Campus Improvement Plan 2021-2022
Edgewood Elementary School 2021-2022
- 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
2021-2022 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 caráter 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
- Student Learning
- School Processes & Programs
- Perceptions
- Comprehensive Needs Assessment - Data Documentation
Demographics
Comprehensive Needs Assessment
Demographics
Demographics Summary
Edgewood Elementary serves PK-5th. Due to COVID19 we did not receive end of year information for the 2019-2020 school year. Our Economically disadvantage percent is now 92% based on free and reduce lunch applications. The student campus population as showing in 2018-2019 TAPR is about 3% African American, Hispanic 85%, White 7%, Asian and other 5%, Economically Disadvantaged 84%, English Language Learners 60%, At Risk 85% and 66% of the students at the school are enrolled in the One Way Dual Language Bilingual Program or ESL . GT 3% and Special Ed. 7.4% Mobility rate 13%.
Our Economically Disadvantaged students increased from 83% to 85% from 2017 to 2018. At Risk students also increased from 83% to 85%. Enrollment for the 2014-2015 school year was 749, 2015-2016 school year was 678, 2016-2017 school year was 660, the 2017-2018 school year was 634 in October but increased and kept steady at 650 the rest of the school year. Our projection enrollment was 603 for the 2018-2019 school year but actually was 625. Our current 2019-2020 enrollment is 627 as of October 2019. There has been a steady decrease in student enrollment. Most of our students come from multi-family housing. Due to the revitalization of our attendance area and the increase in housing costs for our families, many students have been displaced or are living with families and friends.
Problem Statements Identifying Demographics Needs
Problem Statement 1: Students in need of differentiated learning support based on SEL needs are not showing an increase in performance. Root Cause: Consistent implementation of support plans are needed in order to match the level of SEL support with academic growth.
Student Learning
Comprehensive Needs Assessment
Student Learning
Student Learning Summary
Due to COVID19 we did receive a end of year state rating for STAAR 2021.
In 2019, our end of year MAP showed significant growth and the highest scores in the past 2 years. All, but second graders, showed significant increases in both reading and math. An overall school growth of 10 points in reading from 38 to 48, and 13 points in math from 47 to 60. Specific grade levels percentages are shown below.
Grade Level Growth Percentage from 2018 to 2019
READING (38% to 48%)
Kindergarten 37% to 44%
First Grade 38% to 40%
Second Grade 40% to 46%
Third Grade 35% to 48%
Fourth Grade 44% to 53%
Fifth Grade 38% to 56%
MATH (47% to 60%)
Kindergarten 56% to 66%
First Grade 48% to 52%
Second Grade 49% to 47%
Third Grade 58% to 68%
Fourth Grade 47% to 64%
Fifth Grade 37% to 61%
In 2020, our end of year MAP data showed significant growth in Kindergarten, third and fourth grade. Some growth in 2nd. Not enough growth in 1st and 5th grade.
End of Year Percent of Students Reaching Growth Goal 2021
READING (42% of students met their growth goal)
Kindergarten 44%
First Grade 22%
Second Grade 42%
Third Grade 50%
Fourth Grade 52%
Fifth Grade 35%
MATH (58% of students met their growth goal)
Kindergarten 64%
First Grade 36%
Second Grade 42%
Third Grade 60%
Fourth Grade 53%
Fifth Grade 33%
Our rating will remain the same as in 2019 due to COVID19. In 2019, our STAAR A-F Rating rose from a D to a B. We showed significant increase in Domain 2 by the growth measure. We still need to make adjustments and improve overall passing in Domain 1. We are need to increase the percent of students meeting achievement in the meets and masters level.
Our end of year Panorama Student Survey results saw growth in all areas. The highest areas of growth were in the areas of School Safety from 47% to 62%; School Climate from 64% to 76%; and School Rigorous Expectations from 74% to 86%. Our overall Measures of Success increased 11 points from 66% to 77%.
Student Learning Strengths
Due to COVID19, we will not receive a new state rating. Our rating will remain based on the 2019 data in which we were rated a B.
In 2019, we were able to remain as a meets standard school. In March 2020, our students were all virtual learners and we began to learn how to best teach students in a virtual environment. As we opened the school year in August 2020, only 40% of our students came in-person for instruction. The rest remained as virtual learners. We began to see more students come to school in December. By the 3rd 9 weeks we had about 72% of our students learning on campus. We were able to have pockets of celebrations this year in MAP, running record data and student the learning environment. 64% of our Kindergarteners were able to meet their end of year math growth goal and 70% of our students in mainstream English classrooms met their reading growth goal. 65% of our third grade students met their math growth goal and 52% of them met their reading growth goal. 53% of our fourth grade students met their math growth goal and 52% of them met their reading growth goal.
Our teachers did a great job in reducing the below grade level (red) and increasing on grade level reading based on running record data as follows:
Kindergarten: from 28% to 50%
First Grade: from 19% to 55%
Second Grade: from 30% to 46%
Third Grade: from 22% to 60%
We also saw growth from our Practice STAAR tests given in March to the May STAAR testing dates. Third grade Reading PSTAAR data was at 34% and rose to 43% on STAAR. Fourth grade Reading PSTTAR data was 33% and rose to 42% on STAAR. Fifth grade PSTAAR data was 35% and rose to 54% on STAAR. In the area of math, third grade went from 19% to 46%, fourth grade rose from 27% to 44%, and fifth grade went from 41% to 56%.
Problem Statements Identifying Student Learning Needs
Problem Statement 1: Our students learning in Spanish did not show significant increase in MAP. Root Cause: The lack of consistent phonics instruction in our OWDL classrooms.
School Processes & Programs
Comprehensive Needs Assessment
School Processes & Programs
School Processes & Programs Summary
We utilize a team approach to hire at Edgewoodl Elementary. We base our process to find, recruit and retain the best teaches that will support student learning for all students. Teachers are selected based on experience and their growth mindset. We want our school community to model the best qualities of a professional in order to help students with social-emotional aspects of daily interactions and long-term planning, and a pursuit of high levels of academic learning and performance. We are excited to have a few brand-new bilingual teachers. They student taught in Spring Branch ISD schools and are eager to support the One Way Dual Language Model of Bilingual Instruction. This is year 3 of our new literacy adoption. We are excited that our teachers have attended lots of literacy professional development through the options of virtual learning in the district through the Homegrown Institute and out of the district to support our learning goals.
School Processes & Programs Strengths
Our strengths include providing all students with books they can and want to read. We have student book bags and provide students books at their reading level and allow them to book shop every week. Teachers meet with the students and set goals for reading and math. They provide students with goal setting trackers and celebrate their progress. Teachers meet with students in small group instruction. We will have a district provided LIS, Literacy Instructional Specialist, and a MIS, Math Instructional Specialists this 2021-22 school year. They will support teachers by coaching, modeling and providing ongoing professional development. They will also meet with teachers to discuss data trends and set next steps.
Perceptions
Comprehensive Needs Assessment
Perceptions
Perceptions Summary
During Leadership U, we reviewed the Instructional Framework created by staff in the 2018-2019 school year. Members of the Guiding Coalition provided feedback. We also received feedback during the PLC conference this year in July 2021. Rubrics will be drafted out to use and determine the path to high levels of implementation of each component of the 3 sections: Planning/Design; Teaching/Learning and Reflection/Adjustment. Our Vision, Mission, Beliefs and Commitments are listed below.
We are committed to creating masterpieces, students and staff, no two are the same.
Our Vision is that we aspire to develop globally conscious citizens of strong character who are critical thinkers and can contribute to the world. Our Mission is that EWE is a professional learning community with the mission of ensuring high levels of student achievement for every child. We believe that all students deserve: Authentic learning experiences that are rigorous, individualized and collaborative. The opportunity for their gifts and talents to be discovered and nurtured.
Belief statements
- Students achieve academic success when their social-emotional needs are met.
- Learning has to be personalized to be relevant and meaningful and meet each child’s individual needs.
- Engagement of all members of the school community (parents, staff, students, community members) are important and necessary for positive outcomes.
Perceptions Strengths
We are held in high regard in our community. Edgewood Elementary has a good reputation of being a community centered school. Our parents trust us to do right by their students. They attend family nights, parent conferences, and celebrate our teachers for their hard work. We have established a PTA during the 2020-21 school year. They are invested in doing great work with us for our students.
Comprehensive Needs Assessment - Data Documentation
Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
- District goals
- Campus goals
- HB3 CCMR goals
- Performance Objectives with summative review (prior year)
- Campus/District improvement plans (current and prior years)
- Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.
- Planning and decision making committee(s) meeting data
- State and federal planning requirements
- Covid-19 Factors and/or waivers
Accountability Data
- Texas Academic Performance Report (TAPR) data
- Student Achievement Domain
- Effective Schools Framework data
- Comprehensive, Targeted, and/or Additional Targeted Support Identification data
- Local Accountability Systems (LAS) data
Student Data: Assessments
- State and federally required assessment information
- STAAR released test questions
- STAAR EL progress measure data
- Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
- Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results
- Student failure and/or retention rates
- Local diagnostic reading assessment data
- Local benchmark or common assessments data
- Running Records results
- Texas approved Prekindergarten and Kindergarten assessment data
Student Data: Student Groups
- Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups
- Special programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group
- Economically disadvantaged / Non-economically disadvantaged performance and participation data
- At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
- Section 504 data
- Homeless data
- Gifted and talented data
- Dyslexia Data
- Response to Intervention (RtI) student achievement data
Student Data: Behavior and Other Indicators
- Attendance data
- Mobility rate, including longitudinal data
- Discipline records
- Student surveys and/or other feedback
- School safety data
Employee Data
- Professional learning communities (PLC) data
- Staff surveys and/or other feedback
- Teacher/Student Ratio
- State certified and high quality staff data
- Campus leadership data
- Campus department and/or faculty meeting discussions and data
- Professional development needs assessment data
- Evaluation(s) of professional development implementation and impact
- TTESS data
Parent/Community Data
- Parent surveys and/or other feedback
- Parent engagement rate
- Community surveys and/or other feedback
Support Systems and Other Data
- Processes and procedures for teaching and learning, including program implementation
- Communications data
- Capacity and resources data
- Budgets/entitlements and expenditures data
- Other additional data
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - EARLY LITERACY
- Performance Objective 3 - GAP-CLOSING
- Performance Objective 4 - STUDENT GROWTH
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Edgewood Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2022, Edgewood Elementary School will increase student performance on STAAR Grades 3-5 exams in reading by 15 points and math by at least 12 points at each performance level (approaches, meets, masters).
2020-21: Reading: 46% (approaches), 14% (meets), 5% (masters); Math: 49% (approaches), 22% (meets), 8% (masters)
2019-20: Not Rated due to COVID
2018-19: Reading: 62% (approaches), 31% (meets), 14% (masters); Math: 76% (approaches), 45% (meets), 24% (masters)
2017-18: Reading: 67% (approaches), 34% (meets), 14% (masters); Math: 74% (approaches), 36% (meets), 16% (masters)
Evaluation Data Sources: STAAR 3-8 Reports
Summative Evaluation: None
Strategy 1: Students will go on field experiences that tie in with the instructional goals including attending study trips, listen to a variety of speakers, author visits, project based learning activities and other resources to provide enrichment opportunities for all students to excel. We will provide after school enrichment opportunities such as music, soccer and art. Parents will be given surveys in the activities participated to see the impact on the school parent policy. Virtual experiences may also be chosen to provide the enrichment opportunity for students and connect the classroom learning with real-life experience. Strategy's Expected Result/Impact: Increase the percent of students already mastering the standards and support students in need of additional motivation. Increase parent engagement and provide resources for parents to engage with their child. Staff Responsible for Monitoring: Specials Teachers, Librarian, Interventionists, Teachers, Counselor, CIS, Administrators Title I Schoolwide Elements: 2.4, 2.5, 3.1, 3.2 - TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Connect high school to career and college - ESF Levers: Lever 3: Positive School Culture - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support Strategy Funding Sources: Substitutes - 199 PIC 30 - At Risk School Wide SCE - 11.6112 - $2,000, After school instructional programs - 282 ARP21 (ESSER III Campus Allocations) - 6116; 6121 - $6,000, Substitutes - 282 ARP21 (ESSER III Campus Allocations) - 11.6112 - $4,000, Buses for study trips - 211 - Title I, Part A - 11.6494 - $3,000, Buses for study trips and parent/child field trips - 199 PIC 99 - Undistributed - 6494 - $3,000, Buses for study trips - 282 ARP21 (ESSER III Campus Allocations) - 6494 - $3,000 $4,000 |
Strategy 2: Teachers and interventionists will provide tutorials after school, Saturday and enrichment opportunities to support student achievement. Teachers will track student performance and provide incentives as they meet their growth goals. Paraprofessional and front office staff will support after school and Saturday tutorials. Strategy's Expected Result/Impact: Increase student performance as reflected on MAP, Master Data Tracker, Student Trackers, All in Learning and Data Cards. Staff Responsible for Monitoring: Teachers, Interventionists, Administrators Title I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low- performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Funding Sources: Extra duty pay, transportation, resources for tutorials and interventions - 211 - Title I, Part A - 6116, 6399, 6121, 6494, 6125 - $11,000, Tutorials, extra duty pay, transportation, snacks - 199 PIC 23 - Special Education - 6116, 6121, 6494 - $600, Tutorials - 282 ARP21 (ESSER III Campus Allocations) - 6116; 6121 - $18,352, Tutorials, extra duty pay, transportation, snacks - 199 PIC 30 - At Risk School Wide SCE - 6116, 6121, 6494 - $5,000 |
Strategy 3: Bilingual specialists and interventionists will work with teachers to continue to support implementation of OWDL and content/language objectives. 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 4. Staff Responsible for Monitoring: Bilingual Teachers, LIS, Interventionists, Administrators Title I Schoolwide Elements: 2.5, 2.6 - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 4: High- Quality Curriculum Funding Sources: Instructional read aloud books and literacy resources and supplies - 211 - Title I, Part A - 6329 - $2,000 |
Strategy 4: Students will track their own data and use it to goal set including, MAP, running record, campus and district assessments and share with parents during parent conferences in order to build students' ability to advocate for their own academic needs. During parent meetings we will share information about student goals and tracking based on MAP and running record data. Parents will also contribute to the parental engagement policy as we discuss student growth. Strategy's Expected Result/Impact: Increase in student-led parent conferences to set their goals and track their own performance. Increase parent engagement in the area of student performance. Staff Responsible for Monitoring: Students, Teachers, LIS, CIS, Counselor, Interventionists, Administrators Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.2 - TEA Priorities: Build a foundation of reading and math, Connect high school to career and college - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support Strategy Funding Sources: Supplies, webinars - 211 - Title I, Part A - 61.6299; 61.6399, 61.6121 - $5,000, Supplies - 199 PIC 23 - Special Education - 6399 - $400 |
Strategy 5: Interventionists will work with teachers to plan, model, coach, and conduct small group instruction for students. Paraprofessional will work with small groups of students. Strategy's Expected Result/Impact: To increase capacity with coaching, model and professional development. To increase student achievement. Staff Responsible for Monitoring: LIS, Interventionists, Administrators Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Funding Sources: Resources - 199 PIC 30 - At Risk School Wide SCE - 6399 - $6,000, Interventionists and Paraprofessionals - 211 - Title I, Part A - 6119, 6129 - $200,605 |
Performance Objective 2 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Edgewood Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: EARLY LITERACY: By June 2022, Edgewood Elementary School will increase the combined % of students reading On Grade Level or Above Grade Level on the End-of-Year Running Records assessment in each primary grade, K, 1, and 2, by 20 percentage points or ≥ to 85%.
2020-21: Kindergarten 68% On Grade Level or Above Grade Level; 1st Grade: 53% On Grade Level or Above Grade Level; 2nd Grade: 43% On Grade Level or Above Grade Level
Targeted or ESF High Priority
Evaluation Data Sources: Running Records End-of-Year Report
Summative Evaluation: None
Strategy 1: This is year 3 of the Units of Study implementation and we will participate in Reading Academy this year. Reading Academy will reinforce best practices in literacy for our campus. Our teachers will focus their work in the mini-lesson, small group instruction and phonics work. Teachers will refine their practice around their small group lessons and conferring with students as they use it to implement personalized literacy. 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 vertical alignment meetings to implement the best instructional strategies for students. Teachers will have opportunity to have extended planning and see other teachers implementing the classroom strategies. Teachers will use instructional resources to plan out interactive lessons for students using online instructional resources and other instructional workbook and activities. Teachers will use professional books to enhance their instructional strategies. Strategy's Expected Result/Impact: During the 2021-2022 school year, 80% of the teachers become proficient implementing small group instruction and goal setting with students. We will coach teachers using our LIS and campus staff to show evidence in planning small group and the use of student trackers and goal setting practices to increase student's reading levels. Staff Responsible for Monitoring: Teachers, LIS, Interventionists, Administrators Title I Schoolwide Elements: 2.4, 2.6, 3.2 - TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Funding Sources: Substitutes, supplies, professional development - 211 - Title I, Part A - 11.6112; 13.6239; 13.6399; 13.6499; 23.6411; 23.6499 - $12,413, Professional Development - 282 ARP21 (ESSER III Campus Allocations) - 6299; 6329 - $6,848, Professional development, literacy resources - 199 PIC 25 - ESL/Bilingual - 13.6239; 11.6112; 11.6329; 11.6399 - $3,777, Substitutes - 282 ARP21 (ESSER III Campus Allocations) - 11.6112 - $6,000, Instructional resources, supplies - 199 PIC 11 - Instructional Services - 11.6399 - $2,800 |
Strategy 2: Teachers will provide small group instruction for students, complete running records, track their progress and provide books at independent reading level. Teachers will also utilize RazKids and other online reading tools to support student reading achievement. 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. Staff Responsible for Monitoring: Teachers, LIS, Interventionists, Administrators Title I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Funding Sources: Supplies and Materials - 211 - Title I, Part A - 11.6399 - $23,065 |
Strategy 3: Teachers in grades K, 1, and 2nd grade will engage in phonics professional development and utilize all of the phonics curriculum resources to provide students with strong literacy foundation. Teachers will also implement the resources learned from Reading Academy to support students reading at or above grade level. Strategy's Expected Result/Impact: Build teacher capacity around phonics instruction and student reading levels. Staff Responsible for Monitoring: LIS, Interventionists, Administrators Title I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Improve low-performing schools Funding Sources: Resources - 199 PIC 99 - Undistributed - 11.6399 - $3,309, PK Resources for literacy - 199 PIC 32 - Pre-Kindergarten - 6399 - $400, Professional Development, substitutes - 211 - Title I, Part A - 13.6299; 11.6399; 11.6112 - $4,000, Substitutes - 282 ARP21 (ESSER III Campus Allocations) - 6116 - $2,000 |
Performance Objective 3 - GAP-CLOSING
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Edgewood Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: GAP-CLOSING: By June 2022, Edgewood Elementary School will increase overall performance on STAAR Grades 3-5 exams by 10 points to narrow the gap or improve performance above the target for English Learners.
2020-21: English Learners 20%; non-English Learners 27%
2019-20: Not Rated due to COVID
Evaluation Data Sources: State Accountability Reports Domain 1
Summative Evaluation: None
Strategy 1: Teachers will use additional resources and accommodations for all students and specifically students coded ELL. LPAC meetings will be held to monitor and support students. Special education teachers will collaborate with general education teachers to create plans that help students raise their academic performance by implementing the best instructional practices including social-emotional plans. Strategy's Expected Result/Impact: Increase the percent of students meeting standards on STAAR and increase their performance level. Staff Responsible for Monitoring: Special Ed Teachers, General Ed Teachers, Interventionists, Diagnostician, CIS Counselor, Administrators Title I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum Funding Sources: Supplies - 199 PIC 30 - At Risk School Wide SCE - 6399 - $3,140, Supplies and resources - 199 PIC 25 - ESL/Bilingual - 6399 - $2,003 |
Strategy 2: Teachers, administrators and staff will attend professional development sessions on campus, at the district level, Region 4 or other sessions that will help enhance the work we are doing to close the achievement gap with ELL students. Teachers, staff and administrators will travel to conferences, and attend virtual training sessions. Strategy's Expected Result/Impact: Increase the percent of students meeting standards on STAAR and increase their performance level. Staff Responsible for Monitoring: Special Ed Teachers, General Ed Teachers, Interventionists, Diagnostician, CIS Counselor, Administrators Title I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 5: Effective Instruction Funding Sources: Professional Development - 282 ARP21 (ESSER III Campus Allocations) - 6299; 6239 - $4,000, Substitutes, resources, supplies - 199 PIC 25 - ESL/Bilingual, Resources, webinars, trainings - 199 PIC 23 - Special Education - 6399, 6329, 6299, 6239, Professional Development - 282 ARP21 (ESSER III Campus Allocations) - 6239; 6299 - $4,000 |
Strategy 3: Teachers, administrators and staff will implement response to intervention (RTI) strategies in their classrooms based on student data. They will provide tiered supports to ensure students at all level are supported and to close achievement gaps for students performing below grade-level. Additional instructional resources will be purchased to facilitate and enhance the instruction. Strategy's Expected Result/Impact: Increase in academic achievement. Staff Responsible for Monitoring: Interventionists, Special Education teachers, General Education teachers, Administrators, Counselor Title I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum Funding Sources: Supplies - 199 PIC 23 - Special Education - 6399 - $535, Supplies, instructional resources - 199 PIC 25 - ESL/Bilingual - 6399, 6329, 6239 - $2,000, Supplies - 199 PIC 30 - At Risk School Wide SCE - 6399, 6329 - $4,000 |
Performance Objective 4 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Edgewood Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: STUDENT GROWTH: By June 2022, Edgewood Elementary School will increase the % of students who meet or exceed conditional growth index (CGI) targets on Measures of Academic Progress: Reading (K-5) increase by 8 points, Math (K-5) increase by 4 points.
2020-21: Reading - 40% met CGI; Math - 46% met CGI
2019-20: Not Rated due to COVID
2018-19: Reading - 48% met CGI; Math - 60 % met CGI
2017-18: Reading - 38% met CGI; Math - 47 % met CGI
Evaluation Data Sources: Measures of Academic Progress (MAP) Reports
Summative Evaluation: None
Strategy 1: Teachers will meet in a PLC environment with the support of the instructional specialists (interventionists) to discuss current data results using MAP, MAP Skills, Data Cards, Data talks, running records and discuss upcoming standards, instructional strategies and create a plan to help students show progress on their assessments. Strategy's Expected Result/Impact: Increase percent of students showing growth on MAP and running records from BOY to EOY. Staff Responsible for Monitoring: Intervention Specialists, Teachers, Administrators Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction |
Strategy 2: Teachers will meet with students to create goals for each administration of MAP and running records. Students will determine their own performance goal and choose an incentive if they meet it. MAP data trackers provided by interventionists for students to use in a folder/binder to track progress. Strategy's Expected Result/Impact: Increase percent of growth goal from BOY to MOY on MAP and running records. Staff Responsible for Monitoring: Teachers, Interventionists, Administrators Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Funding Sources: Resources and supplies - 211 - Title I, Part A - 6399 - $2,000 |
Strategy 3: We will purchase instructional books 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: Interventionists Administrators Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Funding Sources: Reading materials for staff, webinars and instructional resources - 199 PIC 30 - At Risk School Wide SCE - 6299, 6329, 6399 - $6,000, Professional Development - 282 ARP21 (ESSER III Campus Allocations) - 6299; 6239 - $8,000, Instructional resources for students - 199 PIC 99 - Undistributed - 6329, 6299, 6399 - $4,000 |
Strategy 4: Purchase additional opportunities for personalized learning through the use of chrome books, technology applications and programs, data clickers, All in Learning, and online instructional resources so that students may access MAP skills, ItsLearning and other online applications to increase their levels of performance and have timely feedback. Strategy's Expected Result/Impact: Increase student access to technology and use of variety of personalized platforms. Staff Responsible for Monitoring: Administrators, Interventionists Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low- performing schools - ESF Levers: Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Funding Sources: Instructional resources, supplies, technology, software applications, substitutes, webinars - 199 PIC 30 - At Risk School Wide SCE - 6112, 6399, 6299 - $5,000, RazKids - 211 - Title I, Part A - 11.6397 - $4,947 |
Strategy 5: Teachers will use instructional resources dry erase boards, scantrons, machines (clickers) for assessments, assessment workbooks, online instructional resources, hands-on manipulatives, personalized book bags, exit tickets, itslearning, and other resources to help personalize learning for all students. Strategy's Expected Result/Impact: Increase student performance based on MAP, reading levels, checkpoints and data cards. Staff Responsible for Monitoring: Teachers, Interventionists, Administrators, Counselor Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Connect high school to career and college - ESF Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Funding Sources: Instructional resources, supplies, software resource - 211 - Title I, Part A - 6398, 6399, Instructional resources, supplies, software resources - 199 PIC 30 - At Risk School Wide SCE - 6399, 6398 |
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Edgewood Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2022, the rate of English Learners increasing at least one Composite Score level will increase by 10 percentage points or ≥ 80%.
2020-21: TELPAS Progress Rate 63%
2019-20: Not Rated due to COVID
Evaluation Data Sources: State Accountability Reports Domain 3
Summative Evaluation: None
Strategy 1: 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 ELL 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 Title I Schoolwide Elements: 2.6 - TEA Priorities: Build a foundation of reading and math, Connect high school to career and college - ESF Levers: Lever 1: Strong School Leadership and Planning Funding Sources: Instructional resources, webinars - 211 - Title I, Part A - 11.6399, 13.6499, 23.6299 - $4,000 |
Strategy 2: 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 Title I Schoolwide Elements: 2.6 - TEA Priorities: Build a foundation of reading and math, Connect high school to career and college - ESF Levers: Lever 2: Effective, Well-Supported Teachers |
Goal 2: Student Support
Student Support
Performance Objective 1 - SCHOOL CONNECTEDNESS
Goals
Goal 2: STUDENT SUPPORT. Every Edgewood Elementary School student will benefit from an aligned system that supports his/her academic and social- emotional needs.
Performance Objective 1: SCHOOL CONNECTEDNESS: By June 2022, the % of Edgewood Elementary School students who feel connected as both individuals and learners will increase by at least 5 points.
2020-21: 53% School Safety
2019-20: Not Rated due to COVID
2018-19: 62% School Safety
2017-18: 47% School Safety
Evaluation Data Sources: Panorama Student Survey
Summative Evaluation: None
Strategy 1: Teachers will use CHAMPS systems and procedures for transitions and activities. Systems of Care will support teachers through the SEL implementation. We will purchase additional books and resources to support our strategies for SEL to create a positive classroom and school culture. Teachers will also attend Region 4 trainings and other conferences for SEL. Strategy's Expected Result/Impact: To increase on task behavior and build positive classroom and school-wide relationships between students and adults. Staff Responsible for Monitoring: Counselor, CIS staff, SOC, Teachers, Interventionists, Administrators Title I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 1: Strong School Leadership and Planning Funding Sources: Supplies, webinars, reading materials, trainings, substitutes - 211 - Title I, Part A - 6494, 6112, 6116, 6239, 6329, 6499 - $8,500, Supplies and resources - 199 PIC 30 - At Risk School Wide SCE - 6399 - $1,200, Supplies, webinars, reading materials, trainings, substitutes - 199 PIC 11 - Instructional Services - 6494, 6112, 6116, 6239, 6329, 6499 - $2,000 |
Strategy 2: Counselor will lead teachers through CHAMPS, Panorama activities, Character Strong curriculum, and the resources from Mindset coach and playbook. CIS counselor and school counselor will meet with small groups of students for social-emotional learning opportunities. Character education lessons will be provided. Teachers will start the day with community circles. Systems of care will collaborate with our counselor and campus staff for students in need of Tier 2 and Tier 3 interventions. Panorama playbook activities would be used to provide support to students earlier in the year. Strategy's Expected Result/Impact: Decrease in negative student to student interactions. Increase in students using strategies to resolve difficult situations. Staff Responsible for Monitoring: Counselor, CIS staff, DePelchin Services, CYS, Teachers, Administrators Title I Schoolwide Elements: 2.5 - TEA Priorities: Connect high school to career and college - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture Funding Sources: Extra duty pay, resources, supplies, transportation, fees - 199 PIC 99 - Undistributed - 6399, 6116, 6112, 6121,62994 - $1,000 |
Strategy 3: Counselor and CIS staff will lead parent sessions to share our CHAMPS expectations and other parent sessions. SEL focus with parent sessions. Parent/Child field trips, ESL classes, and parenting classes will also be offered. Parents will be given opportunities to offer input into schoolwide supports and on the policy and procedures for an effective campus. Strategy's Expected Result/Impact: Increase parental engagement. Increase school/home communication. Staff Responsible for Monitoring: Counselor, CIS staff, Administrators Title I Schoolwide Elements: 2.5, 3.1, 3.2 - TEA Priorities: Connect high school to career and college - ESF Levers: Lever 3: Positive School Culture, Lever 5: Effective Instruction Funding Sources: Supplies - 199 PIC 99 - Undistributed - 6399 - $500, Extra duty pay, supplies, flyers, communication, parent webinars, reading materials, - 211 - Title I, Part A - 61.6299, 6329, 6399, 6116, 6112, 6121, 6499 - $4,000 |
Strategy 4: We will use home communication folders, an electronic form of parent communication to increase consistent weekly communication with parents. Our school nurse will contact parents as necessary for the health of their child. Mailing letters home and report card progress. Strategy's Expected Result/Impact: Increase school/home communication and build positive relationships. Staff Responsible for Monitoring: Teachers, Nurse, Counselor, CIS Title I Schoolwide Elements: 2.5, 3.1, 3.2 - TEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 3: Positive School Culture Funding Sources: Stamps, mailing envelopes, and other supplies for communication - 199 PIC 99 - Undistributed - 6399 - $500, Supplies - 199 PIC 11 - Instructional Services - 6399 - $3,000, Stamps, mailing envelopes, and other supplies for communication - 211 - Title I, Part A - 61.6399, 11.6399 - $3,000 |
Strategy 5: The counselor will meet with students in small group for SEL strategies and social skill development. The counselor will guide grade levels in at least one Grade-level Assemblies each month to develop voice and leadership in their school community. Students will increasingly lead the Grade Level Assemblies as the year progresses. Strategy's Expected Result/Impact: Students will feel greater levels of ownership in their school community. Staff Responsible for Monitoring: Administrators, Teachers, Counselor Title I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Connect high school to career and college - ESF Levers: Lever 3: Positive School Culture |
Performance Objective 2 - GUIDANCE AND COUNSELING
Goals
Goal 2: STUDENT SUPPORT. Every Edgewood Elementary School student will benefit from an aligned system that supports his/her academic and social- emotional needs.
Performance Objective 2: GUIDANCE AND COUNSELING: Each grade level will implement and support character education and social-emotional learning curriculum.
Evaluation Data Sources: Training materials and attendance rosters
Summative Evaluation: None
Strategy 1: Counselor will provide weekly focus lessons from Character Strong. |
Strategy 2: The counselor will partner up with CIS to offer character education lessons from partner organizations such as: DePelchin, Phenix House and Santa Maria services. |
Goal 3: Safe Schools
Safe Schools
Performance Objective 1 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 1: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee roster
Summative Evaluation: None
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: Each Campus principal will recruit a safety team and provide a roster. Each campus team will meet three times per year so that all campuses will be able to refine safety practices. Staff Responsible for Monitoring: Administrators |
Strategy 2: HARRIS COUNTY DEPARTMENT OF EDUCATION: Participate in the Harris County Department of Education (HCDE) campus safety audit. Strategy's Expected Result/Impact: Campus will develop action plans to address any deficiencies as a result of safety audits. Staff Responsible for Monitoring: Administrators, Safety Committee |
Performance Objective 2 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 2: EMERGENCY OPERATIONS: Develop Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus Emergency Operation Procedures Documents
Summative Evaluation: None
Strategy 1: EMERGENCY OPERATIONS PROCEDURES: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures, such as the "I Love You Guys" Foundation. Strategy's Expected Result/Impact: Campus EOP is turned in and filed by September 1st. Staff Responsible for Monitoring: Administrators |
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, 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 to maximize learning for all students.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices so that financial resources provide the maximum possible support for T-2-4.
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually)
Summative Evaluation: None
Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage money. Strategy's Expected Result/Impact: Error free records. Documentation of purchases and orders. Staff Responsible for Monitoring: Principal, Administrative Assistant Title I Schoolwide Elements: 3.1 |
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: Title 1 Coordinator, Administrative Assistant, Principal Title I Schoolwide Elements: 3.1 |
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 Title I Schoolwide Elements: 2.4, 2.6 |
Campus Funding Summary
Campus Funding Summary
199 PIC 11 - Instructional Services | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 2 | 1 | Instructional resources, supplies | $2,800.00 |
2 | 1 | 1 | Supplies and resources | $3,006.00 |
2 | 1 | 4 | Supplies | $3,000.00 |
Sub-Total | $8,806.00 | |||
Budgeted Fund Source Amount | $8,806.00 | |||
+/- Difference | $0.00 |
199 PIC 23 - Special Education | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 2 | Tutorials, extra duty pay, transportation, snacks | $600.00 |
1 | 1 | 4 | Supplies | $400.00 |
1 | 3 | 2 | Resources, webinars, trainings | $0.00 |
1 | 3 | 3 | Supplies | $535.00 |
Sub-Total | $1,535.00 | |||
Budgeted Fund Source Amount | $1,535.00 | |||
+/- Difference | $0.00 |
199 PIC 25 - ESL/Bilingual | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 2 | 1 | Professional development, literacy resources | $3,777.00 |
1 | 3 | 2 | Substitutes, resources, supplies | $0.00 |
1 | 3 | 3 | Supplies, instructional resources | $2,000.00 |
1 | 3 | 1 | Supplies, resources | $2,003.00 |
Sub-Total | $7,780.00 | |||
Budgeted Fund Source Amount | $7,780.00 | |||
+/- Difference | $0.00 |
199 PIC 30 - At Risk School Wide SCE | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Substitutes | $2,000.00 |
1 | 1 | 2 | Tutorials, extra duty pay, transportation, snacks | $5,000.00 |
1 | 1 | 5 | Resources | $6,000.00 |
1 | 3 | 1 | Supplies | $3,140.00 |
1 | 3 | 3 | Supplies | $4,000.00 |
1 | 4 | 3 | Reading materials for staff, webinars and instructional resources | $6,000.00 |
1 | 4 | 4 | Instructional resources, supplies, technology, software applications, substitutes, webinars | $5,000.00 |
1 | 4 | 5 | Instructional resources, supplies, software resources | $0.00 |
Sub-Total | $31,140.00 | |||
Budgeted Fund Source Amount | $31,140.00 | |||
+/- Difference | $0.00 |
199 PIC 32 - Pre-Kindergarten | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 2 | 3 | PK Resources for literacy | $400.00 |
Sub-Total | $400.00 | |||
Budgeted Fund Source Amount | $400.00 | |||
+/- Difference | $0.00 |
199 PIC 99 - Undistributed | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Buses for study trips and parent/child field trips | $3,000.00 |
1 | 2 | 3 | Resources | $3,309.00 |
1 | 4 | 3 | Instructional resources for students | $4,000.00 |
2 | 1 | 1 | Supplies, webinars, reading materials, trainings, substitutes | $2,000.00 |
2 | 1 | 2 | Extra duty pay, resources, supplies, transportation, fees | $1,000.00 |
2 | 1 | 3 | Supplies | $500.00 |
2 | 1 | 4 | Stamps, mailing envelopes, and other supplies for communication | $500.00 |
Sub-Total | $14,309.00 | |||
Budgeted Fund Source Amount | $14,309.00 | |||
+/- Difference | $0.00 |
211 - Title I, Part A | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Buses for study trips | $3,000.00 |
1 | 1 | 2 | Extra duty pay, transportation, resources for tutorials and interventions | $11,000.00 |
1 | 1 | 3 | Instructional read aloud books and literacy resources | $2,000.00 |
1 | 1 | 4 | Supplies, webinars | $5,000.00 |
1 | 1 | 5 | Interventionists and Paraprofessional | $200,605.00 |
1 | 2 | 1 | Substitutes, supplies, professional development | $12,413.00 |
1 | 2 | 2 | Supplies and Materials | $23,065.00 |
1 | 2 | 3 | Professional Development, substitutes | $4,000.00 |
1 | 4 | 2 | Resources and supplies | $2,000.00 |
1 | 4 | 4 | RazKids | $4,947.00 |
1 | 4 | 5 | Instructional resources, supplies, software resources | $0.00 |
1 | 5 | 1 | Instructional resources, supplies, webinars | $4,000.00 |
2 | 1 | 1 | Supplies, webinars, reading materials, trainings, substitutes | $2,000.00 |
2 | 1 | 3 | Extra duty pay, supplies, flyers, communication, parent webinars, reading materials | $4,000.00 |
2 | 1 | 4 | Stamps, mailing envelopes, and other supplies for communication | $3,000.00 |
2 | 2 | 1 | General supplies | $1,00.00 |
Sub-Total | $282,030.00 | |||
Budgeted Fund Source Amount | $282,030.00 | |||
+/- Difference | $0.00 |
282 ARP21 (ESSER III Campus Allocations) | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | After school instructional programs | $6,000.00 |
1 | 1 | 1 | Substitutes | $4,000.00 |
1 | 1 | 1 | Buses for study trips | $3,000.00 |
1 | 1 | 2 | Tutorials | $18,352.00 |
1 | 2 | 1 | Professional Development | $6,848.00 |
1 | 2 | 1 | Substitutes | $6,000.00 |
1 | 2 | 3 | Substitutes | $2,000.00 |
1 | 3 | 2 | Professional Development | $4,000.00 |
1 | 3 | 2 | Professional Development | $4,000.00 |
1 | 4 | 3 | Professional Development | $8,000.00 |
Sub-Total | $62,200.00 | |||
Budgeted Fund Source Amount | $62,200.00 | |||
+/- Difference | $0.00 |
Grand Total | $408,200.00 |