Campus Improvement Plan 2023-2024

Edgewood Elementary School

Mission Statement, Vision, Core Values

Spring Branch Independent School District

Edgewood Elementary School

2023-2024 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

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 a decrease of 69 students from the 2020–2021 school year to the 2021–2022 school year. Enrollment then increased by 21 students from the 2021-2022 school year to the 2022–2023 school year.

Enrollment Trends:
2022-2023: Enrollment – 539
2021-2022: Enrollment – 518
2020-2021: Enrollment – 587
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 2022-2023 school year, 64.6% of the students were identified as Emergent Bilingual/English Learner (EB/EL); 77.7% At-Risk; 5.6% Immigrant; 4.5% Homeless, 19.5% of students were identified for special education services; and 4.5% were identified for gifted and talented services.

Demographic Trends: Race/Ethnicity
2022-2023: African American – 20 (3.7%)
2021-2022: African American – 12 (2.3%)
2020-2021: African American – 13 (2.2%)

2022-2023: American Indian-Alaskan Native – *
2021-2022: American Indian-Alaskan Native – 6 (1.2%)
2020-2021: American Indian-Alaskan Native – *

2022-2023: Asian – 10 (1.9%)
2021-2022: Asian – 9 (1.7%)
2020-2021: Asian – 8 (1.4%)

2022-2023: Hispanic – 486 (90.2%)
2021-2022: Hispanic – 475 (91.7%)
2020-2021: Hispanic – 543 (92.5%)

2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)
2021-2022: Native Hawaiian-Pacific Islander – 0 (0.0%)
2020-2021: Native Hawaiian-Pacific Islander – 0 (0.0%)

2022-2023: White – 14 (2.6%)
2021-2022: White – 14 (2.7%)
2020-2021: White – 12 (2.0%)

2022-2023: Two-or-more – 5 (0.9%)
2021-2022: Two-or-more – *
2020-2021: Two-or-more – 8 (1.4%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Additional Student Information:
2022-2023: At-Risk – 419 (77.7%)
2021-2022: At-Risk – 410 (79.2%)
2020-2021: At-Risk – 437 (74.5%)

2022-2023: Economically Disadvantaged – 474 (87.9%)
2021-2022: Economically Disadvantaged – 469 (90.5%)
2020-2021: Economically Disadvantaged – 556 (94.7%)

2022-2023: Emergent Bilingual/English Learner – 348 (64.6%)
2021-2022: Emergent Bilingual/English Learner – 341 (65.8%)
2020-2021: Emergent Bilingual/English Learner – 390 (66.4%)

2022-2023: Gifted and Talented – 24 (4.5%)
2021-2022: Gifted and Talented – 25 (4.8%)
2020-2021: Gifted and Talented – 19 (3.2%)

2022-2023: Homeless – 24 (4.5%)
2021-2022: Homeless – 16 (3.1%)
2020-2021: Homeless – 14 (2.4%)

2022-2023: Immigrant – 30 (5.6%)
2021-2022: Immigrant – 36 (7%)
2020-2021: Immigrant – 29 (4.9%)

2022-2023: Migrant – 0 (0.0%)
2021-2022: Migrant – 0 (0.0%)
2020-2021: Migrant – 0 (0.0%)

2022-2023: Special Education – 105 (19.5%)
2021-2022: Special Education – 70 (13.5%)
2020-2021: Special Education – 74 (12.6%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Attendance Rates:
2020-2021: 93.1%
2019-2020: 97.8%
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Chronic Absenteeism:
2020-2021: 23.3%
2019-2020: 6.1%
Source: 2021-2022 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 and consist 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 with their attendance systems.

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 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 Reading passing rates:
2022: 3rd Grade Reading - 66% Approaches; 40% Meets; 15% Masters
2021: 3rd Grade Reading - 42% Approaches; 15% Meets; 4% Masters

2022: 4th Grade Reading - 69% Approaches; 49% Meets; 25% Masters
2021: 4th Grade Reading - 44% Approaches; 9% Meets; 1% Masters

2022: 5th Grade Reading - 71% Approaches; 42% Meets; 19% Masters
2021: 5th Grade Reading - 56% Approaches; 27% Meets; 14% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Below is a summary of the STAAR Reading passing rates for SPED and EB/EL:
2022: SPED All Grades Reading - 35% Approaches; 23% Meets; 0% Masters
2021: SPED All Grades Reading - 22% Approaches; 19% Meets; 6% Masters

2022: EB/EL All Grades Reading - 66% Approaches; 41% Meets; 19% Masters
2021: EB/EL All Grades Reading - 43% Approaches; 13% Meets; 3% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Below is a summary of the STAAR Mathematics passing rates:
2022: 3rd Grade Mathematics - 58% Approaches; 33% Meets; 8% Masters
2021: 3rd Grade Mathematics - 48% Approaches; 18% Meets; 5% Masters

2022: 4th Grade Mathematics - 71% Approaches; 39% Meets; 14% Masters
2021: 4th Grade Mathematics - 46% Approaches; 23% Meets; 12% Masters

2022: 5th Grade Mathematics - 69% Approaches; 31% Meets; 10% Masters
2021: 5th Grade Mathematics - 57% Approaches; 28% Meets; 10% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Below is a summary of the STAAR Mathematics passing rates for SPED and EB/EL:
2022: SPED All Grades Mathematics - 40% Approaches; 13% Meets; 3% Masters
2021: SPED All Grades Mathematics - 24% Approaches; 15% Meets; 3% Masters

2022: EB/EL All Grades Mathematics - 66% Approaches; 34% Meets; 11% Masters
2021: EB/EL All Grades Mathematics - 48% Approaches; 23% Meets; 8% Masters
Source: 2021-2022 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 the ability to read. We still have 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 Statements Identifying Student Achievement Needs

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:
2022-2023: Beginning – 6 FTE (17.1%)
2021-2022: Beginning – 7 FTE (17.7%)
2020-2021: Beginning – 1.8 FTE (4.8%)

2022-2023: 1-5 Years – 8 FTE (22.9%)
2021-2022: 1-5 Years – 14 FTE (35.4%)
2020-2021: 1-5 Years – 13 FTE (34.6%)

2022-2023: 6-10 Years – 7 FTE (20%)
2021-2022: 6-10 Years – 6.5 FTE (16.5%)
2020-2021: 6-10 Years – 6 FTE (16%)

2022-2023: 11-20 Years – 9 FTE (25.7%)
2021-2022: 11-20 Years – 6 FTE (15.2%)
2020-2021: 11-20 Years – 9.8 FTE (26.1%)

2022-2023: Over 20 Years – 5 FTE (14.3%)
2021-2022: Over 20 Years – 6 FTE (15.2%)
2020-2021: Over 20 Years – 7 FTE (18.6%)

2022-2023: Total – 35 FTE (100%)
2021-2022: Total – 39.5 FTE (100%)
2020-2021: Total – 37.6 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 teams consistent 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 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 that teachers and staff are active members in them.

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 11,000+ 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

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 2024, 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, 3 percentage points in meets, and 3 percentage points in 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 (TAPR)

Strategy 1: Teachers, MCLs 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. Flexible grouping will be used in order to respond to data immediately.

Strategy's Expected Result/Impact: Increase student performance as reflected on Master Data Tracker, Student Trackers, Campus and District Reports
Staff Responsible for Monitoring: Teachers
Interventionists/MCLs
CAIS
Administrators

Title I:
2.4
- TEA Priorities:
Recruit, support, retain teachers and principals, Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Funding Sources: Extra duty pay, tutorials, snacks, resources - 199 PIC 30 - At Risk School Wide SCE - 6116, 6121, 6494 - $5,000, Tutorials and general supplies - 199 PIC 11 - Instructional Services - 6399, 6116 - $10,000, Tutorials - 211 - Title I, Part A - 6116, 6121 - $18,000, Supplies, resources, instructional materials - 211 - Title I, Part A - 6399, 6329 - $6,875

Strategy 2: Students will track their own data and use it to goal set including, oral reading analysis, 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 progress monitoring and oral reading analysis data. Parents will also contribute to the parental engagement policy as we discuss student growth. Parents will be invited to attend an academic specific meeting to discuss current data and next steps for their child.

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
MCLs/Interventionists
CAIS
Administrators

Title I:
4.1
- TEA Priorities:
Build a foundation of reading and math, Connect high school to career and college
Funding Sources: Supplies, webinars, professional development - 199 PIC 23 - Special Education - 6399, 6239, 6299 - $810, Supplies - 199 PIC 30 - At Risk School Wide SCE - 6399 - $3,000, Supplies, webinars, professional development, substitutes - 199 PIC 11 - Instructional Services - 6116 - $6,005

Strategy 3: Specialists (MCLs, Interventionists, campus and district) will work with teachers to plan, model, coach, and conduct small group instruction for students. 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: To increase capacity with coaching, model and professional development. To increase student achievement.
Staff Responsible for Monitoring: LIS
MCLs/Interventionists
Administrators

TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 5: Effective Instruction
Funding Sources: Resources - 199 PIC 30 - At Risk School Wide SCE - 6399 - $2,000, Professionals, support staff - 211 - Title I, Part A - 6119; 6129 - $170,000, Supplies, resources - 211 - Title I, Part A - 6399 - $5,000, Professional books - 211 - Title I, Part A - 6329 - $6,000

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 2024, Edgewood Elementary School will increase the percentage of students demonstrating STAAR Redesigned academic growth in reading and math by 5 percentage points or ≥ to 85%.

2022-23: School Progress-Annual Growth /Accelerated Learning: 54%/29% (Reading); 75%/44% (Math) Baseline Year

Evaluation Data Sources: 2023 TAPR

Strategy 1: We will utilize grade level TEKS and data tracking for students to set goals and through small group instruction meet their academic goals. Resources will be provided to support differentiated learning such as online programs, typing programs, and other technology resources.

Strategy's Expected Result/Impact: Increase performance on grade level TEKS assessments based on district and campus reports.
Staff Responsible for Monitoring: MCLs/Interventionists
CAIS
Administrators
Teachers

Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Software/technology resources - 211 - Title I, Part A - 6397 - $10,000

Strategy 2: Differentiated instruction in small groups and offering after school tutorials and Saturday camps, students will increase their academic performance.

Strategy's Expected Result/Impact: Increase student achievement and engagement.
Staff Responsible for Monitoring: MCLs/Interventionist
Administrators
Counselor
CIS
Teachers
Teaching assistants

Title I:
2.4, 2.6
Funding Sources: Supplies, extra duty, teaching assistants - 199 PIC 99 - Undistributed - 6399, 6121 - $5,000

Strategy 3: Teachers will meet in PLCs with the support of the instructional specialists (interventionists), LIS, and MIS to discuss current data results using progress monitoring, Lead4Ward, Master Data Trackers, data talks, oral reading analysis and discuss upcoming standards, instructional strategies and create a plan to help students show progress on their assessments by backwards planning.

Strategy's Expected Result/Impact: Increase percent of students showing growth on PSTAAR and campus assessments.
Staff Responsible for Monitoring: MCLs/Intervention
Specialists
Teachers
Administrators

Title I:
2.6
- TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
- ESF Levers:
Lever 5: Effective Instruction

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

TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning
Funding Sources: Reading materials for staff, webinars and instructional resources - 199 PIC 30 - At Risk School Wide SCE - 6299, 6329, 6399 - $4,560, Instructional resources for students - 199 PIC 99 - Undistributed - 6329, 6299, 6399 - $5,770, Webinars, trainings, Region 4 - 211 - Title I, Part A - 6299, 6329, 6239, 6499 - $8,000

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 2024, 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 38 component points.

2022-23: 6 of 24 Academic Achievement Points Met; 25% Component Points (Baseline Year)

Evaluation Data Sources: 2023 Federal Identification of Schools

Strategy 1: Teachers and specialists will support students during intervention time every day for 30 minutes to support and fill academic gaps based on current test data, oral reading analysis, progress monitoring to increase student performance.

Strategy's Expected Result/Impact: Increase student performance
Staff Responsible for Monitoring: Teachers
Specialists
CAIS

Strategy 2: Teachers and specialists will monitor student academic progress through data sources and teach students how to monitor their own 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: Teachers
Specialists
Counselor
CIS
CAIS
Administrators

Funding Sources: Transportation - 211 - Title I, Part A - 6494 - $2,000, Resources, supplies - 211 - Title I, Part A - 6399 - $10,000

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 2024, the rate of Emergent Bilingual/English Learners increasing at least one composite score level on the new TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.

2022-23: New TELPAS Progress Rate 45% (Baseline Year)

Evaluation Data Sources: 2023 Federal Identification of Schools

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 4.
Staff Responsible for Monitoring: Bilingual Teachers
LIS
Interventionists
Administrators

Title I:
2.5
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Instructional read aloud books and literacy, transportation and fees, resources and supplies - 199 PIC 25 - ESL/Bilingual - 6329, 6494 - $4,580, Supplies, resources - 211 - Title I, Part A - 6399 - $10,000

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

Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning

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

TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning
Funding Sources: Professional development - 211 - Title I, Part A - 6299, 6239 - $3,000, Supplies, resources - 211 - Title I, Part A - 6399 - $5,000

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 2024, 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
Grades 1 and 2: Phonics Decoding and Encoding and Oral Reading Analysis

Strategy 1: Our teachers will focus their work 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. Then 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 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

Title I:
2.6
- 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 5: Effective Instruction
Funding Sources: Professional development, literacy resources - 199 PIC 25 - ESL/Bilingual - 13.6239; 11.6112; 11.6329; 11.6399 - $2,500, Instructional resources, supplies - 199 PIC 11 - Instructional Services - 11.6399 - $5,000

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

TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Funding Sources: Supplies - 199 PIC 11 - Instructional Services - 6399 - $1,000, Supplies - 199 PIC 99 - Undistributed - 6399 - $1,000

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 2024, 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

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 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: Professional development - 211 - Title I, Part A - 6399, 6239 - $2,000

Strategy 2: K-2 teachers will utilize progress monitoring to increase math proficiency. Teachers will administer progress monitoring tools, create small group intervention plans, and reassess to note growth.

Strategy's Expected Result/Impact: Increase to at least 80% or sustain performance in EOY Math Progress Monitoring
Staff Responsible for Monitoring: Math specialists Teachers
Administrators

Funding Sources: Supplies, resources - 211 - Title I, Part A - 6399 - $10,000

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 2024, Edgewood Elementary School will increase the number of students prepared for sixth grade advanced coursework in reading and math.

Evaluation Data Sources: Multiple measures

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: Librarian
Specialists
Counselor
Teachers
Administrators

Strategy 2: 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 - 211 - Title I, Part A - 6399 - $5,000

Goal 2: Student Support

Student Support

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 2024, 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 lesson on Core Characteristics with teachers every week through our Cougar News. 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

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.

Strategy's Expected Result/Impact: Increase positive student interactions
Staff Responsible for Monitoring: Counselor
CIS
Teachers
Administrators

Strategy 3: Students will have opportunities for leadership in the classroom through classroom jobs, responsibilities and 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 things we should consider reflecting on.

Strategy's Expected Result/Impact: Increase student engagement and advocacy
Staff Responsible for Monitoring: Counselor
CIS
Teachers
Administrators

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: Parent resources, supplies - 211 - Title I, Part A - 6399 - $3,000

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 2024, Edgewood Elementary School will implement TIER interventions with students identified as needing academic or behavioral supports.

Evaluation Data Sources: Multiple measures

Strategy 1: Respond to interventions with a specific intervention block of time in the master schedule. CAIS maintains the spreadsheet and supports 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
Administrator
MCLs/Interventionist

Title I:
2.4
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 5: Effective Instruction
Funding Sources: Supplies and resources - 199 PIC 11 - Instructional Services - 6399 - $5,000

Strategy 2: The SSC process is used to identify students early on with academic gaps/needs. We will use the process and 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

Title I:
2.6
- ESF Levers:
Lever 5: Effective Instruction

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 2024, student attendance at Edgewood Elementary School will increase or will be ≥ 98%.

Evaluation Data Sources: Skyward data, TAPR

Strategy 1: We will have an attendance committee and review attendance and tardies by grade level. Grade levels will be assigned as follows: Principal (5th grade); AP (4th grade); CAIS (2nd and 3rd grade); Counselor (PK, K and 1). We will utilize the A2A system to manage attendance information.

Strategy's Expected Result/Impact: Increase in attendance by at least 1%
Staff Responsible for Monitoring: Counselor
CIS
CAIS
Teachers ADA
Administrators

Strategy 2: We will create a plan to increase attendance with the parent, administrators, teacher and counselor/CIS of students that have had a history of chronic attendance (10 or more days in the previous year).

Strategy's Expected Result/Impact: Increase attendance of student with history of chronic attendance issues
Staff Responsible for Monitoring: CIS
Counselor
CAIS
Teachers Administrators

Funding Sources: Resources, supplies - 211 - Title I, Part A - 6399 - $5,000

Goal 3: Safe Schools

Safe Schools

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 social skills (greetings, being ready for school, courteous) and CHAMPS to support 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
Funding Sources: Parent resources, supplies - 211 - Title I, Part A - 6399 - $10,000, Professional development, webinas - 211 - Title I, Part A - 6499, 6299, 6239 - $3,000

Strategy 2: Discipline assemblies will be conducted to teach students safe ways to engage in school, on the bus and during transition times. The counselor and administrators will meet with students in homerooms, 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

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
Systems of Care Coach
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: 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

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

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: Error free records.
Documentation of purchases and orders.
Staff Responsible for Monitoring: Principal
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

199 PIC 11 - Instructional Services
Goal			Objective				Strategy				Resources Needed				Account Code	Amount
1			1				1				Tutorials and general supplies				6399, 6116	$10,000.00
1			1				2				Supplies, webinars, professional development, substitutes				6116	$6,005.00
1			5				1				Instructional resources, supplies				11.6399	$5,000.00
1			5				2				Supplies				6399	$1,000.00
2			2				1				Supplies and resources				6399	$5,000.00
Sub-Total																$27,005.00
Budgeted Fund Source Amount																$27,005.00
+/- Difference																$0.00
199 PIC 23 - Special Education
Goal			Objective				Strategy				Resources Needed				Account Code		Amount
1			1				2				Supplies, webinars, professional development				6399, 6239, 6299		$810.00
Sub-Total																	$810.00
Budgeted Fund Source Amount																	$810.00
+/- Difference																	$0.00
199 PIC 25 - ESL/Bilingual
Goal	Objective			Strategy				Resources Needed				Account Code						Amount
1	4			1				Instructional read aloud books and literacy, transportation and fees, resources and supplies				6329, 6494						$4,580.00
1	5			1				Professional development, literacy resources				13.6239; 11.6112; 11.6329; 11.6399						$2,500.00
Sub-Total																		$7,080.00
Budgeted Fund Source Amount																		$7,080.00
+/- 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				6116, 6121, 6494		$5,000.00
1			1				2			Supplies				6399		$3,000.00
1			1				3			Resources				6399		$2,000.00
199 PIC 30 - At Risk School Wide SCE
Goal			Objective			Strategy				Resources Needed				Account Code		Amount
1			2			4				Reading materials for staff, webinars and instructional resources				6299, 6329, 6399		$4,560.00
Sub-Total																$14,560.00
Budgeted Fund Source Amount																$14,560.00
+/- Difference																$0.00
199 PIC 99 - Undistributed
Goal			Objective			Strategy				Resources Needed				Account Code		Amount
1			2			2				Supplies, extra duty, teaching assistants				6399, 6121		$5,000.00
1			2			4				Instructional resources for students				6329, 6299, 6399		$5,770.00
1			5			2				Supplies				6399		$1,000.00
Sub-Total																$11,770.00
Budgeted Fund Source Amount																$11,770.00
+/- Difference																$0.00
211 - Title I, Part A
Goal			Objective		Strategy				Resources Needed				Account Code			Amount
1			1		1				Tutorials				6116, 6121			$18,000.00
1			1		1				Supplies, resources, instructional materials				6399, 6329			$6,875.00
1			1		3				Professionals, support staff				6119; 6129			$170,000.00
1			1		3				Professional books				6329			$6,000.00
1			1		3				Supplies, resources				6399			$5,000.00
1			2		1				Software/technology resources				6397			$10,000.00
1			2		4				Webinars, trainings, Region 4				6299, 6329, 6239, 6499			$8,000.00
1			3		2				Resources, supplies				6399			$10,000.00
1			3		2				Transportation				6494			$2,000.00
1			4		1				Supplies, resources				6399			$10,000.00
1			4		3				Supplies, resources				6399			$5,000.00
1			4		3				Professional development				6299, 6239			$3,000.00
1			6		1				Professional development				6399, 6239			$2,000.00
1			6		2				Supplies, resources				6399			$10,000.00
1			7		2				Supplies, resources				6399			$5,000.00
2			1		4				Parent resources, supplies				6399			$3,000.00
211 - Title I, Part A
Goal		Objective			Strategy				Resources Needed				Account Code			Amount
2		3			2				Resources, supplies				6399			$5,000.00
3		1			1				Professional development, webinas				6499, 6299, 6239			$3,000.00
3		1			1				Parent resources, supplies				6399			$10,000.00
Sub-Total																$291,875.00
Budgeted Fund Source Amount																$291,875.00
+/- Difference																$0.00
Grand Total Budgeted																$353,100.00
Grand Total Spent																$353,100.00
+/- Difference																$0.00

Campus Improvement Plan 2023-2024 PDF Version