Supplies - 211 - Title I, Part A - 11.6399
Strategy 2: Teachers and specialists will monitor student academic progress through multiple data sources. Students will monitor specific checkpoints to note progress and celebrate their growth and provide field experiences to support learning.
Strategy's Expected Result/Impact: Increase student engagement and advocacy for their learning
Staff Responsible for Monitoring: Monitoring
Teachers
Specialists
Counselor
CIS
Administrators
Funding Sources: Transportation, Resources and supplies - 211 - Title I, Part A - 11.6494, 11.6399
Performance Objective 4: ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Edgewood Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2025, the rate of Emergent Bilingual/English Learners increasing at least one composite score level on TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.
2023-24: TELPAS Progress Rate 57%
2022-23: TELPAS Progress Rate 45% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools and 2024 Texas Education Agency Data Tables
Strategy 1: Bilingual specialists and interventionists will work with teachers to continue to support implementation of OWDL and content/language objectives. Field experiences will be provided to enhance the language acquisition of all students.
Strategy's Expected Result/Impact: Increase capacity with OWDL and increase biliteracy through the use of content and language objectives and increase the number of students able to reclassify at the end of grade 5.
Staff Responsible for Monitoring: Bilingual Teachers
LIS
Interventionists
Administrators
Funding Sources: Reading Materials, supplies, transportation, supplies - 211 - Title I, Part A - 11.6329; 11.6494; 11.6399, Instructional resources, transportation, fees, resources - 199 PIC 25 - ESL/Bilingual - 11.6329; 11.6494 - $6,380, Training, supplies - 211 - Title I, Part A - 13.6239; 13.6299; 23.6239; 23.6299; 13.6329; 23.623
Strategy 2: Teachers, administrators and staff will implement response to intervention (RTI) strategies in their classrooms based on student data. They will create an action plan to support EB students in their academic goals and English acquisition levels.
Strategy's Expected Result/Impact: Increase in English acquisition levels based on TELPAS.
Staff Responsible for Monitoring: Bilingual Teachers
Interventionists
LIS
MIS
Administrators
Strategy 3: We will focus professional development in the area of backwards planning to support content and language objectives using TELPAS descriptors in order to create a learning plan for students to increase their proficiency levels.
Strategy's Expected Result/Impact: Increase the number of students ready and able to reclassify at the end of Grade 4.
Staff Responsible for Monitoring: Bilingual Teachers
Interventionists
Administrators
Funding Sources: Payroll Payments, supplies, resources - 211 - Title I, Part A - 11.6299; 11.6239; 11.6399, Trainings, supplies - 211 - Title I, Part A - 13.6239; 13.6299; 23.6239; 23.6299; 13.6329; 23.623
Performance Objective 5 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Edgewood Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: EARLY LITERACY: By June 2025, Edgewood Elementary School will increase the percentage of K-2 students on track to read at grade level by 5 percentage points or ≥ 80%.
Evaluation Data Sources:
Kindergarten: TxKEA - Letter Names, Vocabulary, and Spelling (Baseline Year)
Grades 1 and 2: Spring Branch Literacy Checkpoints (Baseline Year)
Strategy 1: Our teachers will focus on their intervention time and labsites during extended planning. Teachers will use the literacy resources and plan out all components to deliver a high quality instructional lesson. Teachers will practice the small group lesson during extended planning time at least once a month. Substitutes will be provided for teachers, administrators, and staff to attend professional development sessions, travel to conferences, attend virtual trainings, meet with instructional specialists, and attend vertical alignment meetings to implement the best instructional strategies for students.
Strategy's Expected Result/Impact: Increase consistency in implementation all necessary literacy components with confidence.
Staff Responsible for Monitoring: Teachers
LIS
MCLs/Interventionists
MCL
Administrators
Funding Sources: Supplies, substitutes, trainings, literacy resources - 199 PIC 11 - Instructional Services - 11.6399, 11;6116; 13.6239; 11.6112; 11.6329; 11.6399, Supplies - 199 PIC 99 - Undistributed - 6399, Training, supplies - 211 - Title I, Part A - 13.6239; 13.6299; 23.6239; 23.6299; 13.6329; 23.623
Strategy 2: Teachers will implement all components to a highly effective literacy instructional plan and respond to the data quickly through intervention groups. Teachers will also utilize RazKids, EduSmart, IReady, and other online academic tools to support student reading achievement and to prepare students to familiarize themselves with different ways to respond using technology. Paraprofessionals will support small group instruction for Kindergarten, first and second grade students.
Strategy's Expected Result/Impact: Increase the number of students reading at or above grade level and proficiency with using specific tools on the computer.
Staff Responsible for Monitoring: Teachers
LIS
MCLs/Interventionists
Administrators
Funding Sources: Supplies, software, support personnel - 211 - Title I, Part A - 11.6399, 11.6397, 11.6129, Supplies - 199 PIC 11 - Instructional Services - 11.6399
Performance Objective 6: EARLY NUMERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Edgewood Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: EARLY NUMERACY: By June 2025, Edgewood Elementary School will increase the percentage of K-2 students on track to be on grade level in foundational math skills by 5 percentage points or ≥ 80%.
Evaluation Data Sources: K-2 Math Progress Monitoring (Baseline Year)
Strategy 1: Teachers will use backwards planning and the district math curriculum to plan out math lessons that support student mastery of the math standards. Teachers will plan with their team and receive support from campus and district math specialists.
Strategy's Expected Result/Impact: Increase in math performance.
Staff Responsible for Monitoring: Math specialists
Teachers
Administrators
Funding Sources: Trainings, supplies - 211 - Title I, Part A - 13.6239; 13.6299; 23.6239; 23.6299; 13.6329; 23.623, Supplies - 211 - Title I, Part A - 11.6399
Performance Objective 7: ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Edgewood Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 7: ADVANCED COURSES: By June 2025, Edgewood Elementary School will increase the number of students prepared for sixth grade advanced coursework in reading and math.
Evaluation Data Sources: 2024 Texas Education Agency Data Tables
Strategy 1: We will utilize our flexible grouping and intervention time every day to support differentiated learning experiences.
Strategy's Expected Result/Impact: Maintain high performers at the high levels of achievement
Staff Responsible for Monitoring: Specialists
Counselor
Teachers
Administrators
Strategy 2: We will provide leadership opportunities for students in 5th grade through safety patrol, arrival/dismissal jobs, Cougar Broadcast, etc. They will experience applying academic learning and core characteristics learning in the general educational setting with others.
Strategy's Expected Result/Impact: To increase student leadership and core characteristics in action
Staff Responsible for Monitoring: Counselor
CIS
Librarian
Teachers
Administrators
Funding Sources: Supplies, resources, transportation - 211 - Title I, Part A - 11.6399, 11;6494
Goal 2: Student Support
Student Support
- Performance Objective 1 -CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
- Performance Objective 2 -INTERVENTIONS
- Performance Objective 3: STUDENT ATTENDANCE
Performance Objective 1 -CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
Goals
Goal 2: STUDENT SUPPORT. Edgewood Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 1: CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE: By June 2025, Edgewood Elementary School will implement at least three strategies that advance the focus on Core Characteristics for every child.
Evaluation Data Sources: Campus calendar and newsletters
Strategy 1: Our counselor will share lessons on Core Characteristics with teachers every week and create additional opportunities in small groups and grade level assemblies for students to engage in the activities. These lessons will support teaching a core characteristic every week.
Strategy's Expected Result/Impact: Increase student engagement in the work of core characteristics.
Staff Responsible for Monitoring: Counselor
Teachers
Funding Sources: Supplies - 211 - Title I, Part A - 61.6399; 23.6399
Strategy 2: School counselor and CIS staff will meet with students to support character education in the classroom, small groups, and one-on-one. They will share information with teachers and provide grade level assemblies to reinforce the character lessons. They will meet with parents to provide information on key skills that will support their child.
Strategy's Expected Result/Impact: Increase positive student interactions.
Staff Responsible for Monitoring: Counselor
CIS
Teachers
Administrators
Title I:
2.5, 4.1, 4.2
Funding Sources: Supplies - 211 - Title I, Part A - 61.6399 - $3,200, Supplies, trainings - 199 PIC 99 - Undistributed - 31.6399
Strategy 3: Students will serve on leadership roles in our campus. Students will be given class jobs, asked to select the theme for the year, and will provide input on celebrations. 5th grade students will apply for jobs within our school such as safety patrol, Cougar Broadcast, etc. Students will collaborate in grade level assemblies and meet with administrators to provide feedback on what is working well and which things we should consider reflecting on.
Strategy's Expected Result/Impact: Increase student engagement and advocacy.
Staff Responsible for Monitoring: Counselor
CIS
Teachers
Administrators
Funding Sources: Supplies - 211 - Title I, Part A - 11.6399, Supplies - 199 PIC 99 - Undistributed - 11.6399
Strategy 4: Counselor and CIS staff members will collaborate with the district's family engagement department to provide parent sessions and seek feedback on our school programs, resources and Title 1 components.
Strategy's Expected Result/Impact: Increase parent engagement
Staff Responsible for Monitoring: Counselor
CIS
Teachers
Administrators
Funding Sources: Supplies, snacks - 211 - Title I, Part A - 61.6399; 61.6499
Performance Objective 2 -INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Edgewood Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 2: INTERVENTIONS: By June 2025, Edgewood Elementary School will implement TIER interventions with students identified as needing academic or behavioral supports.
Evaluation Data Sources: Multiple measures
Strategy 1: Teachers will plan for interventions with a specific intervention block of time in the master schedule. Specialists and administrators will lead and support teachers in the SSC process. We provide after school tutorials and Saturday camp to support the academic areas of need.
Strategy's Expected Result/Impact: Reduce the number of students that are currently multi-year below grade level.
Staff Responsible for Monitoring: CAIS
Administrators
MCLs/Interventionist
Strategy 2: The SSC process is used to identify students early on with academic gaps/needs. We will use the process to keep parents informed and collect data to support the specific interventions being used.
Strategy's Expected Result/Impact: Increase student achievement and reduction of students struggling.
Staff Responsible for Monitoring: CAIS
Teachers
Specialists
Administrators
Funding Sources: Supplies - 211 - Title I, Part A - 61.6399
Performance Objective 3: STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Edgewood Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 3: STUDENT ATTENDANCE: By June 2025, student attendance at Edgewood Elementary School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data and Texas Academic Performance Report
Strategy 1: The attendance committee will meet every week and review data on attendance and tardies by grade level.
Strategy's Expected Result/Impact: Increase in attendance by at least 1%
Staff Responsible for Monitoring: Counselor
CIS
CAIS
Teachers
ADA
Administrators
Funding Sources: Supplies - 211 - Title I, Part A - 11.6399, Supplies - 199 PIC 30 - At Risk School Wide SCE - 11.6399
Strategy 2: Our attendance action plan includes contacting parents, meeting with the teachers and parents, monitoring the attendance trends and providing support to families.
Strategy's Expected Result/Impact: Increase attendance of student with history of chronic attendance issues
Staff Responsible for Monitoring: CIS
Counselor
CAIS
Teachers
Administrators
Title I:
2.5, 2.6
Goal 3: Safe Schools
Safe Schools
- Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
- Performance Objective 2 - SAFETY COMMITTEE
- Performance Objective 3 - EMERGENCY OPERATIONS
Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
Goals
Goal 3: SAFE SCHOOLS. Edgewood Elementary School will ensure a safe and secure learning environment.
Performance Objective 1: SAFE SCHOOL ENVIRONMENT: Align academic, behavior, and discipline systems to support a safe campus culture and maximize student learning.
Evaluation Data Sources: Discipline Data Dashboard, Review effectiveness of Behavior Intervention Plans
Strategy 1: We will use character lessons focusing on effective ways to communicate in the classroom to support a positive classroom environment and interactions between students and adults. Parent sessions will be provided to align with our core characteristics on student needs, keeping up with social media, and best practices to support the child at school by partnering up with the home.
Strategy's Expected Result/Impact: Increase student engagement and positive interactions in all school activities.
Staff Responsible for Monitoring: Counselor
CIS
Administrators
Teachers
Title I:
2.5, 4.1
Strategy 2: Discipline assemblies will be held at least every 9 weeks of school. The counselor, CIS, and administrators will meet with students in homerooms and grade level assemblies and post visuals to support the expected safe behavior. We will share information with parents during Meet the Teacher, Open House, and other parent sessions throughout the year.
Strategy's Expected Result/Impact: Increase student positive interactions and reduce discipline referrals.
Staff Responsible for Monitoring: Counselor
CIS
Administrators
Title I:
2.5, 4.1, 4.2
Strategy 3: Professional development will be provided to teachers and staff on the student code of conduct, discipline management flow chart, ways to reduce off-task behaviors, ways to increase adult/student positive relationships, and effective management tools.
Strategy's Expected Result/Impact: Reduce discipline referrals
Staff Responsible for Monitoring: Counselors
CIS
Teachers
Specialists
Administrators
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Edgewood Elementary School will ensure a safe and secure learning environment.
Performance Objective 2: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee roster and calendar
Strategy 1: CAMPUS SAFETY COMMITTEE: Establish Campus Safety Committees composed of a cross section of stakeholders to look at matters related to campus safety.
Strategy's Expected Result/Impact: Increase awareness and use of safety guidelines in our school.
Staff Responsible for Monitoring: Administrators
Counselor
Safety Committee
Strategy 2: We provide safety updates to the Edgewood staff. We also participate in campus safety audit.
Strategy's Expected Result/Impact: Develop action plans to address any deficiencies as a result of safety audits.
Staff Responsible for Monitoring: Administrators
Safety Committee
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Edgewood Elementary School will ensure a safe and secure learning environment.
Performance Objective 3: EMERGENCY OPERATIONS: Maintain Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus Emergency Operation Procedures Documents
Strategy 1: EMERGENCY OPERATIONS PROCEDURES: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures.
Strategy's Expected Result/Impact: Campus EOP is turned in and filed by September 1st. We will have a plan and review it with the staff.
Staff Responsible for Monitoring: Administrators Counselor
Strategy 2: EMERGENCY OPERATIONS PROCEDURES: Update campus EOP annually and train staff at the start of each school year.
Strategy's Expected Result/Impact: Campus procedures maintained in campus EOPs.
Staff training documents maintained.
EOP submitted by September 1st.
Staff Responsible for Monitoring: Administrators
Counselor
Safety Committee
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Edgewood Elementary School will ensure efficient and effective fiscal management of resources and operations.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices.
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually)
Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage money.
Strategy's Expected Result/Impact: Accurate reports, documentation of purchases, and orders.
Staff Responsible for Monitoring: Administrator, administrative assistant
Strategy 2: Maintain effective communication with CIT on both Title 1 and General Funds on budget allocations.
Strategy's Expected Result/Impact: Title 1 budget free of error and balanced out year end budget.
Staff Responsible for Monitoring: Administrative Assistant Principal
Strategy 3: Budget allocations will reflect student needs based on data and expenditures.
Strategy's Expected Result/Impact: Expenditures reflect the needs of the campus.
Staff Responsible for Monitoring: ILT
Administrative Assistant
Principal
Assistant Principal
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||||||||||||||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||||||||||||||||||||
| 1 | 1 | 1 | Tutorials, general supplies, instructional resources | 11.6399, 11.6116 | $15,264.00 | ||||||||||||||||||||||
| 1 | 1 | 2 | Webinars, supplies, substitutes | 11.6399, 11.6116 | $0.00 | ||||||||||||||||||||||
| 1 | 5 | 1 | Supplies, substitutes, trainings, literacy resources | 11.6399, 11;6116; 13.6239; 11.6112; 11.6329; 11.6399 | $0.00 | ||||||||||||||||||||||
| 1 | 5 | 2 | Supplies | 11.6399 | $0.00 | ||||||||||||||||||||||
| Sub-Total | $15,264.00 | ||||||||||||||||||||||||||
| Budgeted Fund Source Amount | $15,264.00 | ||||||||||||||||||||||||||
| +/- Difference | $0.00 | ||||||||||||||||||||||||||
| 199 PIC 23 - Special Education | |||||||||||||||||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||||||||||||||||||||
| 1 | 1 | 2 | Supplies, webinars, trainings | 11.6399; 11.6239; 11.6299 | $2,940.00 | ||||||||||||||||||||||
| 1 | 1 | 2 | Supplies | ||||||||||||||||||||||||
| Sub-Total | $3,940.00 | ||||||||||||||||||||||||||
| Budgeted Fund Source Amount | $3,940.00 | ||||||||||||||||||||||||||
| +/- Difference | $0.00 | ||||||||||||||||||||||||||
| 199 PIC 25 - ESL/Bilingual | |||||||||||||||||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||||||||||||||||||||
| 1 | 4 | 1 | Instructional resources, transportation, fees, resources | 11.6329; 11.6494 | $6,380.00 | ||||||||||||||||||||||
| Sub-Total | $6,380.00 | ||||||||||||||||||||||||||
| Budgeted Fund Source Amount | $6,380.00 | ||||||||||||||||||||||||||
| +/- Difference | $0.00 | ||||||||||||||||||||||||||
| 199 PIC 30 - At Risk School Wide SCE | |||||||||||||||||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||||||||||||||||||||
| 1 | 1 | 1 | Extra duty pay; tutorials, snacks, resources | 11.6116, 11.6121; 11.6494; 11.6399 | $6,080.00 | ||||||||||||||||||||||
| 1 | 1 | 2 | Supplies | 11.6399 | $0.00 | ||||||||||||||||||||||
| 1 | 1 | 3 | Supplies, reading materials, webinars | 11.6399; 11;6299; 11.6329; | $3,000.00 | ||||||||||||||||||||||
| 2 | 3 | 1 | Supplies | 11.6399 | $0.00 | ||||||||||||||||||||||
| Sub-Total | $9,080.00 | ||||||||||||||||||||||||||
| Budgeted Fund Source Amount | $9,080.00 | ||||||||||||||||||||||||||
| +/- Difference | $0.00 | ||||||||||||||||||||||||||
| 199 PIC 99 - Undistributed | |||||||||||||||||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||||||||||||||||||||
| 1 | 1 | 2 | Supplies, extra duty, support staff | 11.6399; 11.6121, 23.6121; 23.6499; 13.6399 | $0.00 | ||||||||||||||||||||||
| 1 | 2 | 2 | Supplies, extra duty pay, support staff, reading materials, | 11.6399; 11.6121, 23.6121; 23.6499; 13.6399 | $15,200.00 | ||||||||||||||||||||||
| 1 | 5 | 1 | Supplies | 6399 | $0.00 | ||||||||||||||||||||||
| 2 | 1 | 2 | Supplies, trainings | 31.6399 | $0.00 | ||||||||||||||||||||||
| 2 | 1 | 3 | Supplies | 11.6399 | $0.00 | ||||||||||||||||||||||
| Sub-Total | $15,200.00 | ||||||||||||||||||||||||||
| Budgeted Fund Source Amount | $15,200.00 | ||||||||||||||||||||||||||
| +/- Difference | $0.00 | ||||||||||||||||||||||||||
| 211 - Title I, Part A | |||||||||||||||||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||||||||||||||||||||
| 1 | 1 | 1 | Operating Expenses | 11.6499; 61.6499 | $3,000.00 | ||||||||||||||||||||||
| 1 | 1 | 1 | Payroll Payments | 11.6116; 11.6119, 11:6121, 11;6129, | $230,000.00 | ||||||||||||||||||||||
| 1 | 1 | 1 | Transportation | 11.6494 | $5,000.00 | ||||||||||||||||||||||
| 1 | 1 | 2 | Operating Expenses | 61.6499 | $3,000.00 | ||||||||||||||||||||||
| 1 | 1 | 3 | Payroll payments, substitutes, reading materials, trainings | 13.6239; 13.6299; 23.6239; 23.6299; 13.6329; 23.6239 | $0.00 | ||||||||||||||||||||||
| 1 | 2 | 1 | Software | 11.6397 | $10,000.00 | ||||||||||||||||||||||
| 1 | 2 | 1 | Supplies | 11.6399 | $20,700.00 | ||||||||||||||||||||||
| 1 | 2 | 2 | Trainings, supplies | 13.6239; 13.6299; 23.6239; 23.6299; 13.6329; 23.623 | $0.00 | ||||||||||||||||||||||
| 1 | 2 | 3 | Region ESC Services; Misc. Contract services, Other reading material | 13.6239; 13.6299; 23;6239; 23.6299; 13.6329; 23.6329 | $10,100.00 | ||||||||||||||||||||||
| 1 | 2 | 4 | Reading Material, Substitutes, supplies, webinars and trainings | 13.6329; 23.6329; 11.6112; 13.6239; 23.6329; 11.6399; 13.6299; 23.6299 |
$7,480.00 | ||||||||||||||||||||||
| 1 | 3 | 1 | Supplies | 11.6399 | $0.00 | ||||||||||||||||||||||
| 1 | 3 | 2 | Transportation, Resources and supplies | 11.6494, 11.6399 | $0.00 | ||||||||||||||||||||||
| 1 | 4 | 1 | Training, supplies | 13.6239; 13.6299; 23.6239; 23.6299; 13.6329; 23.623 | $0.00 | ||||||||||||||||||||||
| 1 | 4 | 1 | Reading Materials, supplies, transportation, supplies | 11.6329; 11.6494; 11.6399 | $0.00 | ||||||||||||||||||||||
| 1 | 4 | 3 | Trainings, supplies | 13.6239; 13.6299; 23.6239; 23.6299; 13.6329; 23.623 | $0.00 | ||||||||||||||||||||||
| 1 | 4 | 3 | Payroll Payments, supplies, resources | 11.6299; 11.6239; 11.6399 | $0.00 | ||||||||||||||||||||||
| 1 | 5 | 1 | Training, supplies | 13.6239; 13.6299; 23.6239; 23.6299; 13.6329; 23.623 | $0.00 | ||||||||||||||||||||||
| 1 | 5 | 2 | Supplies, software, support personnel | 11.6399, 11.6397, 11.6129 | $0.00 | ||||||||||||||||||||||
| 1 | 6 | 1 | Supplies | 11.6399 | $0.00 | ||||||||||||||||||||||
| 1 | 6 | 1 | Trainings, supplies | 13.6239; 13.6299; 23.6239; 23.6299; 13.6329; 23.623 | $0.00 | ||||||||||||||||||||||
| 1 | 7 | 2 | Supplies, resources, transportation | 11.6399, 11;6494 | $0.00 | ||||||||||||||||||||||
| 2 | 1 | 1 | Supplies | 61.6399; 23.6399 | $0.00 | ||||||||||||||||||||||
| 2 | 1 | 2 | Supplies | 61.6399 | $3,200.00 | ||||||||||||||||||||||
| 2 | 1 | 3 | Supplies | 11.6399 | $0.00 | ||||||||||||||||||||||
| 2 | 1 | 4 | Supplies, snacks | 61.6399; 61.6499 | $0.00 | ||||||||||||||||||||||
| 2 | 2 | 2 | Supplies | 61.6399 | $0.00 | ||||||||||||||||||||||
| 2 | 3 | 1 | Supplies | 11.6399 | $0.00 | ||||||||||||||||||||||
| Sub-Total | $292,480.00 | ||||||||||||||||||||||||||
| Budgeted Fund Source Amount | $292,480.00 | ||||||||||||||||||||||||||
| +/- Difference | $0.00 | ||||||||||||||||||||||||||
| Grand Total Budgeted | $342,344.00 | ||||||||||||||||||||||||||
| Grand Total Spent | $342,344.00 | ||||||||||||||||||||||||||
| +/- Difference | $0.00 | ||||||||||||||||||||||||||