Campus Improvement Plan 2020-2021
Edgewood Elementary School
- 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
2020-2021 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.
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 schoolyear. 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.
Student Learning
Comprehensive Needs Assessment
Student Learning
Student Learning Summary
Due to COVID19 we did receive year end data. We did not take End of Year MAP, running records or any state assessment.
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%
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 do not have data to update from the 2019-2020. We will retain our accountability rating from 2018-2019.
We were able to remain as a meets standard school and saw increases in MAP (Measures of Academic Progress) data. During the 2018-2019 school year, MAP was given three times. We saw an increase in both math and reading performance compared to the 2017 data. Math increased from 47% to 60% of students meeting their growth targets. Reading increased from 38% to 51% of students meeting their growth targets. All of our math MAP results were above 50% meeting growth targets. Fifth grade had the highest growth from 37% to 61% (24 points growth). Fourth grade also had significant growth from 47% to 64% (17 points growth). Kindergarten had a 14 point growth over last year. In reading, fifth grade also had the highest growth from 38% to 56% (18 points growth). Fourth grade had a growth of 17 points over last year in reading.
An area of strength was also reflected in Domain 2 of STAAR results. Domain 2 is the growth measure. We rose significantly in that measure. It gave us an overall A-F rating from a D in 2018 to a B in 2019.
School Processes & Programs
Comprehensive Needs Assessment
School Processes & Programs
School Processes & Programs Summary
We will have one year 0 teacher join our Edgewood team this academic school year. We will have 7 staff members join EWE during the 2020-2021 school year. We have a campus induction coach. They meet with mentors and shares information on how to best support new teachers. A blended professional development model is provided to all teachers at EWE. Blended in terms of campus provided through coaching, feedback as well as sessions led by teachers to teachers. Additionally, consultants are hired to support literacy, math and ELLs. Greatest organizational strength is collaboration amongst grade levels. Teachers at EWE are incredibly supportive of each other and care about the success of our students throughout their educational time at EWE.
SBISD adopted a new language arts textbook last year and we will continue to learn and implement this year. Our teachers have attended summer reading trainings virtually. We are working with all of the team leaders and administrative team members to draft out plans for the 2020-21 school year. They are integral in developing the professional development plan and master schedule. Teachers have attended a variety of virtual training sessions this summer.
Perceptions
Comprehensive Needs Assessment
Perceptions
Perceptions Summary
Here at Edgewood the staff created their why during the 2018 school year. 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.
We invest time and resources in growing all staff and students. Our Instructional Specialists will be focused on math/science; language arts and primary grade levels. Our school counselor will support our community circles, build capacity in the classrooms, support students in difficult situations, and coach teachers to build up their skills with classroom management and establishing safe classrooms. We utilize CHAMPS as our school-wide approach to classroom management. We partner up with parents. Our parents are invited to a monthly evening Family Night, PTA events, parent-child field trips (once in the fall and once in the spring), school events, parenting classes, ESL classes, nutrition classes, etc.
We value the input of our staff, students and parents. Panorama is one method to receive feedback. We also ask for feedback through school surveys, survey monkey, and anonymous areas in which staff can drop a note.
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
- Campus Performance Objectives Summative Review from previous year
- Current and/or prior year(s) campus and/or district improvement plans
- Campus and/or district planning and decision making committee(s) meeting data
- State and federal planning requirements
- Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.
Accountability Data
- Texas Academic Performance Report (TAPR) data
- Student Achievement Domain
- Domain 1 - Student Achievement
- Domain 2 - Student Progress
- Domain 3 - Closing the Gaps
- Effective Schools Framework data
- Comprehensive, Targeted, and/or Additional Targeted Support Identification data
- Targeted support Identification data
- Local Accountability Systems (LAS) data
Student Data: Assessments
- State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)
- State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
- 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 diagnostic math assessment data
- Local benchmark or common assessments data
- Student failure and/or retention rates
- Running Records results
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
- Special education population, including performance, discipline, attendance, and mobility
- At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
- At-Risk population, including performance, discipline, attendance, and mobility
- 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 department and/or faculty meeting discussions and data
- Professional development needs assessment data
- Evaluation(s) of professional development implementation and impact
Parent/Community Data
- Parent surveys and/or other feedback
- Parent engagement rate
Support Systems and Other Data
- Processes and procedures for teaching and learning, including program implementation
- Communications data
- Budgets/entitlements and expenditures data
- Other additional data
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - GAP-CLOSING
- Performance Objective 3 - STUDENT GROWTH
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 2021, Edgewood Elementary School will increase student performance on STAAR Grades 3-5 exams in reading and math by at least 2 points at each performance level (approaches, meets, 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: If and when it is safe to have field experiences, students will have opportunities to attend 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 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. Staff Responsible for Monitoring: Specials Teachers, Librarian, Interventionists, Teachers, Counselor, Administrators, SEL Specialist 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 - Targeted Support Strategy Funding Sources: Subs to attend student activities - 199 PIC 11 - Instructional Services - 11.6112 - $2,565, Buses - 211 - Title I, Part A - 11.6494.30 - $4,000 |
Strategy 2: Teachers will refine their practice around their small group lessons and conferring with students as they use it to implement personalized literacy through adoption of Teachers College Reading and Writing Program. 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 2020-2021 school year, 80% of the teachers become proficient implementing small group instruction and conferring with students. We will coach teachers using our LIS and campus staff to show evidence in planning small group and conferring with students. This will allow teachers will continue to build capacity with the implementation of the literacy adoption to provide personalized literacy instruction. 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 - Targeted Support Strategy Funding Sources: Substitutes/general supplies/trainings - 199 PIC 30 - At Risk School Wide SCE - 6399, 6112, 6411 - $4,000, Substitutes/general supplies/trainings - 199 PIC 99 - Undistributed - 6399, 6112, 6411 - $3,000, Substitutes/general supplies/trainings/resources/PD - 199 PIC 11 - Instructional Services - 6399, 6112, 6411, - $8,000, Professional books for instructional resource strategies - 211 - Title I, Part A (FBG20 Carryover) - 6329 - $4,000, Guided Reading books and read alouds - 211 - Title I, Part A (FBG20 Carryover) - 6329 - $12,000, Substitutes/general supplies/trainings - 211 - Title I, Part A (FBG20 Carryover) - 6399, 6112, 6411, 6499 - $10,000, Supplies - 211 - Title I, Part A (FBG20 Carryover) - 6399 - $15,046 |
Strategy 3: Teachers and interventionists will provide tutorials after school, virtually, 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, All in Learning and Data Cards. Staff Responsible for Monitoring: Teachers, Interventionists, Administrators Title I Schoolwide Elements: 2.5, 2.6 - 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, transportation, resources for tutorials and interventions - 211 - Title I, Part A - 6116, 6399, 6121, 6494, 6125 - $20,003, Extra duty pay, resources for tutorials and interventions - 199 PIC 11 - Instructional Services - 6112, 6399, 6494 - $3,000 |
Strategy 4: Bilingual consultant and district specialists 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 small group lesson plans differentiated to provide the language support for students. This will also be evident in the increased number of students in both Spanish and English independent reading in the bilingual classrooms. Staff Responsible for Monitoring: Administrators Title I Schoolwide Elements: 2.5, 2.6 - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 4: High- Quality Curriculum Funding Sources: Online Reading - 211 - Title I, Part A (FBG20 Carryover) - 6397 - $6,000, Document cameras and scanners - 211 - Title I, Part A - 6398 - $4,000, Instructional read aloud books and literacy resources - 211 - Title I, Part A - 6329 - $6,000 |
Strategy 5: Students will learn how to track their own MAP and other data points to share with parents during parent conferences in order to build students' ability to advocate for their own academic needs. Strategy's Expected Result/Impact: Increase in student-led parent conferences to set their goals and track their own performance. Staff Responsible for Monitoring: Students, Teachers, 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 Funding Sources: Supplies - 211 - Title I, Part A - 6399 - $1,500 |
Strategy 6: Parent meetings will be held to discuss MAP goals in order to encourage parents to be advocates of students' academic needs. Parents will also contribute to the parental engagement policy as we discuss student growth. Strategy's Expected Result/Impact: Increase parent awareness of MAP and student goals. Staff Responsible for Monitoring: Teachers, Interventionists, Librarian, Administrators, CIS staff, School Counselor |
Strategy 7: Interventionists will work with teachers to plan, model, coach, and pull small group instruction for students. Interventionists, Instructional Leaders, and Teachers will receive extra duty pay for training colleagues on instructional resources available to them. Paraprofessional will work with small groups of students. Strategy's Expected Result/Impact: To increase capacity with coaching, model and professional development. Staff Responsible for Monitoring: 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 2: Effective, Well-Supported Teachers, 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 - $2,000, Interventionists and Paraprofessional - 211 - Title I, Part A - 6119, 6129 - $165,000 |
Performance Objective 2 - 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 2: GAP-CLOSING: By June 2021, Edgewood Elementary School will increase overall performance on STAAR Grades 3-5 exams to narrow the gap or improve performance above the target by at least 2 percentage points for English Learners.
2019-20: Not Rated due to COVID
2018-19: English Learners 66%; non-English Learners 67%
2017-18: English Learners 68%; non-English Learners 67%
Evaluation Data Sources: State Accountability Reports
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 and resources - 211 - Title I, Part A - 6399 - $2,000 |
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: Substitutes, resources, supplies - 199 PIC 25 - ESL/Bilingual - $2,000, Resources, webinars, trainings - 199 PIC 23 - Special Education - 6399, 6329, 6499, 6239 - $1,500 |
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 - $1,000, Supplies - 211 - Title I, Part A (FBG20 Carryover) - 6399 - $12,308, Supplies, instructional resources - 199 PIC 25 - ESL/Bilingual - 6399, 6329 - $3,820, Supplies - 199 PIC 30 - At Risk School Wide SCE - 6399, 6329 - $1,000 |
Performance Objective 3 - 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 3: STUDENT GROWTH: By June 2021, 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 2 points, Math (K-5) increase by 2 points.
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 Funding Sources: Resources and supplies, substitutes, misc. contracted services, trainings - 211 - Title I, Part A - 6399, 6411, 6499, 6329, 6239, 6112 - $27,000, Supplies - 199 PIC 32 - Pre-Kindergarten - 6399 - $500 |
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 - $4,000 |
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 11 - Instructional Services - 6499, 6329, 6399 - $6,000, Reading materials for staff, webinars, instructional resources. - 211 - Title I, Part A - 6499, 6329, 6399 - $12,000 |
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 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 - 211 - Title I, Part A - 6112, 6399, 6499 - $4,000, Instructional resources, supplies, technology, software applications, substitutes, webinars - 199 PIC 11 - Instructional Services - 6112, 6399,6499 - $4,000 |
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 - $3,500, Instructional resources, supplies, software resources - 199 PIC 11 - Instructional Services - 6399, 6398 - $6,000 |
Strategy 6: Teachers will set goals with students several times a year. Teachers will be able to use a variety of instructional resources such as: ItsLearning, small group instruction, peer support, tutorial and differentiated projects to meet the varied learning styles in their classrooms and prototype flexible groupings to support personalized math and personalized literacy. Strategy's Expected Result/Impact: Increase student performance by personalizing their learning opportunities and sharing resources. Staff Responsible for Monitoring: Interventionists, Paraprofessionals, Teachers, Administrators, SEL Specialist Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Funding Sources: Supplies, resources - 199 PIC 30 - At Risk School Wide SCE - 6399 - $3,000, Supplies, resources - 199 PIC 11 - Instructional Services - 6399 - $3,000, Supplies, resources - 199 PIC 25 - ESL/Bilingual - 6399 - $2,000 |
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 2021, the % of Edgewood Elementary School students who feel connected as both individuals and learners will increase by at least 3 points.
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 continue to refine the implementation of CHAMPS systems and procedures for transitions and activities. Systems of Care will support teachers through the 3rd year implementation process. 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, 7 Mindsets strategies, 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. 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 - 211 - Title I, Part A - 6399, 6116, 6112, 6121,6494 - $2,000, Extra duty pay, resources, supplies, transportation, fees - 199 PIC 99 - Undistributed - 6399, 6116, 6112, 6121,6494 - $2,000 |
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: Extra duty pay, supplies, webinars - 199 PIC 99 - Undistributed - 6399, 6116, 6112, 6121,6494 - $1,775, Supplies - 199 PIC 30 - At Risk School Wide SCE - 6399 - $1,000, Extra duty pay, supplies, webinars, reading materials, - 211 - Title I, Part A - 6329, 6399, 6116, 6112, 6121, 6499 - $3,662 |
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: Supplies - 199 PIC 11 - Instructional Services - 6399 - $1,000, Stamps, mailing envelopes, and other supplies for communication - 211 - Title I, Part A - 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 lead teachers through CHAMPS, Panorama activities, 7 Mindsets strategies, 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. Strategy's Expected Result/Impact: Increase in on-task behavior. Increase in student achievement. Staff Responsible for Monitoring: Counselor, Instructional Leadership, Team Leaders, Administration Title I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Connect high school to career and college - ESF Levers: Lever 3: Positive School Culture |
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 | 1 | 1 | Subs to attend student activities | $2,565.00 |
1 | 1 | 2 | Substitutes/general supplies/trainings/resources/PD | $8,000.00 |
1 | 1 | 3 | Extra duty pay, resources for tutorials and interventions | $3,000.00 |
1 | 3 | 3 | Reading materials for staff, webinars and instructional resources | $6,000.00 |
1 | 3 | 4 | Instructional resources, supplies, technology, software applications, substitutes, webinars | $4,000.00 |
1 | 3 | 5 | Instructional resources, supplies, software resources | $6,000.00 |
1 | 3 | 6 | Supplies, resources | $3,000.00 |
2 | 1 | 1 | Supplies, webinars, reading materials, trainings, substitutes | $2,000.00 |
2 | 1 | 4 | Supplies | $1,000.00 |
Sub-Total | $35,565.00 | |||
Budgeted Fund Source Amount | $35,565.00 | |||
+/- Difference | $0.00 |
199 PIC 23 - Special Education | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 2 | 2 | Resources, webinars, trainings | $1,500.00 |
1 | 2 | 3 | Supplies | $1,000.00 |
Sub-Total | $2,500.00 | |||
Budgeted Fund Source Amount | $2,500.00 | |||
+/- Difference | $0.00 |
199 PIC 25 - ESL/Bilingual | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 2 | 2 | Substitutes, resources, supplies | $2,000.00 |
1 | 2 | 3 | Supplies, instructional resources | $3,820.00 |
1 | 3 | 6 | Supplies, resources | $2,000.00 |
Sub-Total | $7,820.00 | |||
Budgeted Fund Source Amount | $7,820.00 | |||
+/- Difference | $0.00 |
199 PIC 30 - At Risk School Wide SCE | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 2 | Substitutes/general supplies/trainings | $4,000.00 |
1 | 1 | 7 | Resources | $2,000.00 |
1 | 2 | 3 | Supplies | $1,000.00 |
1 | 3 | 6 | Supplies, resources | $3,000.00 |
2 | 1 | 1 | Supplies and resources | $1,200.00 |
2 | 1 | 3 | Supplies | $1,000.00 |
Sub-Total | $12,200.00 | |||
Budgeted Fund Source Amount | $12,200.00 | |||
+/- Difference | $0.00 |
199 PIC 32 - Pre-Kindergarten | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 3 | 1 | Supplies | $500.00 |
Sub-Total | $500.00 | |||
Budgeted Fund Source Amount | $500.00 | |||
+/- Difference | $0.00 |
199 PIC 99 - Undistributed | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 2 | Substitutes/general supplies/trainings | $3,000.00 |
2 | 1 | 2 | Extra duty pay, resources, supplies, transportation, fees | $2,000.00 |
2 | 1 | 3 | Extra duty pay, supplies, webinars | $1,775.00 |
Sub-Total | $6,775.00 | |||
Budgeted Fund Source Amount | $6,775.00 | |||
+/- Difference | $0.00 |
211 - Title I, Part A | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Buses | $4,000.00 |
1 | 1 | 3 | Extra duty pay, transportation, resources for tutorials and interventions | $20,003.00 |
1 | 1 | 4 | Document cameras and scanners | $4,000.00 |
1 | 1 | 4 | Instructional read aloud books and literacy resources | $6,000.00 |
1 | 1 | 5 | Supplies | $1,500.00 |
1 | 1 | 7 | Interventionists and Paraprofessional | $165,000.00 |
1 | 2 | 1 | Supplies and resources | $2,000.00 |
1 | 3 | 1 | Resources and supplies, substitutes, misc. contracted services, trainings | $27,000.00 |
1 | 3 | 2 | Resources and supplies | $4,000.00 |
1 | 3 | 3 | Reading materials for staff, webinars, instructional resources. | $12,000.00 |
1 | 3 | 4 | Instructional resources, supplies, technology, software applications, substitutes, webinars | $4,000.00 |
1 | 3 | 5 | Instructional resources, supplies, software resource | $3,500.00 |
2 | 1 | 1 | Supplies, webinars, reading materials, trainings, substitutes | $8,500.00 |
2 | 1 | 2 | Extra duty pay, resources, supplies, transportation, fees | $2,000.00 |
2 | 1 | 3 | Extra duty pay, supplies, webinars, reading materials, | $3,662.00 |
2 | 1 | 4 | Stamps, mailing envelopes, and other supplies for communication | $3,000.00 |
Sub-Total | $270,165.00 | |||
Budgeted Fund Source Amount | $270,165.00 | |||
+/- Difference | $0.00 |
211 - Title I, Part A (FBG20 Carryover) | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 2 | Professional books for instructional resource strategies | $4,000.00 |
1 | 1 | 2 | Guided Reading books and read alouds | $12,000.00 |
1 | 1 | 2 | Substitutes/ general supplies/ trainings | $10,000.00 |
1 | 1 | 2 | Supplies | $15,046.00 |
1 | 1 | 4 | Online Reading | $6,000.00 |
1 | 2 | 3 | Supplies | $12,308.00 |
Sub-Total | $59,354.00 | |||
Budgeted Fund Source Amount | $59,354.00 | |||
+/- Difference | $0.00 |
276 Instructional Continuity Grant | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
$0.00 | ||||
Sub-Total | $0.00 | |||
Budgeted Fund Source Amount | $6,649.00 | |||
+/- Difference | + $6,649.00 | |||
Grand Total | $394,879.00 |